{"response":{"docs":[{"id":"gych_rbrl379amp_100","title":"Jabriel Winfrey (Billy D. Brell) interviewed by Montu Miller, 27 August 2019","collection_id":"gych_rbrl379amp","collection_title":"Athens Music Project Oral History Collection, 2014-2020","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Clarke County, Athens, 33.96095, -83.37794"],"dcterms_creator":["Winfrey, Jabriel","Miller, Montu"],"dc_date":["2019-08-27"],"dcterms_description":["Jabriel Winfrey (Billy D. Brell) was born and raised in Athens, GA. He took an interest in rap and hip-hop at a young age and began writing his own music, becoming a part of the original wave of hip-hop in Athens.","In his interview, Winfrey discusses life in Athens, his involvement with other popular Athens hip-hop artists, and how his musical style has developed over the years. He mentions the production of several CDs, as well as a book he plans to release.","Interviewed by Montu Miller."],"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Athens Music Project Oral History Collection"],"dcterms_subject":["Music--Georgia--Athens","Music","Georgia--Athens"],"dcterms_title":["Jabriel Winfrey (Billy D. Brell) interviewed by Montu Miller, 27 August 2019"],"dcterms_type":["Sound"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL379AMP-100/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Athens Music Project Oral History Collection, AMP 100, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["interviews","oral histories (literary works)"],"dcterms_extent":["1 sound recording (ca. 92 min.) : digital"],"dlg_subject_personal":["Winfrey, Jabriel"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_454","title":"Grants","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":["2000/2006"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Finance","School improvement programs"],"dcterms_title":["Grants"],"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/454"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District February 22, 1990 TO: FROM: THROUGH: SUBJECT: Eugene Reville, Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Community Support Grants Ihe Little Rock School District met with Area Schools Committee on February 12 to discuss deletions and/or additions to the Tri-District Desegregation Plan. Both parties agreed that the community support grants should be deleted from the plan. The community support grants were intended to be used by area schools to support recruitment efforts. However, both parties agreed that the attendance zones will serve as a natural recruitment tool. Please note that this request only applies to the community support grants. The academic progress incentive grants should not be deleted. cc: Chip Jones Estelle Matthis Martha Alman, Committee Chairperson Arma Hart 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361received mm 27  LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Office of Desegregation Monitoring z TO: Board of Directory May 28, 1992 FROM: THROUGH: SUBJECT: Estelle MatthH,* Associate Superintendent for Educational Programs Ruth S. Steele, Superintendent of Schools 6^^ Arkansas Better Chance (ABC) Grant Proposal The Arkansas Department of Education recently announced the availability of funds to establish and expand developmentally-appropriate early childhood programs which identify and assist educationally-deprived children, ages three (3) to five (5), as specified in the Arkansas Better Chance Program, Act 212 of 1991. The request for proposals was released after April 16, 1992, and the deadline for submission is June 1, 1992. Provided for your review are copies of the Program Abstract for applications for expansion of our center- and home-based early childhood education programs. The goals, objectives, and other components provide the basic information that was provided to you in our Early Childhood Continuance Grant last month. The proposed expansion sites for our center-based program are Bale, Cloverdale, Geyer Springs, Watson, and Wilson Elementary Schools. Southwest Little Rock is the targeted area for expansion of our home-based program. We are also requesting funds to improve playgrounds and expand our staff development activities for our early childhood staff. Attached is the proposed Arkansas Better Chance budget request for funding. We recommend the approval of our submission of this expansion proposal to the Arkansas Department of Education.ARKANSAS BETTER CHANCE PROGRAM 1992-93 PROGRAM ABSTRACT A, Statement of Need The Little Rock School District believes that Early Childhood Education is a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Furthermore, we believe that effective early childhood programs will reduce, if not eliminate, the need for major remediation programs in the upper grades. For these reasons. the enhancement and expansion of the Early Childhood Education program will continue to be a priority for the Little Rock School District. During the 1992 registration period, 671 parents registered their child from within the Little Rock School District, 15 applicants from North Little Rock, and 20 applicants from Pulaski County. Needless to say, the demand is greater than the supply. 706 total applications 378 openings B. Overall Objectives The overall objectives of this program are to address the needs of at-risk students at the earliest possible age in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and economically disadvantaged children.Arkansas Better Chance Program - Page 2 C. Type of Program The center-based program for four-year-old children is designed to proxdde developmental and educational experiences that hold the potential for greater academic achievement and enhanced educational opportunity for all children. The early childhood educational center-based programs are geared to providing the skills and experiences that have often been lacking in the lower-income youngsters. This is tremendously important, not only to the parent but to the self-image and selfconfidence of the child. The early childhood education programs are a major part of the Little Rock School Districts response to Goal One of America 2000: All children in America will start school ready to learn. D. Number of Students To Be Served The Little Rock School Districts center-based program will serve 378 children. Fifty-four of the students are included in the continuance grant and 324 will be served through the expansion grant (90 students-five new classes - playground/staff development - 234 children). E. Curriculum The Little Rock School Districts curriculum-based four-year-old-program uses a curriculum that was developed by a task force composed of specialists, teachers, instructional aides, and parents. The curriculum is based on young childrens interests and styles of learning which guide daily activities. It allows for children to become active learners and gives them freedom to act on materials, to use them in their own ways, and to move about and interact verbally and physically with other children and their teachers. The curriculum is sensitive to the cultural and ethnic heritage of children and provides for interaction with students from various backgrounds in diverse settings to learn to respectArkansas Better Chance Program - Page 3 and value each other. It also enables children to deal more skillfully with differences they encounter upon entering school. F. Parent Involvement Component Active involvement of the parents is critical to the childs success in school. It reinforces and helps sustain the effects of school programs. Parents will become involved in the implementation of the program through: * Orientation meetings - parents will be acquainted with the initial program at Open House. * Parent participation - parents will be invited to volunteer in the classroom, accompanying the class on field trips, and observing the children in the classroom.  Workshops - will be provided on various topics as a means to improve parent effectiveness. * Advisory Council - parents who serve on this council will have direct input into the programs. G. Collaboration With Other Service Agencies The Little Rock School District Early Childhood Education Program works actively with other service agencies such as: human service agencies, health care agencies. Interagency Coordinating Council, and various other agencies to ensure that the needs of our children and their families are met.Arkansas Better Chance Program - Page 4 H. Screening and Evaluation Plan Frequent assessments of the childrens progress through teacher observations, samples of childrens work, and parental input are used to modify experiences to enhance development and to ensure \"that all children will start school ready to learn.\" Also, children who are in the program will be monitored as they progress through the grades. EPSDT screening will be provided for all children in the program. I. Community Involvement The Little Rock School District has a strong tradition of involvement with local community groups. businesses, industries, and institutions of higher education. Community and parental involvement is essential for the programs success. The program grew out of the needs of the community, and it will be responsive to the community. J. Plan for Transition from Early Childhood Programs to Public Schools The center-based programs are located in sixteen (16) individual school sites which allows the programs to be introduced to and receive the services of numerous resources and support staff available within the public schools. The plan allows for visitation of kindergarten classes within the schools along with participation and involvement in school activities. Also, information regarding individual student progress is shared with the upcoming teacher.PROGRAM ABSTRACT HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS A. Statement of Need The Little Rock School Districts Home Instruction Program for Preschool Youngsters (HIPPY) will serve economically and educationally at-risk families during the 1992-93 school year. The southwest Little Rock area has been identified as the targeted population as many children in this area are not being served by pre-school agencies. HIPPY programs operate with two major sets of goals and objectives. The child-focused goals include Ua'O years of programming with 18 story books, 60 activity packets, and a set of 16 colored plastic shapes. These materials concentrate on language development, sensory and perceptual discrimination skills, and problem solving. Specific objectives include: language instruction skills such as listening, asking questions, talking about the text, picture reading, story creation, serialization and vocabulary-building\ndiscrimination skills such as visual, auditory and tactile skills\nand problem-solving activities such as listing, sorting, matching. and grouping concrete objects, then representations of objects. Parent-focused objectives include improvement of parental self-esteem, improved parent-as-educator skills, improved parental problem-solving skills, and development of the parents concept as an advocate for their childs educational needs. Operational goals and objectives for HIPPY programs in the 1992-93 school year include recruitment of HIPPY families by mid-September and delivering of the 30- week curriculum with the program concluding by the end of May, 1993. Family group meetings will be scheduled and held on a monthly basis, statewide coordinator meetings and training will occur on a bi-monthly basis, and various paraprofessional training will be held throughout the year. Regional coordinator meetings will be held on a bi-monthly basis alternating with the statewide meeting schedule. B. Type of Program Home-based Program The placement of the HIPPY program in the Little Rock School District has been done with the specific intention of working in a cooperative and collaborative effort to maximize our efforts to effectively intervene in the lives of these children. This program is designed to empower parents. All parents want what is best for their children\nHIPPY builds upon this basic fact. The HIPPY model creates opportunitiesArkansas Better Chance Program - HIPPY Page 2 for positive educational interactions between parents and their four- and five-year olds. Parents take active roles as their childrens primary educator. C. Number of Students to Be Served/Service Areas The HIPPY program sponsored by the Little Rock School District is designed to address the educational and developmental needs of four- and five-year-old children in our program service area. We will identify educationally \"at risk\" families with children in these two age groups through formal screenings, recruitment from targeted neighborhoods, and other informal approaches. The Little Rock School District HIPPY program plans to serve an additional 36 children during the 1992-93 school year. D. Curriculum The HIPPY program is designed for parents with limited formal schooling to provide educational enrichment for their preschool children. Support and training for the parents are given by paraprofessionals, themselves parents of young children from the communities served by the program. International research suggests that HIPPY benefits disadvantaged children by improving academic achievement and adjustment to school\nby improving parental self-concepts\nand by increasing their interest and involvement in the education of their children, their involvement in community affairs, and their interest in pursuing further education for themselves. The HIPPY curriculum guides parents in creating opportunities for their children to learn the basic skills and knowledge necessary for early school success. E. Training and Professional Development Training and professional development opportunities are provided weekly during inservice training. District supervisors and community leaders provide enrichment for our Home Visitors. They also attend the training provided by the Arkansas HIPPY Technical Resource Center. F. Parent Involvement The program provides parental outreach through the Parent Advisory Council and office staff. Special programs and workshops enhance parents interests and knowledge of child growth and development. The Parent Advisory Council that is in place will sponsor activities for parents and act as a liaison for parents in the community.Arkansas Better Chance Program - HIPPY Page 3 G. H. 1. Transition Activities Transition activities will be available for parents and HIPPY children by providing kindergarten teachers, parents, and social workers the opportunity to speak at group meetings and give information on the requirements of schools. This information will empower the parents and children as to what is needed to successfully make the transition from home-based services to kindergarten, a more structured school envirorunent. Collaborative Agreements We will work to serve HIPPY program children through Watershed, Inc. and the Adult Education Center. Watershed, Inc. will refer potential Home Visitors applicants and the HIPPY program will refer HIPPY parents to Watershed when they need assistance for food, clothing, or utilities. The HIPPY staff will present the HIPPY concept to participants involved in job training at Watershed. The Adult Education Center will allow the HIPPY staff to use their auditorium for special programs. The Little Rock HIPPY staff will refer HIPPY parents to Adult Education in order for them to continue their education. Screening and Evaluation All of the five-year-old participants receive pre and post assessments by the District using the Early Prevention of School Failure assessment instrument. A pre and post assessment will be conducted using the HIPPY curriculum to identify the participants readiness skills. The program will be evaluated in order to determine the overall effectiveness of early childhood services. A survey to kindergarten teachers and a telephone survey to parents will be used to measure the program goals and objectives. The Home Visitors will be evaluated at least twice during the year to assess their knowledge of the program. All HIPPY programs in Arkansas participate in a standardized program evaluation system. This system consists of a set of materials issued from HIPPY USA and submitted by local programs back to HIPPY USA or the Arkansas Regional HIPPY Office. This data will cover recruitment of HIPPY families and initial family assessment (baseline data information). Paraprofessional home visit reports will be completed after each visit with parents. Monthly reports summarizing each family s involvement will be completed by the staff and forwarded to HIPPY USA.ARKANSAS BETTER CHANCE PROGRAM - PROPOSED BUDGET BUDGET CATEGORY ABC MATCH TOTAL SALARIES Coordinator/Program Manager Teachers Paraprofessionals Administrative/Support Personnel Other (specify) HIPPY Secretary 17,720.00 154,500.00 61,190.00 69,312.00 401,700.00 130,223.00 87,032.00 556,200.00 191,413.00 FRINGE BENEFITS 33,600.00 15,942.00 82,334.00 15,942.00 115,934.00 MAINTENANCE OF OPERATIONS Advertising Rent/Lease Utilities Phone OfSce Supplies Copier/Duplication/Printing 450.00 101.00 153,600.00 4,560.00 Postage O 1,300.00 500.00 500.00 3,060.00 556.00 153,600.00 4,560.00 1,300.00 3,560.00 500.00 MATERIALS/SUPPLIES Instructional 27,750.00 60,000.00 87,750.00 EQUIPMENT Instructional Classroom/Playground 13,940.00 90,000.00 36,000.00 49,940.00 90,000.00 SUPPORT SERVICES Food/Nutrition Assessment/Screening Transportation for Students Parent Involvement Activities 51,905.00 1,980.00 1,680.00 11,060.00 17,820.00 51,905.00 19,800.00 1,680.00 11,060.00 TRAINING 20,200\n00 20,200.00 RENOVATION OF SPACE (Must attached contractors estimate) TRAVEL In-state Out-of-state 1,286.00 9.000.00 5,123.00 6,409.00 9.000.00 TOTAL $498,561.00 $979,775.00 $1,478,336.0011/16/93 18:38 501 324 2032 L R School Dlst ODM @002/002 -i Little Rock School District NEWS RELEASE November 16,1993 For more information: Jeanette Wagner, 324-2020 LRSD TO WRITE GRANT FOR STUDENTS WITH LIMITED ENGUSH LANGUAGE SKTTIS The Little Rock School District is writing a grant proposal in the amount of $175,000 to expand the district's English as a Second Language (ESL/LEP) program. With funding, the district will use the money to create five intake centers for students who are in need of special English language tutoring. The centers will be equipped to provide the services necessary to assess language and academic skills, to provide intensive English language instruction, to provide appropriate grade level placement and educational orientation services to meet the needs of a diverse English limited student population, representing up to 66 language groups. In addition to the intake centers, extensive staff training is also planned for teachers, counselors and tutors. The tutoring staff will be expanded and materials will be purchased, including IBM compatible language learning software. ###FOR SUSPENSION OF THE RULES LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS received September 22, 1994 SEP 2 2 1994 Office of Desegregation Monitoring TO: Board of Directors FROM: Jo Evelyn Elston, Director of Pupil Services Estelle Matthis, Deputy Superintendent THROUGH: e: . WiTli erintendent SUBJECT: School-based Service Learning Grants Program The Arkansas Department of Education has announced the availability of federal grant awards through the Corporation of National and Community Service to enable local school districts to improve the quality of education by integrating service learning into the curriculum. This process will allow students to use information learned to solve problems within the school and community. Planning and operational grant awards of up to $12,000 are available to assist districts with program development and staff training. The deadline for submission is September 26, 1994. The District's proposal will involve developing a model service learning program in an elementary , junior high and a senior high school. Local governmental, civic and business groups will also participate in the program's design and implementation. It is recommended that the Board of Directors authorize the administration to proceed with Department of Education. an application to the State JEE/mab Little Rock School District May 15, 1998 Pat Gee 8409 Dowan Drive Little Rock, AR 72209 Dear Ms. Gee, Let me begin by expressing my appreciation for your kind words about me at the Board meeting this past week. It is always gratifying to learn that ones contribution to a cause is appreciated and has achieved a recognized impact. Your candor at the meeting was particularly touching. In truth, I was not aware of your initial reservations about my role at the District. This is a result, I believe, more from your level of professional decorum than my own lack of attention. Nevertheless, your remarks offered an unexpected personal moment in the formal agenda. Thank you for the statement of support. I have enclosed the summary of grant activity you requested. Please note that I maintain these annual records to match the fiscal calendar. The final tally includes activity through June 30 each year, though decisions concerning grants frequently are not received until the following year. Despite this delayed response, the 1997-98 school year was particularly productive for grants revenue. A greater number of grants have been submitted and approved than ever before, and a larger number of high dollar proposals have been awarded. You will likely receive a second copy of this listing through the Superintendents office, but I wanted to send this copy because of a recent communication I received from Dr. Gamine concerning my contract with the District. As you may be aware, I have been informed that my contract will be renewed only through December 1998. Dr. Gamine plans to eliminate my position and reassign my responsibilities to a committee. I have been encouraged to secure employment outside the District. I received this administrative decision with shock and disappointment. I do not believe the assignment of grants writing responsibilities to a committee is in the best interests of the Little Rock School District. Nor do I believe that my accomplishments in this position and my service to the educational community are fully realized by the administration. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000-2- May 15,1998 My primary basis for this assertion is that since joining the District in May 1994 I have never had an annual assessment or review session of any kind with a supervisor. Other than you, no one has ever asked for an accounting of my on-going activity or a year-end summary of my achievements. I can attribute this to some degree to the change in supervision in the Planning, Research and Evaluation Division and the Superintendents Office. Nevertheless, other than the staff I have directly assisted in grants preparation, few people across the district are aware of my achievements. The annual tally of grants activity enclosed in this mailing is a summary of that service. One important conclusion from that summary should be emphasized. The total funds awarded to the District through grants include an indirect or administrative cost that has more than exceeded my annual salary. My service to the District has not only paid for itself, it has created income. Not listed in the annual summary are the support services I have provided to help LRSD educational staff better address the process of resource acquisition. I have conducted numerous grants writing workshops for the Staff Development Division with consistently excellent evaluation reports from teacher attendees. I continue to meet with school and teacher teams as a consultant to building-level planning. In the past few months, I have begun a direct communication to increase awareness of grants opportunities. A monthly flyer titled Grant Opportunities for Teachers and Schools has a wide distribution across the District. The grants listing is also published in the LRSD monthly newsletter. The result of this initiative has been outstanding. More educators are aware of grant resources and a larger number are applying for them. I do not believe the services I provide as a high performance and innovative grants writer can be duplicated by a committee. Project planning certainly requires group effort and inclusion, but the actual writing and packaging of complex proposals with multi-year budgets does not. It is a job best handled by a single person who can work with diverse groups and meet deadlines. In my tenure, the LRSD has never missed a submission deadline. My work in this regard, done largely behind the scenes and very frequently through the early hours of the morning, is known to very few. The proposal recently approved by the National Science Foundation is an example. I do not seek distinct credit for my contribution to the project, but I feel slighted when decisions concerning my service to the District are made without full understanding of my contribution. At this time, I am waiting the arrival of Dr. Bonnie Leslie and a discussion with her continuation with the District. Dr. Gamine told on my me his position is based on her initial assessment of District administrative staff. My immediate concern, then, is to better acquaint her with my job history and gain her approval of my position. If unsuccessful, I may request a hearing before the Board.-3- May 15,1998 I am sharing all this with you at this time because your remarks at Board meetings and to me personally have always shown a high regard for personal commitment to our common task. Hopefully, Dr. Leslie will share that view and these issues will be appropriately addressed. Please let me know if there is any additional information I can provide or questions I can answer about grant activity in the past year. I will be pleased to do so. Sincerely, Marvin Schwartz Grants Writer Enclosure (1)active.doc C:\\winword Grant activity since July 1997 Current as of May 15, 1998 Project Awarded Proposals Amount 1. 2. 3. 4. 5. 6. 7. 8. 9. Family preservation - HIPPY Diesel Mechanics - Metro Voc Center Business Education - Central Business Education - Fair Business Education - McClellan Business Education - Forest heights Jr HS Carl Perkins - Voc Ed Art program - Jefferson Ark Better Chance - Early Childhood Prog 10. Family Preservation - human service worker 11. Youth employment - pupil services 12. Goals 2000 - staff development 13. Model schools for kit based science- 14. Learn and Serve -pupil services 15. Technology Literacy Challenge - Lucy Lyon 16. Vital Link - VIPS 17. Vital Link transportation 1. Central High architectural conservation 18. Comprehensive Health program - Washington Magnet 19. HIV education - Franklin 20. School Improvement - Carver 21. Model schools for CMP 22. Safe and Drug Free Schools 23. LRCPMSA 24. Prof dev. - Eisenhower Grant - federal prog. 25. Student travel to DC - Rightsell 26. Arts in education - Forest Park 27. Arts in education - Carver 28. ASSI teacher training - Romine 29. Capitol View summer program - Liz Lucker 30. Total teen Tale troupe - Liz Lucker 31. Youth employment center - Pupil Services 10,000 25,000 21,660 18,043 21,660 45,118 358,239 1,000 233,992 30,500 15,000 120,755 6,000 23,600 100,000 1,000 35,000 25,000 2,000 5,000 9,500 7,182 166,696 3,801,155 141,798 2,500 3,600 5,125 10,000 19,420 11,160 20,000 $5,296,703 Submission Date June 30 Aug. 20 Aug. 20 Aug. 20 Aug. 20 Aug. 20 Aug. 20 April 21 April 18 Sept 1 Sept 1 Sept. 12 Sept. 15 Sept 24 July 15 Oct 1 Oct 10 Oct 10 Oct. 15 Nov. 1 Jan. 1 Jan. 1 Oct. 3 Octl5 Dec. 1 Dec. 11 Feb 2 Feb 2 Mar. 6 April 14 April 14 April 14 Sponsor/Contact DHS ARDoE ARDoE ARDoE ARDoE ARDoE US DoE Entergy Ark Early Childhood Comm Ark DHS City ofLR ARDoE AD HE Corp National and Comm Serv DoE Entergj' LR Education Comm Getty Grant Program ARDoE Ar DoE WRF AD HE Ar DoE NSF Ar DoE LR Task Force for Youth Ark. Arts Council Ark. Arts Council AD HE City ofLR City ofLR City ofLR1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Denied Applications Career education - Otter Creek Classroom technology - Forest Park Elem Astronomy Club - Washington (Lanette Kemp) Learn and Serve - Linda Young Parental Assistance Program - St HIPPY, CYF Art program - Jefierson Behavior Management Lab - Franklin Technology Iimovation Challenge Teaching Tolerance Carver youth garden After school tutoring - McClellan Comm Ed. Breast cancer awareness - For Hghts \u0026amp; Clov Jr. HS Abstinence Education - Otter Creek McClellan - Marion Baldwin Early Literacy Program - Reading dept Arts in education - Pulaski Heights Elem Total 1,872 20,892 1,000 79,745 180,000 3,500 46,904 1,135,683 2,000 750 9,000 48,637 37,918 10,000 253,000 5,750 $1,836,651 June 27 Dec. 31 Oct. 15 May 5 Feb. 21 Mar 30 Mar. 30 May 30 Oct 15 Nov. 14 Dec. 11 Dec. 1 Dec. 8 Jan. 16 Jan 28 Feb 2 DoE Sturgis Ark Instructional E.xcell Grant Corp for National Service DoE Target Common Ground/ADAP US DoE Southern Poverty Law Center National Gardening Assoc LR Ed Commission Avon Products Ar. Dept. Health Div Children \u0026amp; Families, DHS Corp, for National Service Ark. Arts Council 1. 2. 3. 4. 5. 6. Pending Proposals Math/Science Equipment - Washington Family Preservation - Pupil Services, Elston Conflict resolution - Tony Petty/Pupil servies Dropout Prevention - Pupil Services -Valery Hudson Community Learning Centers - Marion Baldwin Ark Better Chance - Early Childhood 2,502 ? 30,000 9,750 380,401 233,992 Nov. 14 Jan. 16 Feb. 20 Mar. 6 Mar. 9 Apr. 17 7. 8. Vital Link - VIPS LRSD Community Based Conflict Management Training Initiative 1,000 25,000 April 15 April 20 AR DoE Div Children \u0026amp; Families, DHS ADAP Div Children \u0026amp; Families, DHS US DoE ADHS, Div of Child Care and Early Childhood Ed Entergy Gov. Partnership for Children \u0026amp; Families Total $682,645 2Grant Activity 1997-1998 School Year Current as of: 28-May D12 File name: 97-98grants [Awarded Proposals i Project_________________________________________ 1. Art program - Jefferson 2. Ark Better Chance - Early Childhood Program 3. Family Preservation - HIPPY 4. Technology Literacy Challenge - Instructional Tech. 5. Diesel Mechanics - Metropolitan 6. Business Education - Central 7. Business Education - Fair 8. Business Education - McClellan 9. Business Education - Forest Heights Jr. HS 10. Carl Perkins  Vocational Education 11. Family Preservation Program - Pupil Services 12. Youth employment - Pupil Services 13. Goals 2000 - Staff Development 14. Model schools for kit based science - Science Dept. 15. Learn and Serve -Pupil Services 16. Vital Link-VIPS 17. Safe and Drug Free Schools - Pupil Services 18. Vital Link transportation - VIPS 19. Architectural Conservation - Central High 20. Comprehensive Health Program - Washington Magn 21. LRCPMSA - Math/Science Departments 22. HIV education - Franklin 23. Prof. Dev. Eisenhower Grant - Federal Programs. 24. Student travel to DC - Rightsell 25. School Improvement - Carver 26. Model schools for CMP - Math Dept. 27. Arts in Education - Forest Park 28. Arts in Education - Carver 29. Conflict Resolution - Pupil Services 30. ASSI Teacher Training - Romine 31. Capitol View Summer Program - New Futures 32. Total Teen Tale Troupe - New Futures 33. Youth Employment Center - Pupil Services Total Amount 1,000 233,992 10,000 100,000 25,000 21,660 18,043 21,660 45,118 358,239 30,500 15,000 120,755 6,000 23,600 1,000 166,696 35,000 25,000 2,000 3,228,022 5,000 141.798 2,500 9,500 7,182 3,600 5,125 30,000 10.000 19,420 11,160 20,000 $4.753,570 Submission Date 21-Apr 18-Apr 30-Jun 15-Jul 2 O-Aug 20-Aug 20-Auo 20-Aug 20-Aug 20-Aug 1-Sep 1-Sep Sept. 12 Sept. 15 24-Sep 1-Oct Oct. 3 10-Oct 10-Oct Oct. 15 Oct. 15 Nov. 1 Dec. 1 Dec. 11 Jan. 1 Jan. 1 2-Feb 2-Feb Feb. 20 Mar. 6 14-Apr 14-Apr 14-Apr Sponsor/Contact Entergy Ark Early Childhood Comm DHS DoE AR DoE AR DoE AR DoE AR DoE AR DoE US DoE Ark DHS City of LR AR DoE ADHE Corp National and Comm Serv Entergy AR DoE LR Education Comm Getty Grant Program AR DoE National Science Foundation AR DoE AR DoE LR Task Force for Youth WRF ADHE Ark. Arts Council Ark. Arts Council ADAP ADHE City of LR City of LR City of LR [penledProposals | Project 1. Career Education - Otter Creek 2. Astronomy Club - Washington 3. Teaching Tolerance - Hall HS 4. Math/Science Equipment - Washington 5. Youth Garden - Carver 6. Breast Cancer Awareness - For Hghts. \u0026amp; Clov. Jr. HS 7. Abstinence Education - Otter Creek 8. After-School Tutoring - McClellan Comm Ed. 9. Classroom Technology - Forest Park Elem. 10. Summer Programs -McClellan Comm. Education 11. Early Literacy Program - Reading Dept 12. Arts in Education - Pulaski Heights Elem. 13. Parental Assistance Program - HIPPY 14. Art program - Jefferson 15. Behavior Management Lab - Franklin 16. Learn and Serve - New Futures 17. Technology Innovation Challenge Total Amount 1.872 1.000 2,000 2,502 750 48,637 37,918 9,000 20,892 10,000 253,000 5,750 180,000 3,500 46,904 79,745 1,135,683 $1.839.153 Submission Date 27Jun Oct. 15 15-Oct Nov. 14 Nov. 14 Dec. 1 Dec. 8 Dec. 11 Dec. 31 Jan. 16 28-Jan 2-Feb Feb. 21 30-Mar Mar. 30 5-May 30-May Sponsor/Contact DoE AR DoE Southern Poverty Law Center AR DoE National Gardening Assoc. Avon Products AR. Dept. Health LR Ed Commission Sturgis Trust Div Children \u0026amp; Families, DHS Corp, for National Service Ark. Arts Council DoE Target Common Ground/ADAP Corp for National Service USDoE iPending Proposals Project 1. Family Preservation  Pupil Services 2. Dropout Prevention - Pupil Services 3. Community Learning Centers - McClellan 4. Ark Better Chance - Early Childhood 5. Vital Link-VIPS 6. Conflict Management Training - Pupil Services 7. Goals 2000 - Staff Development Total Amount 7 9,750 380,401 233,992 1,000 25,000 239,579 $889,722 Submission Date Jan. 16 Mar. 6 Mar. 9 Apr. 17 15-Apr 20-Apr 20-Way Sponsor/Contact Div Children \u0026amp; Families, DHS Div Chikdren \u0026amp; Families, DHS USDoE Ark Early Childhood Comm Entergy Gov. F^rtnership for Children \u0026amp; Families AR DoELITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Division of Schooi Services Sadie Mitcheil, Associate Superintendent received SEP 1 3 2000 TO: ice of Desegregation Monitoring QFFiCEOf FROM: 'Carnine, Superintendent of Schools DESEGRESATtOH WCMnORlMG DATE: September 7, 2000 SUBJECT: Magnet Schools Assistance Program Grant The Little Rock School District is in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The schools, along with the District's Director of Planning and Development, will aggressively seek resources to support the themes. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. The Little Rock School District is preparing to submit an application which will include the schools listed above. If you have questions, please call Sadie Mitchell at 501/324-2007. c: Junious Babbs, Associate Superintendent - Student Registration Dr. Terrence Roberts, Desegregation Consultant Dr. Stephen Ross, Desegregation Consultant LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RECEIVED SEP 1 4 2003 SPECIAL MEETING September 14, 2000 OFICEOF OESEGRSGATfOMMOailTOfUSa Budget Work Session II. III. IV. AGENDA Approval of 2000-01 Budget A+ Charter Maumelle (Linda Watson) Don Stewart Mark Milhollen Contract for Magnet School Proposals (Sadie Mitchell) Technology Consultant Contracts (Lucy Neal) / /w LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: THROUGH: Sadie Mitchell, Associate Superintendent - School Services Les Gamine, Superintendent of Schools DATE: September 14, 2000 SUBJECT: MSAP (Magnet Schools Assistance Plan) Grant The Little Rock School District has been in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The staff feels that it is important to aggressively seek resources to support this effort. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. This memorandum serves as a request to approve the submission of an application for the federal Magnet Schools Assistance Program (MSAP) Grant. Approval is also requested to secure support and consulting services from Phale D. Hale. Mr. Hale's services will include advice on program design, reviewing drafts of the application, workshops to facilitate the development of the application, and assistance with the proposed budget. You will find attached a copy of the agreement. Thank you. s, z 4' : i'. \\ t  2300 M Street, NW Suite 750 Washington, DC 20037 (202) 296-3500 (202) 296-5910 FAX Web\nwww.phalehale.com July 12. 2000 Linda Young Austin, Director Planning and Development Little Rock School District 810 West Markham Little Rock, AR 72201 i \u0026gt;\nDear Linda, I am very pleased that I will be working with the Little Rock Public Schools for the . upcoming grant cycle. I look forward to developing a successful MSAP grant application. Enclosed is a contract for my services. Please review it and have it executed by the appropriate person in the district. I look forward to seeing you in August. Yours Tn Phale D. Hale enc.\n1 Washington, DC / PHALE D. HALE EDUCATION CONSULTING, INC. Los Angeles, CA \u0026gt;* 5S F 1 \u0026gt;iT  1 i ft V \\ ri? ' -J T.h\" 2300 M Street, NW Suite 750 Washington, DC 20037 (202) 296-3500 (202) 296-5910 FAX Web: www.phalehale.com MEMORANDUM OF AGREEMENT X! 'a* This memorandum documents the agreements under which the Little Rock School District (Arkansas) (hereinafter called District) will support and Phale D. Hale Education Consulting. Inc. (hereinafter called Contractor) will provide consulting services to develof^'- an application for the federal Magnet Schools Assistance Program (MSAP). /  V CONTENTS This Memorandum of Agreement consists of two pages with the endorsements on the' second page. 1. EFFORT TO BE PERFORMED A The Contractor shall provide consulting services to assist the District in preparing an application for the MSAP. These services will include advice on program design, reviewing drafts of the application, workshops to facilitate the development of the application, and assistance with the proposed project budget. .t*- 2. CONSIDERATION AND PAYMENT A. During the course of the development of the grant applications, the Contractor will be paid $1.200 a day plus expenses. Expenses shall include air fare, ground transportation, meals, and hotel. B. For grant applications that are funded, the Contractor will receive an additional payment equal to 2% of the amount of the grant award. This sum will be paid for each year of the grant (three years for MSAP). and billed by the Contractor in July of the year. O'. 'The'C'offtrWtor will invoice payments as the work is done. All payments will be made to the address indicated on the invoice. Payments are due and payable upon District's receipt of the invoice. Finance charges of 2% a month may be added at Contractor's option to invoices not paid within sixty (60) days of the invoice date. jtj Rock MSAP Contract 1 of 2 Washington, DC PHALE D. HALE EDUCATION CONSULTING, INC. Los Angeles, CA3. CHANGES No changes in the amount or terms of this agreement shall become effective until such change is reduced to writing and signed by the duly authorized representatives of both parties to this agreement. 4. EXECUTION In witness of their acceptance of the terms of this agreement, the parties have caused this Memorandum to be executed by their duly authorized representatives. Little Rock School District Signature Date Title Phale D. Ie Education Consulting, Inc. Phale D. Hale President July 12, 2000 Date Little Rock MSAP Contract 2 of 2Magnet Schools Assistance Program Courses for 2002-2003 (M 0^ '\u0026lt; Cloverdale Magnet Middle School Economics, Engineering, and Multi-Media Grade Six Students explore the strands with an introductory, 9-weeks course in each area. This will enable them to select a strand of concentration for the 7* and 8* grade years. Strand Course Grade Level Multimedia Multimedia Multimedia and Graphic Design Engineering Gateway to Technology I Gateway to Technology II Economics Economics II International Economics and the World of Business McClellan Magnet High School Engineering, Multimedia, Business Finance Cloverdale is the primary feeder school to McClellan. If a child wishes to continue in a strand selected at Cloverdale, the student can skip the introductory courses offered at the ninth grade level. They may select a new strand if they so desire. Strand Course Grade Level Engineering Engineering Design Digital Electronics 9 10 Multimedia Introduction to Art (Multimedia) Visual Design Intro Multimedia Production Introduction Digital Imaging \u0026amp; Graphics Introduction 9 9 10 10 Business Finance Strategies for Success Introduction to Financial Services I \u0026amp; II Economics and the World of Finance Securities and Insurance Financial Planning International Finance 9/10 9/10 10 11 12 12 7 8 7 8 7 8Mabelvale Magnet Middle School Environmental Science, Medical Studies, and Information Communications Technology Grade Six Students explore the strands with an introductory, 9-weeks course in each area. This will enable them to select a strand of concentration for the 7* and 8* grade years. Strand Course Grade Level Environmental Science EARTHQUEST ECO-JOURNEYS Adventure Arkansas Medical Studies MEDICS M.A.S.H. Information Communications Technology BYTES PRISM J. A. Fair Magnet High School Environmental Science, Medical Sciences, Information Science and Systems Engineering Mabelvale is the primary feeder school to J. A. Fair. If a child wishes to continue in a strand selected at Mablevale, the student can skip the introductory courses offered at the ninth grade level. They may select a new strand if they so desire. Strand Course Grade Level Environmental Science Investigations of Environmental Sciences Environmental Science I 9 10 Medical Science Investigations of Medical Sciences Medical Sciences 9 10 Information Science Investigative Information Science and Systems Engineering 7 8 7 7 8 7 8 9LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: April 25, 2002 TO: Board of Education FROM: PREPARED BY: RE: Dr. T. Kenneth James, Superintendent Dr. Bonnie Lesley, Associate Superintendent for Instruction Linda Austin, Director of Planning and Development Pat Price, Director of Early Childhood/Elementary Literacy Grant Proposal - Preschool Curriculum Evaluation Research Grant Program I Backqround The U.S. Department of Education released a request for proposals for the Preschool Curriculum Evaluation Research Grant program. The purpose of the program is to implement rigorous evaluations of preschool curricula that will provide information to support informed choices of classroom curricula for early childhood programs. This competition focuses support on a new program of research that will determine, through randomized clinical trials, whether one or more curricula produce educationally meaningful effects on children. I The District has partnered with the Waterford Early Reading Program and the Dialogic Reading Preschool Program. Ten elementary schools will participate: Cloverdale, Rightsell, Franklin, Mitchell, Geyer Springs, King, Chicot, Jefferson, Forest Park, and Baseline. I i Dr. Bob Bradley, UALR, will serve as the principal investigator for this project. There are four research goals: 1) 2) 3) 4) to provide technically sound information regarding the impact of the treatment programs on childrens early reading competence, to provide useful information regarding the implementation of the program, to coordinate with the national evaluation contractor on matters pertaining to the sampling design and the core assessment strategy, and to provide scientifically sound data regarding the complementary research question specified in the application. The grant was submitted on February 18, 2002 in order to meet the February 19, 2002 submission deadline. Fiscal Impact The total four-year award request was $1,132,053. The request covers the cost of learning materials for each classroom as well as the related research costs. Local match is not required. Recommendation The staff requests approval for the submission of this grant. iGRAhfr AGREEMENT WITH THE ROCKEFELLER FOUNDATIONThe purpose of this PERFORMANCE AGREEMENT GRANT #88-131 agreement between the Winthrop Rockefeller Foundation, grantor, and Kiwanis Activities of Little Rock, Inc., grantee, is to establish the grantee's intentions and the grantors expectations of work to be^ccomplished under this grant. The purpose of the grant is to establish an alternative to out-of school suspension for the at-risk student who would benefit from intense academic remediation and counseling program. an SCOPE OF WORK Description of Program Design: Twenty-four students would be involved in the eight week residential program. During the first four weeks students would attend the alternative classroom at the camp and live with seven other students and During the second four a counselor. weeks, those same twenty-four students would remain  ---------------------------------- a A nvuiU lUIUOill in residence at the. camp but would attend their individual schools, returning to the camp in the afternoon. As the second phase begins for the first students, another twenty-four students would begin Phase I, making mflvimifn _1_ i _4'_i_______.j?  . \u0026gt; . ... maximum of forty-eight students residing in the camp, cycle a total of 216 students would be served for Using this rotation one year. a I I I I Counselors will emphasize principles of outdoor education by programming in the out-of-doors. Also, the counselor will act os mediator between teacher, student, and parent. ( Parenting Component: Twice monthly p.arents will attend workshops to include discussion of childs progression in the program, parenting skills, coping skills, and stress I management. environments. Each v/eekend the youth must return to their home This aspect of the program insures that the youth and parents v/i 1 have the opportunity to test the skills learned through the program in developing parent/child relationship in their home community. In this way, problems arising at home will be addressed upon the students return to camp a parent/child relationship in their home community. and a treatment plan will be devised to deal with those problems effectively. Also, the youth and parent are not immersed in a situation without a chance to develop the relationship with staff assistance. I I I EduentionaU Component: The principle of gradual mainstreaming to insure successful transference that was suggested above applies to the school situation as well. Classroom would be under the umbrella of the public school Students will be included in daily attendance records. The Alternative system, and the works as an alternative to out-of-school suspension In this way, the ACE ) ---------......... .... ..... .J. ov.opcii3,(jii. In addition, counselors will assist students in a daily program of organized study periods to reinforce I classroom requirements.1 r- Incentive Program: Students demonstrating , , , , - success in the program will toward a scholarship to attend r involves more indepth wilderness environment. receive points which go summer camp free, me summer camp program -J experiences in a less structured The Teacher Workshop: exoer-^ teachers will have the opportunity to learn experiential teaching techniques and how regular classroom. to utilize them successfully in the Evaluation and Follow Evaluation of student up: Siegel and Dr. Jim Sanders. progress will be conducted in cooperation with Dr. Bill . ------------- Followup will cover a period of three student completion of the program. Program Goals and Objectives: 1. years after ceotT such ^havior in institutional classroom setting uol.. BiolX? 1 T EP''*e\"'-ial Learning Techniques, Reality Therapy Biological Instructional Strategies (OBIS). * ' zmerapy, (ASE). concepts such using Outdoor and Action Socialization Experiences 2. Reciprocal Teaching Approaches, clasdPo ,etlig using three mein Concept Programs that emphasize D.__  . --- -------e uabiica, voncepi 1 rocess vs. Task, and Devslopine Thought Processes. '  and Peer Group Control. I .1 I TERMS AND CONDITIONS agreement Exnenlf accordance with the budget attached exceed Hoa purposes not itemized in the budget or which ?ran, f . amounts require prior written approval by the grantor Grant funds not spent by the grantee will be returned to the gJXr to this I, I, I i This performance grantor and granted*\"'\"*' ^\"ended by mutual written consent of the The grantor or provided may terminate this performance agreement at any time, in advance of ^e' eff termination be submitted at least 30 day 8 I All equipment and furniture ] to the foundation upon termination of the grant, or if- th^'Droffram*!., unless otht\" frXTmmts are purchased with foundation funds will revert back mutually agreed upon. The foundation programs goals secured. requires an amended budget that will demonstrate how will not be compromised if other foundation the funds are notkbpoi?tjng schedule Grantee will written outlined submit to reports of grantor, on progress toward the in the Scope of Work, organization, report due date, status of the on the or^before the following dates, detailed _ -- accomplishment of goals and objectives These reports should include the detailed I the report. report due dates grant number, contact name of the project. Any organizaUonal7han7e7\"'  \"''ative should be noted in December 1 iqft . , o (u   quarterly February 1, 1939 _ June 1, 1989 - quarterly October 30, 1989 quarterly- i final and evaluation form The first three reports shall be Une item, showing with prior expenditures to date, written approval of the accompanied by current budget Changes in program officer statements, by the budget may be made The final narrative report shall include the representing the grantor. include enclosed evaluation form, accomplished under this grant, accounting of funds received under this : signed by the summary of all work a complete accounting shall be chairman of the governing board. payment schedule The total amount to be paid to the exceed $30,000. Payments shall be made to grantee as well as a It shall also , . . ----- agreement. This grantee s chief executive officer grantee under this and the i I J agreement shall not I i submission of a letteT^In voice \"\"to following schedule, invoice must include the - ^.?*:-^ntor each f due date, and name amount due. -----. upon of  payment is due. rganization, the grant number, payment The I October 1, 1988 - $10,000 February 1, 1999 _ lune 1, 1989 _ $9,000 October 30, 1989 $10,000 - $1,000 S.\"  time as all due progress reports are receive payment of invoices The are received by the grantor. grantor acknowledges that year project. 1989 - $30,000 1990 - $30,000 D . grant applies to the first posed total budgets for additional years are as follows: additional year of a three- I Providing that the the grantor proposals for the -g Under thia 3 Doard of directors, \" amounts shown above. the board will grant is satisfactory to consider subsequent grant I iEFFECTIVE DATE The effective date of this performance agreement shall be September 20, 1988. Money due and owed under this agreement must be transferred no later than December 15, 1989. to the grantee I \\ Winthrop Rockefeller Foundation Kiwanis Activities of Little Rock, Inc. f I I I i I I 1 I i i Carnegie Corporation Schools for a New Society Grant The Carnegie Corporation of New York awarded the Little Rock School District and New Futures for Youth a $250,000 urban high school reform-planning grant. All high schools within the district have begun activities that will help guide reform planning. The goal of the Carnegie initiative. Schools for a New Society, is to improve all high schools in the district through: 1. 2. 3. Identifying, analyzing and eliminating barriers to success for all students\nLearning and implementing strategies that create high performing students in high performing schools\nand Developing specific plans to create high schools that ensure success for all students. Little Rock is one of 10 sites in the country to receive the planning grant. It will give principals, teachers, parents, students and the community an opportunity to continue to create quality high school programs that will benefit large numbers of students and raise achievement within the district. Michele Cahill, senior program officer at Carnegie and creator of Schools for a New Society said, ... this initiative will encourage and support the development of high schools for all students where there is effective teaching and learning and where there are clear pathways to higher education, careers and community participation. Vartan Gregorian, president of Carnegie Corporation said, Every student in America is St entitled to attend a good high school in order to be prepared for the world of the 21 century. They are owed a high performance education where much is offered and much is expected. The planning grant provides a dynamic opportunity for the District high schools and community to commit time to focus on questions and issues that will shape a school culture of high achievement for all students. The project coordinator, Paulette Mabry, will coordinate community forums, community small group discussions, and support to the high school planning teams. Forums and small groups will focus on engaging the community around high school reform issues. A listing of dates and sites of all public forums and school planning meetings will be placed on the LRSD web site www.lrsd.org as they are scheduled. The community is encouraged to attend forums, participate in small group discussions, and be an active participant in the process. All planning efforts will culminate in the development of a strategic plan for high school reform. After completing comprehensive planning, all ten grant sites will submit strategic reform plans to Carnegie and five of the ten will be invited into the second phase of the initiative. The Carnegie Corporation anticipates committing $40 million over five years in direct grants, which will require a one-to-one match from public or private funds. Additional information about Schools for a New Society may be obtained by calling Paulette Mabry in the New Futures for Youth office at 374-1011.Catch the Spirit! AfiMMI CIrdo rrict - What can we do to make our high schools better? Explore this question and many more when they are discussed throughout the Little Rock community in January and February of 2001 in small group discussions called Study Circles. The Carnegie Corporation of New York awarded the Little Rock School District and New Futures for Youth a grant to plan reforms for urban high schools. The goal is to improve all high schools for all students. ...................... What are Study Circles? ....................... Study Circles are small, democratic, discussion groups of 10-12 people who come together to discuss an issue of common concern. Study Circles encourage people to respectfully consider issues from different viewpoints. Coming together in this way enables people to thoroughly examine the issues, develop new ideas, and find common ground for constructive action. ............................ Who Should participate in Study Circles? ................. EVERYONE: teachers, students, parents, grandparents, administrators, and community members. The more varied the points of view, the more productive and interesting the discussions will be. .............. What will Study Circle participants talk about? -.............. A trained facilitator will help each study circle talk about the critical issues, strengths, weaknesses and barriers our high schools face. Participants will share concerns, ideas, and recommendations about how to strengthen our high schools. Study Circles will identify what is expected of our high schools, how the community can get involved, and how schools can be responsive to the needs of the community. ................................ Why should I participate? ................................ Too often people feel that their opinions dont really matter or that there isnt an easy way to be heard by the people who make the decisions about our schools. When students, teachers, administrators, parents and other community members talk and listen to each other, everyone will gain a better understanding of what we all want from our schools. This shared understanding will help us focus and work together for better schools. Study Circles will give you an opportunity to be involved and to meet and make friends with other concerned people in your community. Because schools are at the very heart of economic prosperity and quality of life, it is important that the citizens of Little Rock work together to advance excellence in education. We need you! ............ How do I get involved or request more information? ............ The most important thing you can do is sign up to participate in a Study Circle. A Study Circle of 10-12 people will meet for two hours once a week for four weeks beginning in mid-January. There will be discussion groups located in different areas of Little Rock. Decide when and where you can attend these discussions and be willing to share with others your thoughts, concerns, and desires for Creating excellence in Little Rock high schools. Study Circles are open to the entire community. Check the schedule and locations for study circles to see which time/ location is best for you. Fill out the form on the opposite side, or you may contact Katherine Priest, New Futures, 374-1011, or email \u0026lt;kpriest@newfuturesforyouth.org\u0026gt;, or visit the LRSD website at www.lrsd.org.Registration Form Fraiact Individual Study Circle groups of 10-12 people will meet for two hours once a week for four weeks in January and February, 2001. Study Circles are open to the entire community and we encourage you to urge others to sign up. Return this form to: New Futures for Youth, 400 W. Markham, Suite 702, Little Rock, AR 72201 or through school mail to the ViPS office.  Mr. or  Ms. Name _ Address Phone Age:  14-18  19-30 e-mail address.  31-50  51 \u0026amp; above Please fill in the following information to help us plan for diversity within each of the study circle. (Optional) Ethnic origin:  African American  Latino/Hispanic American  Native American/American Indian  Asian American  Mixed Race/Multiracial  White/Caucasian  Other Please check all that apply:  Teacher  Parent  Employer  Student  Grandparent  Concerned citizen  Other_____________ Community locations: (Please indicate first (1) and second (2) choice.) ____Mondays, 6:30-8:30, Jan. 22, 29\nFeb. 5,12 - P.A.R.K., 6915 Geyer Springs Road ____Mondays, 5:30-7:30, Jan. 22, 29\nFeb. 5,12 - Williams Library, 1800 S. Chester Street ____Tuesdays, 5:30-7:30, Jan.l6,23,30\nFeb. 6 - Horace Mann Middle School, 1000 E. Roosevelt ____Tuesdays, 6:00-8:00, Jan. 16,23, 30\nFeb. 6 - Mablevale Middle School, 10811 Mablevale W. Rd ____Wednesdays, 12:00-2:00, Jan. 17, 24,31\nFeb. 7 - Little Rock Athletic Club, 4610 Sam Peck Rd. ____Wednesdays, 6:30-8:30, Jan. 17,24,31\nFeb. 7 - Neighborhood Resource Center, 3805 W. 12* ____Wednesday. Tuesdays. 6:30-8:30, Wsd., Jan. 17, Jan. 23,30\nFeb. 6 - Otter Creek Clubhouse, 14000 Otter Creek Pkwy. (First night on Wednesday, remaining 3 nights will be Tuesdays.) ____Wednesdays, 6:30-8:30, Jan. 24,31\nFeb. 7,14 - St James United Methodist Church, 321 Pleasant Valley Drive ____Thursdays, 12:00-2:00, Jan. 18, 25\nFeb. 1, 8 - Downtown Library, 100 Rock Street, 3\"* floor Board Rm. ____Thursdays, 6:30-8:30, Jan. 18, 25\nFeb. 1, 8 - First Baptist Church Highland Park, 3800 W. IS* St. ____Thursdays, 6:00-8:00 Jan. 18,25\nFeb. 1,8 - Forest Heights Middle School, 5901 Evergreen Drive ____Thursdays, 6:30-8:30, Jan. 18,25\nFeb. 1,8 - Greater Friendship Baptist Church, 4640 Confederate Blvd. ____Thursdays, 6:30-8:80 p.m., Jan. 18,25\nFeb. 1,8 - Hoover United Methodist Church, 4000 W. 13* St. ____Thursdays, 6:30-8:30 p.m., Jan. 18,25\nFeb. 1,8 - Madison Heights, 1401 Madison Street ____Thursdays, 6:30-8:30 p.m., Jan. 18,25\nFeb. 1,8 - Mt. Zion Baptist Church, 906 S. Cross Thursdays, 6:30-8:30 p.m., Jan. 18, 25\nFeb. 1,8 - Parkview Magnet School, 2501 John Barrow RoadLittle Rock School District 810 W. Markham Little Rock, Arkansas 72201 *********aIJT0**5-0IGIT 72205 ANDREW BROWN To the Parents of: 707 N SPRUCE ST little rock ar 72205-3751 Non-Profit Organization U.S. Postage PAID Permit No. 1367 Little Rock, AR T8P1 UniliiUiilrlll'\" ... YOU ARE INVITED TO A PUBLIC EORUM Improving the Quality of Education: Raising Achievement and^fosing the Achievement Gap ^featuring Kari Haycock Direc|iF of TM^ducation Trust Febtrary 1, 6 p.m. P^j^iew High School Auditorium 2501 Barrow RoadArkansas Democrat ^(i^azctte |  THURSDAY, JUNE 18,'1998 -------------- \u0026lt;\u0026gt; . tMt, n-.., ... JX U.S. grant to help LR district expand after-school programs BY CYNTHIA HOWELL ARKANSAS DE,MOCRAT-GAZETTE The Little Rock School District is slated to get about $1 million in federal grant money over the next three years for after- the U.S. Department of Educa- school and summer learning pro- tion from nearly 2,000 applica- grams for students and adults. \" _ . . - to worry ... or seeing these after Cool 4 School Summer Day Camp school hours as a time to fear, we for children 6 to 12 years old, free should see them instead as a win- clinics for economically disad- dow of opportunity, she said. vantaged students and their fami- Recipients were selected by lies, mental health services for at least 200 children and teen-agers, The money will be used to ex. . .. . conununity service and work tions. Little Rock is the only force readiness projects for 75 pand programs at McClellan grant Community High School and Arkansas district receiving a teen-agers, and training of litera- cy tutors who will work with Lit- The centers will provide tutor- tie Rock students. Cloverdale Jimior High. ing, performing arts programs. At Cloverdale, the grant will In all, 315 inner-city and rural summer camp for elementary provide a 25-station computer schools in 36 states will share $40 pupils, employment preparation laboratory and expansion of the million for after-school programs, training, medical assistance, and after-school program from 55 President Clinton announced parenting skills training. teens to 100 per year. Tutoring the awards Wednesday. The Partners joining with the and training in the nerformins programs, - Partners joining with the and training in the performing grants were made available school district to provide the ser- arts  including choir, drama through the federal 21st Century vices include University of dance and gymnastics  will be Community Learmng Centers Arkansas at Little Rock, Pulaski offered. Twelve additional teach- Program. The president said he Enterprise Community, Literacy ers will be used for the expanded hoped Congress would expand Action of Central Arkansas, Fam- activities. funding to as much as $200 mil- ily Service Agency, Philander Still other offerings lion in each of the next five years. Smith College, Arkansas Baptist Cloverdale will include These grants will give thou- College, the Martin Luther King evening tutorial program for 75 sands more children a safe place Jr. Commission and the Arkansas children in kindergarten through to go before and after school and Department of Health. sixth grades. College and high good things to do, Clinton said. At McClellan, the grant will al- school students will provide Statistics show that unsuper- low the addition of up to 20 training Additionally, vised children are more likely to teachers to offer courses for stu- ational activities and snacks will commit a crime or become a vic- dents and adults, nine high be provided to elementary stu- tim of a crime during those after- school teachers and six student dents during after-school hours, school hours, first lady Hillary tutors. An adult literacy program will be Rodham Clinton said. Other benefits of the grant will offered, as will mental health ser- Still at an recre- Instead of permitting parents include the expansion of the 2 vices. SUNDAY, APRIL'16, 2W e\u0026lt; LR schools grab shared SchooTs rif \u0026lt;C/I1 w^ilK. rv-M  Continued from Paai of $41 million in grants Clinton lauds 23 districts for safety initiatives BY KIMBERLY GILLESPIE during discussions about revising the districts strategic plan Md the districts revised desegrega-, tion and education plan. J, Both of those plans identify priorities and goals of which the I ------------------ district has taken the opportunity t  n - v  succe^ftil, comprehensive ap- to flilfiU some of the objectUfteJ goals, Supenntendent Les roaches to help, troubled young  that weve not been able to'fmfffi I famine said. Were very fortu- '\u0026gt;   fl^fore] through this grant oppbr- I grant Clinton announced a total of tunify, Austin said. I 1*^ three-year grant is from 341 million in grants, which vary The district also plans to lurti Department of Justice, :n amount, to school districts ftiU-time licensed clinicians^' l D.S. Department of Health ARKANSAS DEMOCRAT-GAZETTE President Clinton announced grants for 23 school districts  including Uttle Rock, due to receive S2.2 million each of the next three years  that he said have found . Department program that helps  pay the costs of placing polite of- r,  ficers in schools to help flake -- Continued from Page 1B them safe for students and teach- lice Department, New Futures for ers. The money will be used to Youth and the Centers for Youth provide 452 officers in schools in and Families helped district offi- more than 220 communities, cials put together a proposal for  said the U.S. Department of Education has 2S! mental health services in middle million fnr local nmnncaic to cr\u0026lt;u schools. million for local proposals to,create or expand counseling tiro- This IS a very positive thing grams for elementary-agie'^.Sil- happening for us because its go- dren. ing to allow us to move forward in .. a , we nrenam ncvt tn a /oy^Srin?cnTn/it\"\n\"^-year annjversmy of the tragedy at Columbine JJ^igh School, our thoughts turn .to. jhe safety of our communities, schools country through the deal with mental-health issues at J Students each of the eight middle schools native^duri^ his weekly radio next year and to staff short-tenn Tddre^ Saturday. Little Rock is suspension centers to be set up in' he only school district in Arkan- neighborhoods  at churches, for ^2? example  for students suspend- The initiative supports urban, ed for less than 10 days. t ural and suburban schools that Grant money will allow the dis- ise community-based and public trict to expand a program de- chool services to prevent vio- signed to teach teens parenting ence in schools and provide op- skills and provide them with lortunities for healthy child de- strategies to stay in school. The elopmenL district will also start a program These districts are bringing to help parents communicate bet- chool nurses and counselors to- ter with their teen-agers. .ether to respond to warning signs A lot of times parents dont :ke depression or bullying, Clin- taow how to ask the right ques- n said. \"They are improving tions, nor do they know how to ask lassroom security and expanding the right questions if their chil- iter-school and mentoring pro- dren get into trouble, Austin rams. said. This program just helps Linda Young Austin, the Little them figure out what kinds of ock districts director of plan- questions to ask and how to ask\nng and development, said some them and get answers. f the money will be used to fill . The grant will also be used for ew positions for staff members violence-prevention and peer-me- ?sponsible for security on buses diation programs to help students d for substance abuse preven- learn to get aloi^ and communi- ou- ,\n.cate positively with one another. Austin said the need for those ositions was 1 '' as to receive one of the grants. \ns a Austin said the Little Rock Po- brotght up last year -vr-\" ----------- See SCHOOLS,' Page 3B i and Human Services and the U.S. Department of Education. Marking the first anniversary of the shooting deaths at Columbine High School, Clinton announced $120 million in federal and children, Clinton said.,^11 of us  parents, schools, comjpu- nities and government  share responsibility to keep kids safe,' On April 20,1999, two students al Columbine High in Littleton, Colo., fatally shot 12 students pnd a teacher before killing themselves. ,, Clintons proposals drew^in- gTMts Saturday for a variety of things, including placing more po- . .  ------ lice officers in schools and help- comment from Republicans, ing even the youngest kids cope Republican critics said theied- with problems. ,... eral government is a clumsy nud- Besides the $41 million grants dleman in trying to cope .wjth for schools, Clinton: problems that should beSid-  Announced that he and first Messed locally. They cast .dhubt lady Hillary Rodham Clinton will  whether the teen confererice hold a White House Conference accomplish anything, aeon Teen-agers on May 2 to talk Clinton of ignoring .media through the challenges of raising shouifi^p- responsible children. P\" sentences for 'ai^e violence and said he shouli port stiff jail sentences fori carrying a firearm in a violei aiMn lle^o  Unveiled that school districts violeor across the country will receive tte ^^S'^^^ated crime. ..4 round of funding Information for this article was contribSed for COPS in School/ a Justice by 77je Associated Press .5 drug-related Arkansas Democrat ^(^zizette |  THURSDAY, JUNE 15, 2000 $250,000 to enable LR schools to plan reform of high schools Carnegie grant includes eligibility for $8 million to implement ideas BY CYNTHI.A HOWELL .ARK.ANS.AS DEMOt R-Xr-GAZETTE The Carnegie Corp, has awarded the Little Rock School District and New Futures for Youth a $250,000 grant to develop a plan on how it would reform the cifys high schools. The planning grant makes the Little Rock district and New Futures eligible for an even larger .award  up to $8 million to carryout the plan it would develop. Little Rock is one of 10 sites in the country to get the grant from the Carnegie Corp, of New- York. School districts and communitypartners in Boston, Chattanooga. Tenn.: Houston\nIndianapolis: Portland, Ore.\nProvidence. R.I.\nSacramento, Calif\nSan Diego\nand Worcester, Mass., also got planning grants. ' Last February-, the Carnegie Corp, invited 21 school districts and their community- partners to apply for Schools for a New Society planning grants. Only five of the 10 planning grant winners will ultimately be awarded implementation grants in the fall of 2001. The implementation grants are worth up to $8 million each to be paid over five years. We are excited about the op- portunity the Carnegie ^ant provides the community, Little Rock school Superintendent Les Car- nine said Wednesday. \"We are particularly pleased because it gives principals, teachers, parents, students and the community an opportunity to create a quality- futuristic high school program. The goal of the Carnegie initiative is to improve all high schools in a district through new ideas for secondary education and on new expectations for teachers, students, parents, administrators and school curricula. , , While most cities have a few- excellent, competitive and magnet\nhigh schools, too many students still attend large, impersonal, poorly performing comprehensive schools, where too little is offered arid too little is expected, said Michele Cahill, the senior program officer for Carnegie and the creator of the Schools for a New Society initiative. Cahill called districtwide re- fomi of urban high schools a daunting and urgent problem of public education. \"With this initiative, Carnegie Corp, will encourage and support the development of high schools for all students where there is effective teaching and learning ... and where there are clear pathways to higher education, careers and communitv' participation.\" she said. School districts and communitj' partnerships were selected for the grants on the basis of their potential to \"overcome entrenched barriers to change, ignore outdated assumptions and identify creative solutions to chronic problems. according to a Carnegie news release announcing the grants. Little Rock was noted in particular for a long-standing relationship behveen the school district and New Futures for Youth, a coalition of school district, city, judicial. religious. business. health, public assistance and higher education officials focused on improving the academic success of students, particularly black or impoverished students. New Futures was formed in 1988 as the result of a $7.5 million grant from the national Annie E. Casey Foundation. New Futures and the district have a long experience of workini together, and their work on middle schools offers a promise of success for high schools. Cahill said. One of the first steps in developing plans for each of Little Rocks five high schools will be to hire a project director, Don Crary, executive director of New Futures, said Wednesday. That person, who will be on the New Futures staff, will oversee efforts to go out and bring in whatever national expertise is available on how schools can raise achievement for students. Crary said the Carnegie Corp, has committed to help identify sources of information on successful schools and school districts. The planning grant will be used to send Little Rock people to see successful schools as well as bring experts in. \"I think there will be a plan for each school.\" Crary said. Some schools have already begun doing some things. Well look at what they are doing and help them build on that with the national expertise. Additionally, the coalition will look at how the community can be involved in the planning and otherwise make known what it wants from the citys high schools. \"In a lot of places there is a sense that what a community- wants is more options for kids at the high school level. Crary said. \"It seems people want a lot more options for students, so they can begin to specialize in areas of interest and even begin making connections with the business community, possibly through internships. Crary said the planning process is likely to look at staff development issues and the size and organization of the high schools. Planners. for example, are likely to ! consider whether alternate sizes ! for high schools might be beneficial. Cahill said the corporation is expecting from the districts a vari- oh nf rloftnitinnc pAr (JaaH hiah ' et\\ of definitions for good high schools, programs that will benefit large numbers of students in a school, strong new instructional focuses, bold changes at the ninthgrade levels because of large numbers of students repeating the grade, small learning communities and partnerships with higher education institutions. Districts that do not ultimately get the $8 million implementation grant are still expected to benefit J from the program because they will have developed strate^c plans and strengthened community partnerships, said Neil Grabois, vice president and director of strategic planning for Carnegie. The efforts wont be wasted, he said, adding that funding for implementation of the plans may be available from other sources. SATURDAY, JANUARY 13, 2001  7 school distncts to get learning centers program money THE ASSOCIATED PRESS Seven school districts across Arkansas have been tagged to receive money under the U.S. Education Departments 21st Century Community Learning Centers program. The districts are: Little Rock, $640,939\nVan Buren, $474,097\nHamburg, $467,305\nMarked Tree, $372,053\nConway, $368,243\nWatson Chapel, $319,061\nGurdon, $155,920. The new program is designed to provide tutoring and homework help, academic enrichment opportunities, college preparatory assistance and enrichment through arts including chorus, band and drama. Technology education, drug and violence prevention counseling, supervised recreational opportunities and services for youth with disabilities are also provisions of the program. U.S. Secretary of Education Richard W. Riley said grants totaling nearly $213 million will be made to school districts in 46 states.July 2 5. 2 0 0 2 Grant to help schools combat energy costs ARKANSAS DEMOCRAT-GAZETTE The Energy Unit of the Arkansas Department of Economic Development has been awarded an $80,000 grant from the U.S. Department of Energy to continue Energy Smart Schools. The project, part of the Rebuild Arkansas program, helps make buildings more energy-eflficient, functional and cost-effective. School districts in the program include Altheimer, Altus-Denning, Caddo Hills, Dumas, Forrest City, Little Rock, Mammoth Spring, Marked Tree, Oark, Poyen, Shirley and Stuttgart. The project, which identifies communities and, school districts that have buildings to construct or buildings that have historic significance, transforms the facilities into Energy Smart Schools. The energy savings will be documented and reported to the community, the school district, the state and the Department of Entergy. Gov. Mike Huckabee has also awarded $25,000 to the Arkansas Department of Economic Development Energy Unit as a match for the federal grant The grant is part of a contract that the Energy Unit has with the Ozark Energy Group, which coordinates the Rebuild Arkansas program.  More information is available at (800) 275-2672. SATURDAY. SEPTEMBER 28. 2002  Teaching of histon focus of U.S. grant | The Little Rock School District learned this week that it sViVff  '\"\"I\"\" three-year. S995.953 Teaching American History Grant from the U.S. Department of Education. The money is to be used to provide ongoing professional development on US. history and teachmg practices to 123 American history teachers in grades five, eight and 11. The district will partner with I variety of institutions for the resources for the training, including Colonial WUliamsburg the University of Arkansas at Little Rocks department of history and Central High Historic\nNational Park Site. a The purpose of the grant is I to develop a cadre of K.CVC1OP a cadre of master teachers in American history and a collection of innovative lesson plans that will include the use of state of the art technol- ogy-o o \u0026lt;N co 6 schools in LR district get a boost from grant Funds to enhance advanced placement programs a. \u0026lt; BY ANDREW DeMILLO ARKANSAS hl'MOCRAT-GAZETIE The Little Rock School District was awarded a $1.3 million grant to increase the number of low- and middle-income students taking advanced placement courses, school and federal officials announced Monday. The two-year grant, distributed through the No Child Left Behind Act, will create the Accelerated Student Achievement Program at six district schools, interim superintendent Morris Holmes said at a news conference at Hall High School. This money is going somewhere. Holmes said. This energy and excitement is going somewhere. The schools participating in tlie program are Hall and Mc- Clellan high schools and Henderson, Cloverdale, Southwest and Mabelvale middle schools. Through the program, which begins May 1, advanced placement teachers will participate in conferences, workshops and other professional development opportunities. The program also includes online resources for high school students, tutoring and a college preparation awareness program for middle school students. Nina Rees, deputy undersecretary for innovation and improvement in the U.S. Department of Education, said the grant is intended to increase student participation in advanced placement. If you offer the coursework, the students will come, she said ,, See GRANT, Page 8B B fc*  / 1 I I I pi'!' r ^1- .4' I ! i i // lU  /1 I / Arkansas Democral-Gazetle/STEVE KEESEE Nina Rees, a deputy undersecretary for the U.S. Department of Education, presents a check to the Little Rock School District for $1.3 million on Monday. The grant will be used for the districts advanced placement program. Rees made tfie announcement during a ceremony al Hall High School. I Grant  Continued from Page 1B at the news conference. We have to make sure the funding comes available. In the 2002-03 school year, enrollment for advanced place- I ment course in the district was 3,287. Students taking more than one course may be counted multiple times in that figure. Preparing students for college is a moral issue, Holmes said. It is wrong for us to continue down this road and not have a significantly larger number of our children excel, he said. The grant is part of the federal advanced-placement incentives program. President Bushs 2005 budget includes a 119 percent increase for the incentives program, from $23.5 million to $51.5 million, Rees said. The goal of the grant is to in-struction, said he also hopes to increase the number of students who take the advanced placement exams. We have very few students proportionately who take the AP exam, Glasgow said. Thats something we need to change. The program also aims to increase awareness among parents of middle and high school students, Cleaver said, including regular parent meetings and district- wide parent conferences. A lot of times, theyre not aware of it, Cleaver said. Weve got to work with the counselors and the families to let them know about these courses and how they can help. April 3, 2 0 0 3 Arkansas Democrat-Gazette/BENJAMIN KRAIN Mann Middle School science teacher Jason Finney receives $5,000 from members of the Public Education Foundation of Little Rock who made a surprise visit to his class Wednesday. Finney applied for the grant to start a program allowing students to use computers to analyze the weather. LR foundation awards grants wortii $94,750 to24sdiools BY CHRISTOPHER SPENCER ARKANSAS DEMOCRAT-GAZETTE Like a sweepstakes prize patrol, members of the Public Education Foundation of Little Rock blitzed through 24 schools Wednesday morning, surprising teachers with money for school programs. This is ... you definitely surprised me, said Mann Middle School band director Lori Muis, who was flabbergasted as she received balloons and a check for $1,000 for a Music to Share program to buy musical instruments. Yeah, she is the best teacher ever, said student Chris Via, 14, who was playing bells in the front of the classroom. See GRANTS, Page 10B Thursday, April 8, 2004  Ajfcmsas Democrat (Gazette Arkansas Democrat-Gazette/BENJAMtN KRAIN Yvette Goldmon, a fifth-grade teacher at David 0. Dodd Elementary School, is awarded $4,919 in grant money Wednesday by the Public Educa-tion Foundation of Uttle Rock. Members of the foundation visited 19 schoois in Little Rock to surprise and recognize outstanding teachers. Foundation enriches LR schooling Grants buy band instruments, pay for field trips, fund student studies BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE At Little Rocks Western Hills Elementary School, the fourth-and fifth-grade bands rendition of the Polly Waddle Doodle nursery rhyme is about to crescendo, thanks to a Public Ed-ucation Foundation of Little Rock grant to music teacher Cynthia Buehling. The $3,605 award will enable Buehling to expand her 35-mem-ber, after-school band to 46 members. Buehlings grant was one of 26 grants totaling about $85,000 distributed to unsuspecting teachers throughout Little Rock on Wednesday. Three separate school-bus loads of balloon-carrying community leaders  including Little Rock Mayor Jim Dailey, Lt. Gov. Winthrop Rockefeller, Interim School District Superintendent Morris Holmes and Education Foundation President John Riggs IV  swept into 19 schools and assorted classrooms to present teachers with oversized checks, hugs and handshakes while sometimes puzzled students looked on. Im so excited! Buehling exclaimed repeatedly over the applause of adults and the music of her fourth-graders, who continued to blow into their recorders. We dont have as many band instruments as we have students who really want to participate, Buehling told visitors about the band program that stresses both music and good citizenship. I wrote this grant [request] to get more instruments and more inSee GRANTS, Page 10B 'tM L?..   Arkansas Democral-Gaiene/BENJAMIN KRAIN Cynthia Buehling, a music teacher at Western Hills Elementary School, is awarded $3,605 by Laura Dormus (left) and members of the Public Education Foundation of Little Rock on Wednesday The foundation surprised teachers In their classrooms all over the Little Rock School District with grants for the Innovative Ideas Grant Program. Grants  Continued from Page IB strument-repair equipment so more students can participate. Buehling, who volunteers her time after school to teach and conduct the band, said she had convinced herself that she probably wouldn't get a grant this year because she had heard the competition was stiff. I had no clue, no duel she said. At Wilson Elementary, the presentation of $1,956 to teachers Nancy Ivy of Wilson, Carolyn Gray of Franklin Elementary, and Anne Meazle of Rightsell Elementary brought tears to Grays eyes. \"This isnt good for an old womanl\" said Gray, a 38-year teaching veteran, as she quickly regained her composure. This is fantastic! The teachers, along with Michelle Kavanaugh from Cloverdale Elementary, coordinate gifted- and-talented education programs at their schools. The teachers will use the money to enhance their 3-year-old Landmarks social studies program in which pupils in grades three through five research  and sometimes visit  city, state and national landmarks lUte the Old State House in Little Rock, the Old Mill in North Little Rock and Hot Springs National Park. We didnt think children knew enough about where they live and they werent exposed to these landmarks, Taylor said about the motivation for the program. This money will allow us to do these field trips. It will allow us, possibly, to go on an out-of- state venture, maybe to St. Louis to see the Gateway Arch. The grants awarded Wednesday ranged in value from $325 for the development of a butterfly garden at Romine Elementary School to as much as Recipients of Public Education Foundation of Little Rock grants prepare pupils for the Arkansas A summer enhancement program to The Public Education Foundation Benchmark Exams. improve math, literacy and high-of Little Rock awarded Utile Rock Carver Elementary, $781, Su- schod survival skills will be offered School District educators more than san J. Daniel. Learning from School to all incoming ninth-graders. $85,000 in grants Wednesday. The to Home.\"Take-home packs of activ- Hall High, $4,390, Jane Meadgrants are intended to support Hies in math, science, language arts, ows F.O.C.U.S. (Forwarding Other teachers' innovative efforts to raise music and in motor skills are sent Cultures Under-Represented in Sci-student achievement. The recipients home each week with kindergarten ence).\" A science fair research lab include\nchildren to share with their parents, will be established to increase stu- Jefferson Elementary, $4,870, dent opportunities for science reARKANSAS DEMOCRAT-GAZETTE Wilson, Franklin, Cloverdale ------------- . . . and Rightsell elementaries, Carmen Walker. Kinder Gardens.\" search and education. $1,956, Nancy Ivy. Landmarksa Children will learn basic math and Mann Magnet Middle, $5,000, collaborative social studies unit on science skills through agricultural Jamie McKenney. Fourche Creek city, slate and national landmarks for cultivation and production of pump- Service Learning Project.\" The proj-third-, fourth- and fifth-grade gifted kins, sunflowers and flowers. eel is a community-based study of education students. Volunteers in Public Schools, Ihe ecological, environmental, bio- Booker Elementary, $1,800, $4,000, Debbie Milam, Project Men- logical, geologicat, chemical and Marilyn Burruss, \"Malh-terpieces\"  tor\"  to expand the existing school- economic issues in the development the study of math, art, technology based mentoring program that of a nature center around Fourche and language arts by fifth grade matches adults with low-achieving Creek. special needs/resource students students in grades 4-7. Forest Heights Middle, $2,500, ...............  -------- Romine Elementary, $325, De- Margaret Wang. Integrating Uter-ation of a book. fores Banks. Butterfly Garden.\" Stu- acy Into Science\" This project will inWestern Hills Elementary, dents will research, design and es- tegrate literacy into the science $3,605, Cynthia Buehling, \"B.A.N.D.\" tablish a butterfly garden at Ihe en- classroom.  Behavior, Attitude, Notable, Disci- trance of Romine's Magnum Opus Mabefvale Middle, $2,158^Palsy pline provides instrumental music in- Park. Lewis Petals and Feathers.\" Stu-struction to fourth- and fifth-grade Meadowcliff Elementary, dents with special education needs students. ' \" '  ' \"* through the use of art and the ere* $4,021, Karen Carter. \"Project BAG- will establish and maintain gardens Watson Elementary, $4,500, IT (Books Are Great  Inspire To- that will include bird feeding stations, Sandra Hinson. \"Reading For Infor- gather)\"  to provide reading bag Henderson Middle, $1,000, mation.\" The school will update and for each child in the building to help Marvin Burton. Student Challenge\" diversify the science, geography and increase parenVehild interaction in \na three-semester long reward biography book collections and pur- literacy. The students will use the program4.to, .j^allenge students in chase Accelerated Reader Books bags to take home literacy activities, sixth through^ighth grades., to be-and Accelerated Reader Tests to . Hall High/Central High, $3,i75, come high awievers on standard-motivate student readers. Beverly Smiley. \"Computer-aided Bi- ized tests. Dodd Elementary, $4,919, ology Labs.\" The school will buy a Mann Ma.g net Middle,. $1,.000, Martha Lowe, Math At Work.\" Guest site license to Biology Labs On-Line Rick Washam. \"Rowher \u0026amp; Jerome speakers, field Irips and student and the appropriate CD applications Internment Camp Monument \u0026amp; Edu-economic projects will show pupils for dassroom use. cationaJ Garden Project The devel- how math concepts are essential in McClellan High, $1,500, Terrie opment of a visible, lasting tribute to the work world. Evans. G.A.M.E.S. {Growing And the Japanese Internment Camps by Baseline Elementary, $2,982, Maturing Educationally \u0026amp; Socially).\" students in the Environmental Spa- Rebekah Martin, Leap Into Learn- Students considering teaching as a tial and Technology program, ing. Eighteen Leap Pad Learning profession will work with students Central, Parkview, Hall, McClel- Systems with interactive activity and with special needs. Ian highs, $18,800, Vanessa game books will be purchas^ for Hall High/Central High, $3,169, Cleaver. \"S.M.A.R.T. (Summer Malh-pre- kindergarten pupils. Elizabeth Lucker. \"BOOKIN' IT ematics Advanced Readiness Train- Washlngton Elementary, Through My Life.\" Family and con- ing)  a two-week, half-day sum- $3,741, Reva Viswanathan, \"Write sumer sciences students will devel- mer program for rising eighth- and Washington With Might.\" Dictionaries and the- op keepsake scrapbooks. ninth-graders who will be enrolled in sauruses will be purchased f'o r the Parkview High, $5,000, Linda Algebra 1 in the 2004-2005 school school's Writing Guild program to G. Brown. Patriot All-Star Academy. year. student learning and improve includes parents, business and $5,000. The Parkview Magnet tte_a_ch_er qu_a_lit,y .a..n. d b.ring the community leaders, government High netted a top-dollar grant, community into the mix, said leaders, and school board mem-for its year-old All Star Academy, a summer program on high school survival and academics for all ninth-graders. Mann Magnet Middle School also got a $5,000 grant for its Fourche Creek Service Learning project that will enable students to conduct environmental and economic studies during the development of a nature center in the area. Cynthia East, a member of the bers. board of directors for the P~ ub- Financial donors to the'fqun-lie Education Foundation. \"These dation make the grants and oth-grants bring all of that togeth- er projects of the foundation poser. Its extremely exciting. sible. Major donors include En- East co-chaired the grant re- tergy Arkansas, Fifty for the Fu-view panel that evaluated more ture, Lt. Gov. and Mrs. Win Rock-than 90 applications for the efeller, Roy and Christine Stur-awards, given for the second con- gis Foundation, Merrill Lynch, secutive year. Regions Bank, GDI Construction, The foundation is a nonprof- Metropolitan National Bank, and it organization operated by a 27- Bird and Bear Medical Inc. Our goals are to improve memb er 'b oard' o'f di rectors th' at Another funding source for the foundation is the Honor A Teacher Program, through wliich parents and other school supporters can donate to the grant program. Riggs, the foundation's president, said the innovative grant program enables the community to recognize and support outstanding teachers and replicate their ideas in other classrooms. Today is a celebration of excellence in the classroom, Riggs said. Its one step in the journey of having the best school district in Arkansas and the best school district in this region. I 2B  THURSDAY, APRIL 7, 2005  .mJ' \u0026gt; Arkansas Democral-Gazelte/STATON BREIDENTHAL Media specialist Donna Clark (center) and counselor Lee Vanenk (right) react after receiving a $2,500 grant from Ginny Kurrus on Wednesday morning at Mabelvale Elementary School. Prize patrol delivers checks to 14 schools Public Education Foundation awards $58,447.98 in grants to educators in LR BY VAN JENSEN ARKANSAS DEMOCRAT-GAZETTE lum. Thank you ail so much, Out- Shrieks, yells, laughter and ap- iaw said before leading her class plause could be heard in schools onward. Grants for Little Rock schools across Little Rock on Wednesday, At Chicot Elementary the as balloon-toting visitors burst crew surprised Marsha Hunter into classrooms to hand out over- and her class in a computer lab. sized checks to educators. Hunters $3,420 check will go The Public Education Foundation of about Chinese art, music, science, math LitSe Pock provided grants to pay for 21 and cultural, economic and religious as-educatjon programs Wednesday. peels of the Chinese way of life Here are the schools, program, grant  Central High  $3,967.41. Summer For the third year, the Public toward computer technology to Education Foundation of Little enrich students vocabulary, cre- Rock gave out Innovative Grants ative writing and technological to teachers and principals at 14 skills. schools in the Little Rock School Oh my gosh, one student District. In all, the foundation yelled. Is that real? contributed $58,447.98 to 21 programs at the schools. Members of the foundation said they hoped the program Its wonderful, said Larry would encourage teachers to Lichty, a foundation board mem- come up with new learning prober. Its just such a great way to grams. recognize teachers. And, they said, some teachers Foundation board members, have received continued funding Little Rock Mayor Jim Dailey, through these grants because of Little Rock School District Su- the benefit of their program. perintendent Roy Brooks and Foundation board member others gathered at the founda- Virgil Miller said its exciting to tion office Wednesday morning give out the money. before boarding three y, ellow People get excited when you school buses  each taking part give out money, he said. Thats of the Prize Patrol to different my experience. schools. And, he said, the grants go to- A third of the crew went first ward a good cause. to Baseline Elementary, where Youre funding something in-they planned to surprise two novative, trying to improve stu-teachers with grants. Unfortu- dent achievement, Miller said, nately, their arrival was so unex- Everybody benefits. How could pected that the principal and one you not love that? of the teachers werent there. In ail, 31 major individual and But the group did come corporate donors put money into across Ashley Outlaw as she led the grants. In its three years, the her kindergarten class through a program has doled out $243,500. hallway. Brooks said its nice to be able Outlaw gave a startled shout, to help out some deserving edu-eyes wide, and her students be- cators. gan cheering. I cant tell you how excited The group handed over a we are about this day, he said, check for $2,131.39, to be spent We get to do some wonderful on books and educational games things for some wonderful teach-to supplement the basic curricu- ers. amount and desaipbon of the Mathematics Bridge. Incoming ninthgraders work on Pro-Algebra strategies  Baseline Elementary $5,000. to help prepare them for Algebra I. Fundamental Fiction. The money will be  Central High  $4,000. With Liberty used to purchase fiction books. and Justice for All: CMi Rights Memory  Baseline Elementary  $2,131.39. Project and Virtual Museum. Helps Monday Backpacks, A collection of ninth-graders adjust to high school and books, poems, songs and games used prepares them for critical thinking and to supplement the basic curriculum. writing.  Chicot Elementary$3,420. Visual  Hail High  $3,035.50. Stop, Drop Reality. Uses visual technology to enrich and Read. Provides books and free vocabulary, creative writing arid techno- time for student to read for pleasure in logical skills. several classes.  Mabelvale Elementary  $2,500.  Hall High  $2,508.70. A Picture Character is the Key. A program that Paints a Thousand Words. Students in a teaches kindergartners through sec- Spanish for Native Speakers class study ond-graders aixiut honesty, integrity Spanish literature and produce a work and respect. of art to serve as an interpretation of one  David 0. Dodd Elementary$3,500. of the pieces of literature read. Just the Facts, Please. A project that IHallHigh$3,142.50. Analyze This teaches nonfiction reading strategies to and Thal Uses software to improve per-third- and fourth-graders. formance in several Advanced Place-  J.A. Fair  $2,300. C.A.M.R (Chai- merit courses. lenging Adventures Mean Progress),  Southwest Middle  $670. Mustang Teachers provide experiential education Horticultural Club. Students will learn activities to students in a camp setting, horticultural and marketing skills.  Washington Elementary  $1,000.  Meadowcliff Elementary  $2,000. Centers of Achievement. Establishes a Project DREAM. Students take online literacy program for a special education quizzes on books they have read. '^assroom.  Geyer Springs Elementary  Washington Elementary  $550. $4,864.13. Childrens Book Bag Recipes for Success. Cooking projects Challenge. Kindergarten through fifth-for special na^ds students. grade students will receive a bag of Washington Elementary $2,000. non-fiction material. Living and Learning Museum. Shows  Parkview High -$5,000. Parkview the relationship between math and his- All-Star Academy, Summer enhance-tory, science and language arts, men! program for all incoming ninth-fl Rightsell Elementary  $750. graders. STOMP (Striving Toward Our Musical fl Parkview High$5,000. Smart Mu- Potential) Out Loud. Integrates musical sic: Developing Musicianship through skills and helps reinforce literacy and Technology. A computer-based practice math skills at all grade levels. program used to improve the curricula fl Dunbar Middle $1,100. Bringing for woodwind, brass, string and vocal China to Arkansas. Includes leaminq students.  WEDNESDAY, APRIL 5, 2006  Balloons bear news of 21 LR School District grants dation of Little Rock to finance ports the 26,000-student Little the winning- scHnnls. two education initiatives at the Rock school system, the states This has really made my BY HEATHER WECSLER schools. Winning projects included greenhouse, butterfly garden and ARKANSAS DEMOCRAT-GAzjii\"it system Educators across the district a new vocabulary curriculum bird sanrtnary. Lyles, Srogging As soon as she saw the bal- Little Rock campus. largest. had applied for funding for 41 at Carver Magnet Elementary and Tracey Montgomery-Wilson loon-toting visitors waiting for For the fourth year, the foun- projects, said Laurie Baehr, the School and a program at Hail also received a $3,048.90 grant her in the Washington Magnet day, Lyles said after the an- dation delivered the awards foundations grants manager. A High School that uses algebra to for a computerized, interactive Elementary School library, Pau- nouncement. Publishers Clearing House-style, 14-member panel of foundation teach students such real world Smart Board to teach special letta Lyles knew what was com- Similar reactions could be presenting the educators who board members, former teach- skills as managing a budget and education students. ing. She pumped the air with her seen Tuesday at schools across won the grants with balloons ers and foundation volunteers applying to college. We want to do everything fists and ran to hug her fellow the Little Rock School District and oversized checks. Little selected the grant recipients. At Washington Elementary, we can to incorporate different teachers. as the foundation distributed Rocks version of the Prize Pa- The projects have to im- Lyles and her colleagues Phillip learning styles, said Lyles, a Lyles, along with some of her $70,833 in Innovative Idea Grants trol included foimdation board prove student achievement, and HaJlum Lou Ross and Ann Scog- special education teacher. And colleagues, soon learned that to fund 21 education projects, members, city and district offi- we also wanted grants to help gins successfully applied for a these projects will make sure they had received two grants The foundation is an indepen- cials, and community volunteers increase parental involvement, $4,500 grant to let students build our kids are part of the full cur- from the Public Education Foun- dent nonprofit group that sup- who traveled by school bus to Baehr said. an outdoor classroom including a riculum.2006 Innovative Idea Winning Grant recipients ARKANSAS DEMOCRAT-GAZETTE Forest Park Elementary and Wil- therapists to plan and provide expert- for the grant to their teachers. The Public Education liams Elementary  HOPE Helping ential activities that will enhance the -   Foundation of Little Rock on gross and fine motor skills, eye and tions' Award: $3,296.70 hand coordination, agility, communi- _______________Laughlin, Teresa cation, and endurance of students ects in the Little Rock School Carpenter District Helping Other People through The 2006 Innovative Idea children about Winning Grants went to the nrepreneurship and philanthropy - by providing them with small loans Tuesday awarded $70,833 in grants to 21 education proj- following schools and teachers: Other People through Enterprise with disabilities. Otter Creek Elementary  Expedi- Award: $4,804.06 Staff: Teddi Cole Expeditions is an interactive Jefferson Elementary  Reading study of world geography based on to Learn Award: $4,999.28 The Amazing Race television show. Students will integrate technology, to start their own businesses. Profits from the sale of student-created Staff: Beverly Hendrix. Nathalie social studies, language arts and Massanelli, Amber Matthews mathematics as teams compete to Bale Elementary  Backpack products will be donated to charity. S^JCidies Fulbright Elementary  Text Talk Award: 2,452.50 Reading to Learn will integrate fill their treasure chests with items science books into the current first- from various countries. Award: $3,264.62 Staff: Ramona Geurin, Laura Shiver, Ashley Andrews grade guided-reading curriculum to Parkview Magnet High School enable students to read nonfiction as   Parkview All-Star Academy Award: $5,000 Staff: Celestine Piggee, Leigh Staff: Beth Johnson, Gay Wyatt  , - Text Talk is a vocabulary instruc-  . , , _ . , ,, . Backpack Buddies are back- tion program to develop understand- Mabelvale Middle School Using _ ucii.j ...ix,. ------^. x,------ .. . . - Games to Increase Student Achieve- Cole, Judy Warren, Jeremy Owoh well as fiction books. packs filled with literacy-building ac- ing among kindergarteners through tivities to encourage at-home read- third-graders of word meanings ing between the students and their through oral language activities. buddies.\" Brady Elementary  Reading without Barriers Award: $1,498.85 Staff: Beverty Cook, Melissa Hannah parental involvement and direct instruction. Hall High School The Real World Project Award: $3,176.68 Staff: Coniell Bursae, Yolanda ment Award: $4,154 The Patriot All-Star Academy is a summer enhancement program to Staff: Nancy Harris, Annita Paul, improve the math and literacy skills Paula Smith of all incoming ninth-graders. This project will enable the math Washington Magnet Elementary coach to purchase or make games  Living and Learning for use in teaching and reinforcing . _.. sixth-grade math concepts. Award: $4,500 Staff: Phillip Hallum, Lou Ross, Reading without Barriers will use Bush, Tiffany Jackson, Felicia Wil- Mabelyale Middle School  Dig- B**!** l-yl' Ann Scoggins technology to scan books onto disks s**, Tonya Johnson, Louisa Rook, 9''*9  Heritage Garden Studerits will build and use an  ............................ - -  . Award: $3,897.44 outdoor classroom consisting of a so that computers can read to stu- Kimberly Van Meter, Demar Sand__________ ............. Campbell, Kathey greenhouse, butterfly garden, and develop spelling, word recognition Bladmall, Bemestein Rhodes^, Carla . bird sanctuary to explore wildlife pop- | and comprehension skills. Harris .. Digging a Heritage Garden will ulations, habitats, ecosystems and i Carver Magnet Elementary  Extending Vocabulary through Read- Alouds Award: $1,230 Staff: Laurie Yarbrough, Kathy Dober All primary-grade teachers at Carver will be trained to use Text Talk, a supplementary vocabulary program. They will then host parent nights to provide Text Talk tools lor use at home. Chicot Elementary  TechKnow Award: $3,815 Staff: Leola Reids, Marsha Hunt- dents with disabilities to help them Midiael Clark, Betty Larry, Reva The Real World Project will teach ooh, hands-on learning expert- interactions among living things, ninth-graders the uses for Algebra I, eoces using the JunWr Master Gar- Washington Magnet Elementary as well as how to manage a bud- dener program curriculum to develop Touching the Future get, create a resume and apply to od grow a heritage garden that will college. The project will be capped serve as a scientific learning labora- with visits to central Arkansas col- *'Y- lege campuses. The project goal is Mann Magnet Middle School  to bridge the gap between the stu- Outdoor Learning Center dents'idea of success and the reality -------- of achieving it. Award: $5,000 Award: $3,048.90 Staff: Ann Scoggins, Pauletta Lyles, Tracey Montgomery-Wilson This project will use a computerized, interactive white board to integrate functional reading, writing and math skills Staff: Rick Washam, Jamie McK- with computer literacy for the schools Hall High School  Graphic Novels enney, Stephanie Jones special education population. for Literacy The Outdoor Learning Center Western Hills Elementary  Books Awarded: $3,900 will enable teachers and students far B.A,N.D, Staff: Trina Bright, Jennifer Diggs, to research and explore ecological, Mary Casto environmental, biological, geological. Award: $635.85 Staff: Cynthia Buehling Graphic Novels for Literacy will chemical and economic issues con- Grant money will be used to pur- provide a variety of classroom sets cerning the future development of an chase instruction books and CDs, interactive Smart Boards and of graphic novels to encourage vol- area near the school. along with materials to build a music faUMChfaacomDuteTm?t^aS?dT ac*''' student Mann Magnet Middle School storage cabinet, for the Behavior, At- era^Si ccT'oulum. _ Explore the Worldl The Global rtuP. Notability, Discipline program, _ . ... .. . J-A. Fair High School  CAMP Explorers Experience a once-a-week instrumental music ............ Award: $2,675 program far students. er Forest Heights Middle SchooF FUN Challenging Adventures iramily:Night Science Project - - i . - ' Mean-ProgressFfastering Unique Award: $2,483.79 Needs Stafft, Margaret Wang, Wends^' Staff: Jason Rnney. Robin Zim- Wilson Elementary  Books for  mer, Barbara Gilbert-Wise Foundations of Reading Award: $2,000 Wendyf' Award: $5,000 Twenty-five seventh-grade ge- Staff: Ruth Eyres, Tamara Baker, ography students and three social Five parent/student science. Denise Nesbitt, Jennifer Jimenez Staff\nKelly Calkins r AMD CUM 'll UI r, studios teachets will attend a two- SpanishZ\u0026amp;glish fiction and nonfic- f  Il u 'u rUN Will enable Commu- day cultural immersion program at Son books will be added to the schools ?m7 JhLiM nity-Based InstmeSon teachers and Heifer Ranch, a nonprofit facility in permanent library collecSon far Se by the 2006-2007 school year. occupational, physical, and speech Perryville. Students brought the idea students, parents and staff: * nights, featuring inquiry-based sci-Grants  Continued from Page IB In all, the foundation gave 32 grants, totaling $94,750. The money will be used to for programs to enrich school curriculums and give teachers a chance to use creative approaches to learning, said foundation executive director Vicki Saviers. \"These are innovative ideas and you have to give teachers an opportunity to try new ideas even when sometimes they dont have the money, Saviers said. The projects are diverse. Mann Middle School students will use computers to analyze weather as part of its School Weathernet Program. Washington Elementary will use its grant to diversify and expand its library offerings. And Gibbs Elementary students will design a quilt that illustrates the experience of Japanese children imprisoned in Arkansas two internment camps during World War n. This is just excellent, said Mary Thompson, the presidentelect of Pulaski Heights Middle Schools Parent-Teacher Association and mother of two children in the district. The foundation is a nonprofit organization dedicated to improving schools in the Little Rock School District. That goal  along with the grants  is something the community can only benefit from, Thompson said. Little Rock Mayor Jim Dailey agreed. Obviously, creating a better school system is something that helps the community, but even more important than that, is the symbolic act of recognizing these teachers ... of going out to the schools and personally say- ing 'thank you and good work, he said. Little Rock schools receiving grants Read to Jfie Public Education Foundation of Little Pock awarded $94,750 to the following Little Rock School District schools Wednesday. The teachers who applied for the grants will use the money to start creative programs.  Central High, ^,900, Stage A  Carver Elementary, $965, digital imaging program.  Washington Elementary, $5,000, Reading On Up.  Mann Middle, $1,000, Music To Share.  Mann Middle, $5,000, Using computers to analyze weather.  Gibbs Elementary: $1,627, Life Interrupted: The Japanese Internment.  King Magnet, $4,725, Lion Club Camp.  Watson Elementaiy, $4,000, Cultural and Physical Diversity Awareness.  Chicot Elementary, $4,700, literacy program with a parenting component.  Otter Creek Elementary, $2,300, Otter Pockets reading program.  Dodd Elementary, $3,944, Dodd Mini-Mall economics program.  J,A. Fair High, $1,000, multidisciplinary study of The Crucible.  J.A. Fair High, $5,000, Powerful Presentations by Kids.  J.A. Fair High, $2,000, Outdoor Learning Center.  Wilson Elementary, $3,994, drama program.  Central High, $1,490, Literacy in Physics.  Fair Park Elementary, $1,000, Fair Park Band Program.  Fair Park Elementary, $724, Fair Park Stock Market Team.  Fair Park Elementary, $5,000, Story Characters writing program.  Fair Park Elementary, $3,000, Fair Park Family Readers.  Forest Heights Middle, $2,000, Multimedia in the Classroom.  Forest Heights Middle, $776, Seventh Grade Literacy Fair.  Hall High, $4,000, Celebrating Diversity.  Southwest Middle, $1,500, Urban 4-H.  Southwest Middle, $1,500, Business Theories/Application.  Parkview High, $4,850, Parkview All-Star Academy.  Brady Elementary, $2,215, Second grade science project.  McDermott Elementary, $5,000, Discovery Lab.  Fulbright Elementary, $1,770, Special Needs Advancements.  Fulbright Elementary, $4,750, Creating the Interactive Classroom.  Alternative Learning Center, $1,000, Great Books reading program.  Five elementary schools, $5,000, Art Bug project. 1 I ivl  dozen educational foundations exist, including ones in Pulaski County Special, Van Buren and El Dorado school districts. Nationwide, an estimated $1.5 billion has been raised by about 4,000 foundations, according to the Washington, D.C.-based Public Education Network, which tracks such organizations. Most of the grants will pay for programs that begin next fall. Once the programs are complete, the fouhdation will evaluate the grant program. We are going to be good stewards to our doriors. That is very iEppdrtarit to us, Saviers said-Thfe\ngrants all have an elertto bf accounta- have an bility. And some out- standing sufeqeSs iis a program, there is alwA^^e^ oppor- tunity to* trictwide. W'S!\" dis- Dailey, who rode along with the prize patrol, introduced the first award to a surprised teacher at Carver Elementary. Patricia Burns, a media specialist, was a bit speechless at first as Dailey announced the $985 grant in front of her class, but she quickly recovered and explained how the Candid Camera Kids program will teach students how to use digital cameras and manipulate digital images. I think it does mean a .lot. to these teachers to receive some validation from other adults who say, You are doing an excellent job. I think that means something, Saviers said. The foundation was formed last year and is administered by a 22-member board comprised of community leaders in business, education and city government. The foundation operates from funds and commit- ' ments of $500,000 raised over the past year. In Arkansas, at least three s:\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_266","title":"Business cases","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":["1993/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational law and legislation"],"dcterms_title":["Business cases"],"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/266"],"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\nSTCASE02 REVISED 21 APR 93 OFFICE OF DESEGREGATION MONITORING SHORT TERM PROJECT BUSINESS CASE GUIDELINES AND FORMAT FOR BUSINESS CASE I. BACKGROUND. A business case is a written presentation which identifies and describes the main features supporting the decision-making process on an issue facing the organization. The purpose is to put forth in a logical order all the facts surrounding the situation, all the steps in the decision process, impact of the decision. and a general implementation plan for the decision. In addition to being called a business case, this type of document is sometimes referred to as an issue paper, a staff paper. a decision analysis, and a program analysis. While each of these types of presentations may vary slightly in content, the purpose remains essentially the same...decision support. The format and guidelines provided below give a most inclusive outline for a complex business case. While all of the guidelines should be considered when developing the business case, the nature of the particular situation will, of necessity, dictate a possible modification of these guidelines. However, you must remember the objective....present your process and case in a logical order, providing strong rationale...SELL YOUR IDEA. I. EXECUTIVE SUMMARY The Executive Summary should be a one to three page overview of the business case. It should highlight only the key points within each of the outline topics in the business case format, is also advisable that the Executive Summary follow the formatting as the actual presentation. It same detailed data supporting the topic. It should not contain the Keep it at a high level...what would you want them to know if they were running after a departing flight. II. BUSINESS CASE FORMAT AND GUIDELINES A. Background. 1) Current situation. This section should include a clear statement of the current situation, and should be based onfacts. You should consider that the reader may know nothing about the situation at hand. 2) Background information. Background information should include conditions leading up to the situation, and why the situation is now being considered. Previous attempts to solve the situation should be noted along with their results and short comings. B. Problem Definition. 1) Problem statement. The problem section should be a concise statement which defines and describes the problem situation. --- --- \" problem exists. There may be a need to convince the reader that or a Only one problem should be addressed at a time\navoid letting multiple problems confuse the situation. 2) Considerations. problem? What are the causes of the problem? What seems to be the real they known? Who is affected? To what extent are What is the magnitude of the problem? Who are the primary actors in the situation? C. Analysis of Alternatives. 1) Process. you generated and analyzed your alternatives, the participants. Provide a written description of how Be sure to include 2) Identification. Identify all of the alternative programs or activities which you considered in your decision-making process. factual terms. Be sure to describe the characteristics of each in REMEMBER... the \"do nothing It alternative should always be analyzed as a possibility. 3) Analysis. Each alternative should be discussed in terms of impact: impact on objective, impact on legal obligations, impact on requirements, finances. impact on personnel. impact on The section should include a statement as to why the alternative was rejected. should clearly make its point. Each analysis should be brief, but While you should have supporting information in your files, each analysis should not be to the level of detail as that in the selected alternative. D. Recommendation. 1) Action recommended. from the analysis of alternatives. The recommendation follows be written in brief, clear, positive statements. The action recommended should 2) Rationale. This section should provide the rationale for selecting a particular alternative, including a summary of the primary factors supporting the decision. E. Obj active. 1) Objective of the recommendation. objective of the recommended action, outputs. Define the not the immediate physical 2) Goal support. This section should includestatements and examples of how this program recommendation will support specific, stated goals of the district, establish a direct relationship. It is important to 3) Evaluation criteria. In this section, you are going to define how you will know if you are meeting the specified objectives. plan. These will become a major component of your future There must be at least one evaluation criteria for each objective, and there are usually several. a) How can estimates of progress against these objectives be made? b) Identify the appropriate measures of effectiveness. c) Both quantitative and qualitative criteria may be used. d) Be sure to consider what data you are going to need to prove the criteria, and how you are going to get the data. Is the criteria an going to cost more than it will yield? 4) Expected benefits. This analysis should include explanation of the anticipated benefits and when they expected to be realized, the expected benefits. are It should also identify the recipients of F. Impact Analysis. 1) Program, both positive and negative. Describe the impact of the program, If you execute this recommendation. Call in the \"Expected Benefits how will it above. programs...will something fall off the table, primary actors impacted? impact other Who will be the 2) Desegregation Plan. How will this recommendation impact the Desegregation Plan? 3) Court Orders. impact court orders? 4) Political factors. How will this recommendation Are there major political factors that seem to affect the situation, and how will you address them? Are your strategies in the implementation plan? 5) Risks. This section should include a discussion of the risks of doing this program, and the risks of not doing this program. 6) Timing. how will you deal with them? What are the major timing issues, and G. Resources Analysis. 1) Personnel analysis. What is the projected impact on the head count and type of position before and after the recommendation? Include an estimate of support staff required in both numbers and types of positions. Is there a recruiting pool from which to hire the needed personnel? should be included. Training requirements 2) Financial analysis. All of the financial considerations should be examined at this point. a) All operating costs, including personnelH. and benefits, fiscal years for each of the next 1-5 should be outlined. An estimate of equipment required should be prepared and should include all hardware and support equipment. Both capital b) expenditures and a monthly cost over the life of this equipment should be detailed. The source of revenue funding should be identified, along with any requirements. c) The cost savings forecast for the first year and years 2-5 (if appropriate) should be projected. A discussion of total cost savings potential should also be included. Force Field Analysis. 1) Forces For. Who will be the primary supporters of the recommendation? Why will they support the recommendation? How can you maximize the influence of these forces? 2) Forces Against. detractors of the recommendation? Who will be the primary recommendation? over? Why will they oppose the How can you minimize their influence or win them 3) Confidentiality. You should determine if you want to include this section in material for public release. I. General Implementation Plan. 1) Milestones. The general implementation plan should include the milestone events for monitoring. not be a detailed project plan. This should 2) Timelines, timeline associated with it. 3) Tasking. Each milestone event should have a Each milestone event should have a specific person, identified by name, tasked with ensuring the event is completed on time. A single overall project/program leader should be clearly identified. 4) Reporting. Regular status reporting procedures on the implementation plan should be identified in terms of who. what, when, and where. Status reports should be in the format of the implementation plan or an established standard reporting format. quarterly basis. Status reports are usually submitted on a monthly orSTCASE02 REVISED 21 APR 93 SHORT TERM PROJECT BUSINESS CASE GUIDELINES AND FORMAT FOR BUSINESS CASE I . BACKGROUND. A business case Is a written presentation which Identifies and describes the main features supporting the decision-making on an issue facing the organization. process The purpose is to put forth in a logical order all the facts surrounding the situation, all the steps in the decision process, impact of the decision, and a general implementation plan for the decision. In addition to being called a business case, document is sometimes referred to as an issue paper, a decision analysis, and a program analysis. this type of a staff paper. Qecision While each of these types of presentations may vary slightly in content, remains essentially the same...decision support. The format and guidelines provided below give a most inclusive outline for a complex business case. While all of the guidelines should be considered when developing the business case, the nature of the particular situation will, of necessity, dictate a possible modification of these guidelines. However, you must remember the objective....present your process and case in a logical order, providing strong rationale... SELL YOUR IDEA. the purpose I. EXECUTIVE SUMMARY The Executive Summary should be a one to three page overview of the business case. it should highlight only the key points within each of the outline topics in the business case format. is that the Executive Summary follow the formatting as the actual presentation. also advisable It same detailed data supporting the topic. It should not contain the -- . Keep it at a high level...what fl'^^h '^snt them to know if they were running after a departing II . BUSINESS CASE FORMAT AND GUIDELINES A. Background. 1) Current situation. This section should include a clear statement of the current situation, and should be based on facts. YOU should consider that the reader may know nothing about the situation at hand. , 2) Background information. Background information should Include conditions leading up to the situation, and why the now being considered. Previous attempts to solve the be noted along with situation situation comings. should their results and short a B. Problem 1) Definition. Problem statement. The concise statement which defines and problem section should be situation. problem e.xlsts. describes the problem There may be a need to convince the or reader that a Only one problem should be addressed at a time\navoid letting multiple problems confuse the situation. 2) Considerations. What seems problem? What are the causes of the problem? they known? who  ' to be the real is problem? Who are the affected? To what extent What is the magnitude primary actors in the situation? of are the C. Analysis of Alternatives. 1) Process. Provide a written description you generated and analyzed your alternatives. the participants. Be sure to of how include 2) Identification. Identify all of the alternative programs or activities which you considered in your decision-making process. Be sure to describe the character1st' factual terms. REMEMBER... the \"do nothing\" always be analyzed as a possibility. ics of each in alternative should terms of impact: 3) Analysis. Each alternative should be discussed in impact on legal impact on objective, impact on requirements, obligations, impact on personnel, impact on The section should Include a statement as to why the should be finances. alternative was rejected. Each analysis should clearly make its point, while you should have supporting Information in your files, each analysis should not be to the level of detail as that In the selected alternative. brief, but D. Recommendation. 1) Action recommended. from the analysis of alternatives. The recommendation follows The action recommended should be written In brief, clear, positive statements. 2) This Rationale. section should provide the for selecting a particular alternative, including a summary of the primary factors supporting the decision. rationale E. Objective. 1) Objective of the objective of the recommended action, outputs. recommendation. Define the not the immediate physical 2) Goal statement support. This section should include and examples of how this program recommendation willsupport specific, stated goals of the district, establish a direct relationship. It is important to 3) Evaluation criteria. In this section, you are going to define how you will know if you are meeting the specified objectives. plan. These will become a major component of your future There must be at least one evaluation criteria for each objective, and there are usually several. a) How can estimates of progress against these objectives be made? b) Identify the appropriate measures of effectiveness. c) Both quantitative and qualitative criteria may be used. d) Be sure to consider what data you are going to need to prove the criteria, and how you are going to get the data. Is the criteria explanation going to cost more than it will yield? 4) Expected benefits. This analysis should include an of the anticipated benefits and when they expected to be realized. ........................... '   are the expected benefits. It should also identify the recipients of F. Impact Analysis. 1) Program, both positive and negative. If you execute programs...will this Describe the impact of the program. Call in the \"Expected Benefits\" above. recommendation, something fall off the table. how will it impact other primary actors impacted? 2) Desegregation Plan. Who will be the impact the Desegregation Plan? 3) Court Orders. How will this recommendation impact court orders? 4) Political factors. How will this recommendation Are there major political factors that seem to affect the situation, and how will you address th.? Are your strategies in the implementation plan? them? 5) Risks. This section should Include a discussion of the risks of doing this program, and the risks of not doing this program. 6) Timing. T how will you deal with them? What are the major timing issues, and G. on the head Resources Analysis. 1) Personnel analysis. recommendation? count and type of What is the projected impact position before and after the Include an estimate of support staff required in both numbers and types of positions. Is there a recruiting pool from which to hire the needed personnel? should be included. Training requirements 2) Financial analysis. All considerations should be examined at this point. a) All operating costs. and benefits. of the financial including personnel for each of the next 1-5fiscal years should be outlined. An estimate of equipment required should be prepared and should include all hardware and support equipment. Both capital b) c) expenditures and a monthly cost over the life of this equipment should be detailed. The source of revenue funding should be identified, along with any requirements. The cost savings forecast for the first year and years 2-5 (if appropriate) should be projected. A discussion of total cost savings potential should also be included. ur*** H. Force Field Analysis. 1) Forces For. of the recommendation? Who will be the primary supporters Why will they support the recommendation? How can you maximize the influence of these forces? detractors of 2) the recommendation? over? 3) Forces Against, recommendation? Who will be the Why will they oppose primary the How can you minimize their influence or win them Confidentiality. J .*. * vx M A J. X u J  XVU DIUJUIU UCI fltfT 'want to Include this section in material for public You should determine if you release. I, General Implementation Plan. 1) Milestones. The general implementation plan should Include the milestone events for monitoring, not be a detailed project plan. This should 2) Timelines, timeline associated with it. 3) Tasking. Each milestone event should have a Each milestone event should have a specific person, identified by name, tasked with ensuring the event is completed on time. - - A single overall project/program leader should be clearly identified. 4) Reporting. Regular status reporting procedures on the Implementation plan should be identified in terms of who, what, when, and where. Status reports should be in the format of the Implementation plan format. Status quarterly basis. reports or are an established standard usually submitted on a reporting monthly or I z 7. y. TAiKOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371.0100 October 29, 1993 Dr. Henry P. Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: Last spring, the Uttle Rock School District began a practice of preparing business cases on all budgetary decisions. The purpose of this business procedure was to help the district make prudent financial and programmatic decisions. The intent was for business cases to become a systemic process, and not just a temporary effort to get through the budget crisis. During the LRSD budget hearing on July 8,1993, Judge Wright stated: 1 am glad to see that the board is using the business case approach for the district to justify its expenditures. That is a smart thing to do. That is a prudent business thing to do and a good management tool, and its very much part of the budget process that Ive been asking them to instill as part of their system, as part of their school system.\" At the conclusion of the same hearing, the Judge told the LRSD representatives that \"you have made a lot of progress in terms of having a budget process. The business cases are part of this budget process. Youve made a lot of progress in your budget document itself in terms of putting it in such a form that we can monitor it. You are to be commended for that, but you have a long, long way to go. Youve just started. This is just the beginning of the process\". Throughout the spring and early summer, district personnel regularly prepared business cases on all major decisions. The LRSD Board of Directors even required employees to prepare business cases when considering financial and programmatic decisions for the tentative budget (Board of Directors, Regular Meeting Minutes, May 27, 1993). During testimony in the July 8, 1993 budget hearing, Mark Milhollen pointed out that requirement: The Board felt that it needed to have an adequate and working knowledge of the changes to the budget and they felt that the business case approach was the best way to handle this.\"October 29, 1993 Page Two As you well know, many critical financial decisions have been made during the last several months, and a tough new budget cycle is rapidly approaching. The Court expects the district to continue the practice of constructing business cases as part of a systematic decision-making process throughout the district. Therefore, please forward to me copies of the supporting business cases prepared prior to October 28, 1993 (the date of the last Board meeting) on the Truancy Program, the Romine Interdistrict School Communications Station, and the Garland Incentive School Multimedia Technology and Educational Research theme. Also, please provide a list of all new positions which have been added to the current fiscal year budget after those considered in the July 8, 1993 hearing and subsequently approved by the Court. Please append to that list the supporting business cases that were prepared prior to October 28, 1993 for the new positions. If no business cases exist, please explain why this critical support process has been abandoned, and how you intend to proceed during this fiscal year. Please forward this information by next Thursday, November 4, 1993. It appears to me that the district is continuing to incur expenditures over and above those approved in the regular budget cycle. The business case process has served the district well in budget planning and management during this past year. I sincerely hope you will continue, and even further develop, this beneficial practice. Thank you very much for your cooperation. Sincerely yours, m S. BrownExhibit 1-C Revised LITTIJ3 ROCK SCHOOL DISTRICT 1993-94 CERTIFIED SALARY INCREASES (A) BASE SALARY (1993-94 Schedule) tn O 20,000-25,000 25,001-30,000 30,001-35,000 35,001-40,000 40,001-45,000 45,001-50,000 50,001-55,000 55,001-60,000 60,001-65,000 65,001-70,000 ____(B)____ NUMBER OF CERTIFIED POSITIONS 301.50 433.30 470.90 411.50 216.00 20.00 (C) ACTUAL AVERAGE SALARY 1992-93 21,320.10 26,148.75 30,702.44 35,010.48 39,430.38 44,607.72 (D) ACTUAL AVERAGE STEP INCREASE 804.37 805.44 806.53 809.77 824.31 947.95 (E) ACTUAL AVERAGE SALARY RAISE 671.10 ___837.56 947.47 1,085.23 1,307.76 1,382.95 (F) AVERAGE TOTAL INCREASE (D^E) 1,475.47 1,643.00 1,754.00 1,895.00 2,212.07 2,330.90 ___(G)___ REVISED AVERAGE SALARY (C+F) 22,795.57 27,791.75 32,456.44 36,905.48 41,642.45 46,930.62 (H) IMPACT ON BUDGET (B-F) 444,854.21 711,911.90 825,958.60 779,792.50 477,807.12 46,618.00 (I) TOTAL COST TO DISTRICT (B-G) 6,072,064.36 12,042,165.20 15,203,737.60 15,106,605.02 8,994,769.20 938,772.40 TOTAL 1993-94 AVG SAL 1,853.20 32,008.91 3,286,942.33 59,310,913.85 NoIe: The base salary ranges in (A) are determined using the 1993-94 salary schedule: therefore, average salaries (or the personnel shown in (C) for 1992-93 may fall below the ranges defined in (A) for 1993-94.BUSINESS CASE SPECIAL ASSISTANT TO THE SUPERINTENDENT EXECUTIVE SUMMARY The Superintendent of the Little Rock School District is dedicated and committed to developing for this state and for this community,  -J ^2 , X.  . He is also committed the finest educational system in the nation. to a strong leadership team and believes the Little Rock School District has organization, all with of the elements accomplish that goal. the exception of present in its a few individuals, current to However, to accomplish the desegregation goals there are needs within the organization that cannot be met by individuals who are currently employed by the system. Therefore, at this point, after having been Superintendent for approximately two months, he has found it necessary to add a person to the administrative team with skills not identified in members of the current leadership team. In this business case, the Superintendent is establishing the need for a Special Assistant to the Superintendent that would be engaged to carry out specific responsibilities related to planning, grant writing, district advocacy and governmental relations. iL.i_ position would allow the District to reach into other areas that This have not been explored or developed to the fullest extent. One such area is that of governmental relations. Federal grant writing to a more extensive degree needs to be explored and we must expand our relationships with state legislators, and those who work for them. This person could also assist in meeting the District's commitments increasing parent involvement and community support. for A. BACKGROUND Little Rock School District continues to cope with many of the problems that are unique to urban school districts, including safety and security, urban flight, racial and financial issues and aging buildings. The District's implementation of a very costly desegregation plan and escalating non-desegregation costs presents an accepted challenge of securing additional revenues. Prior to the 1989-90 school year, the previous administration and Board of Directors negotiated settlement with the parties. This settlement included a a financial settlement with the state of Arkansas. Several essential issues are apparent, i financial settlement and present local/state fundings sufficient to implement the Concerns regarding the perception of inequities of resources in our area schools and the first the plan. are not use of non-recurring revenue to balance our budget must also be addressed.B. PROBLEM DEFINITION To give a piece of background on why this position is important, I would have to reflect on the current organization chart which addresses basic areas of the District's operations, but does not address the need of the District to be more actively involved in securing additional federal and state funds. The organizational chart does not address the need for the District to become more heavily involved with governmental agencies or other funding sources. It should be pointed out that while some of these functions were performed, they were not performed to the extent they will need to be in the future as we grow and restructure the District to meet the needs of the 21st Century. As we look at the potential budget crisis in the District, the need for new dollars at the state level and the community is extremely essential to school district funding. It becomes incumbent on the school district to look at ways of securing funding for additional programs and services that are currently required by District students, parents and the community served by the school system. While the District has been engaged in securing some of these federal fundings, the background seems to suggest to me we have not been as proactively involved in this area, and we need to be more attentive to these areas if we are to get beyond the criticisms that are heaped on school systems across the country. Some criticism seems to suggest that educators are insensitive to the fact that there is a limit to which individuals in our community are to be taxed for education services. Therefore, we need to have in place a process that will allow us to find other revenue streams to meet our operational costs. In response to these concerns and perceptions, the Superintendent is proposing that we employ an individual to work with the District to explore the possibilities of expanding this vital area. C. ANALYSIS OF ALTERNATIVES After a careful evaluation of the current staff by the Superintendent, those individuals who are in the District who have some responsibility associated with this area cannot take on any more duties without losing effectiveness in their present areas of responsibility. This analysis seems to suggest that while we have capable people on staff, the scope of their responsibility in meeting the day to day operational needs of their departments and schools does not suggest sufficient flexibility to add to their positions. However, it does suggest that another position should be added to the District to take on these responsibilities. D. RECOMMENDATION It is the Superintendent's recommendation that we employ an individual to work with the District: 1. To have primary responsibility for formulatinggrant proposals in such areas as narrative applications, budget formulation and programmatic implementation. 2. To have the responsibility for the implementation of the school district's commitment desegregation, parental involvement, community support, etc. regarding 3. To assist in the development of schools as the center for enriching the social, recreational, and educational life of the community. E. OBJECTIVE The objectives for this person will be to work in an advocacy position for the District to secure federal funding and increase the revenue from federal sources and also identify other areas at the state and federal level where resources may be obtained to aide in the fiscal abilities and strengths of the District to deliver a quality educational plan to the citizens of Little Rock. Evaluation The effectiveness of the position will be determined by the amount of additional revenue generated as well as successful implementation of LRSD's strategy regarding parental involvement and community support. Expected Benefits Additional funding secured by the District will allow the District to meet obligations identified in our Desegregation Plan and other court approved documents. The District will also work to enhance parent and community involvement in decision making and communication. F. IMPACT ANALYSIS It is anticipated that the addition of this position will assist the District in remaining solvent and is to be considered a strategy for addressing our shortfall of funding. Desegrecation Additional funding will assist the District in meeting its commitment to our children and patrons. '/ involvement components are supported by the efforts of this staff The parent/community member. Court Order The District would be afforded greater opportunity to meet its obligations.G. RESOURCES ANALYSIS The necessary resources for this position are generated from several positions that have not been filled by the District. The grant writer position has been combined with the duties of the Special Assistant to the Superintendent. H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be the Board, central office staff, some principals, teachers and parents. This recommendation can assist the District to provide needed resources in our area schools. The primary detractors will be persons concerned with our ability to remain solvent as well as the addition of other top level administratorsecef:': t'f , /TA e-e/ LnTLE Rock School District OFFICE OF THE SUPERINTENDENT November 22, 1993 NOV ii 1993 Office of Desegregation Monitoring Mrs. Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown: Provided per your request are copies of the requested business cases. These business cases will be presented to the Board of Directors for their approval during the special meeting that follows our December Agenda Meeting. It is extremely important that we move forward with the Romine project as the new program can be an excellent recruitment tool. Please contact me if additional information is needed. Sincerely, Henry P. . Q lliams Superintendent of Schools HPW:nr 810 West Markham Street  Little Rock, Arkansas 72201  (501) 824-2000 BUSINESS CASE GARLAND INCENTIVE SCHOOL MULTIMEDIA TECHNOLOGY THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-term desegregation plan. Each incentive school, was required to develop and implement a school theme. In support of the desegregation plan and a commitment to total quality learning, Garland Incentive School identified a multimedia technology theme. Realizing the cost of technology and especially technology that is on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for students and teachers. This business case is for the first phase of implementation of the total plan for Garland Incentive School. A. BACKGROUND Garland Incentive School serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills\nhowever, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Learning (TQL) team worked after the regular school year to provide the basis for the program. B. PROBLEM DEFINITION The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combatthese problems Garland must implement a plan that is dynamic and capable of capturing , I-------- Viitu, IO the young minds and preparing them for a future which is constantly moving in technological leaps and bounds. To accomplish this task wiZZuc.! desegregation budget, phases of implementation have been developed. constraints of the These phases can be accelerated provided additional ! budge. cos.rain.s. revenue is made available. will provide students and staff with the minimum hardware, software and training n?fn .r multimedia technology. This phase will include installation of four computers in each 1st grade classroom, one teacher workstation in each classroom 5 y K and 2nd grades and A fi iTi on 511 oiv _1  \u0026gt;. Of additional six station lab for 3rd through 6th grades. an Phase II will install 4 . computers in each 2nd, 6th, and CBI classroom with network capability mstaUed for all computers throughout the school. This phase will also include ------------ ovuuui. lUli UlliUsC win ai5 ardware software and installation of an audio/video lab with satellite capabilities. A software library will also be established during this phase. D computers in each 3rd and Sth grade classroom and 3 computers in ead ng, Mat^h, and Resource. This phase will also include hardware, software and inct51 5Jfir\\ri  : - 11.  installation of an electronic library. installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first year would be prohibitive\ntherefore this business case is written only to address Phase I of the Multimedia The current task before Implementation Plan.  IS to determine the best way to implement the theme in a way most effective for our students and staff. C. analysis of ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a V\"\" to provide the students with multimedia nX tlior creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. 2D. RECOMMENDATIONS It is recommended that the District implement Phase I of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides: * Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant, \"^ematic units are a focus of the District's revised curriculum. This software will be av^lablein all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and 2nd grade. * Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom. * A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. * Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units. * Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a six station lab setting. E. OBJECTIVE The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the students which will encourage and motivate students to learn and master the curriculum. 3Evaluation Criteria * Monitoring of student progress through technology and Portfolio Assessment. * Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks, including increased use of ABACUS. * Increased use of Cooperative Learning and thematic teaching concepts. * Increased student interest in multimedia technology and learning. * Increased parental involvement due to increased student interest. * Timely, detailed reports for conferences, administration. Board of Directors, and the Office of Desegregation and Monitoring. * Achievement results will positively impact recruitment to Garland. * Peer and parent/teacher evaluations of student portfolios. F. IMPACT ANALYSIS Multimedia technology can open new doors for the students. It has the potential for assisting Garland and the District in stimulating this minority community as well as improving the goals of desegregation. Multimedia technology not only motivates students to learn but it also supports the District curriculum in ways exciting to students and teachers. Though the initial cost of technology is always high it is not always an object when it comes to educating and motivating a disadvantaged population and creating an environment conducive to desegregation. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Court Order Implementation of this plan would allow the school and District to demonstrate compliance of court order to develop a new theme which does not duplicate any existing incentive school theme. 4Political Factors The District can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing this phase of the plan is versatile and can be transferred if necessary with the exception of minimal installation cost. The additional funds requested for this phase and future phases will be viewed as a wise investment. Should the District decide not to support this system, the results can be very damaging and regarded as inefScient use of desegregation funds. . G. RESOURCES ANALYSIS Provided is a listing of hardware and software that must be purchased to implement this phase of the multimedia theme into the Garland School. Included is the projected budget for staff development of teachers. 5PROJECTED BUDGET FOR 1993-94 FOR MULTIMEDIA TECHNOLOGY HARDWARE/SOFTWARE I. Pre-Kindergarten - 2nd Grade A. 1 st Grade Classrooms (3 computers per classroom) B. Pre-K, Kindergarten, and 2nd Grade (use of a 3 station Lab) $29,299.00 Recommended Package: Apple Early Language Connections School Bundle. Designed for use among three classrooms at same school site. Contains three Teacher Stations (Macintosh LC 520 8/160MB w/CD-ROM and standard keyboard), six Student Stations (Macintosh LC 520 5/80MB w/CD-ROM and standard keyboard), three ImageWriter 11 network printers, three Apple Color OneScanners, one Scholastic Inc. Kit, three Early Language Connections Learning Kits, and two days of training. II. 3rd to 6th grade. A. Teacher Stations ( 1 per classroom) $3,025.00 X8= $24,200.00 Recommended Package\nMacintosh Quadra 660AV Teacher Solution. Quadra 660AV 8MB Hard Disk 230MB w/CD-ROM, Audio Vision 14-inch Display, Audio Vision 14 Display Adapter Kit, Apple Keyboard II, ClarisWorks 2.0, Claris Works for Teachers 2.0, and Teacher Productivity Kit (Kit includes 4 CDs\nI) Apple Teacher Productivity CD w/Calendar Creator, ClassMaster, Correct Grammar, Make Test, \u0026amp; School Font, 2) Grolier's Multimedia Encyclopedia CD, 3) World Atlas CD, 3) US Atlas CD.) B. Lab for students and teacher training. Recommended Solution: 1. 2. 3. Temporary Lab Server (1 each) Recommend Quadra 660AV Student Stations (5 each) Recommend Mac LC 520s Printers $ 3,025.00 4. $1,765.00 X5= $ 8,825.00 Laser Printer (1 each) (Laser Pro 630) Color Dot Matrix (1 each) (Apple Color Printer) Color Scanner (1 each) (AppleOne Color Scanner) $ 1,786.00 $ 638.00 $ 936.00 TOTAL PRE-K TO 6TH TAXES (5.5%) TOTAL $68,709.00 $ 3.779.00 $72,488.00 CABLING AND INSTALLATION (EST) GRAND TOTAL $ 2,500.00 $75,000.00 NOTE: Inservice will be done by IRC Curriculum Specialist and Garland Incentive School's Multimedia Theme Specialist in addition to training included in bundle above. 6H. FORCE FIELD ANALYSIS Primary supporters will be students and patrons in the Garland community. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to technology that is on the cutting edge. Primary detractors will be limited to those who feel that the expense of the multimedia theme may not be justified. Information should be provided to them that will allow them to see the advantages of multimedia and to see the progress Garland students make after implementation. ___ I. GENERAL IMPLEMENTATION PLAN TIMELINE Date 11/93 11/93 12/93 1/94 Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Person(s) Responsible Superintendent 1/94 1/94 Additional material/supplies ordered Staff Development begins Purchasing Purchasing Vendor Theme Specialist Theme Specialist Vendor Theme Specialist 2/94-6/94 On-going monitoring/assistance provided Principal 5/94 Evaluation of current theme implementation Theme Specialist Curriculum Supervisors Principal Theme Specialist Teachers Curriculum Supervisors 7BUSINESS CASE TRUANCY REDUCTION PROGRAM EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which focuses on providing a learning environment that meets the academic, social and emotional needs of It all students. is further committed to ensuring that adj. students receive a quality education in a desegregated environment. Over the years, the District has begun to recognize a growing truancy problem which has an adverse effect oh the student's academic achievement and emotional and social development, thereby frustrating the District's ability to carry out its educational mission in the community. To address this problem, the Little Rock School District has joined in a partnership with community leaders, youth servicing agencies and the Little Rock Police Department to develop and implement a truancy pick-up program that should have a significant impact on reducing truancy in the Little Rock School District. A. BACKGROUND In the spring of the 1992-93 school year, a group of concerned citizens composed of community leaders, youth servicing agency representatives and Little Rock School District officials formed a collaborative to explore an effective response to the alarming number of school aged children and youth who are truant from school onany During school hours, school aged youngsters were being observed standing on street corners, in malls and other The number of calls on any given day. shopping centers or roaming in neighborhoods. from concerned business proprietors and parents to District offices to report truant students had become more frequent and added to the growing concern. citizens, In response to the problem, the collaborative developed a proposal that would take advantage of permissive legislation (Act 867) passed by the Arkansas Legislature in 1989, which authorizes school districts to partner with the local police department in implementing a joint truancy reduction plan, of this Act, '  ..................... Using the provisions the collaborative developed a truancy reduction proposal called Project STAY (Support Truancy Alternatives for Youth) and presented it to the LRSD Board of Directors for their review and approval on October 28, 1993. B. PROBLEM DEFINITION and In the 1992-93 school year. Little Rock School District elementary and secondary students logged 227,414 (full day) unexcused absences. School absences are excused only when a child is ill\nwhen a family emergency exists, i.e., death in the family, seriousfamily member or other extenuating circumstances in the immediate family of the student exist, or if the student is participating in a school sponsored activity that has been approved in advance by an appropriate school district official. School absences that are not excused violate Act 292 passed by the Arkansas legislature in 1991. This act requires that \"a child between the ages of five years and seventeen years, both inclusive, who has not been officially excluded from school must be in attendance. II The District also believes that it is necessary to require students to be punctual and in attendance for instructional purposes each school day. C. _ ANALYSIS OF ALTERNATIVES To address the truancy problem the Little Rock School District has attempted a number of strategies over the years. ___ __________ revised its attendance policy at the beginning of the 1989-90 school year providing for increased parental contacts, clearly defined court referral procedures and more strict consequences for unexcused school absences as a way to discourage school truancy. However, the problem continues and appears to be used included court referrals The District alternatives have worsening. Other establishment of a Truancy Review Committee. and the COURT REFERRALS The parents of students covered under the state compulsory school attendance laws (5 years through 17 inclusive) ___ referred by school administrators to the Little Rock Municipal Court. Parents/guardians who are found to be negligent in their responsibility to ensure the daily school attendance of their child/children may be fined up to $ 50.00 per day as provided for through Act 473 of 1989. This intervention's effectiveness is limited to those truancy cases in which the parent is clearly shown to be at fault for the child's non are attendance. In those cases where the minor child refuses to attend school in spite of the parents efforts arrena efforts, the Municipal Court does not deem it appropriate to fine the parent. cases have been referred to the Pulaski County Juvenile Court on a FINS (Families in Need of Services) petition. These Because of the overwhelming number of serious juvenile cases the Pulaski County Juvenile Court has to deal with, truancy cases are a low priority and are not heard in a timely manner, structure for filing a FINS petition '\"/h ths tint -J also a barrier because many parents are financially unable to pay the filing fee. Unfortunately, very little support for truancy problems is available through the Juvenile Court. with the Court is Unfortunately, veryD. truancy review committee (TRO Committee in the four in the 1990-91 cases for students restructured es Famili schools es. Families were referred to the TRC Municipal Court referral. HowevS S2!?a PPohlem supported by New Futures, as an alternative to because so few schools i committee has not been IS , . 3t bGst activated for the 1993-94 school The year. Ss2%\"ou?a'\\^iv\"ea - the abdication Of thS DisSat^s rSSon.i^^^^^ as- an- institution. Moreover the Distileducational of ---------District recoanizes __ this magnitude cannot be support and involvement - recognizes that a problem of thr^oJA? the LRSD without the or tne total community. RECOMMENDATIONS Through a collaborative a truancy reduction proposal was developed.  ~ ~~'-J youth concerned community citizens Its goals are to: Reduce the truancy District. Identify non-enrolled rate in the Little Rock School school-age children/youth. support to truant ensure regular school attendance. between the school parents of truants. stuaents to district and Promote broad-based sohool/oommunity oon=eS\ns?^^ involvement in addressing This proposal unites the Little Rock School District and the Little Rook Police Department in a unique SrtnersMo\" . _ *  During school vonfh T.7ho~W~\" stop and question school- determine why they are not in  area to provide documentation that their ateenr ^f students cannot legitimate reason, the wtrolSIi wi 11 center designated bv the t-i n V ^^^^^port the student to 4800 West 26th Streit. School District located age children and are not in school. in a public If the students . , their absence from school the patrolman will transport a a qfnHom-t- 'll District located at or by LRSD personnel. staff to ensure that the been resolved. . sihher by a parent/guardian All cases will be followed up by center issues that precipitated the truancj have\" Our recommendation is cost-effective because human suocort of tho _____ oecause J of the fiscal and It provides a high support of parents, the business community leaders\nand it will Prese^^^^onsisteni support of the partners\nstrategy which has the and other will present visibility communitymessage to students and parents that school truancy will not be tolerated in the District. E. OBJECTIVE The objective of the Truancy Reduction Program is to reduce the truancy rate of LRSD students K4.4. J T ---------- covered by the Arkansas Compulsory School Attendance Law (ages 5 through 17 years, inclusive). inclusive). EVALUATION CRITERIA The LRSD will evaluate the program to effectiveness by using the following criteria: determine its F. decrease in truancy rate of targeted students when compared with 1992-93 attendance data\nimproved communication between parents and the school district as measured through parent contacts and structured feedback\nincreased support and involvement of the community in addressing school/community issues and concerns. IMPACT ANALYSIS expected that the implementation of XU xs. ejipeccea mat me a collaborative truancy will have a positive impact on both the school and community. The community will be reassured of ths n T chr -1 /-\u0026lt;- / o - The community will be reassured of the District's commitment to the education of all children. project will open the door for other collaborative between the District and The success of this future. opportunities community groups as they arise in the Desegregation Plan The education of all students in the LRSD cornerstones desegregation plan. of the implementation of this is one of the Successful program will support this commitment. Court Orders No negative impact is noted. Political Factors Failure to act aggressively to address  ^^g^^ssively to address the truancy problem would be perceived negatively by the community. Risks Inability to sustain funding for the may be an issue that will need addressing. program in future years Timing The truancy program is  - X.' -- currently being implemented with excellent support from the Little Rock Police and other community partners. Department Failure to continue the programG. would cause the District to loose valuable community support in resolving response. a problem that requires RESOURCE ANALYSIS united community a The District share of the costs for implementing this program through the end of the 1993-94 school year are projected to be $58,943 to cover personnel, transportation, utilities, equipment and supplies. Our community partners have pledged $63,840 to support the program financially and are also assisting in the recruitment and training of the volunteer staff. H. FORCE FIELD ANALYSIS The primary supporters of this project are church leaders, the Little Rock Police Department, youth servicing agencies. New concerned Futures and other citizens. These supporters recognize the need for a total community response to the education of all children and youth in the city of Little Rock. Detractors to the program may be parents or other citizens who have misinformation regarding the programs goals and a lack of understanding of the role to be played by the Little Rock Police Department. I. GENERAL IMPLEMENTATION PLAN The assistant superintendent for secondary schools and the director of pupil services have primary responsibility for program implementation and monitoring and to ensure that objectives are accomplished as outlined in the proposal. Monthly status and written quarterly reports will be presented to the Little Rock School District Board of Directors.BUSINESS CASE ROMINE INTERDISTRICT ELEMENTARY SCHOOL COMMUNICATION STATION EXECUTIVE SUMMARY The Information Age of today and the future requires new approaches to education and classroom environment. The amount of factual information available to us increases at a more rapid rate than we can\npossibly learn and retain by using traditional educational methods. Students today need to know where and how to obtain information, evaluate which pieces of information are relevant to the problem they are trying to solve, and be able to apply the problem-solving processes necessary to guide their group to a successful conclusion. The Communication Station proposal seeks to create opportunities for teachers and students that are aimed at bringing information and technology together. A. Background The success of Romine Interdistrict School hinges upon student opportunities and staff competence and preparation. The Communication Station proposal that engages in new ideas and approaches actually provides profitable learning experiences for students, teachers, and administrators of Romine. In a very unique way, the Communication Station allows video and audio capabilities in the classroom via satellite technology. The importance of keeping up with the latest technological advances benefits all, but also allows us to applaud the efforts of the Little Rock School District, especially Romine Interdistrict Elementary School. The effectiveness of this proposal will certainly help parents of the greater Little Rock metropolitan area to realize just how attractive Romine is. This is definitely the answer to one aspect of interdistrict schools in the Little Rock School District. It simply has to lead to more success. B. Analysis of Alternatives The present and future benefits of a program rich in staff development opportunities and authentic student achievement experiences cannot be served by traditional educational methods. We are convinced that we must sustain and improve upon the difference that is now the perception of our work with students. The chance of doing so only happens through a willingness to totally and completely ready our students for the 21st century. This is virtually impossible without this significant change.C. Objective The objective of the preceding recommendations is to adequately support and enhance the critical aspects of the Communication Station and make other curricula efforts easier for students, teachers, and administrators of Romine. D. Expected Benefits The positive effects of the Communication Station fit the goals and objectives of our school theme: \"Computer Science and Basic Skills.\"  Problem Solving processes tied to familiar skills in math, language arts, science, and social studies\n Regular opportunities for childrens optimum learning (higher-order thinking skills, communication, leadership, and study skills)\n Interactive instructional software/hardware technology (satellite communications)\n Cooperative learning ventures/projects\n Staff development and training\nand  Technical support for students, teachers, and administrators E. Impact Analysis The Communication Station is designed to provide the instructional staff with tools to enhance their positions as instructional leaders. Teachers will use a state-of-the-art delivery system to conference with field experts, to participate in thematic instruction, and to share materials and ideas with each other. Teachers are likely to explore many more opportunities for students because of credible leadership coming from on-site specialists, field experts, and other teachers across the nation. The proposal also allows the technology to become a tool for students, as well. Finally, it should be noted that the promise of Romine Interdistrict Elementary School can be significantly increased by this effort. 2F. Resources Analysis Existing staff members with an understanding of the schools theme, curricula expectations, computer technology, and the principles of the Communication Station are willing to take on the challenges basic to new staff positions. G. Force Field Analysis Support for the Communication Station and other recommendations will be nothing less than great. Clearly, anticipated excitement will be widespread, enabling all teachers, students, parents, district administrative staff, school board members, and members of the community to support and share in what will be accomplished by full participation in this proposal. Again, we are convinced that this is the best professional decision to be made on behalf of the students of the 21st century\nfortunately, we are talking about the students of Romine. Educational researchers all over the country acknowledge that such programs are highly valued. For this reason, school districts are sufficiently applying and devoting dollars to this kind of refinement and development. We do not want to bypass this opportunity. 3BUSINESS CASE SPECIAL ASSISTANT TO THE SUPERINTENDENT EXECUTIVE SUMMARY The Superintendent of the Little Rock School District is dedicated and committed to developing for this state and for this community. the finest educational system in the nation. He is also committed to a strong leadership team and believes the Little Rock School District has organization, all with of the accomplish that goal. the exception elements present in its of a few individuals, current to However, to accomplish the desegregation goals there are needs within the organization that cannot be met by individuals who are currently employed by the system. Therefore, at this point, after having been Superintendent for approximately two months, he has found it necessary to add a person to the administrative team with skills not identified in members of the current leadership team. In this business case, the Superintendent is establishing the need for a Special Assistant to the Superintendent that would be engaged to carry out specific responsibilities related to planning, grant writing. district advocacy and governmental relations. This position would allow the District to reach into other areas that have not been explored or developed to the fullest extent. One such area is that of governmental relations. Federal grant writing to a more extensive degree needs to be explored and we must expand our relationships with state legislators, and those who work for them. commitments support. This person could also assist in meeting the District's for increasing parent involvement and community A. BACKGROUND Little Rock School District continues to cope with many of the problems that are unique to urban school districts, including safety and security, urban flight, racial and financial issues and aging buildings. The District's implementation of a very costly desegregation plan and escalating non-desegregation costs presents an accepted challenge of securing additional revenues. Prior to the 1989-90 school year, the previous administration and Board of Directors negotiated settlement included a a settlement with the parties. financial settlement with the This Arkansas. Several essential issues are apparent, financial settlement and present local/state fundings state of first the to implement the are not the sufficient plan. Concerns regarding perception of inequities of resources in our area schools and the use of non-recurring revenue to balance our budget must also be addressed.B. PROBLEM DEFINITION To give a piece of background on why this position is important, I would have to reflect on the current organization chart which addresses basic areas of the District's operations, but does not address the need of the District to be more actively involved in securing additional federal and state funds. The organizational chart does not address the need for the District to become more heavily involved with governmental agencies or other funding sources. It should be pointed out that while some of these functions were performed, they were not performed to the extent they will need to be in the future as we grow and restructure the District to meet the needs of the 21st Century. As we look at the potential budget crisis in the District, the need for new dollars at the state level and the community is extremely essential to school district funding. It becomes incumbent on the school district to look at ways of securing funding for additional programs and services that are currently required by District students, parents and the community served by the school system. While the District has been engaged in securing some of these federal fundings, the background seems to suggest to me we have not been as proactively involved in this area, and we need to be more attentive to these areas if we are to get beyond the criticisms that are heaped on school systems across the country. Some criticism seems to suggest that educators are insensitive to the fact that there is a limit to which individuals in our community are to be taxed for education services. Therefore, we need to have in place a process that will allow us to find other revenue streams to meet our operational costs. In response to these concerns and perceptions, the Superintendent is proposing that we employ an individual to work with the District to explore the possibilities of expanding this vital area. C. ANALYSIS OF ALTERNATIVES After a careful evaluation of the current staff by the Superintendent, those individuals who are in the District who have some responsibility associated with this area cannot take on any more duties without losing effectiveness in their present areas of responsibility. This analysis seems to suggest that while we have capable people on staff, the scope of their responsibility in meeting the day to day operational needs of their departments and schools does not suggest sufficient flexibility to add to their positions. However, it does suggest that another position should be added to the District to take on these responsibilities. D. RECOMMENDATION It is the Superintendent's recommendation that we employ an individual to work with the District: 1. To have primary responsibility for formulatinggrant proposals in such areas as narrative applications, budget formulation and programmatic implementation. 2. To have the responsibility for the implementation of the school district's commitment desegregation, parental involvement, community support, etc. regarding 3. To assist in the development of schools as the center for enriching the social, recreational, and educational life of the community. E. OBJECTIVE The objectives for this person will be to work in an advocacy position for the District to secure federal funding and increase the revenue from federal sources and also identify other areas at the state and federal level where resources may be obtained to aide in the fiscal abilities and strengths of the District to deliver a quality educational plan to the citizens of Little Rock. Evaluation The effectiveness of the position will be determined by the amount of additional revenue generated as well as successful implementation of LRSD's strategy regarding parental involvement and community support. Expected Benefits Additional funding secured by the District will allow the District to meet obligations identified in our Desegregation Plan and other court approved documents. The District will also work to enhance parent and community involvement in decision making and communication. F. IMPACT ANALYSIS It is anticipated that the addition of this position will assist the District in remaining solvent and is to be considered a strategy for addressing our shortfall of funding. Desegregation Additional funding will assist the District in meeting its commitment to our children and patrons. / 1\n^ involvement components are supported by the efforts of this staff The parent/community member. Court Order The District would be afforded greater opportunity to meet its obligations.G. RESOURCES ANALYSIS The necessary resources for this position are generated from several positions that have not been filled by the District. The grant writer position has been combined with the duties of the Special Assistant to the Superintendent. H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be the Board, central office staff, some principals, teachers and parents. This recommendation can assist the District to provide needed resources in our area schools. The primary detractors will be persons concerned with our ability to remain solvent as well as the addition of other top level administratorsODM @1002/002 CKCBBBS I Little Rock School District RELEASE December 2,1993 For more information: Jeanette Wagner, 324-2020 \u0026gt;\u0026lt;SB\u0026gt;jiUilji The Little Rock School District has nieetingtobeheldi scheduled a special board agenda meeting at 5 ^mediately foUovrfng e regularly scheduled includes the following topics: agenda 1. Discussion of e new LRSD Organizational Chart 2. Nurses Agreement Koudue to the Superintendent) ' position for the assistant 4-Format for agenda meetings. ^rTTiT 810 West Markham Street Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor December 3, 1993 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Dr. Henry P. Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: At last Augusts hearing on the LRSD 1993-94 budget, the Court reviewed the budget and numerous related business cases. The Court closely questioned LRSD about the business case that reduced the districts Communication Assistant to a part-time position. Judge Wright advised the district that the Court would particularly watch this staff reduction because it appeared to be a retreat from the Interdistrict Plan which requires the districts to search for ways to increase the number of staff responsible for public relations programs. In its August 26, 1993 order, the Court expressed strong concerns about the Communications staffing change because it represented a reduction that created the potential for negatively affecting desegregation progress: \"The Court questions the effect that losing a full-time Communications Assistant will have on the districts ability to meet its plan obligations.\" I understand that, although it was approved by both your Board of Directors and judge Wright several months ago, the Communications Assistant position still remains open. Even though you have been in the process of reorganizing your staff, leaving this half-time position vacant for so long a time (the fiscal year is now half gone) is particularly troubling in light of the Courts pointed concern that a part-time position may not be enough to help the district meet its desegregation obligations. I also understand that the Communications director recently has been charged with coordinating the districts recruitment efforts, a new responsibility that inevitably leaves her less time to spend on regular communication duties and creates yet another void in the Communications office. Please let me know the date by which the Court can expect the Communication Assistants position to be filled. Also, will this position still be part-time or will it be full-time in light of the directors increased responsibilities? Thank you for your immediate attention to this matter. Sincerely yours, Ann S. Brown 04-04-1994 11:ISAM FROM TO 3710100 P.05 1 I1 i i i I i i LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 1 March 31, 1994 ! II TO: Board of Directors FROM: Ke nr intendent II SUBJECT: Proposal Funding of Business Cases I ji j I1 Per your request, attached are itemized listings of costs for implementing business cases as submitted for your review on March 29, 1994. I I I I I I I 1i I II 04-04-1994 11:ISAM FROM TO 3710100 P.02 1 I I I ! 1 BUSINESS CASES CATEGORY I  INCENTIVE SCHOOLS (Required - Double Funding) 1. 2. SCHOOL Franklin ITEM AMOUNT I ! 1 i Rockefeller 3. . Rightsell 4. Mitchell 5, Garland 6. Stephens Theme 1.0 Spanish teacher $40,000 25,000 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation .5 Spanish teacher Teciinology Theme Implementation .5 Spanish teacher .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher No impact on Incentive School Budget. 12,000 25,000 75,000 (maximum) 12,500 75,000 (maximum) 12,500 12,500 75,000 (maximum) 12,500 O' J I I I I I I I i i04-04-1994 11:17AM FROM TO 3710100 P.03 BUSINESS CASES CATEGORY II  DESEGREGATION PLAN/ADE (Required - Need Funding) t I 1. 2. 4. 5. 6. department English Math/Lang. Arts Science/Voc. Ed. Science English/For. Lang. Science ITEM English as a Second Language Math/Lang Arts Revision Applied Biology/Chemistry Science Revision For. Language Revision Hands-on Science amount S 75,880 21,100 93,000* 10,000 7,500 25,000 o. Total $139,480 * Fund source - Carl Perkins (No LRSD funds) I I04-04-1994 11:17AM FROM TO 3710100 P.04 [ \u0026lt; i i j i i 1 BUSINESS CASES CATEGORY III - RELATED DESEGREGATION/ADE I i i (Not Required'But Essential) DEPARTMENT/SCHOOT. ITEM AMOUNT L Science/Math (K-3) Science/Math Readin g S 18,000 2. t I 1 o. 4. 5. Foreign Language Social Studies Romine Foreign Language { I I Foreign Lang. K-12 Revision (UALR) Secretary Theme Specialist For. Lang. Immersion Total 15,000 18,000 (use existing position in District) 3,000 S 54,000 GRAND TOTAL $193,480 i I i i I I 1 f I04-04-1994 11:15AM FROM TO 3710100 P.01 Arkansas Democrat^^azette FAX NUMBER: NEWS ROOM: (501) 372-3908 DATE: TO: FAX NUMBER: NUMBER OF PAGES TO FOLLOW: H pgge-S MESSAGE: 2lka_6jvLin2j4L_:OLe lArrAhUrin Xu\u0026lt; rrnijgi CAPiTOLAIMD SCOTT  P.O. BOX 2221  little rock, ARKANSAS 72203-2221  (501) 378-3400 SUPERINTENDENTS RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Dennis Glasaow/Carol Green BUSIINESS CASE Applied Biology and Chemistry/VocationaI Education PROGRAM STATUS\nX Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes No  NOT REQUIRED BUT ESSENTIAL TO DISTRICT: Q Yes No REQUESTED LEVEL OF FUNDING $93,000 (Carl Perkins Funds) RECOMMENDED LEVEL OF FUNDING $93,000 Submitted by Superintendent HPWnkiySTARPT.BC 105BUSINESS CASE APPLIED BIOLOGY AND CHEmSTRY EXECUTIVE SUMMARY Act 980 of 1991 passed by the Arkansas General Assembly creates state statutory requirements for the establishment of a Tech Prep By regulation the State core curriculum for high school pT-ngr-ams. Board of Education identified the minimum core of courses for technical preparation. Three units of science are required. One or two of these units can be earned by taking applied science courses that are the equivalent of college preparatory courses. Applied Biology and Chemistry I and II (a two year sequence) are the equivalent of biology. Act 969 of 1993 mandates that students who graduate from high school after May 1, 1997, shall have successfully completed either the college preparatory core curriculum or the technical core curriculum institutions for public four-year unconditional to . of higher education. Act establishes qualifications for valedictorian and salutatorian and distinction admission 1117 as an honor graduate of a high school. These qualification include successful completion of either the college preparation core curriculxan or the technical preparation core curriculum. The Little Rock School District must have in place a technical preparation core curriculum for ninth grade students in the 1993-94 Applied Math I was implemented for ninth grade students this school year (1993-94). Applied Math II and Applied Biology and Chemistry I will need to be implemented beginning in Finally, Applied Biology and school year. 1994-95 for tenth grade students. Chemistry II will need to be implemented in 1995-96 for eleventh grade students to complete the State mandated applied math and science sequence. A. BACKGROUND Tech Prep is a national movement to better prepare students for the complexities of life in the 21st century. The Tech Prep program was first conceived to better prepare students for the dememds of our increasingly complex economy and workplace by delivering stronger mathematics, skills. science, communication, and technology It has since been funded through the federal Carl Perkins Act and endorsed by employer communities around the country. Tech Prep/Applied Academics is consistent with the type of educational reform advocated by the SCANS Report (Secretary's Council on Achieving Necessary Skills): skills is 'in context'. . n \"The most effective way of teaching At the same time that the federal government was advocating restructuring in vocational, mathematics and science education, the Arkansas General Assembly was also mandated restructuring. Act 980 of 1991 requires that schools establish a Tech Prep core 106curriculum. The Tech Prep program was adopted to eliminate the artificial division between \"academic\" and \"vocational.\" The competencies of all students in math, communication, science and technology must be raised regardless of whether students are college-bound or work-bound according to the Tech Prep pyngr-am philosophy. Tech Prep is considered a \"dual-purpose program of study,\" meaning that upon completion of the Tech Prep core, students are prepared to enter a vocational or technical program, a college preparatory program or a combination of the two. The regulations that accompany Arkansas Act 980 of 1991 identified the math and science courses that comprise the College Prep and Technical Prep core curriculum. - -  ... - - In both Math and Science, an applied academics course sequence can substitute for traditional college prepeuratory courses in the Tech Prep core curriculum For instance Applied Math I and Applied Math II are the equivalent of Algebra I and may be taken to meet the Algebra I graduation requirement. Likewise, Applied Biology and Chemistry I and II are the equivalent of biology and can be taken to meet the biology graduation requirement. courses Applied Math and Applied Biology and Chemistry are developed by the Center for Occupational Research and Development Forty four states, including Arkansas, have participated The CORD (CORD). in the consortium to implement these two courses. curricula are the only ones accepted by the State of Arkansas ^d ?funded through the Carl Perkins Act. The Applied Math and Applied 'Biology and Chemistry curricula developed by CORD are competencybased, occupationally related, and have the materials packaged in modular form. B. PROBLEM DEFINITION An applied science course must be implemented in 1994-95 to conform Currently, Applied Math I is offered at the ninth   (Applied Math II) will be There is no approved applied science to State Law. grade level and the second year implemented in 1994-95. course that is part of the LRSD Program of Studies. c. ANALYSIS OF ALTERNATIVES 4 The acceptable alternative is to begin an applied science sequence The second year of the sequence can be  If applied science sequence is not implemented, the District will lose federal and state fxinds and lose State accreditation. In offering the applied science sequence, two approved courses are available\nApplied Biology and Chemistry (ABC) I and II and Principles of Technology (PT) I and II. ABC I and II cire the equivalent of and substitute for biology. PT I and II are the equivalent of and sxxbstitute for physics. beginning in 1994-95. implemented in 1995-96. ABC I and II can be offered either in grades 9-10 or grades 10-11. A grades 9-10 implementation would require almost twice as much equipment and supplies since grade 9 is in junior high and grade 10 107Much of the ABC I equipment and supplies and ABC II equipment and supplies are the same. is in senior high. The duplication of equipment and supplies could be eliminated if ABC I and II are both offered at the high school level. The high schools already have much of the equipment for ABC I and II (e.g., microscopes, safety The remainder of the equipment and supplies can be equipment). purchased with Carl Perkins start-up funds during the 1993-94 school year. Carl Perkins funds cannot be used after 1993-94. Many certified biology teachers are available to teach ABC I and II after they receive special training the summer. PT I and II can be offered either in grades 10-11 or grades 11-12. Neither arrangement would be more expensive than the other. All five high schools have some PT equipment and supplies since Unified Physics, an existing District course, uses some of the PT units. The PT component of Unified Physics has not been supported by the majority of the physics teachers in the District. Physics teachers are in short supply and numerous extra sections would necessitate additional staff. Carl Perkins The equipment and supplies for PT I and II can be purchased with Carl Perkins fxinds during 1993-94. fiinds cannot be used after 1993-94 for this purpose. D. RECO ATTON The Little Rock School District administration recommends that Applied Biology and Chemistry I be offered in the tenth grade beginning with the 1994-95 school year with Applied Biology and Chemistry II to follow in the eleventh grade in 1995-96. Current year Carl Perkins (1993-94) fluids will be used to purchase start-up materials and equipment for both courses. E. OBJECTIVE Applied Biology and Chemistry I and II will be implemented in 1994- 95 and 1995-96 respectively to meet State and Federal requirements and to provide students with the academic skills to have several career and/or training options upon graduation. The objective supports District goals #1,2,3, and 4. The applied science program will help students grow academically (goal #1) while teaching skills in the context of real life situations. The Tech Prep concept is that all students must be prepared as contributors to society (goal #3) by providing them with a rigorous program of study that will give them career and training options upon graduation. Outside funding will be used to support the program (goal #4) through the Carl Perkins Act. Finally, teachers of the applied science program will receive special training during the summer of 1994 (goal #2). 108F. evaluation criteria Implementation of the Applied Biology and Chemistry program will be evaluated by: 1. 2. 3. Students will enroll in ABC I during the 1994-95 school year and ABC II during the 1995-96 school year. ABC teachers will receive summer training. ABC students will also take a unit of chemistry or physics. Post graduation surveys by Pupil Services will indicate that the number of students who go to college or technical school after graduation has increased. IMPACT ANALYSIS 1.) Progreim The Applied Science program will allow the District to comply with State and Federal requirements. It will give students a relevant, hands-on science course that will prepare . graduation. them to take advantage of options after 4. The Applied Science Program will infuse tens of thousands of dollars of science equipment auid supplied into our The high schools using federal Carl Perkins funds, program will likely negatively impact a science course currently offered called \"Science Technology.\" \"Science Technology\" is an applied course but is not sanctioned by the State or Federal Government as a Tech Prep course. \"Science Technology\" will probably suffer from sparse enrollment and be deleted from the District's science curriculum.after ABC becomes fully operational. 2.) Desegregation Plan The Applied Science program will not negatively impact the Desegregation Plan. The Applied Science curriculum will support the vocational education goal found on page 104 of the Desegregation Plan: \"Upgrade courses, equipment and instructional methodology to reflect current and projected technology for job market needs.\" Tech Prep, of which applied science is a component, is designed to better prepare students for the demands of our increasingly complex economy and workplace by delivering stronger mathematics, science, communications. This certainly supports the goal and technology skills. in the Desegregation Plan. 109G. 3.) 4.) 5.) 6.) Court Order No negative impact is noted. Political Factors Failure to implement the applied science curriculum would be a violation of State and Federal Requirements. Some parents and students may complain because students in the Tech Prep core curriculum must complete 4 units of science in contrast to 3 units in the College Prep core ctirriculum {2 units of applied biology and chemistry = 1 unit of biology thus accounting for the extra unit). Risk Risks of not implementing would be loss of federal funds and State accreditation. Risks of implementing include a possible negative reaction from some parents and students about 4 units of science being needed to meet Tech Prep core curriculum requirements. They may complain that 4 units of science decrease the opportunity to take elective courses. Timing Applied science must be implemented in 1994-95 to meet State and federal requirements, RESOURCES ANALYSIS Training 2 Teachers per school X 5 Schools X $100/day X 10 days = Textbooks, Equipment, Supplies, Manipulatives = Total H. FORCE FIELD ANALYSIS $10,000 $?2.QQQ $92,000 The primary supporters of this project are the business and industrial community who want to see graduates who are better prepared to assume jobs in the marketplace. Detractors may include some parents and students difficulty meeting graduation requirement for Tech Prep. who have I.  SAL IXFL' NATION PLAN The Supei^risor of Science has responsibility for the curriculum aspects of the Applied Science proposal. The Director of Vocational Education has responsibility for the financial and preparing the Carl Perkins reporting aspects of the proposal: grant, ordering equipment and supplies, filing required reports, etc. The Director of Staff Development will help coordinate the training aspect of the proposal. 110Carl Perkins grant submitted 6/1/94 Dir. of Voc Ed. Principals and counselors notified 11/1/93 - 11/31/93 of Tech Prep Requirements and Textbooks Dir. of Voc Ed. Materials, Supplies, and Textbooks Ordered 1/3/94 - 2/28/94 Dir. of Voc. Ed. Supv. of Science Details of Program is Discussed with Counselors 2/17/94 Supv. of Science Teachers to be trained identified 2/1/94 - 5/1/94 Supv. of Science Principals Program is Discussed with Students 3/1/94 - 5/29/94 Counselors Students Registration 3/14/94 -5/20/94 Principals Counselors Teacher Training Occurs 6/1/94 - 8/15/94 Supv. of Science Dir. of Staff Dev. Program Implementation 8/ /94 - 6/5/95 Principals Teachers Reporting on the implementation of Applied Biology and Chemist^ will be done by the Director of Vocational Education as part or me  Carl Perkins grant requirements. \u0026lt; ./ 111BUSINESS CASE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM EXECUTIVE SUMMARY Currently, the district is operating an ESL progreim which provides tutorial services for identified non-English speaking/limited English proficient students. The progreim was established in 1991 in an effort to achieve compliance with federal laws and state regulations. The primary goal of toe LRSD ESL Progreim is to assist non-English speaking or limited English proficient students in acquiring toe level of English language skill necesseiry for parity of participation in the standard instructional progreim. The ESL students are identified by the local schools through a referral process that links them with the ESL program. The program is managed through the office of communications, English, ESL, and foreign languages, which supervises the six part-time tutors who staff the program. assigned to the referred students for a minimian of one hour These tutors are of pull-out language instruction each week. The tutors travel to the students' schools and assist the principals, teachers, and coxinselors in devising a support plan for each student assigned to them. The district proposes to continue the ZSL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ult^ately, achieved. The 1994-95 program will serve a minimum of 100 students through the services of eight tutors. Additional program components will include the provision of adequate materials and supplies\ndevelopment program\na comprehensive staff and identified/referral/assessment/evaluation process. revised A. BACKGROUND a In late April, 1993, the district conducted a Home Language Survey at the request of the Arkansas Department of Education (AUE) . All 50 of the district's (regular) schools were asked to administer the survey to all students in all classrooms at all grade levels, K-12. The district succeeded in obtaining a 50% to 60% average response rate from the 50 involved schools. The Home Language Survey results revealed 400+ students who were potentially eligible for English as a Second Language (ESL) services because a language other than English was identified as the primary language used in their homes. 1 90These 400 students represented 66 distinct language groups, other than English. The results of the 1993 Home Language Survey confirm sizeable ESL eligible population in the district. a Federal laws, which have been enacted to support and protect civil rights, require the district to provide whatever services are necessary to ensure that ESL identified students can succeed in mainstreamed classrooms. Because the laws do not recognize a language barrier as a handicapping condition or as the district cannot provide such a skills deficit, services for these students through existing Chapter One or Compensatory Education programs. B, PROBLEM DEFINITION The district is not in full compliance with federal laws and state regulations regarding the provision of services to nonEnglish speaking and English limited proficient students necessary for parity of participation in the standard instructional program. Failure to comply with state regulations as outlined in the revised Arkansas Public Schools Standards for Accreditation may result in loss of state aid and district accreditation. Failure to realize the full intent of federal legislation may result in a lawsuit Failure to against the district on behalf of ESL students. respond to the needs of ESL students will results in education deprivation which will become a life-long handicap for these students. C. ANALYSIS OF ALTERNATIVES There is no other alternative available to the district. Provision of special ESL services is a local responsibility and it cannot be supplemented through special education or compensatory education programs. D. KECOy ATIONS The district administration recommends to fully fund the ESL progrcim-, for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ultimately, achieved. The 1994-95 progrcim should serve a minimum of 100 students through the services of eight tutors. Additional program components should include the provision of adequate materials and supplies\na comprehensive staff development program\nand a identification/referral/assessment/evaluation revised process. 2 91. E. OBJECTIVE The objective of the continuation of the ESL program is to achieve parity for participation in the standard instructional program for all ESL identified students. EVALUATION CRITERIA F. The evaluation criteria for the 1994-95 LRSD ESL Program will include family/parent, patron, principal, guidance counselor, tutor, and student satisfaction with the ESL program\ntutor, teacher, principal, guidance counselor, and family satisfaction with ESL staff parent/fanily development\nexcunples of student work demonstrating achievement of program ooal/obiectives\nresults of goal/objectives\nteacher-made tests\nobservations in classrooms that identify teaching/leaming\n____________ reflecting appropriate materials and supplies\nand total number students exiting the program into the mainstreamed learning setting. quality inventories of IMPACT ANALYSIS The continuation of the LRSD ESL Program will have a positive impact on the schools, the district's learning achievement, district persoimel, parents/families, patrons and students. The result will be increased community and state support. DESEGREGATION PLAN The LRSD ESL Program personifies the desegregation plan It clearly demonstrates multiculturalism intent. infusion. COURT ORDER No negative impact is noted. POLITICAL FACTORS/RISKS Failure to continue the ESL progreun at the proposed level of funding will result in great risk to the district, the prospect of loss of accreditation, loss of state aid, and probable lawsuits. including TIMING Continued implementation of the ESL progreim during the 1994-95 school year is critical to the district and its clients. 3 q9G. RESOUHCE ANALYSIS The following allocations will be necessary to adequately fund the LRSD ESL Program for the 1994-95 school year: 1. Salaries 8 tutors X $1,500 per week X 36 weeks = $54,000 ($15 per hour X 100 hours per week) 8 tutors X $45 per month X 9 months ($15 per hour X 3 hours per month for prep) Total salary cost 3,240 - $57,240 2. Materials and supplies $10 per student X 100 students $50 per school X 50 schools Total materials and supplies cost = $ 1,000 = 2,500 = $ 3,500 3. Staff development * $45 per day X 2 days X 100 teachers (Substitute teacher pay) $90 per day X 5 days X 8 tutors (Tutor stipends) $5 X 108 participants (Training packets) Total staff development cost - $ 9,000 3,600 540 = $13,140 4. Assessment/Evaluation , $20 X 100 students \" 3 Total Assessment/Evaluation cost $ 2.000 $ 2,000 ' Total program cost - $75,880 '8 H. FORCE FIELD ANALYSIS The primary supporters of the LRSD ESL Program are the tutors, classroom teachers, guidance counselors, administrators, parents, students, patrons, and government. There are no known detractors. I. GENERAL IMPLEMENTATION PLAN The supervisor of commtmications, English, ESL, and foreign languages will have the primary responsibility for organizing and implementing the ESL program. The supervisor will hire the tutors and coordinate the referral process with building principals. The supervisor will also oversee the procurement of materials and supplies and will plan staff development. 4 93LEGAL ggQWRgMgnS Summery Of ^edercl mondates tor th* Pfoygiop p/ Cqugi Ediirrrrionrri O^nort' jnitv tn Mctionel Onoin Mmorffv Students  1. No discrimination or exclusion from benefits on the ground of roce. color or national ongtn. Title VI. CrvO Rights Act of 1964 (1964) 20 U.S.C. sec. 20CDd. 2. No denial of access to porticioction in sctiool programs because of language. No segregation by tracking, ability grouping end assignment to special education. No exclusion of parents from school infonmarion. Pottinger. J.^(Director. OCR/DHEW) (1570) Memorandum to School Districts With More Than nve Percent National Origin-Minority Group Children regarding Identificotion of Discrimination and Denial of Services on the of Notional Origin. 35 Federal Register 11595. 3. No discrimination of exclusion from benefits solely on the basis of o handicapping condition. Rehabilitation Act of 1973 (1973) sec. 504.29 U3.C. sec.794 4. Take affirmotive steps to provide LP students special instruction designed to overcome their sngfish language deficiency. There is no ecuaSty of treatment merely by providing students with the same facilities, text books, teachers, end Curriculum' for students who do not understand English are effectively foreclosed from any meoningfui education. Leu V. Nicnois (1574) 414 U.S. 563. 5. No uniowtui denial of equol educational opportunity to NOM individuois. A Districts must take appropriate action to eaual porticipotion. overcome languoge barriers that impede Eduol Educational Opportunities Act of 1974 (1974) 20 U3.C. sec.l7C3(n. 6. Use the home language os needed for home school communication and parent mvolvement. IE? may provide thot instruction be corned out bSinguolty. Education for AH Handicapped Children Act (1975120 U.S.C. sec. 1401. 'pP exceptional students hove a rightto receive bilingual services Jose P. V. Amboph (1979) EHLR 3 551: 245 (P n N y.) Y.S.. et oL. V. School Distrief of Philadelphia (1986) CA. 85-6924 (LD. PA) 8. An appropriate program is based on a sound theory, allocates sufficient resources to the program to implement the theory, and can demonstrate effectiveness in  teaching English end other subject areas, leading to parity of participation in the sroncord instructionol program Ccstoneac v. Pckcrd (1961) 648 F.2d 989 (Sth Ci.). 9. States must estabfish stondords and guidefines for service to NOM students end monitor school disnicts for compfiance with those standards. Idaho MigrOTt CouncS v. Board of Education G981) 647 F2nd 69 (9th Ci). Gomez v. Illinois State Board of Education (1967) 811 F. 2nd 1C30 (7th Ci). 10. Foreign-bom NOM students hove constitutional Flyer v. Doe (1952) 457 U3. TfT? protection. 11. staff members serving LS? students must be trained and Bngusticclly ouaCfied. Both oral end wntten skills of LE. students ms be assessed for exit pu.'pcses. program entry end Districts must monitorttie progress of students offer exit. An eppropnete program enables L=? students to uttimetety compete cccdemiccliy witn inglis-n speaking peers. Keyes v. School Distnet No. 1 (1983) 576 F. Supp 1533 (D. Colorado) vv 94SmrmgY Sf Mcigf HgagnlhWIea d. pmet^ to Ng^one^ origin Minority Students. 1. Identity NOM Jtudents. 2. Assen NOM rucents to identify L? riudents. J. Estcaisn enteric for entry into, ejot from, end recicssifiddtion into trie oftemetive progrom for L students. Oid^ncse instrudtiondi needs ond Dfcvide on driemotiye progran whidfi meets L Students specioi needs for Engiisft Icnguoge instruction, for undetsrondoOle ^CTon ,n otner content orecs. one for positive seif concept end idenrificdtion Witt) meir cuiturci tientoges.\n. Previce oopropridte end compdroOle insrtuctionol 6. oocoftunrties. Provide dudiified tedoners. mdteridls dftd srctf troining a. 9. IC. 11. Provide ecud cccess to other district progrems end senrices. Provide for pcrentcl involvement. Mentfor the progress of students offer progrem eat end reciessify students os needed. cvciudte tne e/temetrve progrem ond revise os needed. Moinroin student records. a\n? n\ngTUC7 mmv Amoen. A. N. cne Maianeai. S. E (1987) SSngue Eeucatiorr A Souceoooa. Naw Yonc Taecnen Caaaga Prao. ^ur**. f S. (1981) SiSngucawTi/BicuSureSun in Amencan Eaucstion: An Aevantira in Woneencne. Ihe Annes or me Amencan Acaaemy e Pgiitica one Soc:e Soer8 154.164-177 CCSSO Bjotirc cnff en ecucswnol ScaKV (IW05 Scnool Sueses lor Umtfta ^nqpn PreAocnr Stueann: tha Cncllanga ona Stora Besoorua. WeainQTon: CdSSO CiaTT!.ClW)fnBO\u0026gt;anna.'HnonryStuoano. Sccxmanro: CA8E. ^monaei. A. T. ena Pet S.WJ. (1989) Iha Rignt lo Sacawe BBnguel Saaciol catcanon. WaiTi Eaucanon Lew Beoonar. Augisr. 1989.1067-1091. Pemeneat a_ Menrr-Saine. t. ana Peirovien. J. (1989) Rwa Ctiei Hign Senool Orooour Stuey: Cherearetsne: at lsoar\u0026lt;c Hign Senool Stueann. Wemrigron: A5B1BA Asoociion. me. msButa lor Poiey Beiaraen. ffar. J. M.. ena Cairefe. J. W. (1938) Naw veieat: Ifwiiijmy Sluaans h tSl. Pusie Senoos. Bonon: Nenone CocMon e Aevoesrai tor Sluaaras. Aonee ScA/META (5/22/90) Proooiaa ESCt. Agreement tcaonosae: Deuui ii i lai e et Eoucanon. Soractai. P. (1988) taenraeet Aiarenca Moaula: Netlonot Origin OasagrageOon: Paeare Sreiurai ena Oiraenyai Bagoreing Nerione Oiigrt Stueans. Son Antonio: DSAJOaC-SCC. Lew. J. (tB85) BBneuoSan. BaeafCt Poiey on Banguet Eaucerton end Intaiciitieel Baicnoni. mramenenesJoune al inrarcunm Beienani 9.2.11G-iSQ. MBar. S_ Niccleu. S_ Oit. AA. Veieiviaio. S_ onaV/oSeer. S. (1990) too Lera to Batea: Becansieanng Saeano-Chenea Caaortuntiei tar HSacnc ana Omar Otoooun. wemeigton: Hoocnic PoPcv 0aeBment Ptotact in oaocicnon wdn ma Acaeamy tor Eaueanoncl Oeveiocmanr. nalEO Eaucation Puna (1990) EnglSn Plus LagSletive Bessat lor School Boera Memoen. waningron: NALEO Bcoi. P.O.. Baras. C. one Eiesoaeo. 0. (c.1988) tha Biam at Limitaa EnaBtft Broficienr Stueann: A Heneaooa tor Poretm ena ComrrBjruty AevoearaiAoi Saraenei ea lei Eirueienras con Conwao Limteea oat leome ir^qlas Merue oeie Poarei ca rcmae y Oalemorai ea le Camuniaaa. Sen rrencoea: META, wrm tna ceorcnca or CXAP. ScnBcga. B.. cne Canto Paeioerg. B. (1981) tha Stena or Eauaation lor Maseniei. Eaucaocnei Laceerme Jan.. 1981. Wonj. S. CT387) Tha Langucae Lacmna Stuctfcn at Alien ln\"i i i!cn Stueann in tna Unfee Stcrec A 'x^ra cne Pivcnoa^ausie PanoaerNc. na3 joune) 11.22-!34. 95SUPERINTENDENTS RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rightsell Incentive - Sharon Davis BUSINESS CASE Technology Theme Implementation PROGRAM STATUS: Q Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS\nQ Yes No NOT REQUIRED BUT ESSENTIAL TO DISTRICT\nQ Yes No REQUESTED LEVEL OF FUNDING $125,732 RECOMMENDED LEVEL OF FUNDING $ 75,000 (maximum) Submitted by Superintendent HPW/Ua/STARiT.BC 45BUSINESS CASE RIGHTSELL INCENTIVE SCHOOL CAREER AWARENESS AND MASS MEDIA THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the local learning environment for all students, incentive schools are an integral part of that plan, and success is directly related to the success of the District's longterm desegregation plan. Each incentive school was required to develop and implement a school theme. Rightsell Incentive School Identified a theme of Career Awareness and Hass Hedia Technology. The Career Awareness component has been in place since the beginning of the 1993-1994 school year. This business case addresses the first phase of implementation of the Mass Media component. in place The and their This business case A. BACKGROUND Parents, teachers, administrators and community volunteers selected the \"Career Awareness and Hass Media Technology Awareness\" theme to provide learning opportunities that would foster positive social growth and produce responsible and productive citizens. building level theme development team reviewed the four core areas the Little Rock School District Curriculum and decided that Language Arts and Social Studies were areas that would support both the  Career Awareness and Hass Hedia Technology. TL_1_11_1..^ activities have been developed to implement the Career Awareness Component of the theme as follows: The The following L^S-^uer Outcomes for the Career Awareness Theme component were developed. Career Clusters were identified at each grade level. The cluster areas selected will create readiness for the Academics Program or Occupational/Technical Specialty Area. Our program, like the Arkansas Tech Prep Plan Establishes Higher Expectations of All Students by Integrating Academic and Vocational (Career) Education. Secondary-Level Applied The Rightsell Career Awareness curriculum offers a sequential program of study for all students. for low-level Our thrust is to eliminate the need unconnected academic coxirses. and vocational Social Skills Training, a skill development program, was designed to target behaviors that students need to be successful in solving, areas such as responsibility, problem goal setting, decision making. The and 465 counselor, classroom teachers, specialist, speakers teach the skills on a daily basis and reinforce them continually throughout the and resource year.  Industry site Visits, trips x.u.o.x, aice visits, field trips. Industry Adoption Pro^ams, and Youth leadership organizations/clubs xmpiementea. were related programs to support the Mass Media T chnology component were implemented - Closed Circuit Television, Rightsell Channel 36, Cable in the Classroom rogram-Storer Cable, Extended Day Newspaper-Using Aldus Pagem^er and Children's Writing and Publishing Center, and the Newspaper-In-Education Program. Closed Circuit  Career Planning/Educational Opportunity Research Activities were encouraged through campus site visits and mentorinterviews to empower students to become active participants in their academic planning and career preparation process. and Advanced Mass Media Technology is the future. .. ., , , ---------------sj  luuuxc, and usually not readily available to urban children in the home setting. A Laptop Computer Parent Loan Program is in place at Rightsell. We presently nave 3 laptop computers. They library/media loan program to classes, program and a 3-day Parent Loan Progr-am. school children the They are in constant use through the the Extended Day Class loan We must offer inner city . opportunity to learn about and become comfortable with this equipment and technology. The technological system we choose must be both state-of-the-art and capable of Rowing as new advancement become available. The Mass Media Technology Awareness component of the theme will be implemented throughout the Language Arts Curriculum. Teachers will integrate specific media communication activities at each grade level with key basic skills in the Language Arts Curriculum, components of the theme will\nThe Mass Media Teachers will integrate Specific Show the relationship between basic skills taught in the classrooms and used in every day mass media communication in the \"real world.\" Teach how technology enhances the communication process between people, businesses, and countries\nand teach how \"messages\" influence our lives. * Establish a student production studio (Rightsell Channel 36) and teach students how to communicate their ideas using communication technology, teacher transmissions student and controlled by the can play automatically or be teacher via a remote unit. Rightsell Channel 36 programs can be presented to selected classrooms or displayed throughout the school. 47* Challenge students to explore communication possibilities that e^end beyond their immediate family, friends, and community. Some of the existing communication systems include The Information Highway, FrEdMail, Internet and Distance Learning. Introduce students to career opportxinities related to Mass Media Communication. Learner Outcome for the Hass Media Technology Program Learner Outcomes for Mass Media Technology are linked directly to the LRSD Language Arts Program Outcomes. They are: Ability to communicate effectively using appropriate standards of grammar. Using writing thoughts/ideas/information. the process to convey Using tools of technology at an effective, efficient, flexible and adaptable level. Model effective listening and speaking skills to communicate and to succeed academically, socially, and economically. around Exhxbiting a better understanding of self, others, the world them through positive listening, speaking, reading and writing. and Ability to read with fluency attend to meaning of what is read. A theme specialist has been employed to assist in all phases of theme implementation, working with all staff, student and parents at the school. B. PROBLEM DEFIKITION In order to fully implement Rightsell's theme a plan has been developed to facilitate learning through the use of technology. Our theme requires that students advance to a higher level of through technology by becoming proficient in communication skills and interpersonal skills. Technology is an integral part of our theme that will be used to improve literacy skills, to motivate students to achieve and to adequately prepare them for the twenty-first century. 48district's To fully implement the Mass Media Technology Theme within the budgetary constraints, a fivephase process is recommended. Phase 1 Applied Communication Technology Basic Skills Program Enhancement Language Arts Skills that support the Mass Media Technology Theme will be identified. The Extended Day Program will be restructured and Enrichment Activities developed. enhance the Mass Media Technology Theme will be An interactive learning environment that promotes reading, writing learning across the curriculum will be established. Using the distributive method, five computer stations will be installed in each primary classroom. An Integrated Language Arts Program at the P^iary Level will be installed in each unit. This software will help students develop their emerging literacy and acquire the interconnected skills of reading and writing. Grades 4 6 will use the existing computer lab to assist in developing student proficiency in language, communication and self- directed research skills. A laser-printer and appropriate software will be added to allow student work to be printed. Intermediate Writing Process Model that guides students through pre-writing, drafting, revising, editing and publishing will be implemented. The components of that model are as follows: Literature-Based Writing Program is designed to help students master the interconnected activities of reading, writing and thinking. The Writing Program integrates reading and writing instruction in.realistic literacy tasks that encourage students to use language in meaningful contexts. Keys to Adventure (Keyboarding)teaches proper finger placement, and demonstrates correct reaches to the keys, shift keys and punctuation marks within the context of \"around the world\" activities. The Writing Processor combines the student-oriented word-processor with instruction in the five steps of the writing process. Phase 2 Computer Stations in the Fourth Grade Classrooms Five computer stations will be added to each fourth grade classroom, allowing for more integration of technology into the 49curricultm. Building on the foundation skills established at the grades, software at this level will be an updated version tne ath and reading software presently in use. The new software will also allow for increased connections the curriculum, presently in use. ------------- between areas of supporting the district's emphasis on thematic units and the holistic approach to teaching, assessment capabilities that will allow individualized lesson plans based on student deficiencies. The updated software for Phase 3 Computer Stations in Kindergarten Classrooms and Fifth Grade Classrooms Five Computers Stations will be placed in each fifth grade and At the fifth grade level students will use updated reading/math software with the capability of making , -------- Kindergarten students will use integrated language arts software in the classroom. kindergarten classroom. curriculum connections. j t in the classroom. Emerging literacy skills win  literature-based, thematic approach that Will no Ir^ ________________ will help build a strong foundation in critical language skills. Phase 4 Computer Stations in Sixth Grade and Pre-K Classrooms computer stations will be placed in each sixth grade classroom and three stations will be placed in the four-year-old (Pre-K) this phase of implementation all students will utilize technology within the classroom setting. classroom. sixth grade is an extension of the reading/math software in place for fourth and fifth grade. continue to be emphasized. Thematic units will Software for fouryearold will provide developmentally appropriate experiences for the young child. It will be built around a variety of multi-ethnic literature, science, and mathematics units. This early childhood and emerging literacy language program stresses that children grow into reading and writing with no real beginning ending point, that reading and writing develop concurrently and interrelatedly and according to no one right sequence or order. This Many of our students come to us deficient in language readiness skills. Students in early childhood programs must be immersed in skills. literacy experiences. in order to meet the first national educational goal set by the President and 50 governors in 1990: the year 2000 all children shall start school ready to learn.\" In \"By 50given the is inevitable. Technology provides ,. -  vehicle that will motivate engage the pre-school child. motivate, captivate and Phase S Career Demonstration Lab Teacher Resource Lab/Interactive Development Center. Media Oesigu and Telecommunications Product Parent Training/conference Training/Production Center Canter Due to the budgetary constraints LI _ 7.. S iinan'Sr for implem'entin^'phale inance this Career Demonstration LaL i, sponsorships and public donations. student work stations that of the LRSD, Rightsell School will 5. We will work I^b through grant writing, computer scanner retail The lab will include allow hands-on career experiences. center will be established to control A inventoT-v eauaoxisnea to conuroi Sto?r 7siltiatsd  in the Rightsell Roadrunner Student SSonkitVon^ installed with monthly ArkaSS\nCos.etoloqy, and Hair Care Pr'4ct ,etc ... The Career Demonstration Ta. a.  ------------ Lab will also house Interactive Training Lab for provide a state-of-the art Multimedia, video. a Computer Based parents and teachers. The Lab will computer lab featuring integrated and presentation hardware as well as classroom ___J  ' ------------------------------iiaiuwait: Classroom Sihigh-tech instructional labs. Computer Based Interactive Training Lab will allow parents ^eS!SSs^tnUV\"V a classroom that bring remo?\nnetworks university libraries, as well as math and their desktoos. This allows to desktops Communications/Telecommunications, This science -.-^wAxx^auioiis/iexecommunications, Distance Learning. Teleconferencing and a Computer Command Center that puts COmnutpr. mniieo an/A ----------- puuo MultiMedia computer, mouse and monitor in the instructors control . Video- every recommend that the Computer Lab Attendant position be eliminated. With the inservice rreininrr rhat- 11 With the inservice training that will be teaching staff and the instructional aides . ---------------------over , . a.a. J a. years, toere will not be a need for a computer lab in addition to the regular training, instructional aides will receive all of the   the district computer lab attendants the course of four attendant. addition to two Specialist, who also has a technology technical assistance.  ' ' as training provided for a back up. Our Theme background will provide The elimination of this part-time position will save approximately $7,346.60 yearly including salary fringe benefits. and 51C. ANALYSIS OF ALTERNATIVES Several alternatives were implementation at Rightsell. considered in planning for theme One alternative is to provide a television production studio by adding eguipment to a closed- circuit television system already in place. K_______ production skills must be built on the foundation of sound reading, writing, and oral communication skills. However, television thoroughly developed first, production phase. These skills should be before students move into the I ! i Another alternative considered was use of the existing computer lab for teaching and reinforcing literacy skills, five years old and slow by current standards. state-of-the-art The existing lab is - ___________ It will not support the software needed for Rightsell students. However, continued use of this software for grades four through six will provide sufficient literacy reinforcement for another year or two. The Language Arts software in the existing progrim is designed to remediate and reinforce specific reading skills rather than iMerse beginning readers in the interrelated elements of listening, speaking, reading and writing. i third alternative is to provide computers in the classroom for the primary grades as the first phase of the Mass Media Technology Theme. Every primary student will then have access to technology every day of the week as an integral part of instruction and learning. D. RECOMMENDATION It is our recommendation that the district implement Phase I of the Rightsell Incentive School Mass Media Technology Theme during the 1993-1994 school year. The rationale for this recommendation is that this phase of the theme provides\nFive computers in each classroom and software for grades 1~3 that supports the LRSD revised curriculum and the school's theme. The software provides for a thematic approach to learning, while emphasizing the skills of reading, writing, and speaking. E. OBJECTIVE The objective of this recommendation is to support the LRSD's Desegregation Plan by implementing Phase I of Rightsell Incentive School's Mass Media Technology Theme. Students at Rightsell need this technology to improve their literacy skills. , including communication skills providing appropriate software and hardware in the classrooms will ensure that students have the tools they need to develop a sound foundation. 52Evaluation Criteria Student progress will be monitored through the following methods: ABACUS - Mastery of the Language Arts Curriculum will be measured through the ABACUS using 1994 individual student mastery as a baseline. Stanford 8 , ~ Student performance and grade performance will be measured using 1994 test scores as a baseline. Student Education Plans (SEP'S) will be developed based on Language Arts needs of individual students. Each _ will demonstrate 85% mastery of Language Arts identified skills listed in his/her SEP. Teacher observable checklist will be used to evaluate oral communication skills. Student work portfolios will be utilized to demonstrate progress of written communication skills. Increased use of thematic teaching units and concepts measured. Using the number of thematic units taught in grades 1-3 in 1993-94 school as a baseline. Increased teacher use of instructional effectiveness curriculum will be measured. technology to in integrating the enhance core Current use of the computer lab, teacher inservice related to technology will sex^e as a baseline. Also an instrument will be in place in fall to measure teacher attitude toward the use of Technology in the Classroom, will serve as a baseline. The fall of 1994 results Increased student interest and attitude in learning related to technology and Language Arts will be measured. An instrument will be in place this fall. Parental attitude and interest toward the use of technology will be surveyed. Using Spring 1995 as a baseline. r. IMPACT Using a literature-based curriculum that is supported by technology will motivate and stimulate students as they progress through the in understanding developmental stages language. A strong foundation in literacy skills at the primary level is essential. 53Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation, academic programs (Reading Across the Curriculum, Oral Expressions Across the Curriculum and Instructional Technology) and the purpose of incentive schools. Court Order Implementation of this plan would allow the school and District to demonstrate compliance with the court order to develop a theme. \"On The 1992-93 Incentive Schools Monitoring Report states that: May 1, 1992, the Court ordered the LRSD to restore and fully implement themes at all incentive schools, but the district took nearly a full year to select themes and hire program Specialist for the six of the seven incentive schools. Thus, denying students the level of theme enhancement that the desegregation plan promised and the Court required.\" At Rightsell, we have developed a theme that will enhance the core curriculum. The program will provide students with foundational skills that acre required to be a successful student as well as skills that will allow them to compete with their peers in the future. The implementation of the theme will also help Rightsell in its recruitment efforts. Political Factors The district can receive favorable responses from the coxirt and schools if resoxirces are provided to implement this theme. Risk The equipment and software provided by implementing Phase I of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the district decide not to support this system, ah alternative plan will need to be developed for the Mass Media Technology component of Rightsell's theme. Timing In order for the Mass Media Communication component of Rightsell's theme to be in place by the beginning of the 1994-95 school year. the purchasing process must begin as soon as possible. Installation of equipment, wiring, and staff training in the use of the software will take several months. If primary students are to be positively impacted from the beginning of the school year, it is critical that the procurement of hardware and software be begun at once. 546. RESOnRCSS ANALYSIS i  of hardware and software that must be implement Phase I of Rightsell's Mass Media Technology Theme. All costs are estimates and are subject to change. 55Phase 1 Phase 2 Phase 3 Phase 4 Cabling $3,000.00 $1,000.00 $2,000.00 $1,000.00 wiring $3,000.00 $1,000.00 $2,000.00 $1,000.00 56Glossary of Terms Distance Learning Distance Learning increases instructional effectiveness through the use of interactive two way television  1  Students can receive standard curriculum and special courses the individual attention that distance with active response. with learning can provide. Teachers and staff members can actively product training sessions delivered by the most qualified presenters and instructors. Distance Learning can significantly reduce travel cost, extend the traditional classroom or training center to students at remote locations. FrEdMail - The FrEDMail Network is a growing, distributed and low- cost telecommunications network that helps teachers and students pa^'ticipate' in a wide variety of learning experiences and exchange information freely and simply, become better learners, readers, FrEDMail motivates student to and writers. It also lets teachers share experiences with student assignments, distribute teaching materials, and curriculum ideas. Implementation of this program at Rightsell would allow our students to communicate with student at Franklin Incentive School, Garland Incentive, Crystal Hill Interdistrict Magnet School, and over 150 member school districts nation-wide. IMTBRNBT - The INTERNET is a global communications network that connects computers all over the world. Education, government, business, and academic organizations participate in the network. Electronic mail between all users can be accessed, providing communications capabilities with a wide variety of people, to libraries around the world and forums for discussions about a Access variety of subjects are available. Thematic Approach - A thematic approach is a framework based on a particular topic, idea, author, or genre. Each unit has outcomes or goals that specify what you want students to accomplish as a result of the unit experiences and lessons. These themes involve a number of curricular areas, such as science, art, music, or math, even though-the focus of the unit is developing the ability to read and write. 57RIGETSEIJ, INCENTIVE SCEOOL Business Case ADDENDUM TO PEASE I We have closely reviewed the implemetation of hardware and software at each Phase of our Business Case. We believe that Phasing in the Theme over a period of six years is not the best process for implementation. However, we do understand the financial crisis of the School District and recommend further reducing our cost as illustrated below. We recommend deferring the following items in Phase I to a later phase. PEASE I Estimated Pre-Tax Total $151,578.00 OPTION #1 Phase I Pricing Only with note that placed in later phases. many of the cuts are being Reduce Printers to two $1,600.00 Reduce Teacher First Stations to one $6,000.00 Reduce Softweire to $53,732.00 Phase I Pre-tax total $125,732.00 Saving Approximately $25,846.00 OPTION #2 Same as above except eliminate final Teacher First Station Phase I Pre-tax total $115,943.00 Saving Approximately $35,635.00 58 r /-t7- I SEQ # 14 03 04 24/230 223 231 13 02 213 215 01 15 21 08/204 25/225 BUSINESS CASES Program Name TENTATIVE RECESWD JAN 1 7 1995 Office Of Desegregafion h/i^nnyiiitg Academic Progress Incentive Grant/Margaret Gremillion, Sadie Mitchell Academic Support Program/Dennis Glasgow, Gene Parker, Leon Adams Data Processing/David Beason Districtwide Facilities Study (School Closings)/Dr. Mayo Pupil Transportation Services/Mary Jane Cheatham Family Life Education/Linda Young, Rene Carson New Futures/Linda Young Four-Year-Old-Program/Pat Price Guidance Services/Jo Evelyn Elston Health Services/Gwen Efird HIPPY/Marion Shead McClellan Community School/Jodie Carter Staff Development/Marion Woods Substitute Teachers/Brady Gadberry, Dick Hurley Vocational Education/Carol Green Safety and Security/Bobby Jones Discipline Management/Sadie Mitchell, Larry Robertson, Walter Marshaleck Alternative Education/Jo Evelyn Elston, Vic Anderson, Randy Glenn/ * ^Wce 0/ oes^.- LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation BUSINESS CASES FOR PROPOSED BUDGET FY 1996-97 FEBRUARY 1996EXECUTIVE SUMMARY BUSINESS CASE VOCATIONAL EDUCATION 1996 If our youth are to be afforded the best possible chance for success in the workplace, systematic and collaborative change in our educational system is imperative. Employers continue to express the fact that they want more than just the traditional academic and technical preparation. They want workers who possess general workplace competencies, can communicate effectively, solve complex problems, work in a team, understand the underlying scientific principles of technology and understand the valve of lifelong learning. Recent federal legislation, particularly the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, and the School-To-Work Opportunities Act of 1994 have provided the impetus for the systematic and collaborative efforts needed to meet the challenge of this change. Under the Carl D. program is funded. Perkins legislation, the Tech Prep Education Tech Prep in the State of Arkansas is mandated The Tech Prep curriculum was initially put by Act 980 by 1991. into place in the Little Rock School District during the 1993-94 The purpose of Tech Prep is to better prepare school year. students for the changing demands of the workplace through a combination of strong academic and technical skills training program for entry-mid level employment. To do so means having a strong curriculum as well as high tech equipment to\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_184","title":"Magnet Review Committee (MRC) meeting, agenda, minutes, handouts,and reports","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2013-11-12"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Pulaski County (Ark.)--History--20th century","Magnet schools"],"dcterms_title":["Magnet Review Committee (MRC) meeting, agenda, minutes, handouts,and reports"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/184"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["agendas (administrative records)","minutes (administrative records)","handbills","reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n   \n\n  \n\n  \n\nMAGNET REVIEW COMMITTEE AGENDA November 12, 2013 I. Call to Order II. Reading of the Minutes of October 8, 2013 Reading of Minutes of Special-Called Meeting October 16, 2013 III. General Report A. Correspondence B. Financial Transactions C. Newspaper Articles D. Recruitment Update 1. October 1, 2013 Enrollment Report 2. Principals' Recruitment Reports 3. MRC Office Recruitment Report E. LRSD Original Magnet Schools Personnel - Vacancies and New Hires IV. Business and/or Action Items A. Discussion of Executive Director Position B. Discussion of Magnet Schools Evaluation Report C. Set Next Meeting Date V. Adjournment MAGNET REVIEW COMMITTEE MINUTES October 8, 2013 The regularly scheduled meeting of the Magnet Review Committee was held in the Magnet Review Committee Office, 1920 North Main Street, Suite 101, North Little Rock, Arkansas on Tuesday, October 8, 2013. Members Present: Dr. Sadie Mitchell, Chairperson - LRSD Dr. Robert Clowers, PCSSD Oliver Dillingham, ADE Danny Reed, ADE Micheal Stone, NLRSD Members Absent: Joy Springer, Joshua Intervenors Guests: Margie Powell, ODM Dr. Debbie Price, Director, Student Registration Office - LRSD The meeting was called to order at 8:40 a.m. by Chairperson Dr. Sadie Mitchell. She immediately called for a reading of the corrected minutes of September 24, 2013. Micheal Stone made a motion to accept the minutes as corrected, and Oliver Dillingham seconded the motion. The motion was unanimously approved. Dr. Mitchell then called for a reading of the minutes of September 24, 2013. Oliver Dillingham made a motion to accept the minutes as presented, and Danny Reed seconded the motion. The motion was unanimously approved. The MRC's attention was directed to items in correspondence. The first item was an e-mail to Dr. Frederick Fields requesting that someone from the Student Registration Office attend the MRC meeting on October 8, 2013 to discuss the assignment process used by the Student Registration Office. Copies of the e-mail were given to MRC members, but no action was required by the MRC. Copies of the letter, dated September 25, 2013, to Judge D. P Marshall, Jr., transmitting the interdistrict magnet schools budget submission, were given to MRC members for their information. Financial transactions in the amount of $3,202.50 were presented for payment. Danny Reed made a motion to pay the bills, and Oliver Dillingham seconded the motion. The motion carried unanimously. Articles received from Magnet Schools of America, regarding MSAP grants, and an excerpt of an electronic copy of an article from Hogan Lovells entitled, \"The October 2012 Term of the United States Supreme Court and its Impact on Public Schools,\" were given to MRC members for their information. No action was required by the MRC. E-mails between the MRC Office and LRSD Student Registration Office were given to MRC members. These e-mails had to do with the changes that will be made to application forms since the requirement for Parkview Science to complete Algebra I before 9th grade is no longer in effect. This information did not require any action on the part of MRC. Recruitment reports from the six Stipulation magnet schools were provided to MRC members. Dr. Mitchell provided a brief recap of what the schools have been doing. An updated report on new staff in the Stipulation magnet schools was given to MRC members for their information. Dr. Mitchell noted that there were very few, if any, changes since the last report. Dr. Debbie Price, from LRSD Student Registration Office, came before the Committee with a report on the assignment process of the Student Registration Office. She informed the MRC that it all starts with the parents -2- signing up during the open enrollment period. Every parent can make up to three choices of schools they would choose to apply for a transfer, and that information is put into the computer. After the enrollment period ends, all names are put into the computer and, around the first of March, assignments are made. The student either gets into their choice of schools or goes to the waiting list for each school they have selected. Sibling preference is applied to the elementary students who are on the waiting list. Dr. Price noted that LRSD needs to keep within the racial percentages for the schools. Out of balance racial percentages usually happen in part because of retentions. Dr. Mitchell asked why Carver had such a high percentage of black students. Dr. Price said there are not enough non-black students to apply for Carver. If we are not adding non-black students, they we can't put any black students in either. Essentially, it is closing itself. Oliver Dillingham asked when the LRSD Student Registration Office gets notice that a student is being retained. Dr. Price said this may occur in May and then at the end of summer after it is determined if a student did well in summer school. That usually occurs around the first part of August. That is why they don't fill all the seats until ten days after school starts. Micheal Stone asked if there were a student wanting to go to a magnet school, would they be placed at any time. The answer is yes, as long as they are new to the district. Dr. Mitchell said if they are not new to the district, they cannot obtain a seat during semester. Mr. Dillingham asked about when a new student moves in, and there is a waiting list, does this new student go to the waiting list. Dr. Price's response was a yes. Dr. Mitchell said that, even though they try to train people in the process, when an African-American person comes to their building, they are sent to -3- the Student Assignment Office and find out that they cannot get into the magnet school they are requesting. Mr. Dillingham said that whatever we do, we need to do it consistently. Dr. Price said the LRSD Student Registration Office would like a directive from the MRC to guide them. Mr. Dillingham said he would be a little hesitant to tell all the districts how to operate their assignment process and how to run their waiting list. More discussion followed, and several other possible occurrences were brought to the table. All in all, the MRC was satisfied with the responses from the Student Registration Office and moved on to the next agenda item. Dr. Mitchell thanked Dr. Price for coming before the MRC. Dr. Price promised to forward the October 1st counts to the MRC Office before the next meeting. Dr. Mitchell gave MRC members a copy of a report of additional general operating and program expenditures that LRSD expended during the last fiscal year for the Stipulation magnet schools. This report did not require any action on the part of the MRC. Dr. Mitchell then asked if there were any questions or discussion on the magnet school evaluation form. Hearing none, Dr. Mitchell closed the discussion. With regard to the Executive Director position, Dr. Mitchell announced that the interview team will be conducting interviews for this position. Dr. Robert Clowers will be on the team for the MRC. The interviews will be held in time for a recommendation to the MRC by the next meeting date. If anyone has any questions, please let Dr. Mitchell know. It was agreed by consensus that November 12, 2013 will be the next MRC meeting date. When no further business was brought before the Committee, Oliver Dillingham made a motion to adjourn, and Dr. Robert Clowers seconded the motion. The motion carried unanimously, and the meeting was adjourned at 9:55 a.m. -4- MAGNET REVIEW COMMITTEE SPECIAL-CALLED MEETING October 16, 2013 The Magnet Review Committee met in a special-called meeting on Wednesday, October 16, 2013, in the MRC Office, at 11: 15 a.m., for the purpose of discussing the recommendation of the Interview Team for the Executive Director position. Members Present: Dr. Sadie Mitchell, Chairperson - LRSD Dr. Robert Clowers, PCSSD Danny Reed, ADE Joy Springer, Joshua Intervenors Micheal Stone, NLRSD Absent: Oliver Dillingham, ADE Dr. Sadie Mitchell called the meeting to order and introduced Mr. Robert Robinson, from Human Resources, Little Rock School District, who assisted the Interview Team in the proper process for selection of an Executive Director for the Magnet Review Committee. Dr. Mitchell also noted that MRC member, Oliver Dillingham, was not present at this meeting since he had applied for the position. After an explanation of the process of the Interview Team, Dr. Mitchell provided MRC members with a rubric which was used for scoring. She also provided more information about each of the candidates who applied for the position. After discussion by MRC members, a motion was made by Joy Springer to accept the recommendation of the Interview Team and offer the job to Brent Mitchell, current principal of Fuller Middle School in the Pulaski County Special School District. Micheal Stone seconded the motion. The motion carried unanimously. Dr. Mitchell said she would be in contact with Mr Mitchell, as well as other candidates to inform them of the outcome. If necessary, the job will be readvertised. When no further business was brought to the table, Joy Springer made a motion to adjourn, and Danny Reed seconded the motion. The motion was unanimous, and the meeting was adjourned at 11 :50 a.m. -2- Magnet Review From: Sent: To: Cc: Subject: Magnet Review Wednesday, October 09, 2013 1 :27 PM 'Helen Hill Brewer' 'OLIVER MICHELLE' RE: 2014-2015 Registration Good afternoon, Ms. Hill-Brewer, Thank you for contacting our office to discuss your options for magnet school enrollment. We are always happy to hear from a parent who is truly working to achieve the best possible education for their child. With regard to your interest in considering Crystal Hill Magnet, in your case since you are a resident of PCSSDi,t would be considered an intra-district transfer. The PCSSD person to discuss this with would be Michelle Oliver, and she can be reached at 234-2020, or e-mailed at the above address. There are several guidelines that PCSSD needs to follow in assigning a student through the intra-district transfer, and Michelle would be able to answer your questions. Our office has the responsibility of recruiting students from LRSD (African-American students) to make a district transfer to Crystal Hill under the M-to-M program. We can offer you the opportunity to apply for any one of the four elementary magnets in LRSD - Booker, Carver, Gibbs or Williams - when the early enrollment starts in January. We can also offer you an M-to-M transfer into LRSD to attend one of their area schools if your child is not African-American. When early enrollment starts on January 27, 2014, and goes through February 7, 2014, remember that you will have to go to PCSSDo n Dixon Road to apply for~ one of these options. Our Magnet Fair will be held at McCain Mall on Saturday, January 25th , and we would be happy to discuss the procedure with you at that time as well. All of the schools will be at Magnet Fair, and you will have a chance to visit with their personnel. I hope this will help to answer your questions. If you need any more information, please do not hesitate to contact me. Again, thank you for your interest and for contacting this office. Sandy Luehrs Administrative Assistant Magnet Review Committee 501-758-0156 From: Helen Hill Brewer [mailto:hhill@mountaire.com] Sent: Wednesday, October 09, 2013 12:55 PM To: Magnet Review Subject: 2014-2015 Registration I CIVIcAu. rreV\\,tL!jr esecire,l.1[11K\\-,4g progrCIV\\A.fSo r V\\A.!cj viLLcf{o r 20i4/201.S scviooL1 :1ecirC, IV\\,dI CIV\\CA.lL LttLeC ,OV\\,fusec{I . LLve[V I, Svierwooc{, CIV\\,cI {R ,V\\,OWt viC!t VIA.CIR.uess 'PCSSD VIA.ore specLftcciLL!oj ci\"-\u0026lt;,broo\"-\u0026lt;,Teu. Ls Ls 11\\,OVtI A.1ft:r'.sJt cvioLceo f scviooLfo r V\\A.lcj viac{_ I CIVIAV.I A.Ost [V\\,terestec{L il\\,c r1:1ste1tL-t LLLS LeV1A.eV\\,tCb1ur1t j,1 :1ourw ebsLteL ecic{sV 1At.oe beLLevtev icit eveV\\t,v iougvi Lt Ls ClM C!gll\\,ets cviooL,L t Ls 11\\,Qctiv ciLLcibLtoe VIA.feo r VIA.!cj viLLc{. I UV\\,deystciV\\,tdv icit eV\\,roLLVIA-eLVs \\s,te veYCIVL IA-OV\\,tCviIsW Cl!j,b ut r WCIV\\,tt o VIA-CIRsu.ere tvicit I vicive ciLLo ft vie pYopeYfo rVlA-SC Vl \\,dd ocuVIA-eV\\,tcitLotoV \\e, V\\,suret vicit VIA-!cj viLLdd oesV\\,'t VIA-Lsosu t due to VIA-1L::cj iclcoGf prepcirciHoV\\,. Tvt Cl V\\,~ I rteLeVr\\,t LLL-lsYeweY No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.3408 / Virus Database: 3222/6729 - Release Date: 10/07/13 2 Magnet Review From: Sent: To: Cc: Holloway, Natasha [Natasha.Holloway@lrsd.org] Monday, October 21, 2013 11 :20 AM Magnet Review Subject: Booth, Dexter\nBrewster, Marilyn Mailing Labels Importance: High Ms. Luehrs, Thanks so much for your assistance in acquiring the mailing labels for PCCSD and NLRSD. Our office couldn't have done it without you! Hopefully we will be able to reach all the 8th graders and invite them to come see what Parkview Arts/Science Magnet school has to offer! Thanks again and if there is anything I can assist you with, feel free to contact me anytime. Have a great week! Natasha Principal's Secretary Parkview Arts/Science Magnet High School 2501 Barrow Road Little Rock, AR 72204 44 7-2303 office/44 7-2301 (fax) No virus found in this message. Checked by A VG - www.avg.com Version: 2013.0.3408 / Virus Database: 3222/6768 - Release Date: 10/21/13 Magnet Review From: Sent: To: Subject: Magnet Review Tuesday, October 22, 2013 2:35 PM 'Kandi Hughes' RE: Application Form Good afternoon, Ms. Hughes, Thank you for contacting our office with an interest in magnet school enrollment. We are always happy to hear from a parent who is trying to achieve the best education for their child. First, I am not able to send you an application form yet for the 2014-15 school year. I am unable supply these forms until the application period starts on January 27, 2014. I would be more than happy to send you one at that time if you live in PCSSD or NLRSD. However, there is a different process if you live in LRSD. That brings me to ask you the next couple of questions. Do you live in LRSD or PCSSD? I will also need to know your child's race since enrollment under the M-to-M process has guidelines for placement by race. You need to be AfricanAmerican to be eligible to apply under the M-to-M transfer if you live in LRSD and desire a seat at Crystal Hill. If you are not African-American, and live in PCSSDy, ou would need to contact the PCSSDO ffice since that would be an intradistrict transfer request. If you will let me know the answers to these questions, I will work with you to assist you in trying to get a seat at Crystal Hill Magnet. Again, thank you for contacting our office. I am looking forward to hearing from you again. Sandy Luehrs, Administrative Assistant Magnet Review Committee 501-758- 0156 From: Kandi Hughes [mailto:KHughes@uca.edu] Sent: Tuesday, October 22, 2013 2:22 PM To: Magnet Review Subject: Application Form Please mail an M-to-M Application Form for the 2014-15 school year to: Kandi N. Hughes 10 Tombstone Court Little Rock, Arkansas 72209 My husband and I are considering enrolling our daughter in Crystal Hill Elementary. Thank you in advance! Kandi N. Hughes [ Associate General Counsel Office of the President) University of Central Arkansas 201 Donaguey Ave. I Wingo 206 T 501-450-3247 I F 501-450-5003 I E khughes@uca.edu AVID: UCA dedicates itself to Academic Vitality, Integrity, and Diversity. No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.3408 / Virus Database: 3222/6768 - Release Date: 10/21/13 2 Magnet Review From: Sent: To: Cc: Subject: FYI Mitchell, Sadie [Sadie.Mitchell@lrsd.org] Thursday, October 24, 2013 11 :23 AM Booth, Dexter\nHobbs, Felicia\nBarksdale, Mary\nCarson, Cheryl\nBrown, Lori\nMcgee, Keith Magnet Review 2014 National Conference - Conference and Events I Magnet Schools of America http://www.magnet.edu/conferences-and-events/2014-hartford Sadie Mitchell, Ed.D, Associate Superintendent Little Rock School District Elementary Schools No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.3426 / Virus Database: 3222/6774 - Release Date: 10/23/13 2014 National Conference - Conference and Events I Magnet Schools of America  Skip to Content Magnet Schools of America Newsletter facebook twitter The Leading Source for Information on Excellence in Public School Magnet Programs  Home  About MSA 0 What are Magnet Schools 0 Who We Are 0 NIMSL 0 Board of Directors 0 Research Advisory Board 0 Our Staff 0 Our Mission \u0026amp; Beliefs 0 Success Stories 0 Location Map  Membership 0 Membership Benefits 0 District Memberships  Newsroom 0 Press Center 0 Magnets in the ews 0 e-Choice New letters 0 e-Choice A11icles  Conferences and Events 0 2014 National Conference - Hartford 0 20 I 3 Technical Assistance Training Conference 0 2013 Summer Institute 0 2013 National Conference - Presentations 0 ?013 Policy Training Conference 0 ?0 12 Legislative Training Conference 0 2012 ational Conference 0 2012 Summer Institute 0 2012 Technical Assistance Training Conference 0 2011 Conference Presentations  Re ources 0 MSA 0 Publications 0 District Resources 0 MSA Articles 0 Job Openings 0 Related Article and Resources Page 1 of 7 1 f'\\I\"'\\ A l\"\"lf\\1 '1 2014 National Conference - Conference and Events I Magnet Schools of America 0 U.S. Department of Education Equity Assistance  Legislative Action 0 Legislative News and Updates 0 Policy Blog 0 Grassroots Action Center  Awards 0 2014 Merit Awards Program 0 20 I 4 MSA Principal of-the-Year Program 0 2014 MSA Teacher of-the-Year Program 0 2013 Merit Award Winners 0 2013 MSA Principal of-the-Year Program 0 7013 MSA Teacher of-the-Year Program 0 2013 MSA Poster Contest 0 2012 Mini Action Research Grant 0 2012 National Winners I Search Magnet Schools .. !~ 2014 National Conference - Hartford Home I Conferences and Events 12014 National Conference - Hartford Hosted by Hartford Public Schools Connecticut Convention enter owntown Hartford ay 15-18, 2014 Why the Future is Magnetic! Page 2 of7 Join us in Hartford, the epicenter of Connecticut's interdistrict school system. The hosting district, Hartford Public Schools along with the support of neighboring districts/regional partners have been working hard planning for your arrival in May 2014. Please check back for more information on keynote speakers, activities, sessions, and more. 1 f\\ l'1 A /'1 f\\ 1 ') 2014 National Conference - Conference and Events I Magnet Schools of America Page 3 of 7 - - - - - \" - - -- - -- - -- - -- - --.. -- - - . - - - -  00:00 00:00  '~ : ~ Schedule of Events National Conference RFP RFP for the CT Region Calling for presenters! Magnet Schools of America is now accepting presentation proposals for its upcoming National Conference on Magnet Schools, May 15-18 in Hartford, CT. This year we would like to introduce a 'parent track', promoting workshops hosted by teachers, parents, and community partners specifically for parents of magnet students. Deadline for proposals is Friday, December 13, 2013. PDF versions of the form are available, please click on the appropriate form below. You will need Adobe Acrobat Reader XI to fill-in AND save the application form. The Adobe Acrobat Reader software can be downloaded for free. It is available for a wide range of plaiforms. National Conference RFP in PDF RFP for the CT Region in PDF 1 (\\/'\"),1 /'\")(\\1 \".l 2014 National Conference - Conference and Events I Magnet Schools of America Page 4 of 7 *For all presenters from Hartford and its Regional Partners/Districts, please complete the 'RFP for the CT Region' and specifiy if your workshop is to be presented off site at a school. Questions, please contact Judy Shen at events@magnet.edu or call the National Office 202.824.0672. Registration \u0026amp; Fees Post-Conference R3 (Sunday, MilY 18) MEMBER\" Not attending Post-Conference R3 (Sunday, MifY 18) NON MEMBER\" Not attending $99 Early Bird - register by February 27 $149 register 9,~~ February 27 - April 24 $199 after April 24 (ONSITE) \"Space is limited for the Post Conference Institute MSA Member Individual Registration Fee $679 Early Bird - register by February 27 $729 register between February 28 - April 24 $779 after April 24 (ONSITE) $149 register by April 24 $199 after April 24 (ONSITE) MSA Member Team Registration Fee (Teams of 3) - valid only for Early Bird $1800 Early Bird - register by February 27 Non Member Individual Registration Fee $799 Early Bird - register by February 27 $849 register between February 28 - April 24 $899 after April 24 (ONSITE) Register Online Today! Non Member Team Registration Fee - (Teams at 3) - valid only for Early Bird $2200 Early Bird - register by February 27 \"Pre-Registration will close 11:59pm on April 24, 2014 Policies and Procedures Online registration ONLY Cancellations and requests for refunds must be submitted in writing via email to executive.director@magnet.edu AND events@magnet.edu no later than April 10, 2014. A $150 administrative fee will be assessed on all cancellation and refund requests, if made on/before April I 0, 2014. Absolutely no refunds will be considered after this deadline. Faxes and verbal cancellation/refund requests will not be accepted. 1 (\\/'\")\n1 /'\")(\\, 'l 2014 National Conference - Conference and Events/ Magnet Schools of America Page 5 of 7 ' A $50 fee will be assessed after April 10, 2014 to transfer registration from one individual to another. Registration transfer requests must be submitted in writing via email to executive.director@magnet.edu AND events@magnet.edu by April 24, 2014. Registration fees may not be credited to membership or future MSA events. Payment must be received within 21 days of registration. Please mail all checks to: Magnet Schools of America/ 1909 K Street, NW Suite C-140 / Washington, DC 20006 All registrations with purchase orders (PO): please include current PO number in the billing section of the online registration form, along with a copy of the PO (file may be uploaded). If your PO has not been generated, please email a copy of the document to Judy Shen at events@magnet.edu or fax to 202-737-0100 within 10 business days ofregistering. Credit Card payments may be processed by calling Michelle Sands at the MSA National Office 202- 824-0672. Onsite payments and purchase orders may be accepted at Onsite Registration with a credit card guarantee. Only cash, credit/debit card or corporate/district pre-printed checks will be accepted. Accommodations Hartford Marriott Downtown 200 Columbus Blvd. Hartford, CT 06103 l-860-249-8000 $169 per night plus tax (single/double) Group Block Closes: April 21, 2014 Group: Magnet Schools of America * Host Hotel connected to CT Convention Center Book MARRIOTT Hilton Hartford Hotel . . t\n: @ I ,\nf a lflJi.,,, -11\"\n'. - f' I a 1I I 1 ()/'),1/')() 11 2014 National Conference - Conference and Events I Magnet Schools of America Member Login 15 Trumbull Street artford, CT 06103 1-860-728-5151 154 per night plus tax single/double) roup Block Closes: April 21, 2014 roup: Magnet Schools of America *Shuttle transportation available to CT Convention Center ookHILTON Page 6 of 7 The Magnet Schools of America member login is currently under development. Please check back soon for updates! If you would like to become a member today, click here. Learn More  2014 National Conference - Hartford  2013 Technical Assistance Training Conference  2013 Summer Institute  2013 National Conference - Presentations  2013 National Conference - Tulsa  2013 Policy Training Conference  2012 Legislative Training Conference  2012 National Conference  2012 Summer Institute  2012 Technical Assistance Training Conference  2011 Conference Presentations Conferences and Events  Back to Top  Home  About MSA  Membership  Newsroom 1 (\\/')\n1 /')(\\1 \u0026lt; 2014 National Conference - Conference and Events I Magnet Schools of America Page 7 of 7  Conferences and Events  Resources  Legislative Action  Awards MISSION: Providing leadership for high quality innovative instructional programs that promote choice, equity, diversity, and academic excellence for all students. 1909 K Street NW Suite C 140, Washington, DC 20006 (202) 824-0672 (202) 737-0100 (fax) Copyright 2013 Magnet Schools of America. All rights reserved. SecurityMetrics Certified@ I ~ loading I . lcancel 1 (\\/')11 /')(\\1 \"J Magnet Review From: Sent: Subject: Attachments: Gibbs, Leslie E. [leslie.welch-gibbs@hoganlovells.com] Monday, November 04, 2013 3:57 PM Hogan Lovells US LLP Clients and Friends Memorandum Hogan Lovells Client Advisory - US DOE and DOJ OCR Guidance on Fisher v U of Texas at Austin.pdf Attached is a memorandum prepared by Maree Sneed and Chris Lott. If you have any questions regarding this memorandum, please contact the attorneys listed on the last page. If you have a new e-mail address or would like to be removed from the mailing list, please let me know. About Hogan Lovells Hogan Lovells is an international legal practice that includes Hogan Lovells US LLP and Hogan Lovells International LLP. For more information, see www.hoganlovells.com. CONFIDENTIALITY. This email and any attachments are confidential, except where the email states it can be disclosed\nit may also be privileged. If received in error, please do not disclose the contents to anyone, but notify the sender by return email and delete this email (and any attachments) from your system. No virus found in this message. Checked by AVG - www.avq.com Version: 2013.0.3426 / Virus Database: 3222/6797 - Release Date: 10/31/13 Hogan Lovells To School District Clients and Friends FROM Maree Sneed Chris Lott DATE November 4, 2013 MEMORANDUM Hogan Lovells US LLP Columbia Square 555 Thirteenth Street, NW Washington, DC 20004 T +1 202 637 5600 F +1 202 637 5910 www.hoganlovells.com SUBJECT Department of Justice and Department of Education Office for Civil Rights guidance on Fisher v. University of Texas at Austin On September 27, the U.S. Department of Justice (\"DOJ\") and U.S. Department of Education Office for Civil Rights (\"OCR\") published \"questions and answers\" on the Supreme Court's decision in Fisher v. University of Texas at Austin. See Attachment to Dear Colleague Letter, \"Questions and Answers About Fisher v. University of Texas at Austin\" (Sep. 27, 2013)(the \"Q\u0026amp;A\"), available at http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201309.html. Fisher held that the University of Texas must affirmatively demonstrate that its consideration of race in admissions is necessary to achieve the educational benefits of diversity. The Q\u0026amp;A offers little elaboration on the holding in Fisher, but reaffirms OCR and DOJ's view that school districts and universities may pursue the benefits of diversity through narrowly tailored, raceconscious measures. The Q\u0026amp;A is directed at universities but also applies to school districts. The Q\u0026amp;A interprets Fisher as \"follow[ing] long-standing precedent\". In particular, the Q\u0026amp;A states, Fisher did not change \"the standard of scrutiny that courts must apply when evaluating ... admissions programs\" or \"what colleges and universities must do to narrowly tailor their admissions programs to meet the compelling interest in diversity.\" OCR and DOJ continue to recognize the benefits of diversity and encourage school districts and universities to pursue diversity. The Q\u0026amp;A acknowledges, as Fisher held, that courts must not defer to educational institutions' judgment about the means chosen to pursue diversity and states that \"prior to taking into account an individual student's race in the admissions process,\" institutions \"must determine that available, race-neutral alternatives do not suffice to achieve the benefits of diversity.\" The Q\u0026amp;A encourages school districts and universities to consult DOJ and OCR's 2011 \"Guidance on the Voluntary Use of Race to Achieve Diversity and Avoid Racial \\\\DC - 7009991000060 - 5230111 v1 Isolation in Elementary and Secondary Schools,\" available at http://www.justice.gov/crt/about/edu/documents/guidanceelem.pdf, which \"remain[s] in effect\" and addresses permissible race-neutral and race-conscious measures. In a September 27 panel discussion hosted by OCR and DOJ to address the Q\u0026amp;A and diversity in higher education, Catherine Lhamon, the U.S. Department of Education's Assistant Secretary for Civil Rights, and Jocelyn Samuels, Acting Assistant Attorney General for Civil Rights, discussed OCR and DOJ's interpretation of Fisher. They stated that educational institutions are not required to implement every conceivable race-neutral measure before turning to raceconscious measures. Echoing Fisher, they encouraged consideration of whether race-neutral alternatives further the educational institution's compelling interest in diversity and whether the alternatives would work \"about as well\" and at \"tolerable administrative expense\". They stated that educational institutions should document their consideration of race-neutral alternatives. Assistant Secretary Lhamon, who heads OCR, reiterated that in OCR enforcement actions concerning race-conscious programs, the agency, like courts under Fisher and other precedent, must satisfy itself that an educational institution has met strict scrutiny. As with the Q\u0026amp;A, this discussion addressed universities specifically, but its principles apply to school districts. * * * If you have any questions about the Q\u0026amp;A or Fisher, please contact Maree Sneed (202-63 7-6416 or maree.sneed@hoganlovells.com) or Chris Lott (202-637-5877 or christopher.lott@hoganlovells.com). 2 \\\\DC - 7009991000060 - 5230111 v1 1. 2. 3. 4. 5. 6. MAGNET REVIEW COMMITTEE BILLS TO BE PAID November 12, 2013 Compsys (Services Rendered to Act as MRC's Website and E-Mail Host) Capital Business Machines (Monthly Billing for MRC's Office Copier Maintenance Contract) Kid's Directory (Advertising in November, 2013) Mass Enthusiasm (Services Rendered to Provide Miscellaneous Website Updates and Monthly Billing for Website Maintenance and Social Media Management) American Home Life (MRC's Office Rent for November, 2013) American Home Life (MRC's Communications Expense for October, 2013) TOTAL BILLS TO BE PAID 48.33 78.12 285.00 1,100.00 825.00 182.50 2,518.95 Oct 12013 HIGH SCHOOLS B w 0 TOTAL % BLK CENTRAL 1406 772 341 2519 55.80% FAIR 682 52 71 805 84.70% HALL 826 72 224 1122 73.60% MCCLELLAN 805 28 62 985 89.90% PARKVIEW 560 284 180 1024 54.60% ACC 157 6 13 176 89.20% HAMILTON/SWLA 159 4 2 165 96.30% ALT. AGENCIES 10 2 1 13 77.00% SUB TOTAL 4605 1220 894 6809 67.60% MIDDLE SCHOOLS CLOVERDALE 490 22 142 654 74.90% DUNBAR 551 45 73 669 82.30% FOREST HEIGHTS 490 so 40 580 84.40% HENDERSON 610 32 85 727 83.90% MABEL VALE 517 39 93 649 79.60% MANN 440 201 118 759 57.90% PULASKI HEIGHTS 421 339 53 813 51.70% FELDER 32 1 0 33 96.90% ALT. AGENCIES 12 2 0 14 85.70% SUB TOTAL 3563 731 604 4898 72.70% ELEMENTARY BALE 230 39 57 326 70.50% BASELINE 143 11 156 310 46.10% BOOKER 288 125 102 515 55.90% BRADY 316 33 49 398 79.30% CARVER 214 82 46 342 62.50% CHICOT 548 14 280 842 65.00% DODD 186 19 141 346 53.70% FAIR PARK 71 81 27 179 39.60% FOREST PARK 59 354 34 447 13.10% FRANKLIN 315 14 14 343 91.80% FULBRIGHT 242 287 95 624 38.70% GEYER SPRINGS 218 11 32 261 83.50% GIBBS 163 104 35 302 53.90% JEFFERSON 108 319 25 452 23.80% KING 506 13 12 531 95.20% MABEL VALE 398 30 118 546 72.80% MCDERMOTT 298 48 57 403 73.90% MEADOWCLIFF 269 15 73 357 75.30% OTTER CREEK 381 80 132 593 64.00% PULASKI HEIGHTS 159 178 32 369 43.00% ROBERTS 242 527 135 904 26.70% ROCKEFELLER 348 38 31 417 83.40% ROMINE 279 15 62 356 78.30% STEPHENS 362 10 23 395 91.60% TERRY 274 57 105 436 62.80% WAKEFIELD 391 12 189 592 66.00% WASHINGTON 442 11 19 472 89.80% WATSON 246 10 127 383 64.20% WESTERN HILLS 193 23 43 259 74.50% WILLIAMS 217 115 75 407 53.30% WILSON 205 12 64 281 72.90% WOODRUFF 116 8 8 132 87.80% ALT. AGENCIES 9 3 0 12 75.00% SUB TOTAL 8436 2698 2398 13532 62.30% TOTAL 16604 4649 3896 25149 66.10% Magnet Review From: Sent: To: Cc: Subject: MitchellS, adie (Sadie.Mitchell@lrsd.org] Sunday, November 03, 2013 7:29 AM Barksdale, Mary\nCarson, Cheryl\nBrown, Lori\nHobbs, Felicia\nBooth, Dexter\nMcgee, Keith Magnet Review\nWashington, Charlotte Recruitment Efforts I have to provide a recruitment update report at the monthly MRC meeting. This month, I would like for you to develop the report for November, December and January. Also, include the magnet fair. Send your recruitment report to Sandy Leuhrs in the MRC Office on or before this Friday, November 8. Sadie Mitchell, Ed.D, Associate Superintendent Little Rock School District Elementary Schools No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.3426 / Virus Database: 3222/6797 - Release Date: 10/31/13 Date 11-4-13 11-7-13 11-11-13 11-12, 13, and 14-13 11-18, 19, 20, 21, and 22-13 11-19-13 12-6-13 12-16-13 1-17-14 1-25-14 STIPULATIOMNA GNETS CHOOL RECRUITMENATC TIVITYR EPORT School BookerA rts MagnetS chool Activity Grade Level Person Responsible PTAM eeting K-5 CherieA bston,P TA President \"WhoW ill Bet he Sun?\" SecondG radeP lay 2 D.J.R amseya nd MariahR eescano, Drama Specialists FourthG radeP arentM eeting 4 CourtneyG asper,B enjaminG rant, MelanieM inor,a nd EmilyV aughn,F ourth Grade Teachers CheckU s Out from 9:00A .M.t o 1: 30 P.M. K-5 CherylA . Carson,P rincipal Fall BookF air K-5 EmilyH ester,M ediaS pecialist Family Math and Literacy Night-Bring a K-5 Susan Blue, Literacy Coach\nTina Brown, Friend! Math Coach\nMerilyn Burruss, Math Coach\na nd HeatheTr heodoreP, arent Facilitator PTAM eetinga nd FamilyM ovieN ight K-5 CherieA bston,P TA President \"Tackyt he Penguin\" WinterfestP rogram K-5 D. J. Ramseya nd MariahR eescano, Drama Specialists BookerA rts MagnetS choolH ealthF air K-5 UvitaS cott,N ursea ndT amaraR ingler, Counselor MagnetF air K-5 MaryL ou Alley,I nstructionaCl oacha nd CherylA . Carson,P rincipal 1-29a nd BookerA rts MagnetS choolS cienceF air 5 DebbieH ipps,T echnologyS pecialist\n30-14 Rachel Morris, Gifted and Talented Specialist\na nd HeatheTr heodoreG, ifted andT alentedS pecialist Carver Magnet Recruitment Activities November 9 - Statewide Chess Tournament at Carver- staff on hand to promote Carver November 12,13,14 - Check Us Out Days - Promotional flyer home to our parents to use to invite a friend for a tour November 11-15 -Fifth Grade Science Fair- projects displayed for Check Us Out November 14 - PTA Duck Tape Ball - invite prospective parents and children December 7 - Barnes and Noble Carver Day - WOW Club activities throughout the day December 12 - Recruitment Concert- performances by first and third graders January 25 - Magnet Fair at the Mall - Carver booth and staff recruit all day - student groups from Carver perform Recruitment Activities for Gibbs Magnet School of International Studies \u0026amp; Foreign Languages November 8, 2013 1. Publicity in the local news media and LRSD website A. Gibbs has been in the Arkansas Democrat Gazette newspaper three times already this year: (1) AUGUST-First Day of School with Fathers Brin in Students to School l +- ---- - _, Arkansas Democrat-Gazette/MELISSA SUE GERRITS 08/19/13 - Amy Nicholas embraces daughter Avery Nicholas, 7, at Gibbs Magnet Elementary School August 19, 2013 while they wait to hear which classroom Avery will be in for her first year of school at Gibbs. (3) OCTOBER - Gibbs was included in the news article about the One-toOne Laptop Initiative. B. Gibbs has been featured in the Spanish Speakers newspaper, \"Hispanic,\" once so far this year on October 3, with a photo at WorldFest and a mention in the article. (See next page) na vez mas la c1udad de Little U Rock organiz6 el World Fest en el que se festeja la d1vers1dad cultural que hay en la ciudad Y en un marco de diversi6n se exp~nen muestras hist6ricas y culturales de diversos paises de los cuales son originarios diferentes grupos de personas que habitan Arkansas Central. Los representados iban desde los indios americanos hasta Ghana en Africa y Pakistan entre olras culturas. El evento se realiz6 a un costado del Zool6gico de la ciudad y abri6 con un desfile de los alumnos de la escuela Magnet Gibbs de Estudios lntemacionales e ldiomas, quienes portaban banderas de diversos palses y se realizaron los honores a la bandera de Estados Unidos. Esta ocasi6n el juramento se realiz6 en ingles, aleman. trances yen espanol, este ultimo dirigido por Neyla Palacios de North Little Rock y estudiante del quinto grado de la escuela Gibbs. Como representante de la cultura hispana estaba Bongo Willie que como ya es tradk:i6n en el festival. comparti6 sus percusiones con los ninos y adolescentes que se dieron cita para conocer = la gran diversidad de la que estl\u0026amp; ladudad. Por LBUr8 ~~~ae Gut'llirrez  C. Gibbs has been featured on local television six times this year: (1) AUGUST- Japanese Students and Teacher from Niigata, Japan at Gibbs (2) SEPTEBMER - 9/11 Day of Service and Remembrance with Firefighter Ceremony (3) SEPTEMBER - Ozark Water Project (4) SEPTEMBER 27 -Benefit and Swab Party for Teecumpsy Wiggins (4th grader with leukemia) at Dunbar Community Garden (5) NOVEMBER 8 - \"Feel Good Friday\" segment on Fox 16 featured Gibbs Annual Breakfast Cereal Drive sponsored by the Mini United Nations. (6) NOVEMBER 12 - KARK Ch 4 had news story about the Gibbs Annual Breakfast Cereal Drive sponsored by the Mini United Nations. D. Gibbs has been featured on LRSD website four times already: (1) Gibbs Educator Selected for Global Conference in NYC Gibbs Educator Participates in Japan Society's Global Conference in NYC In May, Ms. Vicki Stroud Gonterman, International Studies Specialist at Gibbs International Magnet School, received a select invitation to participate in the Third Annual Going Global: International Student Social Networking Conference for Educators organized by the Japan Society. Gonterman, one of only ten US-based educators invited, attended the three day conference, August 7-9 in New York, with educators from Japan and Pakistan. The all-expenses paid conference was sponsored in part by the Japan Foundation Center for Global Partnership and the Toshiba International Foundation. The U.S.Japan Foundation submitted Gonterman's name for inclusion in the conference as she was their 2006 Elgin Heinz Humanities Educator of the Year. Gonterman now has a Japanese \"Kamishibai\" lesson published online with the Japan Society on their educator's website! Click here to view the lesson. Also, as a result of participation in the conference, Gonterman is currently establishing a new partnership with an international elementary school in Japan. Photo: Gonterman is sitting on the far right of the first table with educators from Japan and Pakistan. (Continued) (2) Two LRSD Teachers Win Competitive Study Opportunity at the Truman Library Chris Gonterman, Physical Education Teacher at Hall High School, and Vicki Stroud Gonterman, International Studies Specialist at Gibbs International Magnet Elementary School, have both been selected as winners of the Summer Teachers Seminar entitled, \"U.S. Presidents and the Middle East: Truman to Obama,\" offered by the Truman Library in Independence, Missouri this July. The two will attend the weeklong conference, along with teachers selected from across the United States, attend lectures, and utilize the Truman Library's primary source documents on Presidential Policy Making in the Middle East to create lesson plans. The competitive application process included a personal essay explaining the content and pedagogy that would be utilized in their classroom along with an application and resume. (3)Reading Quiz Bowl Results Results for Gibbs Magnet's First Reading Bowl! Gibbs International Magnet School has just concluded its first Reading Bowl of the year! Students in grades 3-5 had an assigned book over the summer. Upon their return to school in August, the children anticipated involvement in a quiz bowl competition around their book. The competition was conducted in each classroom. The winning team in each classroom faced off against the winning team in the opposing grade level homeroom! Homeroom winners were: Third Grade - Mrs. Jennifer White's students\n4th Grade - Mrs. Julie Davis's students\nand Fifth Grade - Ms. Jennifer Gillespie's students! Each student on the winning teams received a certificate with their team photo. A trophy is also displayed outside each classroom! These children exhibited great sportsmanship! They are looking forward to the next Reading Quiz Bowl at Gibbs! Pictured above are (1) fourth graders and (2) third grade students competing in the first-ever Gibbs Reading Quiz Bowl! LRSD Launches One-to-One Laptop Initiative The Little Rock School District announced an exciting new 1.1 (one-to-one) technology initiative Tuesday to be piloted at four elementary schools The 1nIt1at1vwe ill put laptops ,n the hands of 4-5th grade students at Gibbs, Forest Park, Otter Creek and Roberts Elementary schools starting in January, 2014 LRSD Is launching the initiative first to teachers, with an extensive Professional Development push, then to students and parents in a three-phase process. The three phases will occur over two years and include: Four schools - Phase One Eight-ten schools - Phase Two All elementary schools - Phase Three Students will be able to take the laptops home with them every day, providing them with a 24-7 learning opportunity. The devices will be used to prepare students for college and career in a digital world incorporating National Educational Technology Standards (NETS). These standards are used to provide the experiences students should routinely encounter as well as the skills and knowledge they need to acquire - a few are listed below.  Creativity and Innovation  Communication and Collaboration  Research and Information fluency  Critical Thinking\nProblem-solving and Decision making\nDigital Citizenship\nand Technology Operations and Concepts \"The laptops will help to better engage students in the learning process, increase academic achievement and help students to become independent learners,\" said LRSD Superintendent Or. Dexter Suggs. \"Providing the 1 :1 computing opportunity to our students sends a definitive message that access to technology can be transformative.\" LRSD Director of Instructional Technology Barbara Williams added, \"The 1 :1 initiative is just what we need as we prepare our teachers and students with twenty-first century technology teaching and learning skills.\" The district will provide one bag and charging accessory for the laptop. The goal is to eventually replace tex1books with laptops. Parent information meetings will begin in January, 2014 for students who receive devices. E. Gibbs is currently featured on the LRSD Access Channel with two programs: (1) Gibbs \"9/11 Day of Service and Remembrance\" which included First Lady of Arkansas, Ginger Beebe, reading to a Kindergarten class and many other service volunteers reading in grades K-3 (Filmed September 11) and ( continued) (2) Gibbs Third and Fourth Grades Musical Program \"Music, Arts, and Play-The Gibbs Way\" (Filmed October 7) 2. Community Involvement: (1) SEPTEMBER 27 - Gibbs fifth graders perform at Opening Ceremony of WorldFest annually for school and community relations (City of Little Rock and LR Racial and Cultural Diversity Commission). Photos t_oa ppear on LRRCDC Website. (2) Other community events such as with the Clinton Foundation, the Sister Cities Commission, Heifer International, etc. as requested during the year. 3. Weekly newsletter ( every Wednesday) 1st Quarter-The newsletter is called El Mundo, Spanish for The World. 2nd Quarter - The newsletter is called Le Monde, Spanish for The World. See separate attachments. 4. Special Days at School for Families (1) SEPTEMBER 6 - Grandparents Day Luncheon (2) OCTOBER 25 - Dads Day Luncheon (3) Moms Day Luncheon (TBA) (4) Coffee Cafe (monthly on a Friday) for parents and staff before school in media center September 13, October 4, November 8 5. Special Evenings at Gibbs: (1) AUGUST - New Student/Family Orientation (2) SEPTEMBER - Open House (3) MONTHLY - Scouting Nights ( 4) QUARTERLY - PT A Meetings SEPTEMBER 12 - 1st PTA Meeting NOVEMBER 14-2 nd PTA Meeting (5) OCTOBER 22 - Family Math and Literacy Night (6) Family Movie Night (TBA) (7) International Fest (May) (8) Science Fair Family Meeting (grades 3-5) ( continued) (9) Musicals each year performed by students OCTOBER 7 - \"The Arts, Music, and Play: The Gibbs Way\" Musical by 3rd and 4th graders (two performances, 1 :00 and 6:00 p.m.) 6. Recruitment Invitations, Brochures, and CD's (1) We will send invitations to the parents of P4 (Pre-K) students in Early Childhood Schools to visit Gibbs during the two weeks prior to registration for the 2014-15 school year. (2) We will send invitations to our Partners in Education for prospective parents to tour the school. (3) We will also alert our current Gibbs families and staff to talk with friends, church/work acquaintances, new neighbors to the LR area, etc. that have young children to invite them to Gibbs for a tour or a special evening event. 7. Magnet Schools Fair, Saturday, January 25, 2014 (1) Information booth worked by teachers and parents with a tour signup sheet, brochures, and CD's to be given away (2) Foreign Language Performances by Gibbs students 8. Tours of the School (1) Scheduled Tours - International Studies Specialist gives scheduled tours of the school. (2) NOVEMBER 11-15 - \"Check Us Out\" Week - (including Check Us Out Days - November 12-14). We offer a week of tours guided by parent volunteers or the International Studies Specialist and distribute informational brochures to prospective families. (3) JANUARY 27-FEBRUARY 7 - Open Enrollment Period. We offer tours with parent volunteers or IS Specialist for that two week period and distribute CD's of our magnet program to prospective families. Compiled and submitted by Vicki Stroud Gonterman WILLIAMS MAGNET SCHOOL TOUR RECRUITMENT COMMITTEE Williams Magnet allows parents to tour year round. We have given several tours this year to prospective parents. The parents are given a full tour of the school, a welcome packet, and a follow up call from the committee chair to answer any questions they might have. HOLIDAY HOUSE Holiday House is for perspective students of Williams Magnet. This will be held on December lih at 5:00pm in the Cafeteria. Perspective parents on the waiting list will be sent invitations on December 1st . The Magnetic Musician Choir will perform\nstaff will be available to show prospective parents what the expectations are in the various grade levels. Tours of the school and facilities will be available. SCIENCE FAIR Students in grades 3rd-5th will participate in the Science Fair. Our Science Fair is open to the public and shows off the talent of our students at Williams Magnet. Parent Night will be November 12th , and our public viewing of the projects will take place on January 17th  MATH AND LITERACY NIGHT Williams will host their annual Math and Literacy Night in January 9th . Our students will have a night of fun take home activities and receive information about the Benchmark Exam. HISPANIC HERITAGE NIGHT Williams hosted the Annual Hispanic Heritage Night on October 10th . We had more than 300 parents join in from the community for the celebration. We celebrated Hispanic Heritage with activities such as dancing, Photo booth, games and arts \u0026amp; crafts. We had entertainment for the entire family, music, food. The students participated in Hispanic Folk Dancing and listened to stories from a Hispanic parent. PREK ROUND UP Williams will send recruitment fliers to the surrounding PREK schools on January 5th . The PREK roundup will be held on January 15th . The Kindergarten teachers will invite prospective parents to come and tour the facility and have a make and take with the students. Parents will also be given the opportunity to ask questions, a follow up call will take place to answer any other questions, and a thank you card will be sent to thank them for choosing Williams Magnet. Date 9/19/13 10/02/13 10/15\u0026amp; 10/16/13 10/29/13 11/7/13 11/9/13 11/11/13 11/12/13- 11/14/13 11/14/13 12/16- 20/13 01/20- 24/13 STIPULATIOMNA GNETS CHOOL RECRUITMENATC TIVITYR EPORT SchoolH: oraceM annA rts/S cienceM agneMt iddleS chool Activity GradeL evel PersonR esponsible Performanc-eO penH oused: anceb, and,\u0026amp; piano Middle MarcusJ ohnsonB, eckyW ebb\u0026amp;, TraciP resley Casto f Wicked Middle TraciP resleyH, ollyW hite,\u0026amp; OlympiaS mith RecruitmenTto ur:W illiamsM agnetG, ibbsF, orresPt ark, Elementary TraciP resleyH, ollyW hiteM, arcusJ ohnsonK, asey RobertsJ, efferson\u0026amp;, Fulbright Neal,T eresaH arrisL, isaW alker-WheeleTro, m McDonaldB,e ckyW ebb, MannM agneFt allF estival Elementary TraciP resleyH, ollyW hiteM, arcusJ ohnson, YvonneB oldenL, isaW alker-WheeleTro, m McDonaldS,u sanC hambersB, eckyW ebb,L auren MarlinK, imW ashinqtonW, endyW elch RecruitmenOt penH ouse Elementary All Anti-BullyinRga llya t ClintonP residentiaCle nter Elementar\u0026amp;y LisaW alker-Wheel\u0026amp;e Hr ollyW hite Middle Channe7l EarlyM orningS howw ithB alleAt rkansas Elementar\u0026amp;y TraciP resley\u0026amp; KeithM cGeeS, r. Middle CheckU s Out Elementary WelchW endyK, imW ashingtonY,v onneB olden, SusanC hambersL,a urenM arlinL, isaK indrick, KeithM cGeeS, r. BalletA rkansaSs tudioL ecture Elementar\u0026amp;y TraciP resley\u0026amp; OlympiaS mith Middle Choir,D anceP, ianoC hristmaast theC apitol Elementary LisaW alker-WheelTer,a ciP resleyO, lympiaS mith, Willt ourp roductiotno elementarsyc hools \u0026amp; BeckyW ebb CommunitFyo rum\":C urriculumat MannM agnet\" Elementary TraciP resleyH, ollyW hiteM, arcusJ ohnson, YvonneB oldenL, isaW alker-WheeleTro, m McDonaldS,u sanC hambersB, eckyW ebbL, auren MarlinK, imW ashinqtonW, endyW elchK, eith McGeeS, r. 01/25/13 MagneFt air Elementar\u0026amp;y TraciP resleyH, ollyW hite,M arcusJ ohnsonK, asey Middle Neal,T eresaH arrisL, isaW alker-WheelTeor,m McDonaldB, eckyW ebbO, lympiaS mithK, eith McGeeS, r. 02/10- BlackH istoryP roduction Elementary TraciP resleyH, ollyW hite,M arcusJ ohnsonK, asey 14/13 Neal,T eresaH arrisL, isaW alker-WheelTeor,m McDonaldB, eckyW ebbO, lympiaS mith 04/07/13 DramaP roduction Elementary HollyW hite 05/01/13 BandC oncert Elementar\u0026amp;y MarcusJ ohnson Middle 05/08/13 ChoirC oncert Elementar\u0026amp;y LisaW alker-Wheeler Middle 05/15/13 DanceC oncert Elementar\u0026amp;y TraciP resley\u0026amp; OlympiaS mith Middle 05/20/13 OrchestrCa oncert Elementar\u0026amp;y TomM cDonald Middle 05/16,1 9- PianoC oncerts Elementar\u0026amp;y BeckyW ebb 22/13 Middle Date 11/1/13 11/12/13 11/14/13 11/19/13 11/22/13 12/6  12/7/13 STIPULATIOMN AGNETS CHOOL RECRUITMENATC TIVITYR EPORT School: ParkviewH igh School Activity Grade Level Mailo ut recruitmentle tterst o all 8thg radersi n the 8th PCSSON, LRSOa nd LRSDt o visit during Recruitment OpenH ousea t Parkviewo n TuesdayN, ovembe1r 2th. RecruitmenOt penH ouse 8th/ New Students Math Family Night (Chili Cookout) 9th -11th Algebra I \u0026amp; II, Geometry Students ParkviewB andP erformance 1Q th-1 2th NationaCl hristmasT reeT our Bass Pro Shop (Little Rock) Fall Play 9th -12th Hotel Paradiso PerformanceT imes:F riday,N ovembe2r 2nd @ 9:30am Friday,N ovembe2r 2nd @ 7pm Sunday,N ovembe2r 4th@ 3pm Ticketsa vailable@ the door or onlinef or $7 MedievaFl east 9th_1 2th Pulaski County Courthouse 6pm Nightly Person Responsible Marilyn Brewster Dept. Chair MichelleJ ackson Alan Ball Carolyn Foreman Edith Ellis SpencerS utterfield Carolyn Foreman Mary Shollmier Edith Ellis TamaraZ inck 12/7/13 12/8/13 1/24/14 1/29/14 Parkview Band 9th -12th LR City Holiday Parade MedievaFl east 9th- 12th PulaskCi ountyC ourthouse 5pm Concludes MagneSt chooFl air 9th-1 2th Mimesf ieldt ript o HoraceM ann 11th 1 2th November Shadow Dates for Incoming 9th graders November 15th , 19th, 20, 21st December Shadow Dates: 3rd 1 4th 1 5th 1 lQth 1 llh, 12th January Shadow Dates: 9th 14th 15th 16th 22nd 23rd I I I I I Contact Person: Mitzi Moore 447-2318 Alan Ball CarolynF oreman Mary Shollmier Pam Ellis TamaraZ inck Fred Boosey ... . . . ~-: rort\nr~lu\\'a DfcESr'J.t,L Ut . GESfE 1 pJJ . . . ~     .  .. .  FRIDA2Y2N, OVEMB2E01R3 METCAALUF DITORI2U5M0B1\nARRORWO AD SUNDA2Y4N, OVEMB2E01R3 501-447-23P6A9R\nKVIEWTHEATRE.COM What do an attempted affaire\nhaunted hotel\nsecret rendezvous\nobnoxious friend\nimperfect alibi\ngeeky nephew\ntwo black eyes\na bossy wife \u0026amp; a hot water bottle have in common? The Parkview Fall Show! Tickets for Georges Feydeau and Maurice Desvallieres' French farce, Hotel Paradiso, are now available for purchase on the Parkview website. .. ~ \"  ~ ,-- : .. :\n.=- Synopsis: Madame Cot decides to teach her neglectful husband a lesson by means of a secret rendezvous with a henpecked neighbor at the Hotel Paradiso. Unbeknownst to the would-be lovers, on that same night Monsieur Cot has been hired to discover whether the ghosts that haunt the hotel are real or no more than the noise of drains. The hotel is so full\nhowever, that Monsieur Cot's room has been double-booked resulting in the near-meetings throughout the show. This play is, literally, a 'farce' -  a ridiculous, fast-paced romp of happy misadventure, and, as such, requires real   comic skill and is a must see for all high school theatre \u0026amp; French students! Critically acclaimed French playwright Georges Feydeau was a forerunner of absurdist theatre \u0026amp; is known for his lively farces. Over 17 of his over 60 published plays have been performed on Broadway. Public performances are as follows: Friday, November 22, 2013 at 9:30am - Groups by reservation only. Call 501-447-2359 or email for more details. Friday, November 22, 2013 at 7pm - Tickets available at the door or online for $7. No reservations needed. Sunday, November 24, 2013 at 3pm - Tickets available at the door or online for $7. No reservations needed. www. arkviewtheatre.com MRCOFFICE RECRUITMENT REPORT The following contacts have been made since the last MRC meeting to update the recruitment efforts from the MRC Office. WEBSITE and F ACEBOOK/TWITTER UPDATES Have met with our Website people, and they are working on keeping our website updated, as well as keeping Facebook/Twitter up to date. The MRC Office is providing them with information about the upcoming activities in the schools on a daily basis for up-to-date postings. McCAIN MALL All arrangements have been made and contract signed to hold Magnet Fair there on Saturday, January 25, 2014. KIDS DIRECTORY Our complete advertising program has been arranged with them. As a matter of fact, they are providing the properly sized ads to other print media people. NORTH LITTLE ROCK TIMES All advertising material has been provided to place the magnet school information in the magazine \"North of the River,\" which has a long shelf life similar to other print media. Advertising schedule to promote Magnet Fair and Enrollment Period has been arranged through December. This advertising will be in the North Little Rock Times, the Maumelle Monitor, the Sherwood Voice, and the Jacksonville Patriot. HOLA! ARKANSAS All advertising has been arranged to promote Magnet Fair and the Enrollment Period. ARKANSAS TIMES - Spanish All advertising has been arranged to promote Magnet Fair and the Enrollment Period. AYMAGAZINE All advertising has been arranged to promote Magnet Fair and the Enrollment Period. They have a total of almost 140,000 monthly readership as they cover all of Arkansas, with the emphasis on central Arkansas. ARKANSAS DEMOCRAT-GAZETTE All advertising has been set up with them for Magnet Fair and the Early Enrollment Period. This advertising will also be included in SYNC and High Profile. NOTE .... One of the things to remember, most of these outlets will be including us in their Facebook or Twitter pages, as well as other Website announcements. The MRC Office is still in the process of meeting with other media people to provide coverage for Magnet Fair and the Early Enrollment Period. This will include a few more print media- like the North Pulaski Leader and Savvy Kids. The MRC Office is also looking into a radio contact for a reasonable price. The TV channels will be contacted before Magnet Fair to provide a Press Release and Request for Coverage. The MRC Office will be looking into a digital sign, as well as a billboard north of the river, depending on price. Building Communities, Not Bullies Rally was held Saturday, November 9, 2013, from 1:00 p.m. until 3:30 p.m. at the Clinton Library. All schools participated via booths\nhowever, Mann Magnet also performed. The Annual Magnet Fair is scheduled for Saturday, January 25, 2014, from 10:00 a.m. until 4:00 p.m. at McCain Mall. A directive is being drafted to send to magnet school representatives in preparation for setting up booths and times for performances for the event. I ' 2014 J.\\BPG ARKANSAS BUSINESS PUBLISHING GROUP r AND WHY T NEVE f WANT TO LEAVE! / t ~ CULTURE, i: RECREATION, t EDUCATION, HEALTH CARE - EVERYTHIYNOGU NEEDT OK NOW Neighborhoodc aref rom Arkansas' leader in care. Baptist Health Family Clinic 9600 Baptist Health Drive Baptist Health Family Clinic - Bryant 4411 Hwy 5 North Baptist Health Family Clinic - Cabot 205 Westport Drive Baptist Health Family Clinic - England 221 NE Second Street Baptist Health Family Clinic - Hillcrest 2601 Kavanaugh Blvd. With 14 clinicsi n CentralA rkansasB, aptist Health FamilyC linicsp rovidec onvenient, affordable family care from a community physicianA. ndt hey'reb ackedb yt he care provider you trust most: Baptist Health. Baptist Health Family Clinic- Otter Creek 11321In terstate 30, Ste.101 Baptist Health Family Clinic- Pleasant Valley 11719H inson Road Baptist Health Family Clinic-West 6015 Chenonceau Boulevard Benton Family Clinic A Baptist Health Affiliate 819 West Carpenter Baptist Health Family Clinic - Lakewood 2508 Crestwood Lane North Little Rock Family Practice Clinic A Baptist Health Affiliate 505 West Pershing Baptist Health Family Clinic - Lonoke 1310 N. Center Street Baptist Health Family Clinic - Maumelle 1701 Club Manor Road Sherwood Family Medical Center A Baptist Health Affiliate 1308 E. Kiehl Avenue Baptist Health all our best for all our best, visit baptist-health.com/locations To schedule a'l appointment. call Baptist Heath Healthline at 1-888-BAPTIST Interior Distinction\n,:  Gounnet Kitchens \\,/Designer Fixtures  Energy Star Stainless and Black Appliances  lull SizeW asher/Dryeri n EveryH ome  Wired for Intrusion Alanns  Modem 2\" Faux Blinds  9 Foot Ceilings \\,ith Cro\\m Moulding m Every Home  Shaker-StyleC abinets\\ ,1th Contemporary Pulls  Ri\\'erfront Views A\\-ailable RIVERSIDE AT ROCKWATER 1601 Rockwaler Blvd. ~orLh LiLtle Rock, AR 72114 Phone: 855- 797-5092 www.riv!\"rsideatrockwaterapm1ments.com Conummity Distinction,-:  Outdoor Fireplacea nd Bar':iequeG nll  . 'ike + 1Pod Integrated Cardio \u0026amp; Strength Center  Pct Friendly- Large Dogs Wekome  Direct Access to The River Trail  Rescrwd Co\\ered Parking and Garages Available  Storage Cnns A\\-ailable  Serene Resort Style Swimming Pool  E1ectm \\ehKle Charging Station  Controlled Access Entry Gates NTENN BANK If it's important to the community, it's important to Centennial Bank. Centennial Bank continues its tradition of being a good corporate neighbor by serving its communities and customers, personally and professionally. Our team members pride themselves on establishing great banking relationships while offering exceptional customer service, products and services. MY I 00BANK.COM j so 1-603-3849 A Home BancShares Company (Nasdaq:HOMB) less than a to give someone in need a lifetime. Join Arkansas'sn ew online organ and tissue donor registry, and you can save a life with the click of a button. Currently, there are more than 114,000 people waiting for organ transplants. And making the decision to donate your loved-one's organs and tissue can make the difference in someone having a second chance at life. So, register as an organ and tissue donor, and honor those who've chosen to give. Remember, giving up a little of your time may one day give someone else so much more oftheirs. Log on and register today! ~----9 Df!.NATE LIFE SCAN THIS CODE WITH YOUR SMARTP HONE AND INSTANTLY VISITTHEN EW ONLINE REGISTRY. YOU CAN SAVE A LIFE WITH THE CLICK OF A BUTTON. ONLINE OR ON THE GO. Arkansas Regional Organ Recovery Agency 4.~{ donate  earkansas.org WEB I MOBILE AC?il~Mf\"'IT~_WAIOJOII .t.uu,J Pu51dentj A\"ard I~, (\u0026gt;111~tandmt}1wtnifc PriJ,.:.r,1ttt$. A'\\\\'i ATRS F,hlltt\\'6'{tl1( Y(,l( .?l\\r APA Rt\",1,ftrtMFI aoho c/thtllw(iirOuM, ,. ~1n1tt TRICARI Arran.\\,.b . \"'''~ Tncart-u:mfrtd ,,~1,lrttt1al /lfOi,Mm Pointe Your Family in the Right E)irection. When families become stressed by behavioral issues, they need a caring environment. Pinnacle Pointe is the largest child \u0026amp; adolescent behavioral care hospital in Arkansas. Programs and Services:  Acute Inpatient  Residential Inpatient  Outpatient  School-Based Pinnacle Pointe is the only Tricarecertified residential program in the state. Contact us for a free, confidential assessment.   innacPleo inte BEHAVIORAL HEALTHCARE www.PinnaclePointeHospital.com 1-800-880-3322 11501 Financial Centre Parkway Little Rock. AR 72211 LETO UR EASY5 -MINUTE ONLINE PRE-APPROVAL open doors for you. Got the urge to go house-hunting? Or want to make a fast offer? Simply go online to blm,ortgage.com and in as little as five minutes, you can be pre-approved with a letter in hand to give you real purchasing power. Or, if you have questions, give us a call and let us help you through the process. Either way, we can get you on your way to home ownership in no time at all. BANK OF LITTLE ROCK MORTGAGE Real People. Real Results. Visit BLRmortgage.com today or call 501.219. 9100. L TTLE ROCK I NORTH L TTLE ROCK BRYANT CABOT I MAUMELLE I CONWAY Bonk of Little Rock Mortgage is on Equal Opportunity lender. ~ All loons with Bonk of Little Rock Mortgage come with our \"Best Role Guarantee.\" ~-=- NMLS #449234 - ARKANSAS#' 1 MORTGAGELE NDER 12 YEARSIN A ROW With the ever-changing needs of Arkansas, one thing remains the same - the way we do business. We are Arkansas' #1 mortgage lender for the 12th year in a row. With local service from application to payoff, you can always come into any of our locations and talk with someone about your loan. We also give you a variety of loan options, so you get a loan that is perfect for you - from fixed and adjustable rates to conventional, rural development, FHA or VA loans. arvest.com Ranked by total value (In millions) of Arkansas mortgages originated In 2012 Residential M0 ror,t-gnl~ edes Mort~ges Mortges 2 3 4 6 7 8 9 Total 2012 Value g, at, \"\"'ed %Changefrom2011 TotalValue Pure sed Servic Company f ort Number Total Value Total Value Address No. 0 ~ocaf~~ Average Value Number Number Top Mortgage Executive Phone. Fax. Website so.g s4.3oo.o Bill Roehrenbeck Source: Arkansas Business 1'.!) MemberF DIC~ ON THE COVER Craig Renaud, featured on the cover with his wife and son, 1s one cool neighbor you'll want to get to know -do so on page 21. CCNERP HOTOGRAPHBYY MICHAELB AXLEY 12 EDITOR'SL ETTER 22 MAP DOWNTOWN RIVERDALE THE HEIGHTS HILLCREST MIDTOWN 28 WESTL ITTLER OCK CHENALV ALLEY MAUMELLE NORTHL ITTLER OCK ARGENTA 33 JACKSONVILLE 35 SHERWOOD 37 CABOT 38 BENTON 39 BRYANT 42 CONWAY 43 NOTABLNE EIGHBORS Dr Thomas Cabantac, St. Francis Veterinary Clinic LIVEL IKEA LOCAL 14 NO. 1 IN LIVABILITY! Why Kipfinger crowned Little Rock with this title 16 26 COOLT HINGST O DO The coolest activities in town 20 GETTINGD OWN TO BUSINESS A look at the local economy and maier developments 21 NOTABLNE EIGHBORS Craig Renaud, Little Rock Film Festival 2014 METRO LITTLE ROCK GUIDE 9 44 ARTS \u0026amp; CULTURE A list of museums, theaters, galleries and other cultural attractions 1n the area 45 NOTABLEN EIGHBORS Delita Martin, Black Box Press RECREATION 48 SPORTS\u0026amp; OUTDOORS A list of the area's sports and outdoor adventures 49 NOTABLEN EIGHBORS Suzanne Karklins, Orbea USA 51 FAMILYW EEKENDS A must-do list to acclimate your family 52 RESOURCEFSO R YOUR PETS HEALTHC ARE 55 HOSPITALS World-class medical centers 1n the area 57 NOTABLNE EIGHBORS Dr. Bart Barlogie, Myeloma Institute at University of Arkansas for Medical Sciences 10 WWW.METROLITTLEROCKGUIDE.COM EDUCATION 58 PUBLICS CHOOLS 59 PRIVATES CHOOLS 59 COLLEGES MOVINGIN 68 RELOCATIORNE SOURCES The businesses and contacts you'll need during your move 69 INDEXT OA DVERTISERS LASTW ORD 70 WHATF OLKSA RES AYING ABOUTL ITTLER OCK Facts and figures revealing the distinct allure of Metro Little Rock NOTABLE NEIGHBORS Delita Martin, Black Box Press Anwork by Delita Man,n: In Lieu of Ascension, Gelatinp nntmgC. onteR. elief 15x282. 013 The convenience of the corner bank branch isn't always convenient when you just want to hang out in your pajamas with the family. First Arkansas Bank \u0026amp; Trust offers the most convenient way to bank: on your own terms and at the time that fits your schedule. We offer free Online Banking, free Mobile Banking, and the largest network of ATMs in the world at your fingertips with a Pure Checking Account. The bottom line is that First Arkansas Bank \u0026amp; Trust is still doing exactly what it does best, offering you solutions to fit your life, pure and simple. UFAB\u0026amp;T First Arkansas Bank \u0026amp; Trust www.fabandt.com I) 800.982.4511 It'sT imeto T radeU p. M oving is scary. Especially when you're considering a move to a city you might not have been before or where you have no family or friends (yet). I can relate. I did the move from Dallas to Little Rock four years ago. Big D born and raised-let's just say small-city living was never on my bucket list. A city without my friends or a Nordstrom didn't sound very appealing. That is, until I found this magazine and discovered Metro Little Rock's best asset: its livability. What I realized (with the help of Metro Little Rock Guide) is that I wasn't giving up anything, I was, in fact, trading up. Virtually no traffic, locally minded natives, world-class culture, boundless recreational opportunities and a scenic setting along the Arkansas River - these were just a few of the \"life add-ons\" my husband and I could acquire if we moved here. And even with no children, the promise of great schools, nationally recognized hospitals and safe, family-friendly neighborhoods eased our minds for the future. So, we swapped our 900-square-foot Dallas condo for a roomier, ranch-style home nestled atop one of the Little Rock's wooded hills. The history in our neighborhood and the character of its homes are just what we never knew we always wanted. Our neighbors? The best. And even outside our 'hood, the natives are warm, Southern and welcoming. Always there to lend a hand or give a hug. It's this \"total-package town\" that won our hearts, and those of Kipfinger magazine, which just named Little Rock No. 1 in livability in Aug. 2013. In 2011, Kiplingeralso named Little Rock one of the country's best values based on cost of living, quality of life and strong economy. Why does the area keep earning top honors? Finish reading this magazine (Pages 14 and 70, in particular) and it'll be clear. Just like it was clear to us. Metro Little Rock Guide was instrumental in our relocation, and I hope it will be in yours. I suggest starting with the neighborhood profiles to help you pick the right part of town for you. Then, delve deeper into what wonderful amenities are here in Little Rock - explore our arts/entertainment, recreation, education and health care options. You'll also meet some notable neighbors within these pages\nthese friendly people reveal why they chose to settle in our great region too. After that, head to the back of the magazine for names and numbers of service providers you'll need to make your transition a smooth one. It's all inside. And it's all for you. I welcome you to the area, and invite your comments and questions at Llrvin@ABPG.com. If there's anything we can help you find, please let us know! Sincerely, ~~10 Lindsay Irvin 12 WWW.METROLITTLEROCKGUIDE.COM Myh usbanMdi chaealn dI , alongw itho urc anine companioCno lbyre, located to LittleR ocfkr omD allas in 2009. metro LITTLE ROCK GUIDE Publisher Editor Art Director EDITORIAL Assistant Editor lnArkansas.com Editor Deputy Online Editor Database Administrator SALES Senior Account Executive Account Executives Rachel Bradbury Lindsay Irvin C. Waynette Traub Samuel G. Smith Lauren James Tre Baker Alex Graham Betsy Tilley Michelle Foshee Brandy Hubener Advertising Coordinators Kristen Heldenbrand MARKETING Director of Marketing Marketing Manager Marketing Coordinator DESIGN Production Manager Senior Art Director Bethany Johnson Alissa Mathews Jake Sligh Allyson Pittman Devan Malone Tona Jolly Irene Forbes Advertising Art Directors John Atkinson Marcus Boyce Sarah Holderfield Erin Lang Digital Operations Specialist Rebekah Eveland CIRCULATION Circulation Manager Digital Media Assistant ADMINISTRATION Accounting Manager Accounting Assistant Human Resources Dana Meyer Mary Mclachlan Hal Lammey Kim Clark Bill Page ABPG ARKANSAS BUSINESS PUBLISHING GROUP Chairman \u0026amp; CEO General Manager Chief Operating Officer Chief Information Officer Publisher Associate Publisher Online Editor Olivia Myers Farrell Mitch Bettis Chuck Ballard Brent Birch Rachel Bradbury Chip Taulbee Lance Turner 02013 ARKANSASB USINESSU MITEDP ARTNERSHIP Unwindf romy ourm ove- on usl VotedB esHt ealthC lubs1 8 yearsi n a row! BE OUR GUEST. Bring this ad to any one of our club's membership offices and receive a Three-Visit Guest Pass with our compliments. (Jreat Pools LITTLER OCK ATHLETICC LUB Arkansas largesta nd mostc ompletea thleticc enter. The 130,000 square foot club offerso Iv//o rroy of health and wellness services for every member of the fom,ly. 4610SomPec,Rd ofl\u0026lt;.o ,o!IRooct Hwy 10 ,23 NORTH LITTLER OCK ATHLETICC LUB North LittleR ock'sm ostc omprehensiveh ealthd eb offering htness and lvn for the whole family. J 1)4 Mc{ o,n Pok Dnve  .812 ,5c,5 C1rcat lcnnis .ittle Rock Racquet Club LITTLER OCK RACQUETC LUB \u0026amp; FITNESS CENTER Our outstanding 10-ocre tennis, swimming, and exercise complexn esHedin the heart of scenic Foxcroft. '1untn R Tokef x:ro/1 qco t1el22SS?I' DOWNTOWN ATHLETICC LUB Full'y\n' /u,ppedn, ewlyr emodelehdt nessc omplex. Monthlyo nd COfPOrorleo lesa vo,lable. Stephens Bu Id n Peri ng z Mori'iom \u0026amp; so~ I  ,/4 1005 Get the whole picture al www.lrac.com 2014 METRO LITTLE ROCK GUIDE 13 WORTHY OF PRAISE Considering the following winning factors, it's no wonder Kiplingerranked Little Rock No. 1 in its Aug. 2013 list of \"10 Great Places to Live:' We talked to Kiplinger contributor Cameron Huddleston about her visit to the area to hear why it made such a lasting impression. HOWD IDT HISY EAR'S RANKINGWSO RK? Each year we give Kevin Stoia rick, research director at the Martin Prosperity Institute, a list of criteria to come up with 10 cities for our annual \"Best Cities\" list. -n-iis year, we asked him to look at metro areas with a population of 1 million or less with reasonably priced homes, a stable economy, lots of amenities, decent schools and great health care. Reponers visited all 10 cities, and then we met to discuss each city's pluses and minuses .... Little Rock was the dear winner this year. I don't think there was a doubt in anyone's mind that out of all the cities on our list, Little Rock really did have it all. 14 WWWMETROLITTLEROCKGUIDE.COM WASY OURV ISITW HAT YOUE XPECTED? I was especially surprised by how lovely it was - lots of trees, rolling hill and very dean. And I really liked the diversity of the neighborhoods, from the urban living downtown and historic homes near the governor's mansion to the eclectic neighborhoods in the middle of town and the newer neighborhoods in west Little Rock. There's something to suit anyone's taste. The people seemed friendly, welcoming and very happy to be living in Little Rock. I also was amazed that there was very little traffic and that it was easy to get from one side of the city to the other quickly. Overall, Little Rock came across as a great place to live. WAST HERAEN YTHING IN PARTICULTAHRA TS TRUCK YOUA BOUTTHEAR~S AFFORDABILITY? You can get a lot of home for not nearly as much as it would cost in other areas of the country. And there are so many free and lowcost things to do, such as the Arkansas River Trail system, Riverfront Park with its movies, concens and the fountains and tunnels for kids, First Thursdays in I lillcrest, Arkansas Arts Center, farmers markets, the free speaker series at the Clinton School, econd Friday Art Night - and the list just goes on. More Things to Love Livable \u0026amp; Affordable B etween a robust economy, a quality of life unparalleled for a metro its size and forward-thinking regional leadership, we're convinced you'll fall in love with greater Little Rock. But don't just take our word for it. National publications from Forbesa nd The WallS treet Journalt o Out.sidea nd SouthernL ivingh ave esteemed the area's communities for all these reasons and more. SOMETHINGFO RE VERYONE Live amidst natural beauty in the suburbs of west Little Rock, be neighborly in tight-knit communities like Cabot and Jacksonville or get spoiled by the convenience of city living in Little Rock and North Little Rock's downtowns. Whatever your needs and wants, it's all right here. A THRIVINGU RBANC ORE With explosive commercial growth and a sustained rise in residential offerings, downtown Little Rock just keeps getting better. In October 2012, the area made it to No. 5 in Livability.corn's Top 10 Downtowns. Winning criteria for the ranking included plentiful entertainment and dining, special events, walkability and diverse residential options that range from charming tumof- the-century homes to high-rise condo dwellings. LOWC OSTO FL IVING The Census Bureau ranks Conway's cost of living 13 points below the national average, and the state overall ranks seventh in the country for cheapest cost of living. Whether it's housing, utilities or transponation, Metro Little Rock offers a lot of bang for your buck. AN OUTDOOPRA RADISE Like to stay active? 1ne 34-mile Arkansas RiverTrail System connects the Little RockNorth Little Rock areas with scenic bikeable and walkable paths. Each March, it's run-ner's paradise as thousands congregate for the Little Rock Marathon, half-marathon, lOK and SK. And west Little Rock's Pinnacle Mountain State Park offers 2,356 acres of hiking, mountain biking and spectacular views atop its more than 1,000-foot-high peak.* BUILDING THE SOUTH'S NEXT GREAT CITY M.-\\CAAHlU R COMMONS (0PENINC... SUMMER 2015 200 Rl\\'I.R MARKIT \\\\ I . '\u0026gt;Lil 11 501 I ITT I I ROC ~. \\R 7220 I SOI 3 7 6-65,5  \\\\\\\\\\\\1\\0'\u0026gt;l'\u0026gt;ILCKIRCOM BROKERR IGEEN RNI/LRHORLOERPROE SEHIR IDIOENV ELOPM EPNRTO PERMTRYH RGEM ECHOTN SULTING OFFIC ER ETAI LI HOUSIRIR ML IXEUDS E MULTI-FAM IPLRY OPEROTWYN EARSSS OCIATIONS r .\\lmdo Cfllr,,,I t,k,11h,h ( ~,11111u1.r,1J /),11,1 I ,,h,IIIJ:/ ~,._,.. Residence Inn ~amott RELOCATING?S TAYW ITH FRIENDS. In the heart of the River Market District, Residence Inn Little Rock Downtown is the perfect location to get to know the city you'll call home. RESIDENCEIN N BY MARRIOTT LITTLER OCK DOWNTOWN 219 River Market Avenue I Little Rock, AR 72201 I 501.376.7200 residenceinnlittlerockdowntown.com 2014 METRO LITTLE ROCK GUIDE 15 2B IGD AMB RIDG\u0026amp;E ARKANSARSI VERT RAIL. The world's longest pedestrian and bicycle bridge built especially for that purpose, the Big Dam Bridge is a favorite among Metro Little Rock residents. Located over Murray Lock \u0026amp;. Dam, the bridge has a 14-footwide deck that extends 4,226 linear feet aero s the Arkansas River. Locals love to walk, run or ride their bikes over the bridge and along the 17 miles of scenic Arkansas River Trail that runs on either side. www.BigDamBridge.com 16 WWWMETROLITTLEROCKGUIDE COM 1 THEC LINTONPR ESIDENTICAELN TER11.0 w can you move to Metro Little Rock and not check out the notable center named for our 42nd president? The 148,000-square-foot William J. Clinton Presidential Center\u0026amp;. Park encompasses a museum, presidential archives and educational and research facilities. Must-see ALSO, TAKE ADVANTAGE of the free permanent exhibits include full-scale Clinton School Speaker Series. Learn more at replicas ofThe Oval Office and the www.ClintonSchoolSpeakers.com Cabinet Room, decorated exactly the way they were during Clinton's time in office. A steady stream of visiting exhibits also comes through the center each year. Visit on Aug. 19 and get free admission in honor of President Clinton's birthday! (501) 374-4242, 3 RAZORBACFKO OTBALThLe Razorbacks may call Fayetteville home, but they make the trip to Little Rock twice a season for game at War Memorial Stadium. Both the tailgating and the football are often memorable - like the I logs' 21-20 victory over LSU in 2002 that will forever be known as the \"Miracle on Markham.\" Being a part of a packed house at War Memorial in the fall is simply hard to beat. www.ArkansasRazorbacks.com 4FARMERMSA RKETSov.e r the past few years, farmers markets have sprouted up all over the state, and they're especially plentiful in Metro Little Rock. Local markets sell everything from farm-fresh eggs, grain-fed beef and organic produce to goats' milk soap and heirloom plants and seeds. For more information and a helpful list of farmers markets in the area, visit www.Arkansas. com/Dining/Farmers-Markets. 5 ARKANSAASR TSC ENTER. The MC is known for one of the world's most unique collections of works on paper, including sheets by Cezanne, van Gogh, Pollock, O'Keeffe, Saar, Rembrandt and more. The center also houses an an school, children's theater, restaurant and gift shop specializing in works made by regional artists. Admission is free, though a fee may be charged for special exhibitions. Open 10 a.m.-5 p.m. Tuesday-Saturday and 11 a.m.-5 p.m. Sunday. 501 E. Ninth St., Little Rock, (501) 372-4000, www.ArkArts.com. 7 OAKLAWRNA CING\u0026amp; GAMINGso. me of the world's best Thoroughbreds have raced at Oaklawn, including Smarty Jones, the 2004 winner of both the Kentucky Derby and Preakness Stakes. Oaklawn's live season runs annually from January through April and TO LEARN MORE about what to do in simulcast racing is broadcast Hot Springs, check out Hot Springs Guest year-round. In addition, the Guide! Call (501) 372-1443 or visit park has recently expanded www.lnArkansas.com to get a copy. to allow forms of electronic gambling, including video poker and other games of skill. And don't leave the park without gobbling up one of their popular corned beef andwiches. (800) OAKI.AW , www.Oaklawn.com 8 FIRSTT HURSDAYINS HILLCRESOTne. of Little Rock's most unique neighborhoods, historic I Iillcrest (located on Kavanaugh Boulevard) is home to a plethora of charming boutiques and shops. Beginning at 5:30 p.m. on the first Thursday of each month, I Iillcrest merchants and restaurants stay open late and offer sales, entertainment, nibbles and drinks. It's a great way to meet the natives and get some great deals' (501) 666-3600, www.llillcrestMerchants.net gC ELEBRITAYT TRACTIONThSis. touring company brings Broadway performances to Metro Little Rock every year. The 2013-14 season includes favorites like \"Wicked\" (Sept. 24-Oct. 6, 2013) and 1 lair\" (Ieb. 18-20, 2014). All perfonnances are held at Robinson Center Music I !all in downtown Little Rock at Markllam and Broadway. (501) 244-8800, www.CelebrityAttractions.com 6 MOVIESIN THEP ARK. A free outdoor movie series in Little Rock's River Market, Movies in the Park is one of our favorite summer activities. Movies begin at sundown each Wednesday in June and July and are held in tlie Riverfest Amphitheatre on the banks of the Arkansas River. Picnics are encouraged and alcohol is allowed, but glass containers are prohibited. Concessions are also available for purchase. Don't forget a blanket and some bug spray! www.Moviesln'I\"heParkLR.net 1 0 QUAPAWQ UARTE1R1i s. tory buffs, this one's for you. Located in downtown Little Rock, the Quapaw Quarter contains Little Rock's most historic homes and mansions, some predating the Civil War and many on the National Register of I listoric Places. Drive or stroll through the neighborhood, or take advantage of the Quapaw Quarter Association's annual Tour of I lo mes. (501) 371-0075, www.Quapaw.com 2014 METRO LITTLE ROCK GUIDE 17 PHOTOGRABPYHT IYM OTHYU RSLCEOYU RTEOSFYC R YSTBARLI DGMESU SEUOMFA MERICAARNTB . ENTONVAILRLKEA, NSAS. 11 CRYSTABLR IDGEMS USEUMO FA MERICAANR TA. s soon as you get settled in, th is is a trip you must take. The recently opened Crystal Bridges Museum of American Art houses \"one of the most dazzling and glorious collections of American art anywhere,\" says Don Bacigalupi, the museum's executive director. Envisioned by Wal mart heiress Alice Walton and named for nearby Crystal Spring, the museum's architecture is inspired by its picturesque surroundings and aimed at enhancing and protecting the natural beauty of the site. Works by Andy Warhol, Norman Rockwell, Roy Lichtenstein, John Singer Sargent and more grace the walls of the the eight individually designed pavilions. ( 479) 418-5700, www.CrystalBridges.org 13 LITTLRE OCKM ARATHON. Each March, 12,000-plus participants from across the region, state and beyond 14 THEB UFFALROI VER. Outdoor enthusiasts, you're going to love this! Located just off flock to downtown Little Rock to take part in this annual athletic competition. The event indudes more than the 26.2-mile trek, but also a half marathon, lOK, Scenic Byway 7 near the town of Jasper and approximately 100 miles from Little Rock, the Buffalo National River winds through the Arkansas Ozarks, flowing into small rapids and calm pools before emptying SK, kids marathon, pasta party and more. into the White River. The Buffalo's beauty and mild manner make it a perfect destination for canoeing, floating and fishing, and the 95,000 acres of public land surrounding the river offer campgrounds and cabins, as well as springs, caves, waterfalls, trails and more. This year's marathon has a comic book theme called \"Epic\" and will take place March 2, 2014. Other related marathon event dates and times vary. www.LittleRockMarathon.com (870) 439-2502, www.NPS.gov/Buff 15 SHAKESPEARE THEATRLEo.c ated in Conway, about 30 minutes north of Little Rock, the Arkansas Shakespeare Theatre produces a selection of the Bard's plays, along with other productions, in its summer festival each June. For info about the 2014 festival visit www.ArkShakes.com. 16 WINEC OUNTRAYb.o ut a half-dozen wineries near where the Arkansas River meanders between the Ozark and Ouachita Mountains offer tastings, tours and events. Wine-making began there in the 1880s, making Arkansas the South's oldest wine-producing state. Two European families started it all after noting the region's similarities in dimate and soil with that of Switzerland and Germany's wine-making regions. For more info: www.Arkansas.com/Dining/Wineries-Breweries 17 CHILDREN'LSI BRARYTh.e new $12 million Hillary Rodham Clinton Children's Library \u0026amp; Leaming Center is a state-of-the-art facility complete with a computer lab with 14 computers, teaching kitchen, large activity area, individual and group study rooms, a 165-seat theater, and community room - in addition to a collection of more than 21,000 books, DVDs, and CDs. www.CALS.Lib.AR.us 18 WWW.METROLITILEROCKGUIDE.COM 12 ARKANSAS SYMPHONY ORCHESTRA. Led by Conductor Philip Mann, the Arkansas Symphony Orchestra presents a season of beautiful masterworks, pops and chamber concerts. Don't miss the \"Bohemian Rhapsody\" performance on Jan. 25-26, 2014 at Robinson Center Music Hall. Can't get enough of the symphony? Good news: Season subscribers enjoy the best seats in the house and significant discounts over normal single-ticket prices. (501) 666-1761, www.ArkansasSymphony.org 18 RIVERM ARKEOT NI CE. Located in one of the River Market Pavilions, an ice skating rink opens each year just before Thanksgiving and closes after tl1e New Year. Check the website for ticket information and times. (501) 375-2552, www.HolidaysJnLittleRock.com 1g L ITTLRE OCKF ILMF ESTIVAL. The film fest is not to be missed. Founded by Emmy- and DGAnominated filmmakers Brent and Craig Renaud (Page X), the five-day event is held annually in the downtowns of Little Rock and North Little Rock. Hailed by Austin's Paste Magazine as \"potentially one of the best fests in LITTLE ROCK FI I. 111 FEST-I URI. HERDSDUTH the country,\" the LRFF draws more than 25,000 attendees and features more than 100 films from across the world, as well as workshops, panels and parties. Visit the website for 2014 festival info. www.LittleRockFilmFestival.org 24 LOCOR OPESZi.p lining has propelled toward popularity over the past few years, and Arkansas has several locations that offer the highflying adventures. Loco Ropes at Ozark Folk Center tate Park in Mountain View is worth the drive. Choose from a handful of zip lining options that vary in intensity, height and length. Don't worry if you're afraid of heights\ncutting-edge equipment and harnesses ensure your safety. (888) 669-6717, www.LocoRopes.com 20 RIVERFESThTis. is a huge visual and performing arts celebration held annually over Memorial Day weekend in downtown Little Rock. Acts like Miranda Lambert, Al Green, Jason Aldean, Ludacris, Pat Benatar, Blues Traveler, Brad Paisley, Heart, Everclear and many more have made this the most anticipated festival in Arkansas each year. www.RiverfestArkansas.com. 21 FOODT RUCKF ESTIVAILn . October, about 5,000 foodies gather on Main Street in downtown Little Rock to sample delicious fare from local food truck vendors. Street perforn1ers play, crafts are sold and I leifer provides family activities to boot. If you miss it, try Food Truck Fridays, held seasonally. www.DowntownLRcom 23 HEIFEIRN TERNATIONAL HEADQUARTETRouSr .th e nonprofit charity's LEED Platinum building tllat features a 30,000-gallon rainwater collection tower, among otller tllings. I leiferVillage or. the Heifer International campus showcases inspiring, interactive exhibits tllat describe how individuals can help end hunger, poverty and environmental problems. Also, check out Shop@Heifer to purchase etllically ourced and artisan products from around the world. (800) 422-0474, www.Heifer.org 25 ARKANSARSE PERTORY THEATRKEn.o wn to locals as \"The Rep,\" this is the only professional, nonprofit theater of its size within 300 miles of Little Rock, including Memphis, Nashville and ew Orleans. The 2014 season includes \"Red\" (Oct. 23- ov. 10, 2013), \"Because of Winn Dixie\" (Dec. 4-Dec. 29, 2013), \"Les Miserables\" (Marci, 5-April 6, 2014), \"The Second City\" (April 29-May 11, 2014), and more. Locals snatch up season tickets so they never miss a show. (501) 378-0405, www.TheRep.org ARKANSALSIT ERARY 22FES TIVAHLe ld annually, this event features panels, events, performances, workshops and appearances and readings by celebrated authors such as David Sedaris, Garrison Keillor and Arkansan Charlaine Harris (\"True Blood\"). This year's event will be held April 24-27, 2014 in the downtowns of Little Rock and North Little Rock. (501) 918- 3029, www.ArkansasLiteraryFestival.org 26 PINNACLEM OUNTAIN. Eight hiking trails ranging from easy to strenuous wind their way around Pinnacle Mountain, with two leading to the summit. Those who reach the 1,011-foot peak are rewarded with views of the Arkansas River, downtown Little Rock and Lake Maumelle. The park also features two mountain bike trails - the 0.70-mile Rabbit Ridge Trail and the 7.4-mile JackforkTrail - and two barrier-free trails, the half-mile paved Kingfisher Trail and .60-mile paved Arkansas Trail in the Arkansas Arboretum. www.ArkansasStateParks.com/ PinnacleMountain * 2014 METRO LITTLE ROCK GUIDE 19 Folks searching for job opportunities and business owners looking to bring their companies into a vibrant economy can count on Metro Little Rock. The centrally located area boasts a low cost of doing business, a large, mobile workforce, affordable skilled workers, good value for wages, aggressive tax incentives, easy access to port, rail and interstate shipping routes, and so much more. All of these things contribute to why Metro Little Rock was somewhat sheltered from the recession and why the area sees steady economic growth each year. In fact, in the midst of economic crisis in 2009, BusinessWee/nia med Little Rock-North Little Rock-Conway the fourth strongest econ-omy in the country, and that same year, a Brookings Institution study ranked Little Rock the seventh-strongest metropolitan economy in the country. Two years later, that same Brookings Institution study ranked Little Rock the fourth strongest and Forbesin cluded the area in its \"Best Places for Business \u0026amp; Careers.\" This national recognition for stability and jobs continues to draw companies to Metro Little Rock in a variety of major industries - including manufacturing, bio-technical, financial ervices, food processing, information technology, logistics and distribution and nonprofit. 20 WWWMETROLITTLEROCKGUIDE.COM Acclimateto the area'sb usiness cenea little fasterw ith this cheat sheeto n someo f the area'sb usinessh eavyweightasn dj ob creators. DILLARD'ISN C. (Fortune5 00) - Retail I Headquartered in Little Rock, Dillard's is one of the country's largest apparel, cosmetics and home furnishings retailers, with more than 300 retail locations in 29 states. And Dillard's recently moved all online order fulfillment to a facility in Maumelle, creating many new jobs. STEPHENISN C. FinancialS ervicesl stephens is the largest investment bank off Wall Street\nand while it has 27 offices across the country, downtown Little Rock is the privately held company's home base. WINDSTREAM(F ortune5 00) - Telecommunicationsl windstream is one of the largest providers of telecommunication services (phone, TV, internet) to rural communities, and it's headquarters are located in west Little Rock. SOUTHWESPTO WERP OOLN onprofit/EnergyI 11eadquartered in west Little Rock, SPP manages power grids that help deliver power to nine states in the region. ACXIOMC ORPORATIODNat a ProcessingI Acxiom develops some of the largest and most sophisticated busine s intelligence and marketing databases in the world. Its headquarters are in downtown Little Rock, with operations in Conway too. LM WIND POWER Energy I This Denmark-based company is the world's leading supplier of components and services in wind energy, with locations on four continents and a major plant in the Little Rock Port Authority. DASSAULFTA LCONJE T Airplane Manufacturing I Dassault Falcon Jet is the region's top manufacturing employer. While its operations at the Little Rock airport are already the rrench avionics company's largest in the world, the company just announced plans for a $60 million, 250,000-SF expansion there. Top Job Providers Thes tate'sto pe mployerbsa sedin ther egion No.1 - ArkansasS tateG overnment-57,42jo1b s No.5 - BaptistH ealth-7,737jo bs No.7 -Arkansas Children'Hs ospita-l4 , 194jo bs No. 14-St Vincent Health System-2,892jobs No.1 7- EntergyA rkansas-2,727jo bs No.1 8- Dillard'sIn c.- 2,700j obs No.2 0-ArkansasB lueC rossB lueS hield-2,500jo bs No.2 4-AT\u0026amp;T - 2,236jo bs No.2 5-Acxiom Corp-. 2,111jo bs No.3 4-DassaultF alconJ et Corporation-1,70j0o bs Notable Developments Andh owt heyr' eb oostintgh ee conomy ande nhancinlgiv abilityin t her egion ARGENTIAN NOVATIOCNE NTERTh: e1 5.000-SF spacew ill givee ntrepreneuar psl aceto nurtureid easa nd createn ewc ompanieasro undte chnologayn de ngineer-ing Thec enteirs thef irstp haseo f thep lanneAd rkansas RegionIanl novatioHnu bT. hep rojecits d rivenb yt hei nnovationh ub'sc apitacl ampaigcno mmittewe,h ichis w orking to raise$ 2.5m illionto purchasaen dr enovatteh eb uilding. BIG-ROCIKN TERCHANGTEhe:c ity'se ast-westht oroughfar1e- 63a0n di ts north-souctho mpleme1n-t4 3a0r e undergoinegx tensivweo rkt o bettecr onnecsto meo ft he city'sm ospt opulateadn db oominagr easD. ubbetdh eB ig RockIn terchangbe causoef thes urprisdei scoveoryfa larger ockfo rmatiodnu ringc onstructiothne, $ 125m illion projecits expectetdo bec ompletien 2 015. BILL\u0026amp; HILLARCYL INTON ATIONAALI RPORT: Recentrlye nameidn h onoor f thef ormepr residentiaanl d Arkansagsu bernatorciaolu pleL,i ttleR ocka'si rporet xperiencerde cord-higtrha veiln 2 012A. vailablaei rlineos ffer nonstofpli ghtsto severadlo mestdice stinationinsc luding DallasW, ashingtoDn,. CL. asV egasC, hicagaon dm ore. HISTORIMC ANNB UILDINGR:e developmIesn t ongoinagt the$ 22m illionM anno nM ainp rojectlo, cated at thec omeor f Fourtahn dM ain.I t boast0s 0,00S0 Fo f offices pace8., 000S Fo f retaisl pacea nd3 0,00S0 Ff or1 9 apartmen(tMs annL ofts)T hisp rojecits keyt o ther evitalizationo f MainS treeta, st heM annw ill emplohy undreds of peoplwe how ill frequennte arbbyu sinesses. ROCKWATEMRA RINAT:h en ewm arinasp aceb oasts amazinsgk ylinvei ewsfr omt heA rkansaRsi vebr ankos f NorthL ittleR ockU. ponc ompletioint w, ill have1 36s lips, 32t ransienstl ipsp, umpo ut.f uels tations,h ips torer,e stroom/ shovvaerer al,a rgep atioa, ndc onciergsee rvice. ARCADBE UILDINGTh: e$ 17m illion6. 0,000-SbFu ildingI ss ett o bec ompletebdy t hee ndo f 2013I.t will feature retaild, ininga ndo ffices pacea. sw ella sa 350-seatht eateri n theh earot f theR iveMr arkeDt istricTt het heater will beh ometo theL ittleR ockF ilmF estivaAl. s kyb ridge will crossth ea lleyb etweetnh eA rkansaSst udieIsn stitute andC entraAl rkansaLsib rarSy ystemn'se wa rchiveisn side the Arcade. Notable Neighbors CRAIG RENAUD I DOCUMENTARFYIL MMAKERA NOC O-FOUNOEORF T HEL ITTLER OCKF ILMF ESTIVAL LITTLER OCKI DOWNTOWN Cannes. Sundance. Tribeca. Little Rock. That's right. While not commonly listed alongside these film festival heavyweights, Little Rock Film Festival co-founder Craig Renaud plans to change that and hopes his hometown will soon hold their company. Craig founded the festival with his brother, Brent Renaud, who he also makes award-winning documentary films with. Together, the Renaud Brothers take credit for acclaimed titles like \"Bridge to Baghdad,\" Dope Sick Love,\" \"Taking the Hill\" and \"Little Rock Central: 50 Years Later\" All have received critical acclaim, and several earned them awards and additional nominations. The duo travels the world for work- filming In Haiti, Afghanistan, Russia, China, Bolivia, Kenya, Mexico, Armenia, Kuwait, Venezuela, Nepal and Cuba (to name a few) - but call New York City home base. Brent also resides there, but Craig recently returned to Little Rock (he'd moved away 20 years ago) to plant roots with his family and to focus on growing the Little Rock Film Festival. \"We felt Little Rock was the perfect city for a festival,\" Craig said. \"The city has a strong love for the arts, a beautiful downtown, lots of companies who support community events, and locals that love to have a good time. \"I can't remember how many films we showed the first year, but I remember being shocked by the crowds and the enthusiasm,\" he said. \"With so much community support, we felt like we didn't have a choice but to make It an annual event. We've now been ranked as a top 25 festival in the countrytwice.\" HOWO OELSIT TRLEO CKFI'SLM SC ECNOE MPATORO ET HCERIT IES? Well, come this winter, the movie scene In Little Rock will get even better. The Arcade Theater will be open by January 2014, and I'm really excited about what it has to offer people. The Little Rock Film Festival will be showing movies there yearround, and will host a number of film festivals there throughout the year, In addition to the big festival in May. WHA0T0 Y OLUO VMEO SATB OULITV ININGL ITTLREO CAKG AIN? I spend most of my time In Little Rock, but still work a lot In New York with my brother. For us, moving back to Little Rock from New York and living downtown in the River Market Tower (RMT) IS the best of both worlds. SOL ITTLREO CKD'OSW NTOLWIFNES TWYLOEYN O OU VER? Downtown Is actually very family friendly. We've become very close friends with a lot of people In our building. In fact, the entire building has gotten to know our son Tai, and look out for my wife and son when I'm out of town. Also, I love the fact that we only need one car. I work downtown and walk to the office\nand because I travel a lot for work, I don't have the headaches of home upkeep. * Craig's Favorites BESBTE TFSO DRI NNER: Taziki's, South on Main, Copper Grill, Local Lime, Big Orange, The Root Cafe, ZAZA, The Fold FAVORBIRTEU NSCPHO T: YaYa's Euro Bistro WHEYNO HUA VAEH ANKERING FOBRA RBE!lUE: Whole Hog Cafe BESPTL ACTOEW INDO WN WITHAG LASOSFW INE: Crush Wine Bar, Zin Urban Wine \u0026amp; Beer Bar FAVORFIATME ILY HANGOLUitTtleS R:o ck Zoo, Movies In the Park, Hillary Clinton Children's Library, Museum of Discovery CREATELITTLEROCK.COM CREATE~-~- LITTLRE OCK KEEP-ATTRACT-GROW 2014 METRO LITTLE ROCK GUIDE 21 LITTLE ROCK After undergoing a dramatic transformation over the past decade, downtown Little Rock continues to thrive. Its revitalization runs the gamut from high-rise condo developments in the River Market and hip eco-friendly dwellings in SoMa to exciting tourist attractions on President Clinton Avenue and beautified historic office space on Main Street - all of which are luring people to the area. And there's more to come. In the heart of the River Market, the 6O,OO0-square-foAort cade Building will soon contain retail and office space, a 325-seat theatre and a restaurant. An estimated 42,000 people stream into downtown each day to work at major headquarters like Stephens Inc., the largest investment bank off Wall Street, and Middleo f thew eeko r middleo f thew eekendy,o u'llf indt heR iveMr arkette emingw ithp eoplee njoyinlgo cafl ood,e ntertainmeannt d recreationraels piteT. heV ogeSl chwartSz culpturGe ardeins a particularplye acefu-l andp hotogen-ics pota longth eA rkansaRs iver. Heifer International, a nonprofit that works to fight hunger and poverty worldwide. Several banks have hubs downtown, the state's government operates out of the capitol and surrounding buildings, and media houses produce local papers and magazines from here. Arkansas Children's Hospital also draws hundreds of workers in from surrounding communities daily. As for culture, downtown's arts venues attract the area's elite up-and-comers. When the weekend rolls around, all kinds of crowds mix for farmers markets, festivals and fun. With attractions like the William J. Clinton Presidential Center, downtown is a mecca for tourists. \"I love living downtown because it has some fantastic places to eat and to be social I Capitol Bar \u0026amp; Grill because of their truffle fries and it's perfect for entertaining friends and clients. Zin Wine Bar is also at the top of my socializing list:' -AARONP ERKINSO,W NERO FF ACEY OURD AYS TUDIOS Those who live in downtown's condos and the historic bungalows of Quapaw and SoMa boast about walkability - with local gems like The Root Cafe, Ashley's, Loblolly Creamery, Copper Grill, Zin Urban Wine Bar, Communiy Bakery and more right outside their doors. * Scan this QR code with your smartphone to instantly watch our exclusive INSIDER VIDEO about downtown. Welcome to the Neighborhood Main Library I 00 RockS treet Little Rock  918-3000 M/Tu/W/T9h-:8  f/Sa:9 -6 Sunday:1-5 onlyt heH ainb rancihs openo n Sundays Hillary Rodham Clinton Children's Library \u0026amp; Learning Center 4800 West I 0th Street Little Rock  978-3870 H/Tu/W/Th1:0 -7 f/Sa: 10-6 Brooks Library 13024H ighwa3y6 5S outh Wrightsville 537-3186 M/Tu1: 0-7 Th/f: 10-6 Sa:1 0-2 Dee Brown Library 6325B aselinReo ad Little Rock  568-7494 H/Tu/Th1:0 -8 W/f/Sa:1 0-6 Fletcher Library 823N orthB uchanan Little Rock  663-5457 Milu /W:9 -8  Th//fS a:9 -6 Maumelle Library IO lake PointeD rive Maumelle 851-2551 Hilu/Th:1 0-8 W/F/Sa1: 0-6 McMath Library 2100J ohnB arrowR oad little Rock  225-0066 M/W:9 -8  Tu /Th//fS a:9 -6 Milam Library 609A plinA venue Perryville 501-889-2514 H/W/Th/f/Sa1:0 -6 Tu: 10-8 Nixon Library 703W esMt ainS treet Jacksonvill e 457-5038 M/W/F/S9a::3 0-6 Tu/Th9: :30-8 Rooker Library 11O tterC reeCk ourt little Rock  907-5991 M/W/Th1: 0-8 Tu/f/Sa1: 0-6 Sanders Library 3I ShelbDy rive Sherwood 835-7756 M/W/f/Sa9:: 30-6 Tu/Th9: :30-8 Central Arkansas Library System Terry Library 2015N apaV alleyD rive little Rock  228-0129 M/W/T h:9 -8 Tu /f/ Sa:9 -6 Thompson Library 38 RahlinCg ircle Little Rock  821-3060 M/Tu/Th9:- 8 W/f/Sa9: -6 Williams Library 1800C hesteSrt reet Little Rock  376-4282 M/W/f/Sa1: 0-6 Tu/Th1: 0-8 With 14 branches in Pulaski and Perry Counties, there's a branch in your new neighborhood. 1Ill www.cals.org 24 WWW.METROLITTLEROCKGUIDE.COM CE.vrRAl AiKA.._SA.S tllllAAY\\Ym.'-1 Justm inutefsr omd owntowns.o meh omesin Riverdahlea vew atertronvti ewsp, ertecfto rt hef ishingo rb oatinge nthusiast a Scan this QR code with your smartphone to instantly watch our exclusive INSIDERVIDEO about Riverdale. THE INSIDE SCOOP \"I love the natural aspect of Riverdale. I'm situated right next to the B,g Dam Bridge and river trail, so I can go for a bike ride or walk any time, and because it's right next to the river. I have an amazing backdrop 1 Plus, there is fabulous fare on Rebsamen Park Road, so I don't have to travel far for a delicious meal:' LAUREJNA MESE DITOORF NARKANSACSO M RIVERDALE LITTLE ROCK HUGGING THE BANKS OF THE ARKANSAS RIVER, Riverdale attracts natives and tourists alike with the prospect of outdoor adventure. Many come for a round of golf, a bike ride down the River Trail or a stroll over the Big Dam Bridge, the country's longest pedestrian bridge, built for that purpose. The popular Arkansas River Trail winds past Rebsamen Golf Course, the city's largest public golf course, as well as Murray Park, where you'll find soccer fields, sand volleyball courts, a boat dock, dog park and pavilions. Don't-miss local dining hotspots are located here, including the award-winning Whole Hog Cafe, the eclectic menus at Loca Luna and its sister restaurant Red Door, or the riverfront deck at Cajun's Wharf, a popular restaurant, bar and live music venue. Quality apartment complexes, condos and single-family homes of all price ranges give residents plenty to choose from - many with river views. Those in Canal Pointe are where many residents can navigate their boats right up to their doorstep. You'll also have plenty of help decorating your new place since the area is also known as a design district. with retailers providing fabric, lighting, furniture and antiques to decorators and consumers alike. * 2014 METRO LITTLE ROCK GUIDE 25 LITTLE ROCK HOME TO MANY OF CENTRAL ARKANSAS' ELITE, The Heights can be a city unto itself. Residents confess they rarely need to leave the neighborhood - everything they need is within walking distance: boutiques, banks, restaurants and grocery stores. The Heights' quiet streets reveal quaint Georgian and Tudor bungalows, wooded and manicured lawns and plenty of friendly neighbors. Generally, the homes here are larger and more expensive than in nearby Hillcrest\nprices range from $200,000 to $2 million. Edgehill Road, a coveted street address TheH eightiss oneo f them osst oughat ftern eighborhooind Lsi ttleR ockd uet o ,tsc haracter-rihcohm easn dc entralllyo catepde rcha topC antrell RoadT hisd emankde ephs omev aluesh ighs, omethinbgo thh omeownearnsd p rospectivbeu yerasp preciate. known for old money and large, lavish homes, offers incredible views of the city from its perch in The Heights. Most residents don't work in the neighborhood. The mom-and-pop shops, eateries and grocers nearby tend to rely on a younger workforce to serve the affluent clientele. However, an auxiliary headquarters for Iberia Bank and several realty and insurance agencies, medical offices and banks employ the corporate types. Residents love the social interaction that comes with Jogging the neighborhood or window shopping along Kavanaugh Boulevard. There's also wine tasting and fresh pizza at favorite neighborhood establishments. On the third Thursday of every month, neighborhood retailers host Happy Hour 1n the Heights from 5:30 to 8 p.m., and a trolley shuttles shoppers around.* ,1,. the 'Cr,ajotte cJ~{j REAL ESTATE THE INSIDE SCOOP \"Many homes in The Heights are older, which gives them rich history and charm, but often upon buying a home ,n The Heights you may need to upgrade systems and do minor renovations (specifically if you need more closet space) But, in my opinion, it's worth it\" -RACHEBL RADBURPYU, BLISHEART ARKANSABSU SINESPSU BLISHINGGR OUP * Scan this QR code with your smartphone to instantly watch our exclusive INSIDERVIDEO about 1he Heights. * All Roads Lead to Your New Home in Central Arkansas! Voted the BEST by Arkansas Democrat Gazette, Arkansas Times, At I Iome in Arkansas, AY Magazine and Soiree 2 Locations! CalJ ns today at 1-800-664-5642 581 l Kavanaugh I I ,ittlc Rock I 501-6M-5646 1300 Oak Street I Conway I 501-327-5646 charlottcjohn.com f ~u 26 WWWMETROLITTLEROCKGUIDE COM HILLCREST LITTLE ROCK HIPPER AND MORE LAID-BACK than its cousin to the north, Hillcrest is full of beautiful turn-of-the-century homes and cottages. Home prices are lower than in The Heights, and there are more rental options as well. Charming Craftsman bungalows, American Foursquare houses and two-story Tudor-style homes sit cozily along oak-lined streets. In the mornings and evenings, residents (mostly young professionals and active and artistic types) emerge to walk pets along Kavanaugh Boulevard. All day long, the historic district's diverse shops and restaurants bustle with customers. And at night, voices carry across the neighborhood from the patios of favored gathering spots like Ciao Baci, Acadia, U.S. Pizza's patio, The Fountain and more. Like The Heights, Hillcrest's industry consists mostly Locallso vet ow alkt heH illcresPt romenadweh,i cho verlookosn eo f thec ity'sm ospt opulamr etropolitpaanr ksA, llsoppP ark. of retail, dining and service-oriented businesses. In both Scan this QR code with your smartphone to instantly watch our exclusive INSIDER VIDEO about Hillcrest. \"The area's walkability is one of its defining characteristics. Along Kavanaugh Boulevard, which bisects most of the neighborhood, sits an exciting mix of shops, restaurants, bars and businesses. Dogs are Hillcrest's unnamed mascots and just about any time of the day or year can be found dragging their owners past the aged rock walls sporadically lining Hillcrest's streets and yards: -CHIPT AULBEAES. SOCIATPEU BLISHEORFA RKANSABSU SINESS neighborhoods, most businesses are located along the main thoroughfare, Kavanaugh Boulevard, and patrons tend to be middle- to upper-class. Hillcrest is always having people over - especially when the local merchants host \"Shop 'N' Sip\" on the first Thursday of every month. Businesses stay open late and invite customers to enjoy a glass of wine while they shop. After shopping, plan on dinner at a local eatery, like Cafe Bossa Nova or Twenty One. Hillcrest is also home to beautiful Allsopp Park, which boasts trails, tennis courts, a playground and more than 10,000 annual visitors every year.* Local  Experienced  Knowledgeable REALTORS__ _ \u0026amp;_C_o_m_p_a_n_y @ [B 8700 Highway 107  Suite A  Sherwood  Arkansas  72120 (J 2014 METRO LITTLE ROCK GUIDE 27 LITTLE ROCK THINK OF MIDTOWN AS A SPRAWLING CENTER of retailers and large employers, and an area that's easily accessed. Cantrell Road and Interstate 630 pass through Midtown as they link downtown and west Little Rock. Residential areas surround Midtown's business centers, and the neighborhoods are full of ranch-style and modern homes with expansive yards. Established from the 195Os forward, these areas are lush with mature landscaping and canopies of trees. Many of the job opportunities in the area are related to retail. However, the presence of the University of Arkansas at Little Rock, the University of Arkansas for Medical Sciences and St. Vincent Infirmary Medical Center provide job opportunities for a wide range of professionals. The Plaza West building is full of offices for professionals in industries including medicine, law and communications. Shopping centers consist of the three-level Park Plaza Mall and the neighboring upscale outdoor shopping centers known as Midtowne Little Rock. Park Avenue, a new mixed-used development anchored by Target, is still being developed but many shops and eateries are already open for business. Other Midtown staples include the Little Rock Zoo, War Memorial Stadium and War Memorial Golf Course.* LITTLE ROCK GENERALLY, ANYTHING LYING WEST of Interstate 430 is considered west Little Rock, which makes this section of town an expansive one. Cantrell Road and Chenal Parkway are the maior veins that carry you into west Little Rock's spacious neighborhoods, thriving retail centers and outlying areas full of recreational opportunities. The area is known for its gated neighborhoods and million-\u0026lt;Jollar homes, but there are other housing options as well. Apartments, condos and even country estates with horse stables are found within in the area. Notable developments include: Brodie Creek, which boasts charming homes reminiscent of Seaside In Florida\nWoodlands Edge, which offers ample green space and eco-fnendly houses\nA newa dditiotont heM idtownLeit tleR ocSkh oppiCnegn tiesrB igO rangaec .a sudailn inrge staurathnat t'gsr own populfaorr i tsc reativgeo urmbeut rgerssa.l adssh, ake!asd uslth aketso.o a) ndu seo fl ocalslyo urceindg redients \"From Midtown you can get anywhere in the Little RockNorth Little Rock area in 10-15 minutes. It's great to be so close to everything. We love the well-Bstablished restaurants and shopping areas too. Try Van Lang Cuisine for Vietnamese and Korean food, and the various Mexican food trucks that park around the area are great.\" LISAK RANNICHFELADR.T IS/TE DUCATOPRU LASKAIC ADEMY Scan this QR code with yo..smartphone to instantly watch our exclusive INSIDERVIDEO about Midtown. and PleasantV alley,w hich IS a little older than its west Little Rock Withs everagla tedn eighborhowodess.Lt ittleR ociks p opulawri thp rofessionsaelse kinpgr ivacayn dt her oom counterparts, but it's known for houses with charactera nd wide, tree- tol ivel arge. lined streets. Living In this area has its advantages, as most big box retailers like Home Depot, Old Navy, Barnes \u0026amp; Noble and PetSmart settled here Plus, west Little Rock lures folks all across Metro Little Rock to shopping hubs Shackleford Crossing (with stores like JCPenny and Babies 'R' Us) and Pleasant Ridge Town Center (anchored by Belk but known more for its locally owned retailers). In this part of town, you're also closest to nature - hiking Pinnacle Mountain or sailing on Lake Maumelle Is Just a short drive away. And golfers seeking membership will love the scenic Pleasant Valley Country Club !especially the beauty of the course's three finishing holes) * 28 WWWMETROLITTLEROCKGUIDE.COM \"What I love about west Little Rock Is the convenience. I am 10 minutes from my kids' school and two minutes from everything else. And the opportunities for outdoor entertainment are unbelievable! On a recent 10-mile bike ride atTwo Rivers Park, I encountered 10 deer and many, many wonderful families enjoying the river's mountain view: JAMIEM ABRYA, CCOUN~' XECUTIVtl/ TTtf ROCKF AMILYM AGAZINE Scan this QR code with your Iii ..,.. l!l. 1 smartphone to instantly watch our exclusive INSIDERVIDEO about west Little Rock. Iii   ' LIVE. PLAY. RELAX. REPEAT. Over one-third of our nearly 800 wooded acres will always remain as unspoiled forest. Plus tennis courts. swimming pool, pristine creeks. paved nature trails. fishing ponds, even wildlife observation areas. Our largesta nd mo.t exclusiveh ome ice-. A windingf orestede ntry,e xceptionapl ri\\'acy, stunnmgv iewa nd permanentg reens pace.i FromC henalP arkwayta, kt\u0026gt;B owmanR oad southt o KanisR oadT. henr ighto nto Karns and \\\\est about one mile to Woodland, Trail.T henl eft onto WoodlandTs raila nd continues traight, ntoW oodland,E dge. Thirty-twoe xclusive.m gle-familyp atio homL\u0026gt;Psr.i vateg atede ntry.L mn maintenance providtd. cale d01m while stepping up. ~OverCreek ~~ A picturesque tone bridge brings you to home site with hilltop and creek valley views through a deep and protected forest. Woodlanc\ntts' J. eag.? Developed by ROCKE:-PROPERTIESLL, C (SOI) 954-9816  www.wood1andsedge.com LITTLE ROCK LOCATED WITHIN WHAT'S CONSIDERED WEST LITTLE ROCK, but with an essence all its own, Chenal Valley begs to be singled out. Its many standout qualities lure longtime Little Rockians and newcomers alike to locate within its 4,800 scenic acres, on which 34 separate neighbors have been established. A lot of the acreage was set aside to create green space, making its current and planned neighborhoods even more desirable. Several of Chenal Valley's neighborhoods - including one luxury condo development - sit along Chenal Country Club's two championship golf courses. The entire area is nestled along west Chenal Parkway within native rolling hills, offering residents a feeling of privacy even though they're mere minutes from every urban comfort they need. The Promenade at Chenal, for instance, is a one-stop shop for retail therapy, dining and entertainment. The open-air center Thes pacioulost sp, ictur residenwtsh oc alli t ho is home to a variety of upscale merchants including Apple, J.Crew and Nike, restaurants including Local Lime and YaYa's Euro Bistro, and Chenal 9 IMAX Theater. Beyond The Promenade, Chenal Valley boasts many more retailers and restaurants. Arthur's Prime Steakhouse, located at The Village at Rahling Road, is exceptional. A Ross, Marshalls and Kroger Marketplace recently opened, and Chuy's, a popular national Mexican food chain, chose the area for its 2013 Arkansas debut. On the weekends, families flock to Wildwood Park for the Arts, Pinnacle Mountain State Park and to the area's three community parks and pools.* Some call them green belts. We call them commonplace. 30 WWWMETROLITTLEROCKGUIDE.COM \"Our neighborhood Is aesthetically beautiful and promotes healthy living and peace. It has everything we need in less than a 10-m,nute drive or short walk. The Promenade at Chenal Is the best shopping center around:' -SHEAECWEE STS CANTLEBUPRRYE, SIDEN\u0026amp; TC EO, WINTHRORPO CKEFELFLOERU NDATION 34 Neighborhoods. One Resource. MaumelIlesh ometo numeroupsa ri\u0026lt;ssp, ortfsie ldst,w o1 8-holgeo lfc ourse!Ms aumelCleo untrCyl uba ndC ountry Clubo f Arkansatsw)o f ishingla kesa ndin doohre althfa cilitieast thel ocacl ommunciteyn ter. \"Maumelle has two lakes and miles and miles of walking trails that I can go on with my dogs, Max and Buster. There's low crime, great amenities and a lot of friendly people. It is the best-kept secret in Arkansas.\" -MARKF RIEDMASNE, NIOERD ITORA.R KANSABSU SINESS MAUMELLE THIS YOUNG, PLANNED COMMUNITY located about 11 miles from Little Rock holds the distinction of being the fastest-growing community In Pulaski County. According to the Metro Little Rock Alliance, it also has the second-highest median household income in the state. Located on the northern side of the Arkansas River, some homes offer river views. Others, like those in the Majestic Pointe subdivision, offer expansive homes with breathtaking views of nearby Pinnacle Mountain. Education Is also a draw - the city Just completed construction of state-of-the-art Maumelle High School which opened its doors in 2011. Residents enJoy Maumelle's natural setting through the city's 19 miles of paved walking trails that offer opportunities for picnics, bike riding or playing with the family. Some of the trails trace through the perimeter of Lake Willastein and Lake Valencia, both popular fishing spots. The city also includes two 18-hole golf courses and the hub of Maumelle recreation, the Jess Odom Community Center. As for work, Maumelle offers many great job opportunities, with many large national companies setting up shop there. National department store chain Dillard's recently consolidated all of their online distribution to a facility in Maumelle, creating hundreds of new jobs. Meanwhile, other national brands, like Kimberly Clark, Ace Hardware and Cintas, chose Maumelle for various limbs of their businesses. And Molex, a leading global supplier of electronic interconnects, employs more than 1,000 * WEALL , YOUNG PROFESSIONALS :' CREATELI TTLREO CK -  KEEP-ATTRACT-GROW Join for Free at CreateuttteRock.com 20!4 METRO LITTLE ROCK GUIDE 31 I NORTH LITTLE ROCK LOCATED JUST ACROSS THE ARKANSAS RIVER, North Little Rock has a lot in common with the capital city. Both have major health care facilities, restaurants and retailers. But North Little Rock has distinguished itself as the region's epicenter for entertainment. Park Hill's quaint Craftsman-style bungalows are popular, as are the sprawling mid-century homes of Sherwood and Lakewood, the latter of which often have lake views. For those looking for newer neighborhoods, there are the stately homes ofTimber Creek and Calico Creek. Tyson Foods, the Arkansas-based poultry giant, has operations here, as does L'.Oreal USA and Audio International, a company that makes audio and video entertainment and control systems for corporate aircraft. Part of the reason the city appeals to these type of employers is its NorthU ttleR ock1 sh ometo a plethoroaf indooar ndo utdooart tractionlisk et heO ldM iill abovel madefa moufso ri ts rolei nt heo pening creditso f \"GoneW itht heW ind.\" accessibility to shipping routes: Interstates 30 and 40 intersect in the city, which also has access to the Arkansas River. North Little Rock is home to Burns Park, which at 1,700 acres is one of the country's largest city parks. Park visitors have access to a 36-hole golf course, indoor and outdoor tennis courts, camping and more. DickeyStephens Park, home field to the Arkansas Travelers minor league baseball team, and Verizon Arena are also located here. Rockwater Marina is under construction and offers stunning views of downtown Little Rock from its docks. Another must-see is the historic Old Mill, famous for its role In \"Gone With the Wind:' * NORTH LITTLE ROCK'S HISTORIC DOWNTOWN, known as Argenta, Is located just across the bridge from Little Rock's River Market district. First platted in 1866, Argenta Is now a vibrant, walkable, mixed-use community. Residents enjoy having shops, workplaces, schools, grocery stores (and a farmers market) all within walking distance of their homes. Like Little Rock, downtown condos and townhomes have been on the rise. The Enclave gives renters a nicer riverside option, while those looking to buy have options like City THE INSIDE SCOOP \"City services in North Little Rock are great. If you rake your leaves to the curb, a city truck will come by and suck them up. No bagging I\" GWENM ORITZE DITORO FA RKANSABSU SINESS Grove townhomes, an eco-friendly development close to all the action. Locallso veth ec ommunifteye li n NorthU ttleR ockA'sr gentaw. hereo pen-adiri ningf.n endlny eighboarsn dw alkablset reetas rei na bundance Banking and financial services are prevalent in the area, as are law firms and nonprofit organizations. Argenta also offers quick and easy access to both downtown Little Rock and North Little Rock's economic opportunities. The past decade marked the neighborhood's emergence as a premier entertainment venue, anchored by the 370,000-square-foot Verizon Arena which frequently hosts star-studded acts. Minor league baseball's Arkansas Travelers play at nearby Dickey-Stephens Park. Great art galleries, restaurants and bars are also plentiful.* I 32 WWWMETROLITTLEROCKGUIDE.COM THE INSIDE SCOOP ':A.rgenta Is a walkable, close-knit community full of great restaurants, shops and friendly people. Visit the Argenta Farmers Market for delicious, farmgrown produce and the most wonderful handmade goods: -KRISTENH ELDENBRANADD.V ERTISINCGO ORDINATOR I THE INSIDE SCOOP \"To live in Jacksonville is to be a part of a true military community. No other city ,n Arkansas embraces the armed forces quite like Jacksonville. Living here makes you Just a little bit prouder to be an American.\" -CASEYM OOREA, SSISTANCTH IEFP HOTOGRAPHEij AT KAAKC HANNE4L HOME TO THE ONLY C-130TRAINING BASE for the U.S. Department of Defense, Jacksonville is an important part of the nation's military force, but the city of about 29,000 also possesses a family-friendly atmosphere that attracts many people. New construction on the city's west side includes contemporary dwellings apart from Jacksonville's more established neighborhoods like Penn Pointe, Base Meadows and Graham Settlement. Distinguished areas include Stonewall and Foxwood, where residents enjoy an 18-hole golf course and a country club that features a pool, tennis courts and more. The 6, 128-acre base Is the largest employer in the state, with more than 14,000 active duty military personnel and c1v11iaenm ployees. The health care, education and manufacturing industries are three more of the city's largest employers. Jacksonville boasts two community pools and 11 parks. A variety of athletic and aerobic classes attract athletes to the city's 56,000-square-foot community center, whose crown Jewel Is an aquatics area that features a heated six-lane pool. Dupree Park Is home to a pool, playground, walking trails, ball fields and a 10-acre lake with a fishing pier. Popular events like the Little Rock Air Force Base's biennial air show and the annual Wing Ding Festival, which takes place on the first Saturday each October, draw the whole metro area to Jacksonville for a good time. * Abovele. ft n-ea 1rshodwr awsh ugec rowdos f familieas ndf lighte nthusiasttos J acksoo\\1e1allceh yeart hat1 t, sh eld( Ifsn ota na nnuael ventA). boveJ:a cksoo\\1r1elsleid enetsn JOloYt so f recreatiooal opporn,nit1inecsl udintgw oc ommuniptyo olso. neo f whichfe aturessi xl anesa ndi s heated 2014 METRO LITTLE ROCK GUIDE 33 rkansas Sherwood Advertising and Promotions Commission www.cityofsherwood.net Sherwood Chamber of Commerce www.sherwoodchamber.net THE INSIDE SCOOP \"We moved to Sherwood because we could get more for our money there than in some other Metro Little Rock neighborhoods. It's a short drive to downtown Little Rock, and my wife and I love having access to so many great parks and walking trails'.' -LANCET URNERIN, TERACTIEVDEI TORA,R KANSABSU SINESS Sherwoorde sidentcsa nf indn ew,e xpansivheo mesin a numbeorf neighborhooidnsc,l udinMg iller'sC rossinSg,t onehilGl, ap Creeka ndA ustinL akesM. osth omeas rec loseto recreationoapl portunitietos,o ,l iket heG reenast NorthH illsG olfC ourse. ABOUT 12 MILES NORTH OF THE CAPITAL CITY, Sherwood is a suburb of almost 30,000 residents who enjoy a small-town atmosphere with quick and convenient access to nearby larger cities - factors that contributed at one point to the city being named to the Wall Street Journal's list of country's 10 best cities The Waif Street Journal also ranked Metro Little Rock, which includes Sherwood, as the sixth-best real estate market in the country. Its stable housing market is thanks in part to the city's low crime level\nSherwood has the lowest level of crime of any community in central Arkansas. And while home prices vary, you typically get more house for your money here than in some other local areas. Near the north end of Brockington Road, Miller's Crossing, Stonehill and Gap Creek are all excellent options for new, spacious homes with top-notch amenities. Nearby Austin Lakes is also a desirable neighborhood. The Pulaski County Special School District, Sam'sM'almart stores, St. Vincent's medical facilities, Delta Dental, ABC Financial, Custom Aircraft Cabinets and Cardinal Health are among the key employers in Sherwood, but there are many more opportunities, as well as a short commute into downtown Little Rock and the rest of the metro area. For fun, the locals head to one of Sherwood's 20 parks (one even boasts natural waterfalls), walking trails, bird sanctuaries and to the Bill Harmon Recreation Center. If you like to golf, the Greens at North Hills Golf Course, which was re-designed by Robert Trent Jones Sr., is a must.* 2014 METRO LITTLE ROCK GUIDE 35 CABOT GROW WITH IT Cabootf fersa surpnsingwlyid er angeo f stylesfl,o orp lanas ndp ricesa,n dlu xrnhyo me!sa bovec)a nb ep urchasfeodrp ricems uchlo wetrh anin L ittleR ocka'sf fluennte ighborhooFdoso. tbaglal measr ea huges ociael venitn Caborte sidenat\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\u003eArkansas. Department of Education\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 "},{"id":"bcas_bcmss0837_444","title":"Evaluation Report: Timeline","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":["2006-10"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics"],"dcterms_title":["Evaluation Report: Timeline"],"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/444"],"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\nPage 1 of 1 Dejarnette, Karen From: Sent: To: Dejarnette, Karen Tuesday, October 17, 2006 1:50 PM Roberts, Olivine\nHattabaugh, Hugh\nBrooks, Roy G\nHELLER@fec.net Subject: timeline for evaluation reports As you know three of the draft evaluation reports were submitted yesterday to the court. Final drafts are to be submitted by November 17. I need your assistance to define a timeline for Board members to review the draft and provide feedback to evaluators so they can produce final drafts for submission to the court on Nov. 17. Based on feedback from board members attending last weeks board meeting they seem to want hard copies of lengthy reports. Therefore, I am printing copies of the reports this afternoon and tomorrow and will bring enough copies to Beverly tomorrow for Board members. I will also send copies of each report to Cabinet members via interdistrict mail as soon as they are printed. I need your assistance to complete the timeline below, see number 4: 1. Copies of draft reports delivered to evaluation team members, Cabinet and Board members as soon as possible, or by Friday. 2. Evaluation teams will meet at the IRC (with evaluators on conference call) to give feedback on October 25 (Read 180 and 21 Century) and October 30 (A+). 3. Cabinet members to provide feedback by or during October 30*^ Cabinet meeting. 4. Board members to provide feedback on ??? Questions-Will a special board meeting be called so board members can provide feedback before November O? Or, will board members provide feedback on November 9 (NOTE this would only leave 1 week for evaluators to edit and finalize the reports before they are due to the Court and I am not sure this is enough time.) Also,do you want the evaluators to be invited to present their reports to board members or answer questions? Thanks for assisting. 10/17/2006Page 1 of 1 Dejarnette, Karen From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Cc: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Notes of discussion about the second annual survey for the monitoring report October 2, 2006 Attending: Mr. Hugh Hattabaugh, Dr. Olivine Roberts, Mr. Joe Mittiga, Dr. Karen DeJamette, Ms. Maurecia Robinson, Dr. Ed Williams, and Mr. Jim Wohlleb Olivine summoned Jim and Karen to the administration building for a conference, and Karen invited Ed and Maurecia. PRE Department members thought it would be about the authority of PRE to determine what it assesses. Instead, Dr. Roberts led discussion about this years survey of teachers, parents, and students for the monitoring report. Mention of on-line surveys by Education for the Future (EFF), ready for administration now, was met by Mr. Hattabaughs declaration that any services by outside organizations require RFPs. Dr. DeJarnette noted that EFF is so busy it does not consider RFPs. In her opinion, LRSD is turning away from the best methods and services and instead using its own unvalidated measures. Given this, she prefers that Mr. Mittigas office rather than PRE conduct the survey for the monitoring report. All agreed on a more attractive survey instrument than last years and distribution by some means other than USPS. Showing high priority to the survey is a way to increase participation. For ES parents, teachers can ask them to answer questionnaires at the start of conferences with teachers. This might not work so well with parents of middle \u0026amp; high school students. There was agreement by both Dr. Roberts and Mr. Mittiga that last years questions were ambiguous. They also endorsed stakeholder participation in the design. Martha Hill was mentioned as a good participant. Afterwards, Mr. Wohlleb sent copies of the four EFF questionnaires to Mr. Mittiga, and he sent around a copy of the survey he designed with UALR but did not administer due to lack of funds. Comments sent with the EFF documents noted the intended application of them in PREs assessment of the teacher performance challenge as step 2 evidence.Page 1 of 1 Dejarnette, Karen From: Sent: To: Cc: Roberts, Olivine Thursday, October 12, 2006 2:01 PM Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: Mr. Wohlleb, I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine ()(h'i.ne 'Rolnrts, TiCl). ..Associate Super mt eiutent, Tducat tonal Services fittie Rock ScHool 'Dblriti 300\n.s'. 'Puluslii St. Little Rock, S\\R 72206 Jfione: soi.447.ss^o fa.v: 501.4473321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Page 1 of 2 Dejarnette, Karen From: Sent: To: Cc: Wohlleb, Jim Thursday, October 12, 2006 2:16 PM Roberts, Olivine: Hattabaugh, Hugh\nMittiga, Joseph Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis. Darral Subject: RE: climate survey Certainly, Ill correct my notes. They are silent on the matter of not proceeding with the survey prepared by EFF. Do you recall whether it was resolved during that discussion? Thanks. From: Roberts, Olivine Sent: Thursday, October 12, 2006 2:01 PM To: Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE\nMr. Wohlleb, I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine Oliyine 'Roberts, 'i'lL'D. SAssociale Superinleyhleiit, TdiK ulloiiul Services Lit lie 'R/)ck School 'Jlistrict _so()i S. 'PuUisHi St. Little Ri)ck, .AR 72200 Phone: 501.447.3320 fax: 501-447.3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 10/17/2006Page 2 of 2 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Page 1 of2 Dejarnette, Karen From: Sent: To: Cc: Roberts, Olivine Thursday, October 12, 2006 2:18 PM Wohlleb, Jim\nHattabaugh, Hugh\nMittiga. Joseph Dejarnette. Karen\nRobinson. Maurecia\nWilliams. Ed\nParadis. Darral Subject: RE: climate survey The group agreed to use a locally developed instrument. 06VIne Hofierly, Id.'l). .'Associate Supennlendent, Educational Services Eittle 'Jiock .School 'District 3001 S. '.Pulaski St. Tittle 'Hack, yX'H 7.. J^TOiie: 51)1.44/ .-5 2(i(i '20 Tax: 501.44^.5521 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 2:16 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Certainly, Ill correct my notes. They are silent on the matter of not proceeding with the survey prepared by EFF. Do you recall whether it was resolved during that discussion? Thanks. From: Roberts, Olivine Sent: Thursday, October 12, 2006 2:01 PM To: Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: Mr. Wohlleb. I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine Olh'ine 'Roherts, 'EcL'D. .Associate Superhdeiulen.t, 'Educationa.l Services Eittte 'Rock School 'DistricI 3001 S. 'Eutaski St. Eittte 'Rock, .A'R. 7'2206 'Phone: 501.447- '33'2o 'Fax: 501.447.3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph 10/17/2006Page 2 of 2 Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true, Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock. AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Page 1 of2 Dejarnette, Karen From: Sent: To: Cc: Dejarnette, Karen Thursday, October 12, 2006 2:43 PM Wohlleb, Jim\nRoberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Robinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Jim, I understood there were two purposes for the meeting. See the following email I received from Dr. Roberts on Friday September 29*^ at 9:29a.m: Lets meet on Monday following Cabinet to discuss the Monitoring Report and the Climate Survey. Please ask Jim to attend. Thank you. Olivine 'Roberts, id.J). .'Associate Superintendent, Lducalionai Services Little Rocfi SeboolDistrict 30111 S. Puiasbi SI. Little 'Rock. LVR 72206 'Rhone: so 1.447.3320 Lax: 501.447.'3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 2:16 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Certainly, I'll correct my notes. They are silent on the matter of not proceeding with the survey prepared by EFF. Do you recall whether it was resolved during that discussion? Thanks. From: Roberts, Olivine Sent: Thursday, October 12, 2006 2:01 PM To: Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: Mr. Wohlleb, I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine OLivine Roberts, Rd/D. .'Associate Superintendent, 'Rdiicational Services Little .Scfiooi''District 10/17/2006Page 2 of 2 S. 'Pulaski St. PitlCe 'Rocd, .:AR ^2206 Th m ic\u0026gt;: 501.447.33^ \u0026lt; \u0026gt; fax: 501.447.3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb. Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) ji m. wohl leb@ Irsd. org 10/17/2006Page 1 of2 Dejarnette, Karen From: Sent: To: Cc: Roberts, Olivine Thursday, October 12, 2006 3:07 PM Dejarnette, Karen\nWohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Robinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Karen, you are right. That is why it was a part of the discussion. Olivine 'Rolwrls, I'cl.l). .'Associate Superinienclint. 'Lducat ional Service.^ fill Ie Jioik Scliool'Distcicl sooz S. J'ul'aski SI. fit tie 'Rock. fXR ~2^(\u0026gt;6 'Rhone: sc)i.447..s:-i2() lux: s(.it.447cfS'2i From: Dejarnette, Karen Sent: Thursday, October 12, 2006 2:43 PM To: Wohlleb, Jim\nRoberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Robinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Jim. I understood there were two purposes for the meeting. See the following email I received from Dr. Roberts on Friday September 29*^ at 9:29a.m: Let's meet on Monday following Cabinet to discuss the Monitoring Report and the Climate Survey. Please ask Jim to attend. Thank you. Olivine RoRerLs, fd.'D. .'Associate Superintendent, 'f ducal ional Services fit tie 'Rock School District sooi S. 'Rulaski St. fit lie 'Rock, .'A'R -2206 Rli 01 le: 501.44/.3420 J'ax: 501.447.34'21 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 2:16 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Certainly, Ill correct my notes. They are silent on the matter of not proceeding with the survey prepared by EFF. Do you recall whether it was resolved during that discussion? Thanks. From: Roberts, Olivine Sent: Thursday, October 12, 2006 2:01 PM 10/17/2006Page 2 of 2 To: Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: Mr. Wohlleb, I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine Olivhie 'IWberl.'!, Td. J). .'/Xssoeiale Superinlendeiil, Tducaliorml Services U.t(e 'Ruck Sebool 'DLslrix I 30(11 S. 'Ililasl^i SI. RillLe 'Rock, .'A'R 72206 'Rhone: 301.447.3320 fax: 501.447.3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE won't go forward with the climate\" survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If that's true. Id like to inform EFF that LRSD won't follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jimw0hlleb@lrsd.9rg 10/17/2006Page 1 of 1 Dejarnette, Karen From: Sent: To: Cc: Hattabaugh, Hugh Monday, October 16, 2006 7:11 PM Wohlleb, Jim Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral\nRoberts, Olivine\nMittiga, Joseph Subject: I stated that a RFP needed to be processed through LRSD Procurement, if we proceed with EFF. It was stated that EFF is to busy to be subjected to the RFP process. If a RFP for the survey instrument and services is not processed, your conclusion is correct. Sincerely, Hugh E. Hattabaugh, Deputy Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72210 (W) 501-447-1009 (C) 501-580-6815 (FAX) 501-447-1159 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Page 1 of 1 Dejarnette, Karen From\nSent: To: Cc: Dejarnette, Karen Tuesday, October 17. 2006 2:35 PM Hattabaugh, Hugh\nMittiga, Joseph\nRoberts, Olivine Wohlleb, Jim\nWilliams, Ed\nRobinson, Maurecia Subject: superintendent's report PRE will attend the meeting about the Superintendents monitoring report on Thursday afternoon. However I will not be bringing a detailed budget to the meeting. I cannot create such until I have the details of the project. At this time, I am unclear on the number of questionnaires, cover letters, and how they will be administered. Will all questionnaires be administered by hard copy? Or, will any surveys be mailed? If questionnaires will be administered to all parents (26,000), most students (3'^^ -12*^ would be about 20,000), all teachers (2000) and all community partners (200) then the printing part of this project will likely be large enough to go through the bidding process. We are talking about almost 50,000 questionnaires. And, I am assuming you will want cover letters to go with each questionnaires so that means about 100,000 total pages printed. Last year only 12,000 pages (questionnaires and letters) were printed. If you are planning to include open response items on each questionnaire then there will be need to be discussion about who will transcribe the written comments, likely a group of consultants will need to do this. Last year Metros print shop printed the questionnaires and many parents, staff and students complained that the forms were too hard to read, bubbles printed so lightly they could not see which bubble to fill in. The questionnaires may need to be in two colors (not just black and white) so they are more easily readable. For example, bubbles can be printed in light blue for more easy reading and scanning. Also, last year Metro printed many unusable/unscannable questionnaires, their registration on printing was off. These are just some of the points to be discussed before a budget can be detailed. As you know PRE worked with Dr. Bernhardt last year to draft questionnaires. However, Dr. Bernhardts group does not recommend administering any hard copy questionnaires. They do however have an online system that will provide questionnaires to respondents, quantify the responses as they are collected, and provide a report at any time during or after administration. The cost for online administration of parent, student and staff questionnaires to all LRSD is 45,000 total (about 900 per school site). 10/17/2006Page 1 of 123 Margie From: To: Sent: Attach\nSubject\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Maicolm@lrsd.org\u0026gt; \u0026lt;mqpowell@odmemaii.com\u0026gt; Monday. October 16, 2006 10:17 PM image002.jpg\nimage004.png\nimage006.png\nimageOOS.png\nimageOIO.png\nimage012.png\nimage014.png\nimageOIO.png\nimageOlS.png\nimage020.png\nimage022.png\nimage024.png\nimage026.png\nimage028.png\nimageOSO.png\nimage032.png\nimage034.png\nimage036.png\nimage038.png\nimage040.png\nimage042.emz\nimage043.pcz\nimage045.wmz\nimage046.pcz\nimage047.wmz\nimage048.pcz\noiedata.mso RI 80_Draft_Final_Report_ Hi margie, Let me know if this works. Maurecia CREP Little Rock School District (.'enter for Research in Edneational Policy Read 180 Evaluation rhe IJnivcTsity of Memphis 525 Browning Hall Memphis, rennes.sce .58152 Foil f ret: l-8h6-670-6147 DRAFT TECHNICAL REPORT 10/17/2006 Page 2 of 123 CREP CenttT for Rescartb in Educational Policy Hie University ofMempliis 325 Browning Hall Memphis, I cnnessee 38152 Toll Free: 1-866-670-6147 Little Rock School District Read 180 Evaluation DRAFT TECHNICAL REPORT October 2006 Clif Mims, Ph. D. Deborah L. Lowther, Ph.D. J. Daniel Strahl, M.S. Center for Research in Educational Policy John Nunnery, Ph.D. Old Dominion University 10/17/2006Page 3 of 123 READ 180 Little Rock School District (LRSD) Draft Executive Summary This report summarizes the evaluation study results of the Little Rock School Districts (LRSD) 2005-2006 READ 180 program. The overall purpose of the evaluation was threefold: 1) to assess the effects of READ 180 on improving and remediating the academic achievement of African-American students, 2) to examine READ 180 implementation processes and practices, and 3) to document the perceptions of students, teachers, principals, and district and school personnel involved with READ 180 regarding strengths, weaknesses, and needed improvements of the program. Research Questions Primary Evaluation Question  Has the READ 180 program been effective in improving and remediating the academic achievement of African-American students? Supplemental (Qualitative/Step 2) Evaluation Questions  What are the quality and level of implementation of READ 180 at the schools implementing it in 2005-2006?  What is the level of participation in READ 180 by African-American students relative to other ethnic groups at the school?  What are the perceptions of READ 180 teachers regarding program implementation, impacts, strengths, and weaknesses?  What are the perceptions of other teachers in the school regarding program implementation, impacts, strengths, and weaknesses?  What are the perceptions of parents/guardians of students participating in READ 180 regarding program impacts, strengths, and weaknesses? Evaluation Design and Measures Participants. LRSD identified 5 middle schools and 5 high schools to participate in the evaluation. Collectively, the evaluation participants included approximately 1000 Read 180 students and 23 Read 180 teachers. Design. The evaluation utilized a mixed-method design. Both quantitative and qualitative data were collected from the participating schools by trained external researchers. The researchers observed classrooms, administered surveys for teachers, students and parents, conducted teacher and student focus groups, and interviewed school principals. Instrumentation. Five measurement strategies were used to collect the evaluation data: direct classroom observations, surveys, focus groups, interviews, and assessment of student academic achievement. Following are descriptions of the assessment instruments.  Direct Classroom Observations. Three instruments were used to collect observation data\n1) School Observation Measure - used to record the use or nonuse of 24 target strategies\n2) READ 180 Quality Assessment - used to document READ 180 implementation practices\n3) READ 180 Survey of Computer Use - used to record 10/17/2006Page 4 of 123 student use of READ 180 software.  Surveys. Four surveys were administered to the following groups to collect perceptions of the READ 180 program: 1) Read 180 Teachers\n2) Non-RAD 180 Teachers\n3) READ 180 Students\nand 4) READ 180 Parents  Focus Groups. READ 180 teacher and student focus groups were conducted to solicit impressions about READ 180.  Principal Interview. The interview focused on principal impressions of Read 180 implementation, how it meets the learning needs of African-American students, and how READ 180 could be improved.  Student Achievement. ITBS Total Reading NCE from 2005 was used as a student matching variable and pretest covariate in all analyses. ITBS Vocabulary, Comprehension, Total Reading, and Revised Writing NCE scores from 2006 were employed as outcome variables, as were 2006 Literacy Scale Scores and Proficiency Levels from the Arkansas Benchmark examinations. Procedure and Data Sources All data were collected during the spring of 2006 by external researchers. Direct observations were conducted in 17 randomly selected READ 180 classrooms across all 10 schools participating in this evaluation study. These observations each covered a full (90- minute) class period. Seventeen teachers participated in focus groups at seven randomly selected schools, 38 students participated in focus groups at eight randomly selected schools, and all 10 principals were interviewed. Surveys were administered to all Read 180 students, teachers, and parents and yielded the following: students n = 579\nteachers n = 269\nparents n = 164. Results Direct Observation School Observation Measure. Observation results from 17 Read 180 classrooms, revealed that teachers most frequently used direct instruction, higher level questioning, and acted as a coach, or facilitator. Students were most frequently engaged in reading, writing, or student discussion. Students were observed using computers to complete Read 180 activities in 94.1% of the observations. Overall, the observers reported that the Read 180 classes were always highly focused on learning and that the students were highly engaged all or nearly all of the time (76.5% extensively\n23.5% frequently). Read 180 Quality Assessment. There was a low occurrence of teachers utilizing fluency, vocabulary, text comprehension, or writing strategies recommended by Read 180. However, the learning environments were observed to be conducive to cooperative interactions, effective classroom management, and active teacher monitoring, while slightly less were found to be conducive for Read 180 rotation. Only 62% substantially adhered to the recommended 90-minute cycle. Read 180 Survey of Computer Use. The observed classes were comprised of 212 African American and 19 non-African American students. Most classrooms had 8-10 up-to- date computers. Students used Read 180 software in 15 of the 17 classes and primarily worked on reading comprehension, vocabulary, and spelling activities. All African-American students demonstrated a high level of attention, interest and engagement when using the READ 180 software. The non-African American students, present in slightly over half of the classes, demonstrated slightly lower overall levels of attention, interest and engagement. 10/17/2006Page 5 of 123 Surveys READ 180 Teacher Questionnaire. Eighteen of the 23 READ 180 teachers (Caucasian = 61.1%\nAfrican-American = 33.3%) completed the questionnaire. Approximately 80% of the teachers indicated they adhered to the 90-minute Read 180 schedule, while all agreed that they routinely used Read 180 data to customize activities to meet student needs. However, almost half indicated that class by ethnicity reports were only used on a monthly basis. All teachers indicated that their computer skills were adequate and most felt they had received enough training to effectively utilize READ 180 resources. Less than half (44.4%) of the teachers indicated their school had formal guidelines for placing students in READ 180. All but one teacher indicated that the program should be continued. Non-Read 180 Teacher Questionnaire. A total of 269 non-Read 180, grades 6-9 teachers (Caucasian = 62.5%\nAfrican American = 28.3%) completed the survey. Most agreed that they understood the Read 180 program goals and how the classes are structured. However, 66.9% were not able to identify students who were taking or who had taken READ 180 classes. Of those who were able to identify Read 180 students, about 60% indicated that the students demonstrated improved vocabulary, literacy and comprehension skills. There was less agreement that Read 180 students showed more interest in learning, changed their classroom behavior or submitted work that reflected better writing. Only about half felt the program should be continued. Read 180 Student Questionnaire. A total of 579 READ 180 grade 6-9 students completed the Questionnaire (62.8% of 921 total Read 180 students). Of these, most (88.3%) were African American, nearly half were in the 9**^ grade and 75% were in their first year of READ 180. Nearly three-fourths of the students agreed that their reading skills and slightly more than one-half agreed that their writing skills had improved due to READ 180. Approximately 60% indicated that they learned a lot from computers\nteacher directed small groups, reading by themselves, and teacher instruction at the beginning of the class. Nearly a third reported they did not learn from reading with other students. Read 180 Parent Survey. Over three-fourths of 164 parents completing the survey had African-American children. Most parents were aware that their children were participating in the Read 180 program, with 44.9% indicating it had helped them a lot, or some (43.5%). Specifically parents indicated that the program improved their childrens reading grades (68.7%)\ninterest in learning (67.3%). interest in reading (58.5%), and time spent reading (51.0%). Almost all parents indicated that they felt Read 180 was an important part of their childrens education. Focus Groups Read 180 Teachers. A total of 17 Read 180 teachers from seven randomly selected schools participated in the focus groups. The teachers reported the following as overall strengths of READ 180: students like and are motivated by the program, it supports progress and success, student reading has increased, repetition provides practice and increases comprehension, and rotation of activities. Suggested improvements included\nreduce technical difficulties, increase class time, create more user-friendly reports, and reduce class size. All teachers wanted the READ 180 program to be continued. Read 180 Students. A total of 38 students from eight randomly selected schools participated in the focus groups. The students reported the following as overall strengths of READ 180: increased time spent reading and improving reading skills, using the computer 10/17/2006Page 6 of 123 (16%), and working in small groups. In contrast, the students reported that the following were areas in need of improvement: increase READ 180 time, reduce computer and CD problems, and improve book collections. All of the student wanted the program to be continued because it improved their reading and spelling skills, increased their desire to read, and was fun. Principal Interviews The ten principals from the schools participating in this READ 180 program evaluation were interviewed to examine their impressions of the program. The majority of these principals (60%) were administrators of schools that were using READ 180 for the second year. Nearly all of the principals indicated a positive overall impression of the READ 180 program while one reported that the benefits were dependent on the classroom teacher. Three of the principals indicated that their faculty liked READ 180 and two reported that they personally believe it is beneficial. One principal described that the program is wonderful because it restores confidence in the students. Student Achievement Sixth grade. ITBS 2006 subtests. MANCOVA indicated no statistically significant multivariate main effects for program or for school X program interaction. Benchmark Literacy. ANCOVA revealed no statistically significant main effects for program or program X school interaction. The percentages of students obtaining proficiency on the Benchmark Literacy exam were nearly equal between Read 180 and Control groups. Seventh grade. ITBS 2006 subtests. MANCOVA indicated a statistically significant multivariate main effect for program (p = .03), with no school X program interaction effect. Follow-up univariate tests showed that Read 180 students performed significantly lower than the Control groups for Reading Comprehension (p = .001) and Total Reading (p = .006). Benchmark Literacy. ANCOVA revealed no statistically significant main effects for program or program X school interaction. A lower percentage of Read 180 vs. Control students achieved proficiency at Southwest, Henderson, and Cloverdale, whereas a higher percentage achieved proficiency at Mabelvale. Eighth grade. ITBS 2006 subtests. MANCOVA indicated a statistically significant multivariate main effect for program (p = .04), with no school X program interaction effect. Follow-up univariate tests showed that Read 180 students performed significantly lower than the Control groups for Revised Writing (p = .001). Benchmark Literacy. ANCOVA revealed no statistically significant main effects for program, but a significant program X school interaction effect (p = .04) was observed. Follow-up tests revealed a statistically significant positive effect at Mabelvale (ES = +0.38) and a statistically significant negative effect at Henderson (ES = - 0.29). Nearly equal percentages of Read 180 vs. Control students achieved proficiency at Henderson, Cloverdale, and Mabelvale, but lower percentage at Southwest. Ninth grade. ITBS 2006 subtests. MANCOVA indicated a statistically significant multivariate main effect for program (p = .02), with no school X program interaction effect. Follow-up univariate tests showed that Read 180 students performed significantly lower than Control groups on Vocabulary (p = .01), Reading Comprehension (p = .004) and Total Reading (p=.002). Student Achievement Summary. ITBS 2006 subtests. The mean effect size estimates for all four ITBS subtests were statistically significantly less than zero, indicating overall negative effects of Read180. Benchmark Literacy. Overall, Read180 students were less likely to obtain proficiency on the Arkansas Benchmark Literacy examination. Conclusions 10/17/2006Page 7 of 123 Primary Evaluation Question  Has the READ 180 program been effective in improving and remediating the academic achievement of African-American students? The preponderance of evidence suggests that the Read 180 program has not been effective in improving or remediating the academic achievement of African American students. Relative to Control students who were individually matched on the basis of prior achievement, sex, race, special education status, and free or reduced-price lunch status. Read 180 students consistently performed lower on both ITBS Reading subtests and the Benchmark Literacy exam. The only exception to the general pattern of Read180 students performing at equal or lower levels to Comparison students was that eighth grade Read180 students at Mabelvale performed significantly higher than their matched Control counterparts, with an effect size of +0.38. The design employed to assess Read 180 effects, while quite rigorous, cannot rule out the possibility of selection effects because students were not randomly assigned to treatment conditions. Supplemental (Qualitative/Step 2) Evaluation Questions  What are the quality and level of implementation of READ 180 at the schools implementing it in 2005-2006? Overall, the observers reported that the Read 180 classes were always highly focused on learning and that the students were highly engaged all or nearly all of the time. Although 60% of the teachers reported use of the READ 180 professional modules, teacher infrequent use of targeted literacy strategies indicates that additional teacher professional development focused on implementing these strategies is needed. Also needed is a modified class schedule and increased technical support to ensure students spend the recommended time completing Read 180 computer activities.  What is the level of participation in READ 180 by African-American students relative to other ethnic groups at the school? The 2005-2006 Read 180 program was implemented in 13 LRSD schools with student populations comprised of approximately 90% African American students. Of the 231 students observed during direct observation of Read 180 classes, all of the 212 African American students were rated as having a high level of attention, interest, and engagement, while the ratings of the 19 non-African American students were distributed across High, Moderate, and Low. Approximately 90% of the Read 180 teachers agreed that Read 180 was valuable for improving the achievement of African-American students in reading and literacy. In addition, many of the Read 180 students, agreed that the program had increased their reading (70%) and writing (56%) skills. Approximately 75% of the 164 parents who responded to the survey were parents of African American students in Read 180, and nearly all parents felt the program was an important part of their childs education. School principals were also in agreement that Read 180 met the needs of African American students by providing individualized literacy instruction that was highly motivating and used hands-on, practical approaches to assist students with low reading abilities to achieve greater learning.  What are the perceptions of READ 180 teachers regarding program 10/17/2006Page 8 of 123 implementation, impacts, strengths, and weaknesses? There was an general consensus among the Read 180 teachers that the program had a positive impact on students by improving students' literacy skills, overall quality of work, achievement and engagement in learning. Key strengths reported were that the program motivated students to learn and the repetition increased comprehension and reading skills. In contrast, the teachers reported that Read 180 needed to increase technical support for computer problems\nincrease and/or better distribute time\ncreate more user-friendly reports, decrease class size\nand establish formal guidelines for student placement into Read 180. Some teachers reported a need for more Read 180 professional development (PD), yet concern was raised as to the quality of the Read 180 PD modules. Teachers agreed that Read 180 was supported and liked by school principals, other teachers, parents, and the students and all but one teacher agreed that the READ 180 program should be continued.  What are the perceptions of other teachers in the school regarding program implementation, impacts, strengths, and weaknesses? Of the 269 non-READ 180 teachers that completed a survey, most were aware of Read 180 and understood the program goals and class rotation structure. However, two-thirds indicated that they were not able to identify students who were taking or who had taken READ 180 classes. Therefore, data reflecting non-Read 180 teacher perceptions of the program are limited to 81 teachers. Of these, about 60% indicated that Read 180 students demonstrated improved written, oral vocabulary, and literacy skills, increased reading comprehension, and were more willing to read in class. While, only about half of the non-Read 180 teachers thought that Read 180 students showed more interest in learning, changed their classroom behavior, or submitted work that reflected better writing. Similarly, only half of the r\\on-READ 180 teachers felt the program should be continued.  What are the perceptions of parents/guardians of students participating in READ 180 regarding program impacts, strengths, and weaknesses? Over 75% of the 164 parents responding to the survey represented African American students enrolled in Read 180 classes. Nearly all of the parents responded that they were aware of and supportive of their childs participation in the Read 180 program and believed that the program was an important part of their child or childrens education. Most of the parents thought Read 180 had helped or somewhat helped improve their childs reading grades\ninterest in learning and in reading. Slightly fewer parents agreed that the program increased the amount of time that their son or daughter spent reading. Overall, the parents agreed that it is beneficial fortheir children to participate in the Read 180 program because of its positive impact on their reading and overall learning. 10/17/2006Page 9 of 123 READ 180 Little Rock School District (LRSD) DRAFT FINAL REPORT INTRODUCTION This report summarizes the evaluation study results of the Little Rock School Districts (LRSD) 2005-2006 READ 180 program. The overall purpose of the evaluation was threefold\n1) to assess the effects of READ 180 on improving and remediating the academic achievement of African-American students, 2) to examine READ 180 implementation processes and practices, and 3) to document the perceptions of students, teachers, principals. and parents involved with READ 180 regarding strengths, weaknesses, and needed improvements of the program. READ 180 \\sa reading intervention program that is aimed at assisting low performing adolescent readers. The program provides adaptive instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Each READ 180 class is designed for a 90 minute time block that is divided into three primary components. The class begins with 20-minutes of Whole Group Direct Instruction during which the teacher generally lectures and provides instructions for the remaining activities. Next is the 60-minute Small Group Rotations, in which small groups of students rotate through each of three 20- minute modules. The three modules include small group direct instruction from the teacher. modeled and independent reading and computer time using the READ 180 software. The class concludes with the final component, known as the Whole Group Wrap-up. During this final 10 minutes the teacher leads the students in the lessons conclusion. Currently, five middle schools and eight high schools in LRSD use this program. Students are targeted to participate in the program based on results from the Arkansas Benchmark Exam. EVALUATION QUESTIONS This evaluation was structured around one over-arching, primary question concerning 10/17/2006Page 10 of 123 the impact of READ 180 on student achievement, and five supplemental questions that addressed contextual factors related to implementation of the READ 180 program. Primary Evaluation Question 1. Has the READ 180 program been effective in improving and remediating the academic achievement of African-American students? Supplemental (Qualitative/Step 2) Evaluation Questions 1. What are the quality and level of implementation of READ 180 at the schools implementing it in 2005-2006? 2. What is the level of participation in READ 180 by African-American students relative to other ethnic groups at the school? 3. What are the perceptions of READ f 80 teachers regarding program implementation, impacts, strengths, and weaknesses? 4. What are the perceptions of other teachers in the school regarding program implementation, impacts, strengths, and weaknesses? 5. What are the perceptions of parents/guardians of students participating in READ 180 regarding program impacts, strengths, and weaknesses? EVALUATION DESIGN AND MEASURES The following section describes the participants, the student achievement sample. design, instrumentation and procedures utilized for this evaluation. Participants The Little Rock School District has 7 middle schools, 8 high schools and 1 alternative high school. Of these, 5 middle and 8 high schools use the READ 180 program. LRSD identified 5 middle schools and 5 high schools as participants in the 2005-2006 READ 180 evaluation. The ten schools implementing Read 180 collectively served grades 6*^ through 12**^. However the Read 180 program was only implemented in 6**^ through 9**^ grades. Collectively these schools had an enrollment of 9884 students and employed approximately 750 classroom teachers. There were approximately 1000 total Read 180 students in the 10/17/2006Page 11 of 123 program and 23 Read 180 teachers. All Read 180 schools schedule classes in blocks, so they all scheduled Read 180 classes in approximate 90-minute blocks. Student Achievement Sample According to district records, 921 students in ten schools participated in the Read 180 program. Participation by school ranged from a low of n = 18 at Parkview Arts \u0026amp; Science Magnet School, to a high of n = 149 at Cloverdale Magnet Middle School. Read 180 students performed significantly and substantially lower than other students in the same schools on 2005 ITBS Reading normal curve equivalent (NCE) scores, with a mean NCE of 30.48 for program participants versus a mean NCE of 48.71 for non-participants (f = 23.32, df= 4918, p \u0026lt; .001). Given that NCE scores have a standard deviation of 21.06, participants scored 0.87 standard deviation units lower than all non-participants attending the same schools. District enrollment records with basic demographic information were available for 910 of the 921 participants, yielding a match rate of 98.8%. Compared to students attending the same schools. Read 180 participants were more likely to be male (53.6% vs. 47.6%), African American (91.1% vs. 70.3%), free lunch recipients (69.7% vs. 47.5%), and special education students (17.5% vs. 9.0%). Participants were about equally as likely as non-participants to have limited English proficiency (1.6% vs. 1.2%). Design The evaluation, which utilized a mixed-method design, was conducted during the 2005- 2006 academic year. Both quantitative and qualitative data were collected from the participating schools by trained external researchers (e.g., university faculty and staff). The researchers observed classrooms, administered surveys for teachers, students and parents. conducted teacher and student focus groups, and interviewed school principals. Table 1 provides a description of the evaluation instruments and a summary of the participants and data sources, presented with associated research questions. 10/17/2006Page 12 of 123 Table 1. Summary of Instruments, Participants, and Data Sources by Evaluation Question Evaluation Questions Primary Question: Has the READ 180 program been effective in improving and remediating the academic achievement of African-American students? Participants Data Sources All READ 180 students ITBS and Benchmark Exam Supplemental Questions: What are the quality and level of  implementation of READ 180 at the . schools implementing it in 2005- , 06? READ 780 teachers READ 180 students Principals at READ 180 schools READ 780 Observations (17 90- minute observations): SOMIREAD 180 Quality Assessment/RHAD 780 SOU School level READ 180 reports READ 780 Teacher Questionnaire READ 180 Student Questionnaire (all READ 180 students) READ 780 Teacher Focus Groups READ 180 Student Focus Groups (random sample) Principal Interviews What is the level of participation in READ 180 by African American students relative to other ethnic groups at the school? All READ 180 schools School level READ 180 reports READ 180 Observations (17 90- minute observations): SOM/READ 780 Quality Assessment/READ 780 SOU What are the perceptions of READ 780 teachers regarding program implementation, impacts, strengths, and weaknesses? READ 180 teachers READ 780 Teacher Questionnaire READ 780 Teacher Focus Groups What are the perceptions of other teachers in the school regarding program implementation, impacts, strengths, and weaknesses? Non-READ 780 Teachers at schools using the program tion-READ 180 Teacher Questionnaire (random selection of teachers) What are the perceptions of parents/guardians of READ 180 students regarding program impacts, strengths, and weaknesses? Parents of READ 180 students READ 180 Parent Survey 10/17/2006Page 13 of 123 Instrumentation Five measurement strategies were used to collect the evaluation data: assessment of student academic achievement, direct classroom observations, surveys/questionnaires, focus groups, and interviews. Following are descriptions of the evaluation instruments. Student Academic Achievement ITBS Total Reading NCE from 2005 was used as a student matching variable and pretest covariate in all analyses. ITBS Vocabulary, Comprehension, Total Reading, and Revised Writing NCE scores from 2006 were employed as outcome variables, as were 2006 Literacy Scale Scores and Proficiency Levels from the Arkansas Benchmark examinations. Observations Observation data were collected with three measures: Read 180 School Observation Measure, Read 180 Quality Assessment, and the Read 180 Survey of Computer Use. READ 180 School Observation Measure. The School Observation Measure (SOM) was developed to determine the extent to which different common and alternative teaching practices are used throughout an entire school (Ross, Smith, \u0026amp; Alberg, 1999). The target strategies include traditional practices (e.g., direct instruction and independent seatwork) and alternative, predominately student-centered methods associated with educational reforms (e.g., cooperative learning, project-based learning, inquiry, discussion, using technology as a learning tool). The strategies were identified through surveys and discussions involving policy makers, researchers, administrators, and teachers, as those most useful in providing indicators of schools instructional philosophies and implementations of commonly used reform designs (Ross, Smith, Alberg, \u0026amp; Lowther, 2001). Using the SOM, the observer examined classroom events and activities descriptively, not judgmentally. Notes were taken relative to the use or nonuse of 24 target strategies. The observer completed a SOM every 10 minutes throughout the class time. At the conclusion of the 90-minute visit, the observer summarized the frequency with which each of the strategies was observed across all 9 of the completed SOMs on a data summary form. The frequency is 10/17/2006Page 14 of 123 recorded via a 5-point rubric that ranges from (0) Not Observed to (4) Extensively. To ensure the reliability of data, observers receive a manual providing definitions of terms, examples and explanations of the target strategies, and a description of procedures for completing the instrument. After receiving the manual and instruction in a group session, each observer participates in sufficient practice exercises to ensure that his/her data are comparable with those of experienced observers. In a 2004 reliability study reported by Sterbinsky, Ross \u0026amp; Burke, pairs of trained observers were within one category for 96% of the whole-school observations and for 91% of the targeted observations. READ 180 Quality Assessment. The READ 180 Quality Assessment (QA) was designed to document the processes and practices used to implement READ 180 in classrooms during the approximately ninety minute observation period. The instrument was used to record the meaningfulness of the following instructional components: fluency. vocabulary, text comprehension, writing and the learning environment. The data were recorded every 10 minutes for the duration of the observation. READ 180 Survey of Computer Use. The READ 180 Survey of Computer Use (SCU) was designed to document the processes and practices used to implement the READ 180 computer program in classrooms. The instrument was used to record the number of students in each READ 180 class by ethnicity (African-American and Non-African-American) and computer configuration data (e.g., number, type, and working condition of the computers). Data were also recorded regarding student use of READ 180 software including: subject area of the activities, teacher/student interactions during READ 180 use, and level of African- American and non-African-American student engagement/interest. The data were recorded during two 10 minute time slots of the Small Group Rotations component of the class. The SCU data was summarized on a data summary form at the end of the entire observation period. Surveys READ 180 Teacher Questionnaire. The READ 780 Teacher Questionnaire is a three- part instrument used to collect teachers perceptions of the READ 180 program. In the first 10/17/2006Page 15 of 123 section, teachers rate their level of agreement with 21 statements regarding six program-related areas: compliance with READ 180 guidelines, impact on instruction, impact on students, readiness to teach READ 180, overall support for READ 180 and technology support. Items are rated with a five-point Likert-type scale that ranges from (1) Strongly Disagree to (5) Strongly Agree. Two primary questions are asked in the second section. The first asks teachers to rate the frequency of their use of different READ 180 reports as daily. weekly or monthly. Next, teachers indicate the number of minutes they spend on the following READ 180 activities: whole class direct instruction, small group direct instruction, READ 180 software, modeled/independent work and whole group wrap-up. The third section asks teachers to comment on the strengths and weakness of the program. The final question asks teachers about changes they would recommend for the READ 180 program. The Non-READ 180 Teacher Questionnaire. The Non-RAD 180 Teacher Questionnaire is a two-part instrument designed to ascertain perceptions of the READ 180 program held by teachers at schools that offer the program but are not involved in teaching READ 180 classes. In the first section, teachers rate their level of agreement with 10 statements regarding their own understanding of the program and their perceptions about READ 18Os influence on their students literacy, vocabulary, writing and behavior. In the second section, teachers are asked to comment on the strengths and weakness of the program. Teachers are also asked about changes they would recommend for the READ 180 program. The final question asks teachers if they think the program should be continued. The READ 180 Student Questionnaire. The READ 180 Student Questionnaire is a three-part instrument used to collect students perceptions of the READ 180 program. In the first section, students rate their level of agreement with 10 statements regarding their progress related to reading and writing skills, their interest in learning, and their value and enjoyment of READ 180. Items are rated with a five-point Likert-type scale that ranges from (1) Strongly Disagree to (5) Strongly Agree. Two primary questions are asked in the second section. The first asks students to rate the frequency that they work on reading, writing and vocabulary activities in their READ 180 class. Students also rate how much they learn from the following 10/17/2006Page 16 of 123 class activities: teacher instruction at the beginning of class, computer activities, teacher directed small group work, reading by yourself and reading with another student. In the third section students are asked to comment on the strengths and weakness of the program. The final question asks students about changes they would recommend for the READ 180 program. The READ 180 Parent Survey. The READ 180 Parent Survey was designed to ascertain parent awareness and perceptions regarding their childs participation in the program. They were asked to complete one survey per household, but indicate the number and ethnicity of their school-aged child/children. If the parent or guardian was aware of the READ 180 program, they were asked five general questions regarding student attitudes about READ 180 and the value of the program. The final section of the survey consisted of three open-ended items to record parents perceptions of the best and worst aspects of their childs/childrens use of READ 180 and what changes they recommended. Focus Groups Teacher Focus Groups. The Teacher Focus Group Protocol solicited teachers impressions about the following components of the READ 180 program: whole-group direct instruction, computer activities, small-group direct instruction, and independent reading/reading with another student. Focus group participants were asked what was the best part of each of these components and how could each be improved. In closing, the teachers were asked what they believed to be the strongest and weakest aspects of the overall READ 180 program and whether they advised continuing the program. Student Focus Groups. The Student Focus Group Protocol solicited students impressions about the following components of the READ 180 program: whole-group direct instruction, computer activities, small-group direct instruction, and independent reading/reading with another student. Focus group participants were asked what was the best part of each of these components and how could each be improved. In closing, the students were asked what they believed to be the strongest and weakest aspects of the overall READ 180 program and whether they advised continuing the program. 10/17/2006Page 17 of 123 Interviews Principal Interviews. The principal interview was designed for principals of schools that were using READ 180. Interviewees were asked how many years the school been using READ 180. Interview questions examined each principals impressions about the following: how the program is implemented, degree to which the READ 180 program meets the learning needs of African-American students, overall impressions of the program and how his/her schools use of READ 180 could be improved. PROCEDURE The ten data collection measures are summarized in Table 2 by type of measure. instrument, number completed and the data collection procedure. 10/17/2006Page 18 of 123 Table 2. Data Collection Summary Timeline: 2005-2006 Number of Schools = 10 Read 180 schools selected to participate in the study Type of Measure Observations Instrument SOM Number Collected 17 QA 147 SCU 17 Surveys Teacher 18 Focus Groups Interviews Non-Read 180 Teacher Student Read 180 Parent Read 180 Teacher Read 180 Student Principal 269 579 164 7 groups, total number of teachers = 17 8 Focus groups with a total number of students = 38 10 REPORT OF THE FINDINGS Description  Prearranged 90 minute sessions in which teachers were observed following the Read 180 rotation protocol. Note forms were completed every 10 minutes of the lesson and summarized on a Data Summary Form.  Prearranged 90 minute sessions in which teachers were observed following the Read 180 rotation protocol. Instruments were completed every 10 minutes of the lesson  Prearranged 90 minute sessions in which teachers were observed following the Read 180 rotation protocol. Note forms completed every 10 minutes during the 60 minutes of student computer rotation only. The six notes forms from each visit were summarized on a data summary form.  Teacher surveys distributed to each of the 23 Read 180 teachers. Eighteen completed surveys were returned to the evaluators.  Non-Read 180 Teacher surveys distributed to all non-Read 180 teachers.  Distributed to all Read 180 students during class by teacher for completion. Completed surveys were forwarded to the evaluators.  Distributed by Read 180 teachers to all students for delivery home. All parents were requested to complete the survey. Completed surveys were returned to the school and forwarded to the evaluators  Researchers conducted teacher focus groups with all Read 180 teachers at 7 randomly selected schools. Each focus group interview lasted approximately 30-45 minutes  Researchers conducted student focus groups at 8 randomly selected schools. The focus groups at each school consisted of 4 to 5 students randomly selected from students with signed parent consent forms. Each focus group interview lasted approximately 30-45 minutes  Researchers individually interviewed each principal. Each interview lasted approximately 60 minutes. 10/17/2006Page 19 of 123 The results of the study are presented below by measurement strategy: observations, surveys, focus groups, interviews, and student achievement. In the Discussion and Conclusions section, the findings are synthesized across instruments to address each research question. Observation Results All the observation results {READ 180 SOM, READ 180 Qualitative Assessment and READ 180 SCU) reflect data collected during observations conducted in 17 randomly selected READ 180 classrooms across all 10 schools participating in this evaluation study. READ 180 School Observation Measure. In observations of 17 Read 180 classrooms, observers found that the main instructional orientation was towards direct instruction, or lecture. Nearly two-thirds of the observations found this kind of teaching to be occurring (41.2% frequently: 23.5% extensively). The most common type of instructional strategy being used, among those considered. was the use of higher level questioning. This was used occasionally in 47.1% of the cases, and frequently in 23.5% of the cases. Another often-used strategy was for the teacher to act as a coach, or facilitator, which happened occasionally 41.2% of the time and frequently 11.8% of the time. One strategy that was used by some, and not by others, was to give higher-level instructional feedback to enhance learning. Over 40% (41.2%) were found to never use this strategy and 29.4% to rarely use it\nbut 29.5% were found to use it at least occasionally. The observers also recorded the frequency that students engaged in particular activities. Of those reported, the most frequent student activity was sustained reading, which was observed to happen frequently or extensively in 53% of the cases and occasionally in 41.2% of the cases. Two other popular strategies were to engage the students in sustained writing (17.7% frequently and 35.3% occasionally) or student discussion (23.5% frequently and 17.7% occasionally). Rarely was independent seatwork, such as self-paced worksheets or individual assignments, used (35.3% rarely, 41.2% never). In areas of technology use, computers were used for instructional delivery of the Read 10/17/2006Page 20 of 123 180 software in 94.1% of the observations. Nearly 30% (29.4%) were found to use technology in this way frequently or extensively, while 64.7% used the Read 180 software occasionally. The observers did not observe any of the classes using technology as a learning tool (e.g., use of word processing, spreadsheets, or conducting Internet searches). In areas of assessment, the observers rarely found examples of student selfassessment (5.9%) and no cases of performance assessment strategies. Overall, the observers reported that the Read 180 classes were always highly focused on learning and that the students were highly engaged all or nearly all of the time (76.5% extensively\n23.5% frequently). The results from these observations are reported in Table 3. 10/17/2006Page 21 of 123 Table 3. READ 180 School Observation Measure (SOM) Results N = 17 READ 180 Classrooms The extent to which each of the following was observed in the classroom. None JOE _______Percent Observed__________________ Rarely Occasionally Frequently Extensively Hi (2) Hi Mean SD Instructional Orientation Direct instruction (lecture) Team teaching Cooperative/collaborative learning Individual tutoring 0.0 82.4 100.0 76.5 17.7 5.9 0.0 17.7 17.7 0.0 0.0 0.0 41.2 5.9 0.0 5.9 23.5 5.9 0.0 0.0 2.7 0.5 0.0 0.4 1.1 1.2 0.0 0.8 Classroom Organization Ability groups Multi-age grouping Work centers (for individuals or groups) 100.0 100.0 5.9 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 23.5 0.0 0.0 70.6 0.0 0.0 3.5 0.0 0.0 1.0 Instructional Strategies Higher level instructional feedback (written or verbal) to enhance student learning Integration of subject areas Project-based learning Use of higher-level questioning strategies Teacher acting as a coach/facilitator Parent/community involvement in learning activities 41.2 29.4 11.8 17.7 0.0 1.1 1.1 94.1 94.1 11.8 17.7 100.0 0.0 0.0 17.7 29.4 0.0 0.0 0.0 47.1 41.2 0.0 0.0 5.9 23.5 11.8 0.0 5.9 0.0 0.0 0.0 0.0 0.2 0.2 1.8 1.4 0.0 1.0 0.7 1.0 1.0 0.0 Student Activities Independent seatwork (self-paced worksheets, individual assignments) Experiential, hands-on learning Systematic individual instruction Sustained writing/composition (self-selected or teachergenerated topics) Sustained reading Independent inquiry/research on the part of students Student discussion 41.2 94.1 100.0 35.3 5.9 0.0 11.8 0.0 0.0 11.8 0.0 0.0 0.0 0.0 0.0 0.9 0.1 0.0 1.0 0.2 0.0 Technology Use Computer for instructional delivery Technology as a learning tool or resource Assessment Performance assessment strategies Student self-assessment (portfolios, individual record books) Summary Items High academically focused class time High level of student attention, interest, engagement 29.4 5.9 88.2 29.4 17.7 0.0 5.9 29.4 35.3 41.2 0.0 17.7 17.7 41.2 5.9 23.5 0.0 11.8 0.0 0.0 1.4 2.5 0.2 1.4 1.1 1.0 0.8 1.2 5.9 100 0.0 0.0 64.7 0.0 23.5 0.0 5.9 0.0 2.2 0.0 0.8 0.0 100.0 94.1 0.0 0.0 Note. Item percentages may not total 100% because of missing data 0.0 0.0 0.0 0.0 0.0 0.0 5.9 0.0 0.0 0.0 0.1 0.2 0.0 0.0 0.0 0.0 0.0 23.5 100.0 76.5 4.0 3.8 0.0 0.4 10/17/2006Page 22 of 123 READ 180 Quality Assessment. The Quality Assessment instrument was used to record the occurrence of processes and practices used to implement Read 180. The observations were recorded every 10 minutes, typically resulting in nine observations in a 90-minute class period. The observations were made in five different categories: fluency, vocabulary, text comprehension, writing, and learning environment. Overall, as seen in Table 4, there was a low occurrence of teachers utilizing fluency. vocabulary, text comprehension, or writing strategies recommended by Read 180. Specifically, observers reported about 20% frequent or extensive evidence of student work on reading fluency (18.4% for modeling fluent oral reading\n19.1% for students reading orally). In vocabulary, observers reported frequent or extensive evidence of introducing or reviewing key vocabulary words only 13.6% of the time and explicit vocabulary instruction only 4.8% of the time. In text comprehension, there were only two strategies that were observed frequently or extensively in approximately 20% of the observations: higher order questioning (20.4%) and interactive discussion (18.4%). Techniques for writing were the least observed strategy when compared to techniques for fluency, vocabulary, or for text comprehension. On a positive note, the learning environments observed in the Read 180 classrooms were frequently to extensively observed to be conducive to cooperative interactions (98.6%), have students actively engaged (98.0%), have effective classroom management (93.2%), and to have teachers actively monitoring (98.6%). Slightly less classes were found to be set up in a manner conducive for Read 180 rotation (78.2%) and only 62% substantially adhered to the recommended 90-minute cycle. 10/17/2006Page 23 of 123 Table 4. READ 180 Quality Assessment Results N= 156 The extent to which each of the following was observed in the classroom. None ((0) Rarely or Frequently or Occasionally Extensively 112). (3,4) Mean Standard Deviation Fluency Models fluent oral reading Has students read/re-read orally 80.3 78.2 1.4 2.7 18.4 19.1 0.4 0.4 0.8 0.8 Vocabulary Introduces or reviews key vocabulary words Explicit vocabulary instruction 83.7 94.6 2.7 0.7 13.6 4.8 0.3 0.1 0.7 0.4 Text Comprehension Explicit comprehension strategy instruction Makes connection to prior knowledge Ask students for predictions Uses higher order questioning Guides visual imaging Guides interactive discussion 89.1 86.4 92.5 72.8 91.8 81.6 7.5 2.0 4.1 6.8 1.4 0.0 3.4 11.6 3.4 20.4 6.8 18.4 0.1 0.3 0.1 0.5 0.2 0.4 0.4 0.7 0.4 0.8 0.5 0.8 Writing Instructs letter formation, handw/riting Explains the writing process Conducts language mechanics lesson 100.0 90.5 91.8 0.0 3.4 4.1 0.0 6.1 4.1 0.0 0.2 0.1 0.0 0.5 0.4 Learning Environment Conducive to cooperative interactions Students are actively engaged Effective classroom management Teacher actively monitors The room is set up conducive to the Read 180 rotation The teacher substantially adheres to the 90 min. cycle Read 180 supporting material are available for student use 0.7 0.0 0.0 0.0 0.0 6.8 0.0 0.7 2.0 6.8 1.4 21.8 31.3 100.0 98.6 98.0 93.2 98.6 78.2 62.0 0.0 2.0 2.0 1.9 2.0 1.8 1.6 2.0 0.2 0.1 0.3 0.1 0.4 0.6 0.0 READ 180 Survey of Computer Use. A total of 17 6**^-9** grade READ 180 classes were observed. These classes were comprised of 212 African American students and 19 non-African American students. The majority (88.2%) of these classrooms had 8-10 computers and all the computers in the classes observed were up-to-date. Students were observed using the Read 180 software in 15 (88.2%) of the 17 classes. The students were observed rarely asking questions related to the use of READ 180 software or the computer equipment (Table 5). There was a high level of academic focus during the Small Group Rotations component of the READ 180 classes, when the students were working on the computer modules. The 10/17/2006Page 24 of 123 students were observed predominately spending computer time working on Read 180 reading comprehension (82.4% of time), vocabulary (76.5%) and spelling (70.6%) activities. They were not observed asking any content related questions while using the software. All African-American students demonstrated a high overall level of attention, interest and engagement when observed using the READ 180 computer program. The Non-African American students, present in slightly over half (52.9%) of the classes, demonstrated lower overall levels of attention, interest and engagement. While data were colleted about the types of instruction teachers provided specific to students use of READ 180 computer program, analysis indicates that in over half (52.9%) of the classes, students received no instructions from the teacher. When instruction was provided, the most frequently observed type was related to using the computer, which was observed rarely to occasionally in nearly 30 percent of the classes (29.4%). Other types of instruction seen were related to classroom rules (17.7%), Read 180 software (11.8%), and only 5.9% related to the Read 180 subject-area content. 10/17/2006Page 25 of 123 Table 5. READ 180 Survey of Computer Use Results N= 17 READ 780 Classrooms School Cloverdale Middle Cloverdale Middle Central High Central High Hall High Hall High Henderson Middle Henderson Middle J.A. Fair High Mabelvale Middle McClellan High McClellan High Parkview High Pulaski Middle Pulaski Middle Southwest Middle Southwest Middle TOTAL Grade Observed 6 7 9 9 9 9 7 8 9 8 9 9 9 6 6 6 8 NA Number of students by ethnicity African American 14 14 11 12 15 19 5 13 13 13 13 13 12 14 14 10 7 212 Non-African American Number of classes observed Computer Configuration and Use How many computers were available for Read 180? Only one 2-4 5-7 8-10 11 or more % Observed 0.0 0.0 11.8 88.2 0.0 Never How frequently did malfunctions occur on computers used for Read 180? 76.5 Computers used for Read 180 most frequently had: No Headphones 5.9 Mostly Non-functional Headphones and Microphones used for Read 180 were\n11.8 0 0 1 1 3 2 1 0 2 1 0 0 3 0 0 2 3 19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 17 Most computers used for Read 180 were: Up to date Aging but adequate Outdated/Limited Capacity % Observed 100.0 0.0 0.0 Rarely 11.8 Occasionally Frequently Extensively 5.9 0.0 0.0 Headphones with no microphones 5.9 Headphones and Microphones 88.2 Displayed signs of disrepair 0.0 All in good working order 82.4 Read 180 Computer Activities In which subject areas did students complete Read 180 computer work? Reading comprehension Vocabulary Spelling % of time 82.4 76.5 70.6 10/17/2006Page 26 of 123 Table 5. Continued Items________________________________________________ What was the level of academically focused time while students were using the computer for Read 180? What was the overall level of African-American student attention, interest, and engagement while using the Read 180 computer program? Not Applicable 17.6* 11.8* Low 0.0 0.0 Moderate 5.9 0.0 High 76.5 88.2 What was the overall level of NON African-American students attention, interest, and engagement while using the Read 180 computer program? 52.9 11.8 5.9 29.4  Students did not use computers\n \"Class did not have any NON-African American students Types of Questions Students Asked While Using the computer Read 180 %Not Observed % Rarely % Occasionally % Frequently % Extensively Content area (e.g. how to solve a problem, the meaning of a word). Software use (e.g. how to log in\nhow to move to the next section\nhow to take a test) Computer use (e.g. how to get the mouse or keyboard to work properly) Non-Read 180 questions (e.g. Do I have to sit next to John? Can I go to the restroom?) The teacher provided the following types of instruction specifically for student use of Read 180 computer activities: Content area (e.g. reading, vocabulary) Software use (e.g. how to log in\nfind correct lesson) Computer use (e.g. locate software, use mouse) Classroom behavior njies No instructions were given 100.0 88.2 70.6 94.1 % Not Observed 94.1 88.2 70.6 82.4 52.9 0.0 0.0 0.0 0.0 11.8 29.4 5.9 % Rarely 0.0 11.8 23.5 11.8 11.8 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 % Occasionally 5.9 % Frequently % Extensively 0.0 0.0 0.0 5.9 5.9 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 35.3 Read 180 Time-on-Task. As seen in Table 6, the Read 180 teachers whose classes were observed spent close to the recommended amount of time for each of the five Read 180 activities. However, when examining a district provided sample of Read 180 computer program time-on-task reports from six of the 10 schools, the results revealed that an average Read 180 computer session lasted from 9.3 to 13.6 minutes per student (Table 7). Students completed an average of 0.2 to 2.0 sessions per week for up to 31 weeks. Thus, the mean overall time that students spent 10/17/2006Page 27 of 123 working on Read 180 computer activities during the 2005-2006 academic year ranged from 2.2 hours to 16.1 hours, with the average being 10.2 hours per student. Read 180 as the name implies, recommends that students spend 20 minutes per day throughout the academic year. When computing this number with the required 180 days of school attendance, the total time equals 60 hours. The LRSD Read 180 students worked less than 20% of the recommended time completing the instructional activities presented by Read 180 software. Table 6. Observed vs. Recommended time per Read 180 Activity Whole Class Instruction Computer Small Group Independent Reading Whole Total Group Wrap Time Average Time Observed* Read 180 Recommended Time 19.4 19.4 19.4 18.2 8.2 84.7 20 20 20 20 10 90 W = 17 observations at 10 Read 180 schools Table 7. Read 180 Computer Program Report of Student Time-on-Task N = 6of the 10 Read 180 schools participating in the study Schools HaifH^ McClellan HS Parkview HS Pulaski Heights MS Fair HS Southwest Alt. Center Average Weeks of Time 31.0 24.6 30.3 21.9 28.0 20.3 26.0 Mean Sessions Per Week 2.0 1.6 1.4 Mean Session Time 12.3 10.1 12.5 Mean Total Sessions 78.7 71.9 57.2 Mean Total Time (Min) 968 728 717 Mean Total Time (Hrs) 16.1 12.1 12.0 1.4 1.2 0.2 1.3 12.6 9.3 13.6 11.8 54.4 46.9 9.7 53.1 688 437 132 612 11.5 7.3 2.2 10.2 Survey Results READ 180 Teacher Questionnaire. The READ 780 Teacher Questionnaire was completed by 18 of the 23 READ 180 teachers, representing a 78.2% return rate. The respondents were primarily Caucasian (61.1%), and secondarily African-American (33.3%), with most being female (94.4%). Nearly two-fifths (38.9%) of the respondents were first year READ 180 teachers while 22.2% were 10/17/2006Page 28 of 123 teaching their second year with the program and 38.9% were in their third. The respondents represented ail READ 180 grade levels, with sixth and ninth grade teachers (33.3% each) more heavily represented than seventh and eight grade teachers (22.2% each). As shown in Table 8, the first 21 items assessing teachers perceptions of the READ 180 program were indicative of a relatively high level of teacher approval for the program (as measured by a combination of the categories Strongly Agree and Agree. Almost 90% (88.9%) of respondents strongly agreed or agreed that the program had a positive impact on students, improving their overall quality of work, achievement and engagement in learning. All teachers were in agreement that they routinely customized READ 180 activities to meet the instructional needs of students, while over four fifths (83.3%) reported that they modified READ 180 on the basis of report feedback. Only whole class and individual reports were used on a daily basis, but the majority of teachers indicated they used these reports at least weekly. Almost half (44.4%) of respondents indicated they used the class by ethnicity and class by gender reports on a monthly basis and never on a daily basis. Over four-fifths (83.3%) of teachers indicated that they adhered to the full 90 minute implementation schedule. This time was fairly evenly split among the required learning activities. Most teachers (94.4%) used 20 minutes for small group discussion and 20 minutes for READ 180 software. Additionally, 83.4% of teachers spent between 15-20 minutes on whole class or group discussion. Whole group wrap up was the activity teachers reported spending the least amount of time on, although 27.8% of teachers did report spending 15-20 minutes on wrap up. All teachers indicated that their computer skills were adequate to effectively utilize READ 180 resources. While nearly four-fifths of teachers felt they had received enough training, 16.7% indicated that they could use more training in order to address students learning needs. Interestingly only 61.1% used the READ 180 professional modules to enhance their own effectiveness as READ 180 teachers. This may be related to the 66.7% agreement that the READ 180 resources enabled teachers to effectively implement the program according to 10/17/2006Page 29 of 123 recommended guidelines. In addition less than half the respondents strongly agreed that their school has a well-developed plan to guide the READ 180 program. Nearly two-fifths (38.9%) of respondents were neutral as to the schools well-developed plans and 16.7% disagreed that there were well-developed plans at all. In addition, less than half (44.4%) of the respondents indicated their school had formal guidelines in place for determining which students should participate in the READ 180 program. The same percentage (44.4%) actually disagreed or strongly disagreed that their school used the Scholastic Reading Inventory to place READ 180 students. In fact, two thirds (66.6%) reported that the schools administration did not routinely use READ 180 reports to monitor and adjust implementation practices. However, these shortcomings in formal guidelines do not indicate lack of support. In fact. 83.3% of respondents agreed or strongly agreed that the school administration fully supports READ 180, with no disagreements. Similarly, two-thirds (66.7%) reported that their colleagues were generally supportive of the READ 180 program, with almost the same number (61.1%) reporting support from parents. All but one teacher indicated that the program should be continued. When asked to describe Read 180 program strengths, teachers listed individualized and small group instruction, the teaching materials, and that the program was motivating, assisted students in achieving rapid progress, and that they received positive feedback about the program (Appendix B). The primary weaknesses noted were technology problems, not enough time, limited selection of books, inflexible structure, and lack of organization in the Read 180 materials. The teachers offered the following recommendations for improving the program: better student screening, correct technical problems, train new teachers, include higher-level questions on the handouts, and provide materials that are more engaging and books that are more interesting for the students. 10/17/2006Page 30 of 123 Table 8. READ 180 Teacher Questionnaire Results N= 18 Read 180 Teacher Questionnaire items % Strongly Agree and Agree (4,5) % Neutral (3) % Strongly Disagree and Disagree ____tL21____ Mean Standard Deviation mpact on Students 'he use of the Read 180 has increased the level of student attention, interest and engagement in learning. tead 180 has had a positive impact on student sarning and achievement. Overall, the Read 180 program seems valuable for Tiproving the achievement of African-American tudents in reading and literacy. 'he use of Read 180 has improved the quality of itudent work. mpact on Instruction frequently use the Read 180 professional levelopment modules to enhance my effectiveness as I Read 180 teacher. routinely customize Read 180 activities to meet the nstructional needs of students. routinely modify my Read 180 instructional practices lased on Read 180 report feedback. he design of the Read 180 resources enables me to jffectively implement the Read 180 program according 0 recommended guidelines. Compliance with READ 180 Guidelines adhere to the Read 180 recommended 90 minute Tiplementation schedule. Jy school has formal guidelines for placing students in he Read 180 program. 4y school has formal guidelines for determining when I student no longer needs the Read 180 program. school uses the Scholastic Reading Inventory (SRI) 0 place students in the Read 180 program. teadiness to Teach READ 180 have received enough training to address student sarning needs through the use of Read 180 resources. computer skills are adequate to effectively utilize tead 180 resources. 88.9 88.9 88.9 88.9 61.1 100.0 83.3 66.7 83.3 44.4 22.2 38.9 77.8 100.0 11.1 5.6 5.6 0.0 22.2 0.0 11.1 16.7 5.6 22.2 27.8 16.7 5.6 0.0 0.0 5.6 5.6 5.6 16.7 0.0 5.6 16.7 5.6 33.3 50.0 44.4 16.7 0.0 4.2 0.6 4.3 4.2 4.2 3.7 4.6 4.1 3.8 4.2 3.1 2.6 2.9 3.9 4.7 0.8 1.0 0.8 1.2 0.5 0.8 1.4 0.8 1.2 1.3 1.3 1.1 0.5 10/17/2006Table 8. Continued iead 180 Teacher Questionnaire Items % Strongly Agree and Agree (4,5) % Neutral (3) % Strongly Disagree and Disagree ____(12)____ Mean Page 31 of Standard Deviation 123 echnology Support can readily obtain answers to questions about Read 80. ?1ost of our school computers that are used for Read 80 are kept in good working condition. }verall Support for READ 180 Ay school's administration fully supports the Read 180 irogram. 3ur school has a well developed plan that guides the tead 180 program. Ay school's administration routinely uses the Read 180 eports to monitor and adjust program implementation iractices. \"eachers in this school are generally supportive of the lead 180 program. arents and community members support our school's ise of Read 180. 83.3 83.3 83.3 44.4 27.8 66.7 61.1 16.7 16.7 11.1 38.9 33.3 33.3 38.9 0.0 0.0 0.0 16.7 33.3 0.0 0.0 4.2 0.7 4.1 0.7 4.4 0.7 3.5 2.9 3.9 3.8 1.0 1.2 0.8 0.7 How routinely do you use the following Read 180 performance report formats? Whole class Class by ethnicity Class by gender Individual student % Daily 16.7 0.0 0.0 11.1 % Weekly 61.1 11.1 5.6 72.2 % Monthly 22.2 44.4 44.4 16.7 Ini fol wt Sit Re Me Wt Teachers who feel the Read 180 program should be continued. Yes No % 88.9 5.6 Respondents teaching at each grade level 6*^ Grade 7*^ Grade 8*^ Grade 9*^ Grade % 33.3 22.2 22.2 33.3 Ethnicity Caucasian African-American Hispanic Asian Multi-Ethnic % 61.1 33.3 0.0 0.0 0.0 Gender Male Female % 0.0 94.4 low long have you taught a Read 180 class? I year i years ! years 38.9% 22.2% 38.9% Non-READ 180 Teacher Questionnaire. The Non-/?AD 180 Teacher Questionnaire is a two-part instrument designed to ascertain perceptions of the READ 180 program held by teachers at schools that offer the program but are not involved in teaching READ 180 classes. As seen in Table 9, of the 269 10/17/2006Page 32 of 123 respondents, 62.5% were Caucasian, 28.3% were African American, with less than 3% representing other races. Most respondents (44.4%) were 9*^ grade teachers, with the remaining grades being represented fairly evenly at around 20%. Nearly three-fourths (73.6%) were female. Reports from colleagues of READ 180 teachers revealed that most (86.4%) agreed or strongly agreed that they understood the Read 180 program goals, and nearly as many (79%) indicated they understood how READ 180 classes are structured. However, two-thirds (66.9%) of the teachers indicated that they were not able to identify students who were taking or who had taken READ 180 classes. The non-Read 180 teachers (30.1%) who were able to identify Read 180 students were generally positive with regard to the impact of READ 180 on students. Specifically, 63.0% indicated that Read 180 students demonstrated improved written and oral vocabulary skills. continuous improvement in literacy skills (61.7%), increased comprehension of assigned reading (60.5%), and were more willing to read in class (59.3%). However, there was less agreement among the non-Read 180 teachers that Read 180 students showed more interest in learning (55.6%), changed their classroom behavior (51.9%) or submitted work that reflected better writing (50.6%). Only about half (49.8%) of these r\\on-READ 180 teachers felt the program should be continued. Responses of teachers who could identify the Read 180 students responded to open- ended comments are located in Appendix C. When asked to describe strengths of Read 180, the most common responses were that the program improved student reading skills, grades. and tests. Also mentioned was the individualized approach to instruction and use of a variety of instructional delivery methods. The most frequent response to program weakness and areas of needed improvement was that access to the program was limited - that it is not reaching all the students with low reading ability. The teachers also indicated that there were not enough books or computers to adequately support implementation of Read 180. There were 99 of the 269 non-Read 780 teachers who supported continuation of the program because it improved student reading skills and performance and provided good teacher and 10/17/2006student feedback. Page 33 of 123 10/17/2006Page 34 of 123 Table 9. Non-/?AD 180 Teacher Questionnaire Results A/=269 ^on-Read 180 Teacher Questionnaire Items have an understanding of the Read 180 program goals. % Strongly Agree and Agree (4,5) 86.4 % % Strongly Disagree and Neutral Disagree 13L 7.4 1121 4.9 Mean 4.2 Standard Deviation 0.8 have an understanding of the Read 180 program classroom Tiplementation (how the classes are structured). 79.0 12.3 7.4 4.0 0.9 'he students in my class who are taking or have taken Read 180 classes lemonstrate improved written and oral vocabulary skills. 63.0 30.9 3.7 3.8 0.9 'he students in my class who are taking or have taken Read 180 classes lemonstrate continuous improvement in literacy skills. 61.7 30.9 4.9 3.8 0.9 'he students in my class who are taking or have taken Read 180 classes ihow increased comprehension of assigned reading. 60.5 34.6 2.5 3.8 0.8 'he students in my class who are taking or have taken Read 180 classes\nhow more willingness to read aloud in class. 59.3 30.9 6.2 3.7 0.9 'he students in my class who are taking or have taken Read 180 classes :how increased attention and interest in learning. 55.6 35.8 6.2 3.7 0.9 'he students in my class who are taking or have taken Read 180 classes lave improved classroom behavior. 51.9 37.0 8.6 3.6 0.9 'he students in my class who are taking or have taken Read 180 classes iubmit work that reflects improved writing. 50.6 40.7 3.7 3.7 0.9 Teachers able to identify students who are taking or have taken Read 180 classes. Yes No % 30.1 66.9 Teachers who feel the Read 180 program should be continued. Yes No % 49.8 0.7 Respondents teaching at each grade level 6*^ Grade 7*** Grade % 19.3 18.6 8*^ Grade 9*^ Grade 16.4 44.6 Ethnicity Caucasian African- American Hispanic Asian Multi-Ethnic % 62.5 28.3 0.7 0.4 1.9 Note: Item percentages may not total 100% because of missing input from some respondents. Gender Male Female % 24.5 73.6 10/17/2006Page 35 of 123 READ 180 Student Questionnaire. There was a total of 579 students involved in READ 180 classes that completed the READ 180 Student Questionnaire (Table 10). This number represents 62.8% of the total 921 Read 180 students. Of these, most (88.3%) were African American and nearly half (45.9%) were in the 9*^ grade, all other grades being represented fairly equally. This sample is representative of the whole population as 45.2% of READ 180 participants were in the 9*^ grade and all other grades are also represented fairly equally. Additionally, nearly half of the respondents were female (44.6%) and slightly over half (52.5%) were male. Three-fourths of the students were in their first year of READ 180, while most of the remaining students (23.7%) were in their second year of the program. READ 180 was implemented in 6**^ through 9^*^ grades. While the overall means of responses on this 5-point Likert-type survey were generally lower than scores reported by teachers, overall student response to the READ 180 program tended to be positive. Nearly three-fourths (74.1%) of the students agreed that their reading skills and slightly more than one-half (55.4%) agreed that their writing skills had improved due to the READ 180 program. Additionally, 48.4% of the students also felt as if their overall schoolwork had improved due to READ 180. Student attitudes were generally more positive than perceptions of increased ability. Approximately 70% (69.6%) of students agreed that their READ 180 classes were well- organized, while 58.9% looked forward to their READ 180 classes and 57.7% agreed that they were more interested in learning in general due to READ 180. Interestingly this is slightly higher than the same perception of increased interest by non-READ 180 teachers. Only about half (52.0%) of the students agreed that READ 180 was the best reading class that they had ever taken or that they learned more than in their other classes (47.2%). Even less, or nearly a third of students (31.8%) reported not wanting to repeat the program. READ 180 activities were broken down into reading, writing and vocabulary and students were asked to indicate how much they engaged in each of these (not at all, a little, or a lot) during their 90-minute Read 180 classes. Nearly 70% of the students indicated that they 10/17/2006Page 36 of 123 worked on reading (69.8%) and writing (69.6%) a lot, while one fourth (25.6%) reported that they only worked on these areas a little (reading = 25.6%\nwriting = 24.4%). The Read 180 students reported working on vocabulary to a lesser degree, as a lot was reported by 57.0% and a little by 32.5%. Students were asked to respond to closed- and open-ended items to indicate how much they learned from Read 180 activities (see Appendix D). The closed-ended items revealed that over 60% (63.7%) learned a lot from computers. Nearly as many indicated that they learned a lot from teacher directed small groups (59.4%), reading by themselves (58.7%), and teacher instruction at the beginning of the class (57.7%). Nearly a third (30.6%) reported they did not learn from reading with another student. The open-ended responses revealed spelling, pronunciation, reading and Reading Zone as most frequently cited activities that helped students to learn the most. Whereas, Reading was also cited along with Vocabulary Zones as activities that do not help students learn. When asked what would make the Read 180 better, most students wanted the program to last longer, more activities, videos, and centers, and more time on the computer. 10/17/2006Page 37 of 123 Table 10. READ 180 Student Questionnaire Results N = 57Q tead 180 Student Questionnaire Items______ /y reading skills have improved because of Read 180. ^y Read 180 class is well organized. lead 180 has made me want to get better grades. look forward to my Read 180 class. lead 180 has made me more interested in learning. 4y writing has improved because of Read 180. lead 180 is the best reading class I have ever taken, would like to be in the Read 180 class again next year, ity schoolwork is better because of what I have learned 1 Read 180. learn more in the Read 180 class than in my other lasses. % Strongly Agree and Agree (4,5) 74.1 69.6 62.5 58.9 57.7 55.4 52.0 50.4 48.4 47.2 In your Read 180 class, how often do you work on the following activities: Reading? Writing? Vocabulary? In your Read 180 class, how much do you learn from the following activities: Computer activities? Teacher directed small group work? Reading by yourself? Teacher instruction at the beginning of class? Reading with another student? % A lot (3) 69.8 69.6 57.0 % A lot (3) 63.7 59.4 58.7 57.7 28.3 Respondents at each grade level 6*'^ Grade 7** Grade 8*^ Grade 9* Grade % 20.0 19.5 14.5 45.9 % Neutral (3) 16.4 16.4 23.0 23.8 25.2 20.4 24.4 16.9 28.5 24.2 % A little (2) 25.6 24.4 32.5 % A little (2) 24.7 30.2 31.1 32.1 36.8 Ethnicity Caucasian African-American Hispanic Asian Multi-Ethnic % Strongly Disagree and Disagree (1,2) 9.2 13.1 13.5 16.8 16.2 23.5 23.0 31.8 22.1 Mean 3.9 3.9 3.8 3.6 3.6 3.5 3.5 3.3 3.4 St Dev 1.0 1.2 1.1 1.2 1.1 1.3 1.3 1.5 1.2 27.8 3.3 1.3 % Not at all (1) 2.8 3.5 7.1 % Not at all (1) 9.0 6.9 6.2 7.3 30.6 Mean 1.7 1.7 1.5 St Dev 0.5 0.5 0.6 1.6 1.5 1.6 1.5 1.0 0.7 0.6 0.6 0.6 0.8 % 2.9 88.3 2.8 0.2 4.3 Gender Male Female % 52.5 44.6 How long have you been in a Read 180 class? 1 year 2 years 3 years 74.3 23.7 0.7 READ 180 Parent Survey. The Read 180 Parent Survey was completed by 164 parents (Table 11). Over three- fourths of these parents had African-American children (75.6%), while 7.3% had Caucasian children, and the remainder represented Hispanic, Asian, or multi-ethnic backgrounds. Nearly 40% of the children (39.6%) whose parents completed this survey were in ninth grade while 26.8% were in sixth grade, 20.7% were in eighth grade, and 11% were in seventh grade. The vast majority of the parents (89.6%) were aware that their children were 10/17/2006Page 38 of 123 participating in the Read 180 program, with over half (53.7%) having learned this from their children. Other parents learned about the Read 180 program from teachers (28.6%) or from the schools (16.3%). Nearly all of the parents felt that the Read 180 program had improved their sons/daughters reading skills, with 44.9% indicating it had helped them a lot, and 43.5% indicating it has helped them some. None of the parents felt the program had not helped their children at all, but 8.8% were still not sure. To understand how these parents felt the Read 180 program helped their children, the parents were asked to what level they agreed with statements regarding the programs impact on their childrens reading ability. The most positive response was that the program improved their childrens achievement or reading grades (68.7% indicated yes\n23.1% indicated somewhat). Parents also felt that the Read 180 program improved their childrens interest in learning (67.3% indicated yes\n25.2% indicated somewhat) and their interest in reading (58.5% indicated yes\n26.5 indicated somewhat). Fifty-one percent of parents agreed that the program improved the time their children spent reading, while 34.7% somewhat felt that it did. Similar results are seen in the parents responses to the open-ended item asking them to describe the best thing about their son/daughter being in a Read 180 class (Appendix E). The most frequent comments were that the program improved their childs reading skills and interest in reading. The parents indicated that the worst aspects of the program were that it did not encourage students to read at home, computer time was too limited, the activities were too challenging, there were too many computer problems, and it did not seem that students were learning anything new and did not have Read 180 homework. To summarize their support for the program, 89.1% of parents indicated that they felt Read 180 was an important part of their childrens education while 4.8% somewhat felt this way and less than one percent (0.7%) did not. Table 11. READ 180 Parent Survey Results N= 164 Do you think Read 180 has increased your sons/daughters: Interest in reading. Yes 58.5 Somewhat 26.5 No 6.1 Not sure 6.1 Mean 1.6 Std. Dev. 0.9 10/17/2006Page 39 of 123 Interest in learning Achievement or grades in reading. Time spent reading. 67.3 68.7 51.7 25.2 23.1 34.7 1.4 2.0 8.8 2.7 2.7 2.7 1.4 1.4 1.6 0.7 0.7 0.8 Do you think Read 180 is an Important part of your son/daughters education? Yes 89.1 Somewhat 4.8 No 0.7 Not sure 3.4 Mean 1.2 Std. Dev. 0.6 To what degree has the Read 180 improved your son's/daughter's reading skills? A lot 44.9 Some 43.5 Not at all 0.0 Not Sure 8.8 Parents who are aware of the Read 180 program son/daughter Is taking. Yes No 89.6 10.4 How did you learn about the reading (Read 180) class? School Teacher My kids Other parents/friends % 16.3 28.6 53.7 0.0 Grade level(s) of your son/daughter. 6* Grade 7* Grade 8** Grade 9** Grade 26.8 11.0 20.7 39.6 Ethnicity Caucasian African-American Hispanic Asian Multi-Ethnic 7.3 75.6 2.4 0.6 3.7 % % % Focus Group Results Teacher Focus Groups. A total of 17 Read 180 teachers from seven randomly selected schools participated in the focus groups. The teachers were asked to respond to questions related to implementing the Read 180 curriculum. Full results of the Teacher Focus Group are in Appendix F. Whole group direct instruction. The teachers reported that the best part about the teacher whole-group instruction at the beginning of class was that it provided an opportunity too explain the lesson, address the students all at once, and set the focus and tone for the day (82% of responses). When asked to describe strategies for improving this component of the READ 180 classroom, approximately one-fourth (24%) did not feel any changes were needed. while the same percent of teachers responded the time format should be revised (24%), that smaller classes would be beneficial (24%). Computer module. When describing the strengths of the READ 180 computer activities the teachers explained that it provides new subject matter in a format (computer, video, etc.) that keeps students interested (48%) while also addressing students individual needs and 10/17/2006Page 40 of 123 abilities (24%). The teachers also reported that the computer activities provide repetition and fluency practice (16%) and gave students and teachers immediate feedback (8%). The teachers suggested that overcoming technical issues should be the primary means of improving this READ 180 module. The teachers reported technical failures sometimes resulting in the loss of students work (43%) and equipment issues with headphones, software CDs, etc. (21%) as the major areas for improvement. Small group direct Instruction module. The majority of the responses (55%) indicated that the teachers valued this one-on-one time with students allowing them to interact with and focus on individual students. The teachers explained that during this time individual needs can be met (23%) and that the small groups allowed ease in monitoring (9%). When asked to describe changes that should be recommended the teachers explained that more time (23%) and more space and smaller groups (23%) would be beneficial. The teachers also reported difficulties in being available to students in the other modules (15%) and classroom distractions (8%) as areas for improvement. Independent reading. The teachers reported that independent reading time provides students with an opportunity for quiet reading and practice (21%) and that this activity can be individualized for students reading levels (16%). The teachers also noted that the ability to retake quizzes and get immediate feedback (11%), listen to audio books (10%), allow students to choose their own books to read (11%) as strengths of the independent reading time. While describing strategies for improving this module the teachers reported that the reading collection needed to be updated and increased to include more variety (38%) and that strategies for keeping students engaged for the duration of this module were needed (25%). The teachers explained that an aide/assistant would be helpful (13%) as would smaller group sizes (13%) as this was a time during the READ 180vjhen trouble-makers act up (6%). Modeled reading. Nearly two-fourths (38%) of the teachers described that the best part of students reading in pairs was the opportunity for modeling. The teachers reported that students enjoy reading, sharing, and discussing books using this strategy (23%). However, 15% of the teachers explained that modeling is rarely or never done in their READ 180 10/17/2006Page 41 of 123 classrooms. One-third (33.3%) of the responses suggest that no changes are needed for this module. Other suggestions included more time for peer reading (17%), smaller class size (17%), and smallergroup size (17%). Overall. The teachers reported the following as overall strengths of the READ 180 program: students like and are motivated by the program (16%), the program supports progress and success (16%), students are better able to focus and stay on-task (11%), student reading has increased (11%), repetition provides practice and increases comprehension (11 %), and rotation of activities (11 %). In contrast, the teachers stated that the following were areas in need of improvement: too many technical difficulties (16%), the need for more and better distributed time (16%), more user-friendly reports, and the need for smaller groups of students (10%). All of the teacher responses suggest that the READ 180 program should be continued. They explain that student improvement and success are notable (23%), that students enjoy the program (17%), and an increase in student reading comprehension and skills (17%), and an increase students self-worth from their own accomplishments (10%). Student Focus Groups. A total of 38 students from eight randomly selected schools participated in the focus groups. Full results of the Student Focus Group are in Appendix G. Whole group direct instruction. The students reported that the best part about the teacher instruction at the beginning of class was that they are provided with an overview of what is to be expected (40% of responses). The students also liked that it provided an opportunity forthem to receive study questions, practice sheets and a review of previous work (13%). When asked to describe strategies for improving this component of the READ 180 classroom the majority of the student responses (78%) stated that nothing needed to be changed. The only suggestions given were allowing students more time to complete their work during this component before moving on to the small group rotations (11%) and providing students with a better explanation of expectations for the rest of class (11 %). Computer module. When describing the strengths of the READ 180 computer activities 10/17/2006Page 42 of 123 the students explained that they enjoyed the Spelling Zone (23%), learning new vocabulary in the Word Zone (20%), reading (20%) and videos (11%). Half of the student responses (50%) indicate that no changes to this module are needed. Suggestions that were made included increasing the time allowed for the computer module (17%) and overcoming computer malfunctions (17%). Small group direct instruction module. The student responses indicate that they valued the following as strengths of small group interactions with the teacher: discussion and helping each other (30%). writing (18%), one-on-one attention (12%), and reading and writing essays (12%). The majority of the student responses (67%) indicate that no changes to this module of the READ 180 program are needed. Those suggestions that were given are linked. It was suggested that more time is needed during this module (22%) and that group sizes should be smaller (11). It was explained that if five students working at varying skill/ability levels each need individualized help/instruction, then 20 minutes goes by too quickly for the teacher to assist each student and teach a lesson. Independent reading. The students reported that their favorite aspects of the independent reading time included reading (27%), exploring new books and progressing to more advanced books (27%) and working on vocabulary words and questions (12%). While describing strategies for improving this module the students reported that the reading collection needed to be increased and include more variety, better books, longer books, and more audio books (39%). The students also suggested that this module needed to be more fun (6%) and incorporate opportunities for discussion (6%). Modeled reading. While describing the strengths of reading in pairs the students reported that they enjoyed partner work by modeling reading (25%), that it was more interesting and fun (19%) and helped them focus on emphasis and comprehension (19%). It was also reported that this module was not used in some classes (19%). When asked to suggest improvements for this module 67% reported that no changes were needed and 33% reported a desire to read in pairs more often. Overall. The students reported the following as overall strengths of the READ 180 10/17/2006Page 43 of 123 program: increased time spent reading and improving reading skills (26%), the computer component (16%), working in small groups (14%), and the whole experience (14%). In contrast, the students reported that the following were areas in need of improvement: increase allotment of time (11%), too many computer difficulties (11%) and CD/disk problems (11%), as well as improvements to the book collections (11%). All of the student responses suggest that the READ 180 program should be continued. They reported that improves reading and increases the desire to read (17%), learn more (13%), improves spelling skills (7%) and it is fun (7%). It was also explained that the READ 180 program helped in other classes (7%) which all can result in students feeling more successful (4%). Interview Results Principal Interviews. The ten principals from the schools participating in this READ 180 program evaluation were interviewed to examine their impressions of the program. The majority of these principals (60%) were administrators of schools that were using READ 180 for the second year, 30% were at schools using it for the third year and one school was using the program for the fourth year. Full results of the Student Focus Group are in Appendix H. Overall Impressions. Nearly ail of the principals indicated a positive overall impression of the READ 180 program while one reported that the benefits were dependent on the classroom teacher. Three of the principals indicated that their faculty liked READ 180 and two reported that they personally believe it is beneficial. One principal described that the program is wonderful because it restores confidence in the students. Meeting needs. When asked to evaluate how READ 180 meets the learning needs of African-American students 50% of the responses described that it improves reading abilities and comprehension. One principal indicated that it helps individualize instruction while others mentioned that it provided a practical instructional model for teachers to use. One principal explained that READ 180 is helpful for African-American students with deficient reading, comprehension and analytical skills. While, another indicated that the quality of the teacher 10/17/2006Page 44 of 123 impacted student ability to achieve success. Implementation. The principals were asked to describe how their Read 180 programs were implemented with regard to student selection, role of the Read 180 course (replace or supplement Standard English course), student graduation from Read 180, and use of tracking elements. Responses revealed that students were primarily from 9^*^ grade (25%), but also included grades 6-8 students. Students were primarily selected on the basis of Benchmark scores (77%), while one indicated automatic enrollment for all resource students. one used transcript data, and one staff recommendations. The Read 180 program was equally used to replace or to supplement Standard English courses. Principals indicated that students typically (60%) graduate at the end of the school year. Reporting and tracking elements. Four of the ten principals reported that the tracking forms included in the READ 180 software were used for program assessment. Three interviewees indicated that READ 180 in their schools used the software for pre- and postassessment of student performance. One principal further described that students were assessed at the beginning of the year, quarterly and at the end of the year using these tools. Strengths. The principals interviewed were asked what they considered to be the best aspects or strengths of the READ 180 program. The ability to work in small groups and individualize instruction was reported in 21% of the responses while 16% of the responses focused on the technological aspects of the program. One principal explained that the faculty believes that the READ 180 program meets the students at their reading level and helps them progress from there. It was also reported that the program encourages the use of a variety of teaching strategies (11%), that students, as well as teachers, can track student progress (11%) and that READ 180 classes holds students attention (11%). One principal commented that the faculty loves the program because of the hands-on approach. Another stated that READ 180 improved students vocabulary, reading and comprehension abilities. Improvements. The following were suggested as areas of improvement in the READ 180 program by the interviewees\novercoming technical issues (30%), bad marketing/image of the READ 180 program (20%) and costs of the program (20%). One principal reported that it 10/17/2006Page 45 of 123 was also difficult to ensure that everyone is maintaining data regarding students progress within the READ 180 program. Another indicated that as a result of the programs success the faculty at his/her school would like to offer the program to more students. However, the programs expense made this an unlikely possibility. Student Achievement Analyses and Results Student Achievement Analyses For all tests of program effects, a matched-samples design was employed. Where possible, each Read 180 student was individually matched to another student within the same school, at the same grade level, with the same 2005 ITBS Reading NCE score and demographic characteristics. In 13 of the 15 school/grade level combinations in which the program was implemented, this process resulted in nearly perfect matching based on a comparison of Read 180 and non-Read 180 students 2005 ITBS Reading NCE scores. Independent samples t-tests were performed on 2005 ITBS Reading NCE scores within each grade and school, and in 12 of 15 cases the resulting p-value was at or above 0.95, where 1.00 indicates a perfect match (i.e., exactly the same pretest mean\nsee Table 12). The least efficient matching occurred at Central High and J.A. Fair High, where the p-values were 0.481 and 0.494, respectively. In these two instances, a preponderance of students with low pretest scores participated in the program, so it was not possible to match each program student to a control student on a one-to-one basis. Nevertheless, the results of the pretest comparisons indicate that there were no statistically significant differences between program and control students within any grade level or school. 10/17/2006Page 46 of 123 Table 12 Mean 2005 ITBS Reading NCE Scores (Pretest) by School, Grade, and Treatment Condition: Matched Samples School Central High Grade 9 Hall High Parkview High Treatment Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 J.A. Fair High Pulaski Heights Middle Not Read 180 Read180 Not Read 180 Read180 Southwest Middle McClellan High Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Henderson Middle Cloverdale Middle Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Mabelvale Middle Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Mean 29.89 28.94 37.88 37.84 41.67 41.67 28.78 27.68 29.36 28.76 24.32 24.24 28.00 28.27 24.27 24.41 27.15 27.18 28.90 28.57 40.11 40.00 29.36 29.14 26.10 26.27 25.91 26.11 36.92 36.92 38.61 38.74 36.68 36.63 SD 10.169 12.172 11.244 11.261 12.228 12.228 11.741 13.643 13.003 13.989 13.431 13.627 14.386 14.109 13.854 13.727 9.144 14.011 14.734 15.148 11.985 11.995 15.237 15.207 13.757 12.642 12.094 11.979 14.866 14.855 20.043 20.409 12.679 12.691 n 64 64 51 51 15 15 51 103 25 25 25 25 22 22 22 22 39 68 21 21 35 35 28 28 30 44 44 44 25 25 31 31 38 38 t .481 .018 .000 .494 .157 .021 -.063 -.033 -.009 .072 .040 .053 .056 -.080 .000 -.025 .018 .632 .990 1.00 .620 .876 .983 .950 .974 .993 .943 .968 .958 .956 .937 1.00 .980 .986 9 9 9 6 6 7 8 9 7 8 6 7 8 6 7 8 A total of 661 Read 180 (72% of participants) had matching 2005 ITBS, district enrollment, program enrollment records, and 2006 ITBS scores. The matched comparison sample was comprised of a total of 566 students. The overall number in the comparison sample was smaller due to the lack of sufficient one-to-one matches at Central and J.A. Fair. In addition to the near exact matches on pretest scores, program students and comparison 10/17/2006 Page 47 of 123 students were quite similar on other demographics: 52.6% vs. 51.8% male, 93.5% vs. 92.4% African American, 71.4% vs. 71.2% eligible for free lunch, and 19.1% vs. 17.5% special education students for Read 180 and the control group, respectively. For each grade 6-9, a multivariate analysis of covariance (MANCOVA) was performed with program (Read 180, Control) and school serving as independent variables\n2006 ITBS Vocabulary, Reading Comprehension, Total Reading, and Revised Writing NCE scores as outcomes\nand 2005 ITBS Reading NCE, student sex, special education status, and free or reduced-price lunch status as covariates. Wilks lambda was used as the criterion of multivariate significance and alpha was set at .05. When MANCOVA indicated a significant multivariate effect, univariate follow-up tests were conducted using a sequential Bonferroni approach\ni.e., employing an alpha of .0125 to adjust for the fact that four outcome measures were being analyzed. Effect size estimates were computed for each outcome by subtracting the covariate-adjusted Control mean from the Read180 adjusted mean, and dividing the difference by 21.06 (the national norm standard deviation for NCE scores). Arkansas Benchmark Literacy scale scores were available for grades six through eight. For these grades, analyses of covariance were performed with program (Read 180, Control) and school serving as independent variables\nLiteracy scale scores as outcomes\nand 2005 ITBS Reading NCE, student sex, special education status, and free or reduced-price lunch status as covariates. Effect size estimates were computed by subtracting the covariate- adjusted Control mean from the Read180 adjusted mean, then dividing the difference by the total standard deviation for each respective grade level. The percentages of students obtaining proficiency were computed for each combination of grade level, school, and treatment. Student Achievement Results Sixth grade ITBS 2006 subtests. MANCOVA indicated no statistically significant multivariate main effects for program (X, = 0.98, = 1.11, p = .36) or for the school X program interaction effect (X. = 0.92, F.,2 493 = 1.31, p = .21). Directionally, results tended to favor Control students 10/17/2006Page 48 of 123 (see Table 13 and Figures 1-4), particularly at Cloverdale and Mabelvale. At Pulaski Heights and Southwest, effect size estimates across subtests ranged from -0.11 to +0.05, showing essentially no differences between ReadlSO and Control students. At Mabelvale, moderately large negative effects were observed on Vocabulary (-0.39), Reading Comprehension (-0.21), and Total Reading (-0.33\nsee Table 12). Mean NCE scores for all groups across all subtests were quite low, ranging from 17.96 on Total Reading for the Read 180 group at Southwest Middle, to a high of 32.28 on Vocabulary for the Control group at Mabelvale Middle. 10/17/2006Table 13 Page 49 of 123 Sixth Grade 2006 ITBS Means, Adjusted Means, and Effect Size Estimates^ by Treatment Condition and School Vocabulary: NCE Treatment Control School Pulaski Heights Middle Mean 27.65 Adjusted Mean 27.47 Effect Size N 23 1 Read180 Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle 20.60 27.50 32.28 27.63 19.80 24.46 24.56 22.38 27.82 29.81 28.31 22.31 24.80 21.51 0.04 0.00 -0.14 -0.39 25 28 25 24 25 28 25 Reading Comprehension: NCE Reading Total: NCE Revised Writing: NCE Control Read180 Control Read180 Control Read180 Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Effect size estimates are all based on the NCE standard deviation of 21.06. 29.43 26.00 28.61 31.04 27.58 22.96 24.61 27.00 26.74 21.52 26.43 30.64 25.79 17.96 22.79 24.24 31.87 25.20 28.96 29.44 28.58 22.04 23.61 30.92 29.29 28.17 28.73 27.53 28.99 26.65 24.86 23.01 26.55 23.84 26.69 27.12 27.03 21.60 23.13 20.11 32.07 26.19 28.90 26.03 30.55 27.19 23.62 26.16 23 25 28 25 -0.01 -0.07 -0.18 -0.21 0.02 -0.11 -0.17 -0.33 -0.07 0.05 -0.25 0.01 24 25 28 25 23 25 28 25 24 25 28 25 23 25 28 25 24 25 28 25 10/17/2006Page 50 of 123 Means by School and Treatment. Control Readl80 10/17/2006 Page 51 of 123 30- 29- in c S 28- s re E 27- ra s o 01 t# 26- E 25- 111 24- T T T Pulaski Heiglits Southwest Cloverdale Middle -------- Control -------- Readl80 23- Middle Middle Mabelvale Middle E n T Figure 2. Sixth Grade 2006 ITBS Reading Comprehension NCE Adjusted Means by School and Treatment. 10/17/2006 28- Coiitiol Page 52 of 123 (A 26- 01 5 ra c '5 n 24- Z o 01 I# E  22- lU 20- T T T T Pulaski Heiglits Southwest Mabelvale Middle Cloverdale Middle - Read180 Middle Middle Figure 3. Sixth Grade 2006 ITBS Total Reading NCE Adjusted Means by School and Treatment. 10/17/2006 32- lA n soot Sw c 528- k. n s D 01 Io 26- E \u0026lt;0 LU 24- --------Control  Readl80 22 Pulaski Heiglits Southwest Middle Middle Cloverdale Middle I Mabelvale Middle Page 53 of 123 T T T Figure 4. Sixth Grade 2006 ITBS Revised Writing NCE Adjusted Means by School and T reatment. Benchmark Literacy. ANCOVA revealed no statistically significant main effects for program (F.^ = 3.23, p = .07), and no program X school interaction effect F3193 = -11. P = .96). Directionally, results consistently favored the Control group, with effect size estimates ranging from -0.27 at Pulaski Heights to -0.12 at Cloverdale (see Table 14 and Figure 18). The percentages of students obtaining proficiency on the Benchmark Literacy exam were nearly equal between Readl80 and Control groups at Southwest (0.0% vs. 4.0%), Cloverdale (14.3% vs. 14.3%), and Mabelvale (16.0% vs. 20.8%), but only half the percentage of Read 180 students achieved proficiency relative to Control students at Pulaski Heights (12.0% vs. 24.0%\nsee Table 15). Table 14 10/17/2006 Page 54 of 123 2006 Benchmark Literacy Scale Score Means, Adjusted Means, and Effect Size Estimates by Grade Level, School, and Treatment Grade School Treatment Mean Adjusted Mean Effect Size N 6 Pulaski Heights Middle Control 534.04 539.07 25 7 8 Read180 487.24 501.06 -0.27 25 Southwest Middle Cloverdale Middle Mabelvale Middle Southwest Middle Henderson Middle Cloverdale Middle Mabelvale Middle Southwest Middle Henderson Middle Cloverdale Middle Mabelvale Middle Control 434.60 451.97 25 Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 373.00 518.54 505.61 537.71 518.84 465.18 450.91 550.67 541.62 565.17 522.50 600.97 629.57 620.57 581.59 733.66 707.26 594.95 595.40 649.82 704.84 431.13 523.56 506.76 490.71 462.69 498.85 479.84 550.10 576.35 584.53 533.80 555.98 570.30 651.44 647.78 690.90 652.18 629.81 629.24 629.56 680.53 -0.15 -0.12 -0.20 -0.12 0.16 -0.31 0.09 -0.03 -0.29 0.00 0.38 25 28 28 24 25 22 22 21 21 30 44 31 30 21 22 35 35 44 43 38 37 Note. Total standard deviations by grade were 142.00,163.52, and 135.24 for grades six, seven, and eight, respectively. 10/17/2006Page 55 of 123 Control Readl80 Figure 18. Sixth Grade Mean Adjusted 2006 Arkansas Benchmark Literacy Scale Scores by School and Treatment. 10/17/2006 Page 56 of 123 Table 15 2006 Arkansas Benchmark Literacy Proficiency Categories by School and Treatment Condition, Sixth Grade School Treatment Control Read180 Pulaski Heights Middle Proficiency Category Not Proficient 19 22 Southwest Middle Proficiency Category Proficient Not Proficient % within treatment condition % within treatment condition 76.0% 88.0% 24.0% 12.0% 24 25 n n n 6 3 Proficient % within treatment condition 96.0% 100.0% n 1 0 Cloverdale Middle Proficiency Category Not Proficient Proficient Mabelvale Middle Proficiency Category Not Proficient Proficient % within treatment condition % within treatment condition % within treatment condition % within treatment condition % within treatment condition 4.0% 24 85.7% 14.3% 19 79.2% 20.8% .0% 24 85.7% 14.3% 21 84.0% 16.0% 10/17/2006 n n 4 4 n n 5 4Page 57 of 123 Seventh grade ITBS 2006 subtests. MANCOVA indicated a statistically significant multivariate main effect for program (A = 0.95, F^ 205 = 2.81, p = .03), with no school X program interaction effect (A, - 0.92, F^2,543  .37, p = .18). Follow-up univariate tests showed a significant program effect for Reading Comprehension {F.^ 208 = 10-59, p = .001) and Total Reading {F.^ 208  ^-^0, p = .006). In both cases, the overall adjusted mean for Read 180 students was significantly lower than that of the Control group = 30.96 vs. Mq = 36.55 for Reading Comprehension\nM.^qq = 28.84 vs. Mq = 33.64 for Total Reading). As shown in Figures 5-8 and on Table 16, Reading Comprehension and Total Reading scores consistently favored Control students at all schools, with effect size estimates ranging from -0.44 at Cloverdale Middle on Total Reading to -0.13 at Mabelvale Middle on Total Reading. Mean NCE scores across subtests for all groups, while somewhat higher than sixth grade, were still quite low. ranging from M = 23.5 on Vocabulary for the Southwest Middle Control students, to M = 43.43 on Reading Comprehension for the Mabelvale Control group (see Table 16). 10/17/2006Page 58 of 123 Table 16 Seventh Grade 2006 ITBS Means, Adjusted Means, and Effect Size Estimates^ by Treatment Condition and School Vocabulary: NCE Treatment Control School Mean Adjusted Mean ES N 1 Read 180 Southwest Middle Henderson Middle Cloverdale Middle Mabelvale Middle Southwest Middle Henderson Middle Cloverdale Middle 23.50 25.82 22 31.14 34.27 39.87 26.43 23.90 25.41 31.67 36.82\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_640","title":"Program evaluation","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":["2004-01/2005-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","Educational law and legislation"],"dcterms_title":["Program evaluation"],"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/640"],"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\nFriday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1932-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR. F.A. JOE D. BELL, F.A. JAMES A. 8UTTRY, F.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS, JR. P.A. JAMES C. CLARK. JR. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM HI. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR. F.A. JAMES EDWARD HARRIS. F.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. F.A. WILLIAM THOMAS BAXTER F.A. JOSEPH B. HURST, JR. F.A. ELIZABETH ROBBEN MURRAY. F.A. CHRISTOPHER HELLER P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER P.A. WILLIAM M. GRIFFIN III. F.A. MICHAEL S. MOORE. F.A. DIANE S. MACKEY. F.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS, P.A. WILLIAM A. WADDELL, JR, P.A. SCOTT J. LANCASTER F.A. ROBERT B. BEACH. JR. F.A. J. LEE BROWN. F.A. JAMES C. BAKER JR. F.A, HARRY A. LIGHT. P.A. SCOTT H. TUCKER P.A. GUY ALTON WADE. F.A. PRICE C. GARDNER P.A. TONIA P. JONES. P.A. DAVID D. WILSON. F.A. JEFFREY IJ. MOORE. F.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR P.A. JONANN ELIZABETH CONIGLIO. F.A. R CHRISTOPHER LAWSON, F.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirfn.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 722013493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE. SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 479-685-2011 FAX 479-605-2147 FRAN C. HICKMAN. F.A. BETTY J. DEMORY. F.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. F.A. CLIFFORD W. PLUNKETT, P.A. DANIEL L HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR. P.A. ALLISON J. CORNWELL ELLEN M. OWENS. P.A. JASON B. HENDREN BRUCE B. TIDWELL JOSEPH F. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. E2:ELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON KRISTEN S. ROWLANDS ALAN G. BRYAN LINDSEY MITCHAM KHAYYAM M. EDDINGS JOHN F. PEISERICH AMANDA Caffs rose BRANDON J. HARRISON STEVEN L. BROOKS H. WAYNE YOUNG. JR JAMIE HUFFMAN JONES KIMBERLY DICKERSON OFCOUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. FATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. F.A. 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-762-2898 FAX 870-762-2918 CHRISTOPHER HELLER LITTLE ROCK TEL 501-370-1506 FAX 501-244-5344 halUrQfec.nac January 12, 2004 Office of Desegregation Monitoring Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Jan 13 2004 Received Re: Little Rock School District Dear John: Two recent evaluations which were done in compliance with Judge Wilsons Order are enclosed. They are: Little Rock School District Literacy Program Evaluation, November 2003 and An Evaluation of Mathematics and Science Programs in the Little Rock School District from 1998 to December 2003. Please call me if you have any questions or concerns about these evaluations. Yours very truly, CJH/bk ist6pher Heller cc w/enc.: Ms. Ann Marshal Desegregation Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Dr. Morris HolmesJOHN W. WALKER SHAWN CHILDS John w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 received MAR ^1? 2004 Via Facsimile \u0026amp; U.S. Mail OFFICE OF DESEGREGATION MONITORING OF COUNSEL ROBERT McHENEY. P.A. DONNA J. McHENEY 8210 Hendesson Ro.ad Little Rock, Akkans.as 72210 Phone: (501) 372-3425  F. (501) 372-3428 EiVAIL: mcheiiryd@swbell.net  J March 8. 2004 Mr. Cliristopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2000 Little Rock, Arkansas 72201 Dear Chris\nI have reviewed your evaluations and find that they are grossly inadequate and incomplete. In addition to that I am still awaiting the evaluations of the other remaining programs which were contemplated by our agreement. Because we have already invoked the process required by the court, I am putting ODM on notice of our position. Very truly yours, /\nI I : i/ L b' L  John W. Walker '-6- JWW\nlp cc: Ms. Ann Marshal Mr. Sam Jones Mr. Steve Jones Mr. MarK Burnette-fo fa.)C CP received MAR 1 200't OFFICEOF DESEGREGATION MONITORING John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 9NW01IN0WN0llVD3aD3S30 d030HJ0 ^00? J I yvw JOHN W. WALKER SHAWN CHILDS a3A3O3a Via Facsimile - 371-0100 March 10, 2004 OF COUNSEL ROBERT McHenry, P.A. DONNAJ.McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mchenryd@swbell.net Ms. Ann S. Marshall, Monitor Office of Desegregation monitoring 124 West Capital, Suite 1895 Little Rock, AR 72201 Re: Little Rock School District Dear Ms. Marshall: Now that we have the 8*** Circuit Court of Appeals decision, it is very clear that the court is concerned, as we are, about improving the academic achievement of African American students. Our belief is that all of the components of the Plan were intended to work hand in glove to that end. When we last met with your office after having invoked the process set forth in the Plan regarding compliance issues, there were numerous areas of disagreement with respect to the Districts obligations. Those areas have not been resolved. Moreover, we did not reach agreements on whether all programs as set forth in the March 15, 2001 Compliance Report were to be evaluated or which ones indeed were to be evaluated. Little Rock took the position that it would only evaluate literacy and math. We resisted that position then and we do so now because such limitation does not address the very purposes of the evaluations in the first place. Dr. Bonnie Lesley and Chris Heller were the Districts representatives at the conference with you. Joy Springer, Bob Pressman and I (for a short while) represented Joshua. Since Dr. Lesley has left the District we have had no further contact with anyone from the District for the purpose of followup discussions regarding the subject. On or about January 15, 2004,1 received two lengthy reports from the District entitled: 1) Little Rock Literacy Program Evaluation\nand 2) An Evaluation of Mathematics \u0026amp; Science Programs in the Little Rock School District from 1998 to 2003. They were sent without explanation or an invitation for discussion. Mr. Heller was aware that we had invoked the process outlined in the Plan and that apparently your office was awaiting more responses from LRSD before having more followup meeting between Joshua and Little Rock. We have received the updates you have sent the parties as you have monitored LRSDs program evaluation. 1We have now completed our initial review and discussion regarding those evaluations and find not only do they fail to address all of the programs that we negotiated to be evaluated but, that inter alia, the evaluations are keyed to No Child Left Behind mandates or State accountability mandates. They appear to be less keyed to the explicit outcome objectives of the plan or to the evaluation processes the district adopted in its compliance plan and regulations. While Mr. Heller has contended that there are no outcome requirements of the plan, it was certainly a promised expectation that programs would be altered, modified, and improved upon their inadequacies and then nonworking programs which failed to remediate achievement disparity would be eliminated and replaced. The objective we expect is t hat achievement of black school children will be not less than 90% of the achievement of white school children. I believe that the program evaluations that have been presented miss their mark on many counts, some of which I now bring to your attention as the process facilitator with a notation that these comments are also being delivered to Mr. Heller for the Districts use. These evaluations address only literacy, math and science which certainly are not all the programs that are related to improving and remediating the academic achievement of African American students. I call your attention to the Courts Order of September 13, 2002, page 168. I am also informing Judge Wilson of our serious concerns regarding the deficiencies of the program evaluations. Our list is not comprehensive because we need to 1) thoroughly review the evaluations, 2) have discussions via the process and the study itself and 3) have more information regarding the Districts intentions. 1) Joshua remains concerned about the lack of achievement for African American students at virtually all grade levels. 2) The literacy report does not identify any significant relationship or correlation between the literacy programs implemented by LRSD and the achievement of African American students. 3) Neither the literacy report nor the math/science report addressed African American student achievement by grade level, achievement by school or specific remediation mastery by student, grade level or school. None of the curricular programs in the study had a significant impact on student achievement in 5* grade, for example. 4) The literacy report (page 45) makes the surprising notation that substantial differences exist in the overall achievement of African American students and other students in the Little Rock School District. This conclusion is, in large part, what this action is intended to correct. Joshua interprets that notation to mean that the programs that have been utilized have not successfully addressed Afiican American student achievement nor have they been modified or replaced by others which promise greater success. It surely cannot mean that the objective is impossible to attain. 25) The control groups utilized for the literacy report raise another concern. In this report, a significant number of the students, almost half of them, in the District appear to be eliminated from the study. 6) The literacy report contains formative information through a few teacher focus groups, however, this data is not inclusive of the total teacher population responsible for remediation of African American student achievement. Therefore, Joshua must conclude that such information is skewed at best. 7) Joshua recalls the representations of Dr. Bonnie Lesley during her court testimony that the achievement gap in grades K-2 had been eliminated according to her DRA assessments during the 2001-2002 school year. The 2003 literacy evaluation submitted by the District now contradicts her findings in that approximately half of the Afncan American students during 2002-2003 in 4* grade were performing Below Basic. Those second grade students would appear to be the 4* graders now performing below basic. Surely there are sufficient data to prepare an evaluation of literacy in these grades (K-2) and for the District to be able to track their individual performances through Dr. Lesleys data. I read that the Courts Order, Page 170, paragraph A, contemplates the use of this data, i.e., LRSD now has over three years of testing data. JJ 8) Joshua remains concerned regarding the Districts ability to accurately record, collect, retain and retrieve student achievement data. 9) There is no discussion regarding the participation of Afncan American students in Pre-AP and AP courses which were allegedly instituted to address Afncan American achievement. Nor is there any evaluation of the Districts tutoring programs or other programs aimed at improving Afiican American performance. 10) The report indicates that African American students had substantially lower absolute performance than did other students. The academic gains on literary tests were lower for African American students than for other students. The evaluations do not compare the achievement of Benchmark exams of T* or 8* grade students for 2001 or 2002 scoring Below Basic in successive years. Moreover, the SAT 9 test results for higher grade students reflect a need for more information. 11) The District was inconsistent in providing the necessary support for teachers to attend necessary literacy training (Reading Recovery, Effective Literary and ELLA). 12) The evaluation reports discussed professional development in literacy and mathematics while ignoring the three major professional development commitments in the March 15, 2001 compliance report. 3The foregoing list is merely suggestive\nit is not exhaustive. Because of your designated role, I am requesting that Judge Wilson involve your office in preparing a comprehensive monitoring report of the Districts compliance with its student achievement commitments by use of the evaluation process. That I believe was a role envisioned for ODM by both the Court Of Appeals and by the District Court as well. I will be filing the necessary papers to that end, but in the meantime would you kindly advise me as to the status of our having already invoked the process set forth by the plan. Sincerely, iy John W. Walker ' .\u0026gt;4^^ I 1 / c \\ JWW:js cc: Honorable Judge William R. Wilson Mr. Chris Heller Mr. Robert Pressman All Other Counsel 4 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS RICHARD SHEPPARD ARNOLD UNITED STATES COURTHOUSE OUU W. CAPI lUL, ROOM 423 i-iTTLc nOCK, Bill WILSON JUDGE Ov4-5i|UU Pscsimiiv (ovi) 604-5 i45 March 10, 2004 Tho Wz^nz^rahlQ Oav/ ( (UI LJ U ICppQI l/UI LI (UUOC 500 West Capiioi, rsucrn i45 Little Rock, AR 72201 Dear Judge Ray ECEIVE, MAR 1 0 2004 OFFICE OF DESEGREGATION MONITOR?!: Enclosed iS s copy of Mr, Walker's March 10, 2004 fax iexter to Ms. Marshall. by copy of this letter I remind Mr. Walker and other counsel of record to copy you with correspondence and other matters. ^//// / i/^ /I/1 b't / /A' I Wn\u0026lt; R. Wilson, Jr. Tiginal.' Athor r'O Mr. JaiTiSS W. lerk \u0026amp; 1----------- COURT eastern DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS LITTLE ROCK DIVISION MAR 1 1 2004 JAMES W McCORMACK, CLERK ____________ LITTLE ROCK SCHOOL DISTRICT DEP. CLERK PLAINTIFF V. No. 4:82CV00866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. I, ET AL. RECEIVED DEFENDANTS MRS. LORENE JOSHUA, ET AL. MAR 1' 2004 INTERVENORS KATHERINE KNIGHT, ET AL. OFFICEOF DESEGREGATION MONITORING INTERVENORS GREG BOLLEN, JAMES BOLDEN, MARTHA WHATLEY AND SUE ANN WHISKER INTERVENORS 1. ORDER I have received a copy of Mr. Walkers March 10, 2004 letter to Ms. Ann S. Marshall. A copy of the letter is attached to this Order. The letter appears to be an anticipatory objection to a report that has not been filed\nand a request for facilitation by Ms. Marshall as the Director of the ODM. 2. When the LRSD report is filed, in the next few days, if Joshua perceives deficiencies in it, I would anticipate that, at that time, appropriate objections would be made, which might or might not include the points mentioned in the March 10 letter. J. I note parenthetically that the meeting in Ms. Marshalls office, referenced in the first paragraph of the March 10 letter, does not give a date of the meeting, and does not mention what compliance issues were discussed, nor does it identify the numerous areas of disagreement. Any objections filed after the LRSD report is in existence should be shot through with specificity and precision. 'I8- 4. Any suggestion of facilitating at this point, if there is such a suggestion to be read into the letter, is late  far too late. I am going to take the LRSD report, the objections, if any, by Joshua, and decide the issues presented on April 27, or soon thereafter. 5. Consistent with the specific directions given to the ODM, 1 would expect that office to file a report on the progress under  2.7.1. soon, so that the parties will have ample time to study it, and determine whether they want to rely on it at the April 26 - 27 hearing, or want to object to it or parts of it. 6. As I think can be discerned from the above, I expect reports and objections from the parties and the ODM to be timely filed, so that we can wrap the matter up during the April hearing. To this end, I invite your keen attention to my letter dated March 9, 2004. I point out that this letter contains directives, not goals or suggestions. rfH- IT IS SO ORDERED this / /^day of March, 2004. ITED STATES DISTRICT JUDG| UNITED Wm. R. Wilson, Jr.John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER SHAWN CHILDS Via Facsimile - 371-0100 March 10, 2004 OF COUNSEL ROBERT McHenry, pa. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mchenryd^wbelLnet Ms. Ann S. Marshall, Monitor Office of Desegregation monitoring 124 West Capital, Suite 1895 Little Rock, AR 72201 ^4/? / Re: Little Rock School District nsa\n's Dear Ms. Marshall: Now that we have the 8* Circuit Court of Appeals decision, it is very clear that the court is concerned, as we are, about improving the academic achievement of African American students. Our belief is that all of the components of the Plan were intended to work hand in glove to that end. When we last met -with your office after having invoked the process set forth in the Plan regarding compliance issues, there were numerous areas of disagreement with respect to the Districts obligations. Those areas have not been resolved. Moreover, we did not reach agreements on whether all programs as set forth in the March 15, 2001 Compliance Report were to be evaluated or which ones indeed were to be evaluated. Little Rock took the position that it would only evaluate literacy and math. We resisted that position then and we do so now because such limitation does not address the very purposes of the evaluations in the first place. Dr. Bonnie Lesley and Chris Heller were the Districts representatives at the conference with you. Joy Springer, Bob Pressman and I (for a short while) represented Joshua. Since Dr. Lesley has left the District we have had no further contact with anyone from the District for the purpose of followup discussions regarding the subject. On or about January 15, 2004,1 received two lengthy reports from the District entitled\n1) Little Rock Literacy Program Evaluation\nand 2) An Evaluation of Mathematics \u0026amp; Science Programs in the Little Rock School District from 1998 to 2003. They were sent without explanation or an invitation for discussion. Mr. Heller was aware that we had invoked the process outlined in the Plan and that apparently your office was awaiting more responses from LRSD before having more followup meeting between Joshua and Little Rock. We have received the updates you have sent the parties as you have monitored LRSDs program evaluation. 1 We have now completed our initial review and discussion regarding those evaluations and find not only do they fail to address all of the programs that we negotiated to be evaluated but, that inter aha, the evaluations are keyed to No Child Left Behind mandates or State accountabihty mandates. They appear to be less keyed to the exphcit outcome objectives of the plan or to the evaluation processes the district adopted in its comphance plan and regulations. While Mr. Heller has contended that there are no outcome requirements of the plan, it was certainly a promised expectation that programs would be altered, modified, and improved upon their inadequacies and then nonworking programs which failed to remediate achievement disparity would be eliminated and replaced. The objective we expect is t hat achievement of black school children will be not less than 90% of the achievement of white school children. I believe that the program evaluations that have been presented miss their mark on many counts, some of which I now bring to your attention as the process facilitator with a notation that these comments are also being delivered to Mr. Heller for the Districts use. These evaluations address only literacy, math and science which certainly are not all the programs that are related to improving and remediating the academic achievement of African American students. I call your attention to the Courts Order of September 13, 2002, page 168. I am also informing Judge Wilson of our serious concerns regarding the deficiencies of the program evaluations. Our list is not comprehensive because we need to 1) thoroughly review the evaluations, 2) have discussions via the process and the study itself and 3) have more information regarding the Districts intentions. 1) Joshua remains concerned about the lack of achievement for Afiican American students at virtually all grade levels. 2) The literacy report does not identify any significant relationship or correlation between the literacy programs implemented by LRSD and the achievement of African American students. 3) Neither the literacy report nor the math/science report addressed African American student achievement by grade level, achievement by school or specific remediation mastery by student, grade level or school. None of the curricular programs in the study had a significant impact on student achievement in 5* grade, for example. 4) The literacy report (page 45) makes the surprising notation that substantial difierences exist in the overall achievement of African American students and other students in the Little Rock School District. This conclusion is, in large part, what this action is intended to correct. Joshua interprets that notation to mean that the programs that have been utilized have not successfully addressed Afiican American student achievement nor have they been modified or replaced by others which promise greater success. It surely cannot mean that the objective is impossible to attain. 25) The control groups utilized for the literacy report raise another concern. In this report, a significant number of the students, almost half of them, in the District appear to be eliminated fi-om the study. 6) The literacy report contains formative information through a few teacher focus groups, however, this data is not inclusive of the total teacher population responsible for remediation of African American student achievement. Therefore, Joshua must conclude that such information is skewed at best. 7) Joshua recalls the representations of Dr. Bonnie Lesley during her court testimony that the achievement gap in grades K-2 had been eliminated according to her DRA assessments during the 2001-2002 school year. The 2003 literacy evaluation submitted by the District now contradicts her findings in that approximately half of the Afiican American students during 2002-2003 in 4* grade were performing Below Basic. Those second grade students would appear to be the 4* graders now performing below basic. Surely there are sufficient data to prepare an evaluation of literacy in these grades (K-2) and for the District to be able to track their individual performances through Dr. Lesleys data. I read that the Courts Order, Page 170, paragraph A, contemplates the use of this data, i.e., LRSD now has over three years of testing data. 57 8) Joshua remains concerned regarding the Districts ability to accurately record, collect, retain and retrieve student achievement data. 9) There is no discussion regarding the participation of African American students in Pre-AP and AP courses which were allegedly instituted to address Afiican American achievement. Nor is there any evaluation of the Districts tutoring programs or other programs aimed at improving Afiican American performance. 10) The report indicates that African American students had substantially lower absolute performance than did other students. The academic gains on literary tests were lower for AlBrican American students than for other students. The evaluations do not compare the achievement of Benchmark exams of 4* or S'** grade students for 2001 or 2002 scoring Below Basic in successive years. Moreover, the SAT 9 test results for higher grade students reflect a need for more information. 11) The District was inconsistent in providing the necessary support for teachers to attend necessary literacy training (Reading Recovery, Effective Literary and ELLA). 12) The evaluation reports discussed professional development in literacy and mathematics while ignoring the three major professional development commitments in the March 15, 2001 compliance report. 3The foregoing list is merely suggestive\nit is not exhaustive. Because of your designated role, I am requesting that Judge Wilson involve your office in preparing a comprehensive monitoring report of the Districts compliance with its student achievement commitments by use of the evaluation process. That I believe was a role envisioned for ODM by both the Court Of Appeals and by the District Court as well. I will be filing the necessary papers to that end, but in the meantime would you kindly advise me as to the status of our having already invoked the process set forth by the plan. Sincerely, John W. Walker JWW\njs cc\nHonorable Judge William R. Wilson Mr. Chris Heller Mr. Robert Pressman All Other Counsel 4 CHECK LIST FOR ENGLISH CLASSROOMS r Observed in class Top Ten Things That Should Be Seen Comments 1. Teacher engaged with students. 2. Students' creations on walls. 3. Students often seated in groups or pods._________________ 4. Students who can discuss their work.. 5. Students interacting with peers. 6. Classroom libraries and sustained reading time._________ 7. Students able to relate benchmarks, standards, assessments.__________ 8. Use of rubrics and performance-based assessments. 9. Benchmarks clearly displayed in room. 10.Teacher reading and writing with students. Observed in class Top Ten Things That Should Not _________________Be Seen____________ 1. Teacher sitting behind desk. 2. drab, boring, or \"old\" classroom. 3. Students in rows all the time. 4. Rote skill, drill or busy work. 5. Worksheets and packaged materials. 6. Prolonged silent periods of time. 7. One objective on board. 8. All multiple choice or \"canned\" tests. 9. Students who do not know how they are doing or waiting for overdue papers. 10. Paper grading in class by teacher while students are working. Comments Date Signature\ns c o 1 CQ cS  CQ o o o co \"S g 6 o O d Constructive and Effective Evaluation Granimar/Mechanics Taught in Context at Editing Stage Collaboration-------------------------------- Process Writing ------------------------- Scoring Guides\nRubrics --------------- Phase Questions\nWriting Writing before/after reading Teacher Modeling  Reading  Writing Silent Reading\nDiscussions Independent Reading Active Reading I (P \u0026gt; O (U -H Minilessons ______ Skills Taught in Context of Meaningful Literature  Grammar i Spelling/ Vocabulary Mugshots Dates IPrograms on Page 148, -intertm Compliance Report 2001-02 Evaluation Outcome of evaluation Date Completed Author Date of Board Approval Date 2002-03 evaluation completed 2003-04 1* semester evaluation completed PreK-3 Literacy National Science Foundation Project Middle Schools Extended Year Schools Summer School HIPPY Charter School Campus Leadership Teams English as a Second Language Lyceum Scholars Program SEDL Program-Southwest Middle School Onward to Excellence (Watson Elementary) Collaborative Action Team (CAT) Vital LinkPrograms on Page 148, -tntertm Compliance Report 2001-02 Evaluation Outcome of evaluation Date Completed Author Date of Board Approval Date 2002-03 evaluation completed 2003-04 1 st semester evaluation completed PreK-3 Literacy National Science Foundation Project Middle Schools Extended Year Schools Summer School HIPPY Charter School Campus Leadership Teams English as a Second Language Lyceum Scholars Program SEDL Program-Southwest Middle School Onward to Excellence (Watson Elementary) Collaborative Action Team (CAT) Vital LinkPrograms listed in Interim Compliance Report to improve student performance Evaluation Date Completed Author Date of Board Approval Outcome of evaluation Title I Programs PLATO Labs Accelerated Learning Center Alternative Learning Center Summer School Tutoring Programs 21 Century Community Learning Centers Project ACT Tutoring Career Orientation Block Scheduling High School Advisory Program Personalized Education Plan K-12 Science Professional Development for Science Teachers Citizenship and Character EducationPrograms listed in the final Compliance Report to improve student performance Evaluation Date Completed Author Date of Board Approval Outcome of evaluation Achievement Level Tests Criterion-Referenced Tests-Literacy, Grades 3-5 Criterion-Referenced Tests-Literacy, Grades 6-12 Criterion-Referenced Test (End if Unit/Modual Exams) Mathematics and Science State Benchmark Exams, Grades 4, 6, and 8 Stanford Achievement Test, g Edition Professional Development Instructional Standards Language Arts Mathematics Science Social Studies Staffing Curriculum Guides Teachers of Tomorrow AP World History Pilot Progrm in Grade 8 American History Citizenship Assessment Professional Development Social Studies ResourcesFine Arts Summer School Tutoring Programs Extended Year Education Pathwise Badgett Charter School Safe Schools/Healthy Students Grant Project 21 Century Community Learning Carters Grand Project Carnegie Planning Grant for High School Reform Proposal for Magnet School Grant for Cloverdale Middle School, Mabelvale Middle School, Fair High School, and McClellan High School Charter School Planning Grant to Expand the Accelerated Learning CenterRECEIVED First Quarterly Progress Update December 1, 2004 NOV 3 2004 OFFICEOF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO.l ETAL., DEFENDANTS MRS. LORENE JOSHUA, ETAL., INTERVENORS KATHERINE KNIGHT, ETAL., INTERVENORS Outline Purpose This update is of actions taken with respect to the new Compliance Remedy: A. LRSD must promptly hire a highly trained team of professionals to reinvigorate PRE. 9? B. The first task PRE must perform is to devise a comprehensive program assessment process. ... the comprehensive program assessment process must be deeply embedded as a permanent part of LRSDs curriculum and instruction C. program. 99 During each of the next two academic school years (2004-05 and 2005-06), LRSD must hire one or more outside consultants to prepare four (4) formal step 2 evaluations. 99 A. Hire a highly trained team of professionals LRSD has hired three new professionals with knowledge and experience in assessment evaluation, and statistical analysis: As of October 1, 2004, the Planning, Research, \u0026amp; Evaluation team consists of: Karen DeJamette, PhD, Director (cite date of hire and bio) Maurecia Malcolm, Statistician (cite date of hire and bio) James C. Wohlleb, Statistician (cite date of hire and bio) Continued employment of Ed Williams, PhD, Statistician (cite bio) Yvette Dillingham, Testing Coordinator (cite bio) Irma Shelton and Malinda administrative assistants (cite years of experience)B. Devise and imbed a comprehensive program assessment process. In late September the reinvigorated PRE began devising the comprehensive program assessment process that will be deeply imbedded in LRSDs educational operations. Dr. Dejamette and staff continued cooperation with Dr. Steve Ross to review the draft Policy IL-R2 and to redefine the policy to include a comprehensive program assessment process that fits the needs of the Little Rock School District: Discussion of Drs. Brooks and Dejamette and Mr. Heller: Telephone conference between Drs. Dejamette \u0026amp; Ross: October 5 conference of Drs. Brooks, DeJamette, \u0026amp; Ross in Memphis: October 7 introductions to Mr. Gene Jones \u0026amp; general discussion. October 26 telephone conference of Drs. DeJamette \u0026amp; Ross \u0026amp; Mr. Wohlleb: Agreement by Dr. Ross: C. Hire outside consultant(s) to prepare four formal step 2 evaluations. LRSD has begun negotiations to hire Drs. Ross \u0026amp; Catterall to perform the following tasks... Drs. Ross and Catterall were contacted late September for preliminary conversations regarding the 4 step 2 evaluations for 2004-2005 [List dates and times of conversations with superintendent, school board, ODM, intervenors] Process of selecting programs for evaluation, including PRE staff efforts to initially review all programs currently operating and then to discuss possibilities with Ross and Catterall to determine selection of 4 programs to formally evaluate Design of Evaluation studies (mini-proposals?) Schedule of evaluations and reportsAppendices Resumes of staff Memo from Ross related to IL-R2 Schedule of tasks \u0026amp; assignmentsLittle Rock School District Planning, Research, \u0026amp; Evaluation Department Evaluation Designs for Programs Greater Second Baptist Church 5615 Geyer Springs Road February 16, 2005 Agenda 7:45 a.m. Dr. Karen DeJarnette \u0026amp; PRE team welcome Drs. Steve Ross, Anna Grehan. Dan Strahl. \u0026amp; Aaron McDonald from U/Memphis \u0026amp; Drs. Gail Weems \u0026amp; Linda Dorn from UALR 8:30 a m. Drs. Lloyd Sain, Roy Brooks \u0026amp; Sadie Mitchell address principals 8:50 a m. Presentation of evaluation designs to principals by Dr. Steve Ross 9:30 Dr. Ross \u0026amp; team meet with directors of programs: 9:3010:15 Reading Recovery\nDr. Linda Dorn from UALR, Pat Busbea, \u0026amp; Krista Underwood 10:1511 Smart/Thrive: Vanessa Cleaver \u0026amp; Marcelline Carr 12:00 Center) Lunch Compass Learning: Lucy Neal \u0026amp; Travis Taylor (Tech 2 p.m. Wrap-up of PRE \u0026amp; Dr. Ross teams8: 00 - 8:25 LEADERSHIP TEAM MEETING Greater Second Baptist Church Wednesday, February 16, 2005 8\n30 A.M. - 3\n00 P.M. Continental Breakfast 8:30 Call to Order Dr. Lloyd Sain 8:30 - 8:50 Organizational Chart Dr. Roy G. Brooks Dr. Sadie Mitchell 8:50-9:20 Evaluation Designs for Programs Dr. Steve Ross 9:20 -10:30 A.M. Constructivist Teaching in the Literacy Classrooms Dr. Olivine Roberts Dennis Glasgow Marie McNeal Suzi Davis Krista Underwood Elementary Principals - Downstairs Secondary Principals - Classroom #8 - Upstairs 10:30 -10:45 Break 10:45 -12:05 Part I: Constructivist Teaching Continued 12:05 -12:40 Lunch (On-site) 12:45 - 2:30 Part II: Constructivist Teaching 2:30 - 2:45 Break Return to Fellowship Hall for a General Meeting 2:45 - 3:05 Maculaitis Assessments Dr. Karen Broadnax 3:05-3:15 Wrap-up/Evaluation Drs. Sain and Mitchell Evaluation of heading Eecovey in the Uttle V^ock School System x=: Conducted by R\u0026amp;' j FEB i . CREP \u0026gt; Center for Research in Educational PolicyPrimaiy YLvaluation Question... a Has the Reading Recovery program been effective in improving and remediating the academic achievements of African-American students? JJSupplemental Pivaluation Questions...  What are the quality and level of implementation of Reading Recovery at the participating schools?  What is the level of participation in reading Recovery by African-American students?  What is the progress demonstrated by African-American and other students in Reading Recovery in improving achievement?  What are the perceptions of the Reading Recovery teachers and principals?  What are the perceptions of regular first-grade teachers and other teachers regarding Reading Recovery?  What are the perceptions of parents of Reading Recovery students?Evaluation Procedures,..       DRA or Dibels 2004-05 Reading and Math Subtests Reading Recovery Teacher Phone Interviews Reading Recovery School Teachers Survey Reading Recovery Principal Interview with Randomly Selected Principals. Reading Recovery Achievement Profiles Tutoring Observations School Records/Archival Data (e.g. Participation) Reading Recovery Parent Survey    The Tutoring Observations will consist of Reading Recovery experts observing tutoring sessions.ILvaluation Timeline... February March-April May-June  Begin observations  Interview Reading Recovery Teachers  Survey Reading Recovery teachers and parents  Complete Reading Recovery teacher interviews  Profile Reading Recovery achievement  Analyze records/archival data analyses July-September October November  Analyze achievement data, survey and interviews  PRE reviews draft reports  PRE submits report to Little Rock School District for approval  Draft reports for reviewSchoolparticipation guidelines...    Promote the importance of the research among faculty and students Administer surveys at faculty meetings Facilitate researcher visits to schools It is important to remember that this study does not evaiuate individuai teachers or schools.Evaluation of the Smart! Thrive Programs in the Tittle Tock School District Conducted by CREP received FEB 1 . 2005 OFFICE OF DESEGREGATION uOHlTOWNG \u0026gt; Center for Research in Educational PolicyPrimary Evaluation Question... (( Have the Smart/Thrive programs been effective in improving and remediating the academic achievement of African/American students? JJSupplementary Questions...  What is the level of participation in Smart and Thrive by African-American students?  What instructional strategies are used during the tutoring sessions?  What are the perceptions of Smart/Thrive tutors regarding the program?  What are the perceptions of Algebra I teachers regarding the Smart/Thrive program?  What are the perceptions of participating students regarding the Smart/Thrive program?  What are the perceptions of parents/guardians of Smart/Thrive students regarding the program?Iivaluation Procedures...  Achievement Analysis  Quasi Experimental  School Records/Archival Data (e.g. Participation)  Observations of Tutoring Sessions  Smart/Thrive Tutor Questionnaire  Algebra I Teacher Questionnaire  Smart/Thrive Student Questionnaire  Smart/Thrive Parent Questionnaire Observation of tutoring sessions wiii consist of visits to the Saturday Aigebra ci asses.ILvaluation Timeline... February March-April May-June  Observe Thrive Sessions  Administer Teacher, Tutor and Parent Questionnaire  Complete Focus Groups and Observations  Begin Focus Groups  Analyze records/archival data July-September October November  Analyze achievement data, survey and interviews  PRE reviews draft report  PRE submits report to Little Rock School District for approval  Draft reports for reviewSchool Participation Guidelines...  Promote the importance of the research among faculty and students  Facilitate researcher visits to schools It Is important to remember that this study does not evaiuate individual teachers or schools.Evaluation of Compass Eearning in the Uttle Eock School System Conducted by RECEJVED FEB 1 '1 2005 OFHCEOF DESEGREGATION I.iONlTORlNG CREP Center for Research in Educational Policy \u0026gt;Primary Evaluation Question... \"Has the Compass Learning program been effective in improving and remeditating the academic achievement of African-American students?\" Supplemental Questions...  What are the quality, nature, and level of implementation of Compass Learning at the participating schools?  What is the level of participation by African-American students?  What are the perceptions of teachers and technology specialists?  What are the perceptions of parents?Evaluation Procedures... 1^      Student Level Achievement Analysis  Quasi Experimental Compass Learning Teacher Survey Technology Specialist Phone Interview District Compass Learning Program Coordinator Phone Interview 10 Two Hour Compass Learning Laboratory Observations 5-Twenty Minute Student Focus Groups Compass Learning Parent Survey School Records and Archival Data (e.g.. Participation)    Observations will be conducted by trained observers using CREP observation instruments validated through extensive research.Evaluation Timeline... February March-April May-June  Begin observations  Survey teachers \u0026amp; Parents  Analyze records/data analysis  Phone interviews of tech specialists  Complete observations, interviews and student focus groups. July-Sep tember October November  Analyze achievement data, survey and interviews  PRE reviews draft reports  PRE submits report to LRSD for approval  Draft report for reviewSchool participation guideline...    Promote the importance of the research among faculty and students Administer surveys at faculty meetings Facilitate researcher visits to schools 'J- It is important to remember that this study does not evaluate individual teachers or schools.Sent from to p2/ll F, IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS RESPONSE TO COURTS OCTOBER 31, 2005 ORDER - LRSDS WITNESS SUMMARIES In response to the Courts Order of October 31, 2005, LRSD submits the following summaries of the expected testimony of its witnesses. LRSD estimates that the direct examination of each witnes.s will take thirty minutes. LRSD does not expect to call Dr. Brooks a,s a witness, a.s the PRE witnesses who report to Dr. Brooks can provide the same information he would provide. 1. Gene Jones Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock. AR 72201 Mr. Jones is expected to testify that he had primary responsibility within the Office of Desegregation Monitoring to monitor LRSDs implementation of the Courts June 30, 2004 Compliance Remedy\nthat LRSDs Department of Planning, Research and Evaluation (PRE) was cooperative and helpful\nthat he had access to all relevant documents and notice of all relevant meetings with the possible exception of a recent visit by Dr, Catterall which took place on October 17,2005\nthat LRSD hired qualified experts to perform the required S tep 2 program evaluations\nthatSent 03/11/2005 at 11:57:15 from to p3/ll PRE worked diligently to support those experts in their work\nthat LRSD also hired experts to perform additional program evaluations not required by the Courts compliance remedy\nthat he provided regular reports to the Court concerning the status of LRSDs compliance\nthat PRE, as far as he knows, provided Joshua access to relevant documents and notice of relevant meetings concerning the Step 2 evaluations with the possible exception of a recent visit by Dr, Catterall which took place on October 17,2005\nthat LRSD changed the subject of one proposed Step 2 evaluation at the request of the Joshua intervenors\nthat the Step 2 evaluations which were due on October 1, 2005 require data from the Arkansas benchmark exams for their completion\nthat such data was not available in a form useful to LRSDs experts before October 1\nthat the reporting of Arkansas benchmark results is entirely within the control of the Arkansas Department of Education\nthat there is nothing LRSD could have done to hasten the reporting of benchmark exam results\nthat in late 2004 and early 2005 LRSD considered seeking and extension of the October 1, 2005 deadline for four Step 2 evaluations\nand that by March, 2005 LRSD had decided to wait to see if the State supplied the test scores from the Spring 2005 testing in time for the District to meet the deadline\nthat LRSD notified him of that decision and that he notified the Court. 2. Dr. Karen DeJarnette Little Rock School District Planning, Research and Evaluation 3ff'' \u0026amp; Pulaski Streets Little Rock, AR 72201 Dr. Karen DeJarnette is expected to testily that she i.s director of PRE and has been since September 17,2004\nthat implementing the compliance remedy has been PREs top priority during the time she has been its director\nthat she and her staff at PRE have worked diligently to implement the compliance remedy\nthat LRSD hired Dr. James S. Catterall. a qualified expert, to evaluate its 2Sent 03/11/2005 at 11:57:43 from to P4/11 Year-Round Education (YRE) prognim\nthat LRSD hired Dr. Steve Ross, a qualified expert, to pertorm the Step 2 evaluations ot SMART/THRTVE, Compass Learning, and Reading Recovery\nthat Drs. Catterall and Ross were provided copies of the compliance remedy and that they each signed a Memorandum of Understanding on February 1, 2005 agreeing to conduct the Step 2 evaluations in accordance with the compliance remedy\nthat they were actively involved in the design and planning of Step 2 evaluations beginning in 2004\nthat PRE worked cooperatively with ODM and Joshua, providing them access to documents and notice of meetings so that they would be constantly aware of LRSDs progress in meeting the requirements of the compliance remedy\nthat. beginning in December 2004 through March 2005, LRSD considered the question of whether to seek an extension of the October 1, 2005 deadline for submission of the Step 2 evaluations so that PRE and the LRSD Board of Directors would have more time to review the evaluations prior to their submission to the Court\nthat those discussions were predicated on the belief that benchmark exam results would be available in July 2005\nthat during February or March, 2005, LRSD raised the question of additional time with the Joshua Intervenors and was told that Joshua would oppose any such request\nthat LRSD decided in March 2005 not to make a request for an extension of time and notified ODM of that decision\nthat the LRSD Superintendent and Board of Directors expected PRE to meet the requirements of the Compliance Remedy\nthat the Step 2 evaluations which were due on October 1, 2005 required data from the Spring 2005 administration of the Arkansas benchmark examinations\nthat in order to be useful to Drs. Catterall and Ross, that data must be in digital form\nthat the benchmark examination results were not available in digital form before October 1, 2005 although PRE had a good faith belief that they would be available in July 2005\nthat the reporting of Arkansas benchmark examination results is entirely within the control of the Arkansas 3Sent 03/11/2005 at 11:58:14 from to p5/ll Department of Education\nthat there was nothing LRSD could have done to hasten the reporting of the necessary benchmark examination results\nand that no one in PRE or anywhere within LRSD did anything for the purpose of avoiding or delaying compliance with the Compliance Remedy\nthat the requested extension of time was made in good faith based on a belief that it is necessary to secure high quality evaluations in accordance with the Compliance Remedy\nand that the delay will not reduce the usefulness of the evaluations to LRSD - they will be used to make any indicated program changes for the 2006-07 school year, just as they would have been used had they been received on October 1, 2005, 3. Dr. James S. Catterall Professor University of California P. O. Box 951521 Lo.s Angeles, CA 90005 Dr. Catterall is expected to testify in accordance with his Affidavit which was previously filed in this case. Dr. Catterall will be available by telephone on November 7, 2005 at 310-455- 2720. 4. Dr. Steven M. Ross Fadree Professor and Director Center for Research in Educational Policy 325 Browning Hall Memphis, TN 38152-3340 Dr. Ross is expected to testify that he was hired to perform three Step 2 evaluations for the 2004-05 school year in accordance with the Courts June 30,2004 Compliance Remedy\nthat he has been hired to conduct three Step 2 evaluations for the 2005-06 school year in accordance with the 4Sent 03/11/2005 at 11:58:36 - from to p6/ll Courts June 30. 2004 Compliance Remedy\nthat PRE has been cooperative and responsive in supporting his work and providing him any requested assistance\nthat 2004-05 final benchmark examination results (not raw data) in a usable digital format are necessary for him to complete the Step 2 evaluations which were due on October 1, 2005\nthat such information is not yet available\nand that LRSD has done nothing to hinder or delay his efforts to perform Step 2 evaluations in accordance with the requirements of the June 30,2004 Order. He will further testify that all of the field work necessary to accomplish the evaluations was completed in a timely manner and that he wax waiting for the benchmark examinations so that the work of integrating these tests scores could complete the evaluations\nthat it was only the receipt of the exam results which prevented him from completing his assignment. 5. Jim Wohlleb Little Rock School District Planning, Research and Evaluation JO\"* \u0026amp; Pulaski Streets Little Rock, AR 72201 Jim Wohlleb is expected to testify that he began work for LRSD on October 1, 2004 as a statistical research specialist within the PRE Department. Beyond that, his testimony is expected to be substantially the same as that of Dr. Karen DeJamette. 6. Dr. Gayle Potter Associate Director Academic Standards and Assessment Arkansas Department of Education #4 State Capitol Mall, Room 106A Little Rock, AR 72201 5Sent 03/11/2005 at 11:58:59 - from to p7/ll Dr. Gayle Potter is expected to testify that she is Associate Director for Academic Standards and Assessment at the Arkansas Department of Education (ADE)\nthat she is the person within ADE primarily responsible for testing in general and the Arkansas benchmark examinations in particular\nthat the benchmark examination results for the 2004-05 school year were originally expected to be released in July 2005\nthat on June 23, 2005 ADE issued an informational memo to Arkansas Superintendents notifying them that committee.s were working to reset the cut score.s for each performance level of the Benchmark Exams and consequently the examination results would be issued in two phases\nthat Phase I would consist of cds containing raw score reports which would be shipped to districts no later than July 1, 2005\nthat assumptions about whether a student is proficient cannot be made based on raw scores\nand that Phase 11 Reports placing students into new performance levels will be issued in the fall of 2005\"\nthat the digital benchmark data necessary for statistical analysis will be released in mid-November\nthat release of the benchmark examination results is entirely within the control of the Arkansas Department of Education and its contractors\nthat LRSD has done nothing to delay the release of the results\nand that there is nothing LRSD could have done to hasten the release of the digital data required by its experts to complete their Step 2 evaluations. 7. Christopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 West Capitol, Suite 2000 Little Rock, Arkansas 72201-3493 (501)376-2011 Christopher Heller wilt testify that he filed a Motion to Extend Time on September 29,2005 based on a good faith belief, after reasonable inquiiy, that the matters presented in that Motion were 6Sent 03/11/2005 at 11:59:25 - from to P8/11 true\nthat he filed a response to the Courts September 30,2005 Order on October 4,2005 based on a good faith belief, after reasonable inquiry, that the matters presented in that response were true\nthat, having now had the opportunity to review hundreds of emails and other documents, he believes that the conversation with counsel for Joshua described at page 2 of \"LRSDs Response to Order probably occuned in February or March rather than June or July, The principal reason for not tiling LRSDs Motion to Extend Time sooner than September 29, 2005 was counsels intense involvement on behalf of LRSD in Lake View v. Huckabee-, that matter was scheduled as follows\nMay 5,2005 Arkansas Supreme Court issues Per Curiam Order scheduling oral argument on May 19, 2005\nMay 19, 2005 Oral Argument\nJune 9, 2005 Mandate recalled and Masters reappointed\nJuly 8, 2005 Disclosure of witnesses and exhibits\nJune 28, 2005 Case conference with Masters\nJuly 19, 2005 Multiple daily depositions begin and continued for several weeks\nJuly 26,2005 Date of hearing as originally scheduled is rescheduled to begin on August 29, 2005 because parties cannot complete preparations\nAugust 29 through September 9, 2005 Hearings\nSeptember 20, 2005 Post Hearing Briefs due. Counsel and PRE had anticipated that electronic data from the State of Arkansas would be available 7Sent 03/11/2005 at 11:59:47 from to p9/ll in July and that the October 1,2005 deadline could, therefore, be met. Counsel did receive an e-mail from Dr. DeJamette on June 30, 2005 setting forth that the state benchmark scores could not be available in July. Counsel did not respond or react to that e-mail in a timely fashion because of his involvement in the Lake View case. Counsel did not recognize until September 2005 that the critical information would not be available, and it was then that the Motion to Extend Time was filed. Counsel will testify that it was an inadvertent but important omission on his part for which he accepts responsibility. Respectfully Submitted. Philip E. Kaplan (68026) Kaplan. Brewer, Maxey \u0026amp; Haralson P.A. 415 Main Street Little Rock, Arkansas 72201 (501) 372-0400 Pkaplan @kbmlaw.net /sZ Philip E. Kaplan 8Sent 03/11/2005 at 12:00:02 from to plO/11 CERTIFICATE OF SERVICE I certify that on November 3, 2005,1 have electronically filed the foregoing with the Clerk of the Court using the CM/ECF system, which shall send notification of such filing to the following\nClark-hagemeier@ag.state.ar.us sionesft'mwsgw.com siQiies@ili.cotn iohawalkeranv@aol.com and mailed by U.S. regular mail to the following addresses: Gene Jones Office of Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Sheet Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 /s/ Philip E. Kaplan 9VQ/XX/Z.UVO dL ii:uo:oa rom to p2/5 Case 4:82-cv-00866-WRW-JTR Document 3964-1 Filed 11/02/2005 Pagel of4 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. 4\n82CV00866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. LET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS THE JOSHUA INTERVENORS REPLY TO THE DIRECTIVE OF THE COURT DATED OCTOBER 31.20GS The Court seeks as explanation for LRSDs failure to promptly inform the Court that it needed an extension of time in which to meet the October 1,2005 requirements of e Courts June 30, 2004 Order. The burden is on the District to explain why delay was not promptly sought The active parties have submitted extensive lists of witnesses through whom the Courts limited concern would be addressed on November?, 2005. Joshua acknowledges its initial witness list to have had a broader agenda than the issue to be addressed at the hearing. Accordingly Joshua reduces its witness list to the persons called by the defendants and to the following other persons with a summary of their anticipated testimony if they are not called by the LRSD\n1) Dr. Roy Brooks: his involvement in the process was minimal, not an agenda item for him or the Board and he did not meet Dr. Steve Ross before the show cause order. Further, that Mr. Heller did impress upon him the significance or importance of the 1X X um CU po/ O Case 4:82-cv-00866-WRW-JTR Document 3964-1 Filed 11/02/2005 Page 2 of 4 2) 3) 4) time requirements of the Order although they met frequently between July 1,2004 and October 6,2005 on other matters. 20 minutes Dr. Hugh Hattabaugh\nhis involvement in the process was also minimal, not an agenda item for him or the Board and he, too, did not meet Dr. Steve Ross before the show cause order. Further, that Mr. Heller did not impress upon him the significance or importance of the time requirements of the Order although they met frequently between July 1,2004 and October 6,2005 on other matters. 15 minutes Dr. Olivine Roberts: (a) the interaction between herself, Dr. DeJamette, the Joshua Intervenors, the State Department of Education, the PRE staff, the expert witnesses. Drs. Brooks and Hattabaugh and Mr. Chris Heller\n(b) her minimal involvement in the process\nand, (c) her failure to ever meet and discuss any evaluation issue including the need for additional time for compliance with Joshua, the ODM or the State Department of Education. 45 minutes Joy Springer\n(a) will address Mr. Hellers contentions in his reply dated October 4, 2005. She will establish that Mr. Heller infonned Joshua in February 2005 that the Benchmark results would not likely be prepared prior to September 2005\n(b) that when Mr. Heller appeared before the Eighth Circuit on April 12,2005, he presented Dr. DeJamette and Dr. Brooks as he indicated that the district was complying with this Court's Order while appealing\n(c) Joshuas efforts to be involvedin the process\n(d) that LRSD and Mr. Heller knew long before September 29, 2005 that LRSD would not likely be able to meet the deadline\nand (f) LRSD did nothing to advance receipt of the data from the processing sources. 30 minutes 2a c XI um ro Case 4:82-cv-00866-WRW-JTR Document 3964-1 Filed 11/02/2005 Page 3 of 4 5) 6) Mr. Dennis Glasgow: he will address his efforts to prevent Dr. Steve Ross further participation in the evaluation process, and his efforts to delay compliance activities. 30 minutes Mr. Gene Jones: will address the knowledge of ODM regarding the process, the advice given by ODM regarding extending the Court ordered time, and the response of the LRSD to that advice. 30 minutes Respectfully submitted, /s/John W. Walker______________ John W. Walker, AR Bar No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (501) 374-3758 (501) 374-4187 (Facsimile) Robert Pressman, Mass Bar No. 405900 22 Locust Avenue Lexington, MA 02421 (781)862-1955 3UJtill b X/ X.UVU a. L irom to pb/b Case 4:82-cv-00866-WRW-JTR Document 3964-1 Filed 11/02/2005 Page 4 of 4 XX\nlu:uo CERTIFICATE OF SERVICE 1 hereby certify that on this 2' day of November, 2005,1 electronically filed the foregoing with the Clerk of Court using the CM/ECF System, which shall send electronic notifications to all counsel associated with this case and by other means to counsel listed below. Clayton R. Blackstock Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon, PLLC 1010 West Third Street Post Office Box 1510 Little Rock, AR 72203-1510 Norman J. Chachkin NA.ACP Legal Defense \u0026amp; Educational fund, Inc. 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney Generals Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn, Jr. Thompson \u0026amp; Llewellyn, P.A. 412 South Eighteenth Street Post Office Box 818 Fort Smith, AR 72902-0818 /s/John W, Walker 4John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER SHAWN CHILDS received MAR 2005 ' OF COUNSEL ROBERT McHENRY, P.A. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mchenryd@swbell.net OFFICEOF DESEGREGATION InONlTORlNG Via Facsimile March 8, 2005 Ms. Margie Powell Office of Desegregation Monitoring 124 West Capitol, Suite 1895 Little Rock, AR 72201 mar o 2C05 RECEiVi 0 Re: LRSD Program Evaluations DESEGREGADON I'.iONlTORING Dear Margie: When we met in my office in November, 2004,1 was left with the understanding that you would prepare notes of our meeting. If I am mistaken, please accept my apologies. Sincerely, W. Walker JWW:jsrm I JOHN W, walker SHAWN CHILDS JOHN W. Walker, PA. Attorney Ar Law 1723 Broadway Little Bock, Arkansas 72206 Telephone (501) 374-376S Fas (501) 374-4187 I I Via Facsimile -447-7609 March 17,2005 OP COUNSEL ROBERT MsKENSy, P.A DONNAJ. McHENKY 8210 HfiNDSRSON ROAD Little mnwn 70010 PbonT\n(501) 372-3425  Fax (501) 372-3428 Email\natcheniydgswbeiiMt Karen DeJamette, PhD. Director PRE Little Rock School District 3001 Pulaski Little Rock, AR 72201 Dear Dr. DeJamette: RECEIVED MAR 1 8 2005 S: OFFICE OF DESEGREGATION MONITORING jESEGhui\n. I am advised by Ms. Springer that you promised to share with us, as you did with all other participants, by email copies of all documents, i.e. data collection instruments, discussed during the meetings on February 16,2005 prior to final print. To date, we have not received any of the final drafts for comments. You will recall that there were discussions regarding the survey forms for parents and teachers and other data collection documents where feedback was given. None of the final documents have been shared with us. I note that you have reported to the Court That counsel for Joshua Intervenors provided feedback and assisted with the final design of data collection instruments.' Would you also provide all documents including agendas, notes and any documents disseminated during the parent and teacher meetings held on or about February 24,2005. Finally, this is to request that you provide to this office any and all documents that you have shared and intend to share in the future with the Office of Desegregation Monitoring. Your cooperation is appreciated. I lincerely, 1 .'Walker I 'b JWWijs cc: Mr. Gene Jones, ODMptg^ Mzz Individual Approach to a World of Knowledge April 21,2005 Mr. Gene Jones \u0026amp; Ms. Marjorie Powell Associate Monitors Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 received APR 2 1 2005 OFFICE OF DBSESRE6M10H MOHnOWHO Dear Mr. Jones \u0026amp; Ms. Powell: On Friday, May 6, at 2 PM we are convening the four teams participating in the Step-2 Evaluations of Little Rock School District programs. This session will occur in room 19 of the Instructional Resource Center at 3001 South Pulaski Street. We expect about an hour and a half duration. In addition to notifying you of this event, we invite you in case you would like to learn our progress evaluating Compass Learning, Reading Recovery, Smart/Thrive, and Year- Round Education. Please do not hesitate to contact us with any questions. Sincerely yours, Karen DeJamette, mette, Ph.D. Director, PRE xc: John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032MAY. 2.2005 2:i3Pn JOHN W WALKER P A NO.459 P.2 JOHN W. walker SHAWN CHILDS JOHN w. Walker, p.a, ATTORNEY AT Law 1723 BaoALiWAy IJTTLS Sees, 72206 Tblrphone CROI) 374.375fi FAX (501) 374-4187 Via Facsimile Mw2,2005 OFCOIJNSEL ROBERT McHENRY PA DONNA J. McHENRY 82X0 RoaD LrmE Rock. Askans-as 72210 Phone\n(SOl) 372-3425  Fax (501) 372-3428 Eil-z.: mdiemyd^wtejlirt K^en DeJamette, Ph.D. Director, PSE Little Reek Sehuul District ^iO West Markham Little Rode, AR 72201 Dear Dr. DeJamette: I am in recent of your letter April 21,2005. This is to fiir\u0026amp;er advise that we have not received the requested iafonnation per our letter to you dated March 17,2005. Sincerely, W. Walker J^W\njs ce\nOffice of Desegregation Monitoring Mr. Gene Jones 124 West Capitxri Avenue, Suite 1S95 Little Rode. AR 72201 Catterall 5/11/2005 Draft Questions for Parent Interviews Target parents. Identify parents of an YRE student or students where at least one of these students spent two or more years in a traditional calendar year school. The main goal is to interview parents who have seen the same student (or students) in both the traditional and YRE school setting. Randomly select 20 of these parents from each of five YRE schools. Conduct a phone interview with each parent. A. Explain the purpose of the inten'iew. We are interested in how Year Round Education sckaobng in Lillie Rock is working, especially when it comes to student leaning. Since you have experience in both YRE and traditional calendar schools, wed like to asK you a few questions  X number questions to he exact. Your name will be confidential. It will not appear in any of our reports and only your school name will remain with our notes from this interview. B. Confirm that a child in this family attended both YRE and traditional calendar schools. 1. What was the reason your students change from traditional calendar to YRE education? a. The school changed to YRE./_/ b. My child transferred to a YRE school/_/ c. Multiple children  both reasons apply. Capture the essence of responses, but always check\na,, b., or c. You may spark talk of rationales for changing schools here  e.g 1 wanted my student to learn more, wanted access to inter-sessions, didnt like previous school, etc. If parent claims to be dissatisfied with prior school, hear parent out here and bring this oack up when asking about differences between YRE and traditional calendar schools faelow. Record worthwhile quotes.2. What are the main differences you see between YRE and traditional calendar year schools? Capture essence of responses. Record worthwhile quotes. Retrospectively group into categories in for reporting. 3. Lets focus particularly on how different schools help kids learn If applicable, solicit elaborations of any school effectiveness differences reported in Question 2. (Remember to focus on comparisons between YRE and traditional calendar year schools.) Or if learning did not come up in response to Question 2, ask parent: Whar do you see as (he main differences in student learning in YRE vs. traditional calendar year schools? Capture essence of responses. Record worthwhile quotes. 4. (If learning-related differences seem not well addressed in responses to Question 2, push harder on ieaming differences through the following question. If learning- differences were well-covered, skip to question 5.) Are there things about the YRE calendar that help kids learn better? (Draw out parent on perceptions of learning differences, YRE to traditional calendar.) You will probably get these sorts of responses, so check-off if you hear any of these\na. Kids are in school more. b. Shorter breaks/vacations. i- Kids forget less academic content iii. Shorter gaps in teaching. iv. Kids remember better how to behave in school. c. Inter-sessions help kids leam more. d. Teachers seem to like YRE better, and are happier in their jobs. e. Others (specify each). Also\nCapture essence of responses. Record worthwhile quotes. Retrospectively group into categories in for reporting.5. In comparing YRE to traditional calendar schools, do you think that children feel differently about school or about themselves in one type versus another? Yes, a lot. Yes, a little. No. Check one that best describes main response. If No, interview is done. If Yes, probe for what kinds of differences and why they might exist. Pay attention to claims that specific aspects of being an YRE school affect how kids feel about school. their motivation for school. their outlook. And other effects mentioned. Capture essence of responses. Record worthwhile quotes. 6. Does your child/children talk about the fact that the they are in an YRE school? If yes, what kinds of things do they say? Capture essence of responses. Record worthwhile quotes.A.n Individual Approach to a World of Knowledge May 26, 2005 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Avenue Little Rock, AR 72201-3522 RECEIVED MAY 2 7 2005 OFFICEOF DESEGREGATION MONITORING Dear Chris: This accompanies three copies of the third quarterly update, in compliance with the June 30, 2004 memorandum opinion of the U.S. District Court, due June 1,2005. Tucked inside the front of each is a copy of Dr. DeJamettes letter to Mr. Walker today indicating our interest in evaluating the 2U Century Learning Communities as the Joshua intervenors recommended in his letter of May 24 (previously copied to you). Please let us know if you would like more information. Thank you for your advice in preparing this update. Sincerely yours, James C. Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation (PRE) Enc. xc: John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Mr. Gene Jones \u0026amp; Ms. Marjorie Powell Office of Desegregation Monitoring 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 810 W. Markham - Lithe Rock. Arkansas 72201  wwrw.irsd.K12.ar.us .501-32200C r\n50- 24-20t Little Rock School District (LRSD) QUARTERLY UPDATE to the Office of Desegregation Monitoring (ODM) and Joshua June 1, 2005 received may 2 7 2005 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO.l ETAL., DEFENDANTS MRS. LORENE JOSHUA, ETAL., INTERVENORS KATHERINE KNIGHT, ETAL., INTERVENORS Planning, Research, and Evaluation (PRE) Instructional Resource Center (IRC) Little Rock School District 3001 South Pulaski Little Rock, AR 72206An Individual Approach to a World of Knowledge May 27, 2005 John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Dear Mr. Walker: We received your letter of May 24 as a facsimile on the same day acknowledging your receipt of lists of programs from us. Primarily from them, we selected the four programs which Drs. Catterall and Ross are evaluating this year. Your recommendation, in your May 24 letter, to evaluate the 2E Century Community Learning Centers interests us. After discussing it with Dr. Ross and others, we propose to evaluate it rather than PLATO Learning during the coming school year. Because our quarterly update for June 1 has already been printed (which we are delivering to you with this letter), the next update can report this change for next years evaluations. We understand that 2E Century Community Learning Centers will end within a year or so at several of the sites you named. Limiting our evaluation to a few sites where the programs support is secure for at least a couple more years makes sense to us. We will keep you informed of our progress and invite your further ideas. Please do not hesitate to contact us with any further comments or questions. Sincerely yours, Karen DeJarneoe, Ph.D. Director, PRE xc: Mr. Gene Jones \u0026amp; Ms. Marjorie Powell, ODM Mr. Chris Heller, Friday Eldredge \u0026amp; Clark 810 W. Markham  Little Rock, Arkansas 72201  vrv.rv.irsd,kl2.ar.up 501-324-200C'  fax\n501 -32^-2032C'- An Individual Approach to a World o/Knoivledge May 27, 2005 Mr. Robert Pressman 22 Locust Avenue Lexington, MA 02421 Dear Mr. Pressman\nMr. Walker requested that we furnish you the accompanying quarterly update of June 1 and future updates. You might also like a copy of my recent reply to Mr. Walker regarding evaluation of the 2D' Century Learning Communities. If you did not see the article, you might want to find the article about the program by Sue Shellenbarger in The Wall Street Journal of May 26, 2005. We will keep you informed of our progress and invite your further ideas. Please do not hesitate to contact us with any further comments or questions. Sincerely yours, Director, PRE xc: Mr. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201 Mr. Gene Jones \u0026amp; Ms. Marjorie Powell Office of Desegregation Monitoring 124 West Capitol Suite 1895 Little Rock, AR 72201 g 810 W MarKham  Littie Rock. ^irKansas 72201 * www.ifsd.ki2.ar.us -2000 ra::\n501RECEIVED JUN -6 2005 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OFHCEOF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. LET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSDS NOTICE OF FILING QUARTERLY UPDATE Little Rock School District (LRSD) for its Notice of Filing Quarterly Update dated June 1, 2005 states: 1. The attached document is the third quarterly written update by the Little Rock School District and its Planning, Research, and Evaluation Department. It has been provided to the Joshua Intervenors and the Office of Desegregation Monitoring in accordance with the District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004). 2. LRSD is filing this Quarterly Update so that the Court may be aware of the compliance work done by LRSD to comply with the Courts Memorandum Opinion of June 30, 2004. WHEREFORE, the LRSD submits its Quarterly Update as required by the Court.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT Friday, Eldredge \u0026amp; Clark Christopher Heller (#81083) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501)376-2011 BY\nChristopher Heller CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on the 1 day of June, 2005: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Tim Gauger Mr. Mark A. Hagemeier Office of the Attorney General 323 Center Street 200 Tower Buildin\"o Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 Christopher 2 I 'si! DATE: June 23, 2005 TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Board of Directors FROM: SUBJECT: Roy G. Brooks, Ed.D. Superintendent of Schools 2005-2006 Evaluation Agenda BACKGROUND: LRSD policy requires an annual Evaluation Agenda proposed to the Board of Directors outlining Li xwUz UUllvy I  **- ---- --- -------------- - I I J X. external evaluation activities with projected costs. During 2004-2005 PRE has engaged tvvo outside consultants to evaiuate four District programs. The 2005-2006 Evaluation Agenda consists of five external evaluations:  4 Step-2 program evaluations mandated by Judge Wilson in 2004, and  1 non-mandated evaluation recommended by the PRE department RATIONALE: LRSD is complying with U. S. District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67) to devise a comprehensive program assessment process which must be deeply embedded as a permanent part of LRSDs curriculum and instruction program. In December 2004, the Board of Directors approved this process. It provides for a range of educational program evaluations with respect to their scientific rigor and complexity, and it  ___ .\u0026gt; I __I__ .x: requires participation by LRSD stakeholders in the design and execution of evaluations. In the same Opinion, the Court ordered, During each of the next two academic school years (2004-05 and 2005-06), LRSD must hire one or more outside consultants to prepare four (4) formal step 2 evaluations.\" By step 2\" the court meant for evaluations to delve into underlying .... ri. ___ -ruz, rir^or r,,that thp Cmift rfirected ths District to examine is reasons for outcomes. The primary outcome that the Court directed the examine the academic achievement of African-American students. The Opinion also instructs the PRE with the outside consultants and encourages it to evaluate additional Department to cooperate District programs. Court-Mandated Evaluations for 2005-2006: For siep 2 evaluations in 2005-2006, Dr. Ross has identified four 2.7 programs, named on the following page.1. Arkansas A+ Schools Network, at Woodruff Elementary School, incorporates the arts in teaching language and mathematics. Projected Cost: $30,000 2. Knowledgepoints is a Supplemental Educational Service (SES) selected at Bale, Brady, Chicot, Wakefield, and Watson Elementary Schools and offered there as an after-school program. Projected Cost: $30,000 3. 21' Century Learning Centers offer a broad array of out-of-school support services, programs, and activities designed to help students meet academic standards and to increase student achievement. Projected Cost: $30,000 4. Pre-kindergarten (PreK) literacy development will be evaluated in the 31 schools with classes for 4-year-old children. These young students participate in developmentally appropriate and fun lessons and activities intended to nurture essential language skills. Projected Cost: $50,000 Dr. Catterall will evaluate Arkansas A+, while Dr. Ross will evaluate KnowledgePoints, 21 Century Learning Centers, and PreK literacy. st Data for schools where these programs operated this year (2004-2005) are in the tables below. Additional schools may participate next year, particularly schools chosen per the school choice option of No Child Left Behind regulations. Schools in these tables which are on the Arkansas School Improvement List are so noted by an asterisk (*). Proposed Programs Evaluations 2005-2006 2004-2005 School Data Schools Number of Teachers Number of Students Percent of Students African- American Percent of Students Eligible for Free/Reduced Lunch Woodruff* A+ I 235 I 91 86 Bale* Brady* Chicot* Wakefield* Watson* Mabelvale Middle* McClellan* Henderson* Hall* 27 28 44 29 34 Knowledgepoints 319 318 536 451 456 82 78 73 78 96 21*' Century Community Learning Centers 57 75 60 105 634 925 630 1464 81 92 82 75 86 80 86 92 93 75 56 70 52 77^ I These schools are designated for School Improvement.LRSD Schools Offering PreK Classes for Four-Year-Old Students No. of No. of Max. Enroll- No. of Per cent School Bale* Baseline* Brady* Carver Chicot* Cloverdale* Dodd Fair Park* Forest Park Franklin* Fulbright Geyer Springs Jefferson M. L. King* Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Rightsell Rockefeller* Romine Stephens* Terry Wakefield* Washington* Watson* Western Hills Wilson* Woodruff* Teachers Aides Students 2 2 2 1 4 2 2 2 2 3 2 2 2 4 2 2 2 2 1 1 2 2 4 2 2 4 2 1 1 2 1 1 1 0 2 1 . 1 1 1 2 1 1 1 2 1 1 1 1 0 1 1 1 2 1 1 2 1 0 0 0 40 40 40 20 80 40 40 40 40 60 40 40 40 60 40 40 40 40 20 40 40 40 80 40 40 80 40 20 20 40 ment 38 39 37 20 59 40 36 37 40 55 40 36 40 80 38 40 40 39 20 38 39 39 78 35 39 75 36 37 18 36 AAf 32 32 27 NAt 46 32 22 28 2 52 8 35 5 46 31 27 35 22 6 38 24 31 72 18 29 67 34 20 16 32 AA 84.2 82.1 73.0 NA 78.0 80.0 61.1 75.7 5.0 94.5 20.0 97.2 12.5 57.5 81.6 67.5 87.5 56.4 30.0 100.0 61.5 79.5 92.3 51.4 74.4 89.3 94.4 54.1 88.9 88.9 t AA is African American. NA is not available. * These schools are designated for School Improvement.  In the 2005-2006 school year, Fair Park Elementary converts to a preK center with eight or more classes\nwhile the other elementary schools keep their current preK capacity.Non-mandated Evaluations: In addition to four court-mandated studies, PRE recommends a fifth external evaluation that will focus on Magnet Schools and Schools with Specialty Magnet Programs. Projected Cost: $60,000 The proposed Magnet School evaluation includes the study and evaluation of 18 magnet schools and specialty magnet programs within the Little Rock School District - six Stipulated Magnet Schools, four Magnet Schools Assistance Program (MSAP) Schools and eight Specialty Magnet Programs. Stipulated Magnet Schools and Themes - 2004-2005 Schools in this table which are designated for School Improvement are so noted by an asterisk (*). School Magnet School Theme Percent of Students African-American Percent of Eligible Students Free/Reduced 1 Lunch Elementary Schools Booker Carver Gibbs Williams Middle Schools Mann * High Schools Parkview Arts Magnet Basic Skills/Math-Science International Studies/ Foreign Languages Traditional Magnet Arts and Science Arts and Science 53 52 53 52 52 51 63 53 44 34 37 22 Magnet Schools Assistance Program Schools and Themes - 2004-2005^ Schools in this table which are designated for School Improvement are so noted by an asterisk (*). School Middle Schools Cloverdale * Mabelvale * Magnet School Theme Percent of Students African-American Percent of Eligible Students Free/Reduced Lunch^ Engineering, Multimedia \u0026amp; Economics Medical Studies, Environmental Science and 82 86 81 75  Per cent of students who are eligible for the federal free or reduced-price meals program is a crude indicator of family economic circumstances. 2004-2005 was the fourth and last year of MSAP funding for these four schools Per cent of students who are eligible for the federal free or reduced-price meals program is a crude 3 indicator of family economic circumstances.information Technology High Schools J.A. Fair* McClellan * Science and technology Systems Engineering, Multimedia and Business Finance 85 92 Special Magnet Program* Themes - 2004-2005 54 56 Schools in this table which are designated for School Improvement are so noted by an asterisk (*). School Elementary Schools King Rockefeller Romine Washington * Middle Schools Dunbar * Henderson * High Schools Central Hall* 4 5 Magnet School Theme Percent of Students African-American Percent of Eligible Students Free/Reduced Lunch International, High Intensity Learning Early Childhood Computer Science and Basic Skills (Interdistrict) Basic Skills Math-Science Magnet (Interdistrict) Gifted and Talented, International Studies Health Science International Studies University Studies 60 67 76 76 61 82 51 75 55 66 76 80 57 70 28 52 These Specialty Programs are special programs which these schools offer. Per cent of students who are eligible for the federal free or reduced-price meals program is a crude indicator of family economic circumstances.All five external evaluations will seek to answer the following Primary Evaluation Question: Have the Programs been effective in improving students academic achievement? How effective have they been among African-American students? To ensure that a full range of quantitative and qualitative data is collected, the evaluators will use a variety of data collection tools and activities. They are:  classroom observations and protocols  surveys of parents, teachers, and students  interviews of students, administrators, parents, teachers  focus groups  student work portfolios  district data, e.g., demographic data, standardized test scores  site- and district-generated program documents The evaluators will be required to adhere to Professional Standards for Program Evaluation and to provide a complete list of standards used. FUNDING: Total projected costs for five studies: $200,000 RECOMMENDATION: It is recommended that the Board will approve the 2005-2006 Evaluation Agenda. i ! IJuly 22, 2005 RECEIVED JUL 2 9 2005 OFFICEOF DESEGREGATION MONITORING John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Dear Mr. Walker: Thank you for your request for ACTAAP \u0026amp; ITBS disaggregated test results by school, race and gender from last school year. We have received such data related to the ITBS, however, ACTAAP data received by LRSD consists only of raw scores for individual students and is not yet normalized by the Department of Education. Our PRE Department will prepare a set of ITBS data for you in the format you requested and furnish it to you within two weeks. Please let us know whether this satisfies your request. Si^erely yours. Director, PRE Department xc: Mr. Gene Jones, Associate Monitor Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201 10/03/2005 08:51 5016045149 WILSON PAGE 02/02 UNITED STATES DISTRICT COURT eastern district of ARKANSAS RICHARD SHEPPARD ARNOLD UNITED STATES COURTHOUSE 800 W. CAPITOL, ROOM 423 LITTLE ROCK, ARKANSAS 72201-3326 (501)604-5140 Facaimila (501) 604-5149 October 3,2005 FAX LETTER Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72024 Mr. Robert Peter Pressman Attorney at Law 22 Locust Avenue Lexington, MA 02421 Re: LRSD v. PCSSD. et al, 4:82-cv-866-wrw Dear Counsel: I realize that this is short notice, but if possible, I would like to get the Joshua Intervenors response to LRSDs Motion for Extension of Time by 5 p.m. tomorrow, Tuesday, October 4,2005. If tomorrow afternoon is not enough timely, please file your response as soon as practicable  at the latest, by the deadline set by the rules. Cordially, Original to the Clerk of the Court cc: Other Counsel of Recordreceived IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OCT 3 2005 I,.- OFFICE Of desegregation MONITORJNG LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL DEFENDANTS MOTION TO EXTEND TIME For its Motion, Plaintiff Little Rock School District (LRSD) states\n1. In accordance with the June 30, 2004 Compliance Remedy in this case, LRSD has engaged experts to prepare four Step 2 program evaluations for the 2004-05 school year. The progress of those evaluations has been reported to the Court and the parties in quarterly updates filed by LRSD, the most recent of which was filed on August 31, 2005. The evaluations are due to the Court on October 1, 2005. 2. The four Step 2 program evaluations cannot be completed without the results of the benchmark examinations administered by the State of Arkansas for the 2004-05 school year. The benchmark examination results are not yet available and will not be available until October 1 or later. Dr. Steve Ross and Dr. James Catterall, the experts hired by LRSD to conduct the four Step 2 program evaluations, estimate that if they receive the benchmark exam results in early October that they would be able to deliver completed program evaluations by early January 2006. Letters from Dr. Ross and Dr. Catterall explaining the need for more time are attached to this Motion. 3. The requested extension of time is necessary to ensure the delivery of useful programevaluations which will fulfill the purposes of the compliance remedy. The requested extension of time will not delay any decisions about whether to continue, expand, modify or discontinue programs. Those decisions will be made in the Spring and will be effective for the 2006-07 school year. 4. LRSD has attempted to contact the Joshua Intervenors to secure their agreement to the requested extension of time, but has not yet received a response. WHEREFORE, for the reasons set forth above and in the attached letters from Dr. Ross and Dr. Catterall, Plaintiff Little Rock School District requests an extension of the time within which it must file four Step 2 program evaluations for the 2004-05 school year to and including Monday, January 16, 2006. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 Regions Bank Bldg. 400 West Capitol Avenue Little Rock, AR 72201 501/376-2011 Zs/ Christopher Heller 2CERTIFICATE OF SERVICE I certify that on September 29,2005,1 have electronically filed the foregoing with the Clerk of the Court using the CMZECF system, which shall send notification of such filing to the following: mark.hagemeier@aK.state.ar.us siones@mwsgw-com siones@ili.com iohnwalkerattv@aol.com and I hereby certify that on September 29,2005,1 mailed the document and a copy of the Notice of Electronic Filing (NEF) by United States Postal Service to the following non CMZECF participants: Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 Mr. Gene Jones Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 ZsZ Christopher Heller 3UNIVERSITY OF CALIFORNIA, LOS ANGELES BERKELEY* DAVIS  IRVINE  LOSANCELES  RIVERSIDE  SAN DIEGO  SAN FRANCISCO SANTA BARBARA  SANTA CRUZ UCLA Graduate School of Education \u0026amp; Information Studies P.O. Box 951521 Los Angeles. CA 90095-1521 September 26,2005 Karen DeJarnette, Ph.D. Director, PRE Department Little Rock School District 3001 S. Pulaski Little Rock, AR 77206-2873 Dear Karen: According to Dr. Julian, Assistant Commissioner for the state Department of Education, her agency will receive results of the Benchmark test scores \"around the first of October\", and your experience with release of digitally formatted data indicates that you may not receive data to pass on to me and my research staff until several weeks after the state receives it. At any rate, we do not have data in hand necessary to complete our report on Year-Round Education, certainly not by the present due date of October 1, 2005. Assuming you can deliver correctly formatted data by early November, I can furnish a draft in early December and the final report by early January 2006. This schedule should permit analyzing the data, composing a complete draft, and producing the final report. Anything you can do to confirm the date of data delivery will help our team plan the balance of the work. Sincerely, (e-mailed September 26, 2005 - Signed original sent express) jsc James S. Catterall, Ph.D. Professor Voice: (310) 825-5572 Fax: (310)206-6293 E-mail: jamesc@gseis.ucla.edu THE UNIVERSITY OF MEMPHIS Center for Research in Educational Policy A Tennessee Center of Excellence 325 Browning Hall Memphis, TN 38152-3340 Office: 901.678.2310 Toll Free: 866.670.6147 Fax: 901.678.4257 September 23,2005 www.memphis.edu/crep Dr. Karen DeJamette Director, PRE Department Little Rock School District 3001 S. Pulaski Little Rock, AR 77206-2873 Dear Dr. Dejamette: I have been informed that the State of Arkansas will receive student-level Benchmark test scores at the beginning of October this year and release them to the school districts some time after that. I further understand that the digital version, which we need for computer analysis, will be available after the State sends printed versions to the districts. Thus, the data may not be available to my research staff until perhaps late fall. Whatever the actual delivery date, it typically takes us about six to eight weeks to run, verify, and interpret the analyses and then produce the draft report. I am asking you to take this time requirement into account in projecting when our final report could be ready following the release to us of Benchmark data. Given the dates above, we believe a reasonable date for delivery of the final report is early January 2006. Sincerely, Steven M. Ross, Ph.D. Fadree Professor and Director Center for Research in Educational Policy A Tennessee Board of Regents Institution An Equal Opportunity  Affirmative Action UniversityRECEIVED OCT 3 2005 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866-WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al.. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE KNIGHT, et al. INTERVENORS ORDER Pending is Little Rock School Districts Motion to Extend Time (Doc. No. 3938), the first paragraph of which, reads as follows: In accordance with the June30, 2004 Compliance Remedy in this case, LRSD has engaged experts to prepare four Step 2 program evaluations for the 2004-05 school year. The progress of those evaluations has been reported to the Court and the parties in quarterly updates filed by LRSD, the most recent of which was filed on August 31, 2005. The evaluations are due to the Court on October 1, 2005. For emphasis I note that the above quoted paragraph correctly reflects that the June 30, 2004 order directed (not suggested) that the subject evaluations were to be filed on October 1, 2005 (actually, the Order directed that the evaluations were to be filed no later than October 1, 2005, but this is a small point). Late yesterday (at 4:34 p.m., to be specific), September 29, 2005, with one working day left before the October 1 deadline, LRSD filed this Motion to Extend Time. It appears from the other matters set forth in the motion, that LRSD cannot meet the October 1 deadline because of uncompleted tasks. 1Before writing anything else I feel compelled to quote my complete order of July 26, 2004: Regardless of an appeal, LRSD is required to continue full speed ahead, on all points, with respect to the compliance remedy set forth in the Memorandum Opinion of June 30,2004 (Doc. No. 3875). As was noted in the June 30 Memo, LRSD is required to do only what it volunteered to do. I assume that I am stating the obvious, but, as folks are wont to say nowadays, I wanted to make sure that we are all on the same page. LRSDs Motion to Extend Time also contains this paragraph: LRSD has attempted to contact the Joshua Intervenors to secure their agreement to the requested extension of time, but has not yet received a response. Since the current motion by LRSD presents a weighty matter (at least my view), it seems that it would be important to have a response from Joshuas lawyers before the deadline passes. Is it possible that both lawyers of record for Joshua are traveling out of the country sans omnipresent cell phones? If what I have said above has not made it clear, I will now state it plainly - I am not happy with the Johnny-come-lately motion. These things, among others, are on my mind: 1. How long has LRSD known that they were not going to comply with the Courts direct, specific order? 2. Why was the motion not filed until the 11th hour? 3. Does this last minute filing demonstrate that LRSD is treating the Courts directives with studied neglect? 'Doc. No. 3890 (emphasis in original). 24. 5. Is LRSD playing for time in the hope that the Circuit Court of Appeals will reverse, thereby relieving LRSD of what it was plainly obliged to do, regardless of the appeal? Why should a last minute motion like this be granted? LRSD is directed to file a plenary response to each of the above questions by 5 p.m. next Tuesday, October 4, 2005. I note that sixty-nine page Order entered on June 30, 2004 was so long and detailed because LRSD pled that it did not understand exactly what its obligations were under earlier orders. It seems that this detailed order of June 30, 2004 did head off pleas of misunderstanding. but not a last minute motion to avoid its plain obligations, at least until a much later date. A hearing on LRSDs Motion to Extend Time will be set forthwith. The exact nature of that hearing will be determined after I receive LRSDs document in response to this Order (due next Tuesday, October 4, 2005, by 5 p.m.). IT IS SO ORDERED this 30th day of September, 2005. Zs/ Wm. R.Wilson,Jr._____________ UNITED STATES DISTRICT JUDGE 3Case 4:82-cv-00866-WRW-JTR Document 3943 C,' Filed 10/04/2005 Paget of4 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT RECEIVED PLAINTIFF V. LR-C-82-866 OCT 5 2005 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL OFRCEOF DESEGREGATION MONITORING DEFENDANTS LRSDS RESPONSE TO ORDER For its response to the Courts September 30, 2005 Order directing the Little Rock School District (LRSD) to file a plenary response to each of five questions, LRSD states: Question No. 1: How long has LRSD known that they were not going to comply with the Courts direct, specific order? Response: LRSD, Joshua and ODM have known for months that benchmark examination results had not yet been reported. LRSD has known since September 19, 2005 that the Arkansas Department of Education would receive the results of the benchmark examinations from its contractor around the first of October. LRSD has now received hard copies of the reports, but the electronic data necessary for the evaluations is not likely to be available for two or three weeks. Question No. 2: Why was the motion not filed until the 11* hour? Response: The Motion was not filed earlier for at least three reasons, all of which were influenced by the fact that both Joshua and ODM were aware that benchmark examination results had not yet been reported and that the experts could not complete the Step 2 evaluations without them. First, LRSD did not know until September 19 when the 2004-05 benchmark scores would be released, and consequently would have had to request an indefinite extension of time. Second,Case 4:82-cv-00866-WRW-JTR Document 3943 Filed 10/04/2005 Page 2 of 4 LRSD discussed the situation with Joshua in June or July and was told by Joshuas counsel that Joshua not only would oppose any motion to extend time but would also seek to litigate other issues upon LRSDs filing of such amotion. LRSD decided that there was no point in provoking additional litigation during the pendency of its appeal. Finally, the need for the extension of time was dictated by matters beyond LRSDs control. The timing of the motion would not alter the facts that the experts need the benchmark results and that LRSD could do nothing to hasten the delivery of those results. Question No. 3: Does this last minute filing demonstrate that LRSD is treating the Courts directives with studied neglect? Response: No. Question No. 4: Is LRSD playing for time in the hope that the Circuit Court of Appeals will reverse, thereby relieving LRSD of what it was plainly obliged to do, regardless of the appeal? Response: No. LRSD believes in the merits of its appeal or it would not have filed it, but LRSD is not playing for time. The requested extension of time is not based on anything LRSD did or failed to do or anything that LRSD has any control over. LRSD hired outside experts to complete four Step 2 program evaluations in accordance with the Courts Order. Those evaluations cannot be completed in any useful form without the benchmark examination results from the 2004-05 school year. Those results are only now becoming available. LRSD has no authority over the grading or reporting of benchmark examination scores. Those things are entirely within the control of the Arkansas Department of Education. 2Case 4:82-cv-00866-WRW-JTR Document 3943 Filed 10/04/2005 Page 3 of 4 Finally, whether or not the Eighth Circuit Court of Appeals relieves LRSD of its future obligations under the compliance order, LRSD has contracted for four Step 2 evaluations which have been substantially completed. LRSD intends to receive completed evaluations in accordance with its contracts with Drs. Ross and Catterall and to use the evaluations to help judge the effectiveness of the academic programs which are the subjects of the evaluations. Question No. 5: Why should a last minute motion like this be granted? Response: The motion should be granted for the reasons set forth in response to question four above, and for the reasons set forth in the motion, including the letters from Dr. Ross and Dr. Catterall. If the motion is denied, LRSD would be compelled to file the evaluations immediately. even though they would contain no analysis of the benchmark results and consequently would not be of much use in evaluating the effectiveness of academic programs. Drs. Ross and Catterall would be extremely reluctant to have their work publicized before they had the chance to complete the evaluations by incorporating and analyzing the results of the benchmark exams. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 Regions Bank Bldg. 400 West Capitol Avenue Little Rock, AR 72201 501/376-2011 /s/ Christopher Heller 3Case 4:82-cv-00866-WRW-JTR Document 3943 Filed 10/04/2005 Page 4 of 4 CERTIFICATE OF SERVICE I certify that on October 4, 2005,1 have electronically filed the foregoing with the Clerk of the Court using the CM/EC. system, which will send notification of such filing to the following: mark.hagemeier@ag.state.ar.us siones@mwsgw.com siones@ili.com iohnwalkerattv@aol.com and mailed by U.S. regular mail to the following addresses: Gene Jones Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitols, Suite 1895 Little Rock, AR 72201 Mr. Clayton Black stock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 Zs/ Christopher Heller 4Case 4\n82-cv-00866-WRW-JTR Document 3945 Filed 10/05/2005 Page 1 of 1 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS RICHARD SHEPPARD ARNOLD UNITED STATES COURTHOUSE 600 W. CAPITOL, ROOM 423 LITTLE ROCK, ARKANSAS 72201-3325 (501)604-5140 Facsimile (501) 604-5149 RECEIVED October 5, 2005 OCT 6 2005 Mr. Christopher J. Heller Friday, Eldredge \u0026amp; Clark, LLP - Little Rock Regions Center 400 West Capitol Avenue Suite 2000 Little Rock, AR 72201-3493 OFFICE OF DESEGREGATION MONITORING Re: LRSD v. PCSSD, et al, Motion for Extension of Time Dear Counsel\nA hearing will be held on your Motion to Extend Time (which was filed Thursday, September 29, 2005) on Monday, November 7,2005, commencing at 8:30 a.m. It is very likely that other questions will be addressed at this hearing. An order setting forth the exact nature of the hearing will be entered forthwith. It is likely that I will want to hear testimony from the persons mentioned in your last two filings\nso please arrange to have them available, as well as other witnesses you may want to call. Cordially, /s/ Wm. R.Wilson.Jr. Original to the Clerk of the Court cc: the Honorable J. Thomas Ray, other lawyers of record, ODM.RECEIVED OCT 11 20115 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OmCEOF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866-WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al.. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE KNIGHT, et al. INTERVENORS ORDER TO SHOW CAUSE In the June 30, 2004 Order, I held that the LRSD had again failed to comply the desegregation obligations in  2.7.1 of the January 16, 1998 Revised Desegregation and Education Plan.' This Order, in part, reads: The four step 2 program evaluations for the 2004-05 school year must be filed with the Court no later than October 1, 2004.^ At the risk of being redundant, I entered a July 26, 2004 Order which read: Regardless of an appeal, LRSD is required to continue full speed ahead, on all points, with respect to the compliance remedy set forth in the Memorandum Opinion of June 30,2004 (Doc. No. 3875). As was noted in the June 30 Memo, LRSD is required to do only what it volunteered to do.^ Late on September 29, 2005, with one working day left before the October 1 deadline. LRSD filed a Motion to Extend Time to submit the four step 2 evaluations for the 2004-05 'A September 13, 2002 Order held that LRSD had substantially complied with all of its desegregation obligations except those contained in  2.7.1. ^Doc. No. 3875. Doc. No. 3890 (emphasis in original). 1school year. Because of uncompleted tasks, LRSD requested an extension until January 2006 to submit the evaluations. To date, the motion has not been granted and no evaluations have been fded. Accordingly, LRSD and its counsel are directed to appear at 8:30 a.m. on Monday, November 7, 2005 and show cause, if any there be, why they should not be held in contempt of court (civil) for violating the June 30, 2004 Order ~ specifically, the directive to file the four step 2 program evaluations for the 2004-05 school year no later than October 1, 2004. With respect to LRSDs Motion to Extend Time, filed on September 29, 2005, and with respect to LRSDs Response to Order filed on October 4, 2005, LRSD and its counsel are directed to also show cause, if any there be, why they should not be sanctioned, under Rule 11 of the Federal Rules of Civil Procedure, for the representations and omissions contained in these two documents. Among others, I would like for the following to appear, some of them to give testimony: A representative from the ODM\nDr. Karen DeJamette\nDr. James S. Catterall\nDr. Steven M. Ross\nDr. Jim Wohleb\nEach member of the Little Rock School District School Board\nDr. Roy G. Brooks, Superintendent of the Little Rock School District\nThe persons at the Arkansas Department of Education who oversee benchmark examinations\nSuch other person as any party may want to call as a witness. By 5 p.m., Wednesday, October 12, 2005, the LRSD is directed to file a list of the witnesses who it will call at the hearing (these persons will be expected to appear unless excused 2by the Court). Within ten (10) days after the LRSD provides its witness list, Joshua must file its witness list (these persons will be expected to appear unless excused by the Court). IT IS SO ORDERED this 6th day of October, 2005. /s/ Wm. R.Wilson.Jr._____________ UNITED STATES DISTRICT JUDGE 31010 West Third Street Post Office Box 1510 Little Rock, AR 72203-1510 Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. 412 South Eighteenth Street Post Office Box 818 Fort Smith, AR 72902-0818 Office of Desegregation Monitor One Union National Plaza 124 West Capitol Suite 1895 Little Rock, AR 72201 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. 412 South Eighteenth Street Post Office Box 818 Fort Smith, AR 72902-0818Case: 4:82cv866 Office of Desegregation Monitor 124 West Capitol Suite 1895 Little Rock, AR 72201MIME-Version:1.0 From:ecf_support@ared.uscourts.gov To:ared_ecf@ared.uscourts.gov Message-Id:\u0026lt;494232@ared.uscourts.gov\u0026gt; Bcc: Subject:Activity in Case 4:82-cv-00866-WRW-JTR Little Rock School, et al v. Pulaski Cty School, et al \"Order to Show Cause\" Content-Type: text/plain***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing.\u0026lt;!- rcsid='\\$Header: /ecf/district/html/TextHead,V 3.1 2003-04-25 07:56:43-04 loy Exp \\$' U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 10/6/2005 at 4:23 PM CDT and filed on 10/6/2005 #ident 'rcsid=\\$Header: /ecf/district/server/TextBody,v 3.1 2003-04-25 07:52:35-04 loy Exp \\$' Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 http://ecf.ared.uscourts.gov/cgi-bin/DktRpt.pl726052 WARNING: CASE CLOSED on 01/26/1998 Document Number: 3948 Copy the URL address from the line below into the location bar of your Web browser to view the document: http://ecf.ared.uscourts.gov/cgi-bin/show_case_doc?394 8, 2 6052,,MAGIC, Docket Text: ORDER TO SHOW CAUSE Show Cause Hearing set for 11/7/2005 08:30 AM in Little Rock Courtroom #431 before Judge William R. Wilson Jr. LRSDs Witness List Due by 5 P.M. 10/12/05\nJoshua witness list due 10 days after. Signed by Judge William R. Wilson Jr. on 10/6/05. (dac ) The following document(s) are associated with this transaction: Document description: Main Document Original filename: n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=10/6/2005] [FileNumber=494231-0] [4646454cc4bl35abdb59d2a8725c86222adf016dafacc9cl63al7c4660244fe41e95a3f7826fca4 10e22clf65bbdab9c82f54fe63aa303249d72d80de59f8d3a]] \u0026lt;! rcsid='\\$Header: /ecfZdistrict/server/TextAtyList,v 3.2 2003-06-02 17:37:56-04 bibeau Exp \\$' \u0026gt; 4:82-cv-866 Notice will be electronically mailed to: Mark Terry Burnette mburnette@inbbwi.com. John Clayburn Fendley , Jr fendleyl@alltel.net, Mark Arnold Hagemeier mark.hagemeier@ag.state.ar.us, Christopher J. Heller heller@fec.net, brendak@fee.net\ntmiller@fec.net M. Samuel Jones , III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com. kate.jonesS jlj.com Sharon Carden Streett scstreett@comcast.net, scstreett@yahoo.com John W. Walker johnwalkeratty@aol.com, lorap72297@aol.com\njspringer@gabrielmail.com 4:82-cv-866 Notice will be delivered by other means to: Clayton R. Blackstock Mitchell, Blackstock, Barnes, Wagoner, Ivers S Sneddon, PLLCCase 4:82-cv-00866-WRW-JTR Document 3950 Filed 10/12/2005 Pagel of3 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSDS WITNESS LIST For its witness list for the hearing scheduled for November 7,2005, the Little Rock School District provides the following: 1. Gene Jones Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 RECEIVED OCT 1 3 2005 2. Dr. Karen DeJamette Little Rock School District Planning, Research and Evaluation 30 \u0026amp; Pulaski Streets Little Rock, AR 72201 OFFICEOF DESEGREGATION MONITORING 3. Dr. James S. Catterall Professor University of California P. O. Box 951521 Los Angeles, CA 90005 4. Dr. Steven M. Ross Fadree Professor and Director Center for Research in Educational Policy 325 Browning Hall Memphis, TN 38152-3340Case 4:82-cv-00866-WRW-JTR Document 3950 Filed 10/12/2005 Page 2 of 3 5. Jim Wohlleb Planning, Research and Evaluation 30 \u0026amp; Pulaski Streets Little Rock, AR 72201 6. Dr. Roy Brooks Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 7. Dr. Gayle Potter Associate Director Academic Standards and Assessment Arkansas Department of Education #4 State Capitol Mall, Room 106A Little Rock, AR 72201 8. All witnesses listed by other parties and witnesses who may be necessary to provide rebuttal testimony Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT Friday, Eldredge \u0026amp; Clark Christopher Heller (#81083) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501)376-2011 /s/ Christopher Heller 2Case 4:82-cv-00866-WRW-JTR Document 3950 Filed 10/12/2005 Page 3 of 3 CERTIFICATE OF SERVICE I certify that on October 12, 2005,1 have electronically filed the foregoing with the Clerk of the Court using the CM/ECF system, which shall send notification of such filing to the following: mark.hagemeier@ag.state.ar.us siones@mwsgw.com siones@ili.com iohnwalkerattv@aol.com and mailed by U.S. regular mail to the following addresses: Gene Jones Office of Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 /s/ Christopher Heller 3RECEIVED OCT 2 4 2005 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OFHCEOF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866-WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al.. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE KNIGHT, et al. INTERVENORS ORDER i Pending is LRSDs Motion to Excuse Dr. James Caterall (Doc. No. 3951) from the November 7,2005 Hearing. For good cause shown, the motion is GRANTED. However, Dr. Caterall must provide Mr. Heller with a phone number where he can be reached, if necessary, the day of the hearing. IT IS SO ORDERED this 20th day of October, 2005. /s/ Wm. R.Wilson,Jr. UNITED STATES DISTRICT JUDGE fl- 1Case: 4:82cv866 Office of Desegregation Monitor 124 West Capitol Suite 1895 Little Rock, AR 72201MIME-Version:1.0 From:ecf_supportgared.uscourts.gov To:ared_ecf@ared.uscourts.gov Message-Id:\u0026lt;504296@ared.uscourts.gov\u0026gt; Bcc: Subject:Activity in Case 4:82-cv-00866-WRW-JTR Little Rock School, et al v. Pulaski Cty School, et al \"Order on Motion for Order\" Content-Type: text/plain***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing.U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 10/20/2005 at 4:01 PM CDT and filed on 10/20/2005 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 http://ecf.ared.uscourts.gov/cgi-bin/DktRpt.pl726052 WARNING: CASE CLOSED on 01/26/1998 Document Number: 3953 Copy the URL address from the line below into the location bar of your Web browser to view the document: http://ecf.ared.uscourts.gov/cgi-bin/show_case_doc?3953,26052,,MAGIC,,,2005214 Docket Text: ORDER granting [3951] Motion for Order to excuse Dr James Caterall from 11/7/05 hearing. Signed by Judge William R. Wilson Jr. on 10/20/05. (dac, ) The following document(s) are associated with this transaction: Document description: Main Document Original filename: n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=10/20/2005] [FileNumber=504295-0] [4b2f98b5ddl9c8ac9280f4eaf8bb25dc3f01ed0ec0146298ffebef5b9ee992dl8df64af85b5cc32 dce34e54ebb7f6e2f592c6d7bf2628da7d0c5605el7f75c42] ] 4:82-cv-866 Notice will be electronically mailed to: Mark Terry Burnette mburnette@mbbwi.com. John Clayburn Fendley , Jr fendleyl@alltel.net, Mark Arnold Hagemeier mark.hagemeier@arkansasag.gov, beleda.bledsoe@arkansasag.gov Christopher J. Heller heller@fec.net, brendak@fec.net\nttniller@fec.net M. Samuel Jones , III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, kate.jones@jlj.com Sharon Carden Streett scstreett@comcast.net, scstreett@yahoo.com John W. Walker johnwalkeratty@aol.com, lorap72297@aol.com\njspringerggabrielmail.com 4:82-cv-866 Notice will be delivered by other means to: Clayton R. Blackstock Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon, PLLC 1010 West Third Street Post Office Box 1510 Little Rock, AR 72203-1510 Norman J. Chachkin NAACP Legal Defense S Educational Fund, Inc. 99 Hudson StreetSuite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. 412 South Eighteenth Street Post Office Box 818 Fort Smith, AR 72902-0818 Office of Desegregation Monitor One Union National Plaza 124 West Capitol Suite 1895 Little Rock, AR 72201 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. 412 South Eighteenth Street Post Office Box 818 Fort Smith, AR 72902-0818\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_549","title":"Parent and community involvement","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Parents","Educational planning"],"dcterms_title":["Parent and community involvement"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/549"],"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\nCONNIE HICKMAN 0 D Mhow well they do, and there is generally no 'right answer. The teacher evaluates -tudents' thinking skills to sec where they are at a given time, and to see where they may need extra work. Students thinking skills might be  Use entertainmenta TV program or a movieas the basis of family discussions.  Use daily activities as occasions for  valuated orally or with a papet-and-pencil tcsi For example, a teacher might be interested in evaluating students skills in analysisa breaking-down process to find nut how parts fit together to make a whole. Students might be asked to list the steps in\\olved in solving a particular problem, or in break down a task (such as making a into its component parts. How Can Parents Help Their Children Think More Actively? As a parent you can  Encourage your children to ask questions about the world around them.  When reading to or with young children, ask them to imagine what will happen next in the story.  Actively listen to your childrens conversation, responding seriously and nonjudgmentally to the questions they raise.  When your children express feelings, ask why they feel that way.  Suggest that your children find facts to support their opinions, and then encourage them to locate information relevant to their opinions. learning. For example, instead of sending a child to the store with a simple list of items to purchase, talk with the child first about how much each item might iost, how much all the items might add up to, and estimate how much change s/he should receive.  Reward your children for inquisitive and/or creative activity that is productive.  Ask your children what questions their teachers ate raising in class. For example, a history class might be asking how American westward expansion began. Remember, if your children arc active participants in a home where there is talk about the why and the how of things, they are more likely to be active thinkers both in and out of school. iiearagfOaiBiOTy Stock No. 0210-5 5 6 Thinking Skills: How Parents Can Help by Marcia Heiman and Joshua Slomianko H M National Education Association Washington, D.C. 20036-3290 *What L Meant by The Process of Thinking? Thinking and being aware of out own thoughts arc skills that make us human. Thinking is an active process. It encompasses events that range from daydreaming to problem solving. It is a kind of ongoing, internal dialogue that accompanies actions like performing a task, observing a scene, or expressing an opinion. What Arc Some Examples of Thinking Skills Instruction? Thinking skills instruction can be applied to all areas of the curriculum. Here arc some examples of teaching these skills in the classroom: What Does Teaching Thinking in School Mean? The teaching thinking movement goes beyond the learning of facts. It encourages students to ask questions of the information and ideas presented in class. It helps students learn how to identify unstated assumptions, to form and defend opinions. to sec ideas. relationships between events and There arc many approaches to teaching thinking. Some educators teach students to use a set of identifiable skillssuch as discriminating between relevant and irrelevant points in a particular argument, or generating questions from written material. Others try to involve students in classroom experiences that will help them think more activelysuch as a classroom debate or a mock court case. Copyright 1987 National Education Association of the United Slates  In an American history class, students might use a simulation exercise to understand the points of view of the colonists and the British at the time of the Revolution. That is, after studying background information, students would play roles of persons on both sides of the conflict, debating the issues as they reflect their imagined families, work, and community.  In a mathematics class, students might work together in pairs. While one student acts as problem solver, talking aloud his/her thinking on how to solve a problem, the other student is an active listener, asking questions and helping the problem solver think through the process. Later, these students would exchange roles.  In a first grade classroom, the teacher might engage students in a discussion of the reliability of evidence after reading them the story of Chicken Little. The teacher might lead this discussion by asking students whether the other anipals should have trusted Chicken Little, and how they could have determined the truth or falsity of het story.  After viewing a film on the Lewis and Clark expedition, a fifth grade teacher might ask students to work in pairs, listing the steps involved in planning and carrying out the expedition.  Children of all ages can do team research. For example, elementary school children might investigate the effects of the gold rush on westward expansion, while secondary students might study the traffic flow in a major intersection of their community. Thinking skills can even be taught in performance courses, such as band or woodworking. In band, students might be asked to think about how a piece would sound if the tempo or volume were changed. They might mark their scores with different tempos and volumes, then play the re-marked scores to hear the resulting differences in the music. Woodworking can be seen as a series of problems requiring solution. For example, instead of constructing a table by following a preset model, students might be encouraged to draw several ways of making a table (such as differing arrangements of legs or other supports, various tabletop shapes), and experiment with each design on small models, determining which are the most stable, pleasing to the student, and so on. How Can Students Thinking Skills Be Evaluated? First, its important to say that evaluating thinking skills is not the same as evaluating the number of words students spell correctlystudents arc not graded on 4 3 2 I I IINCENTIVE SCHOOL - PARENI INVOLVEMENI INCENIIVE SCHOOL- PARENI INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing \"home group\" for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals 8 and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 s National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraptofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Good Elementary Schools 1 Provide opportunities for the child to learn to read well, to communicate effec- tively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express het/himself in the fine arts and physical activity. 4 a staff of enthusiastic, alert teachersall of whom meet state cenification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 3 Relate learning to the real world of the child. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Ate responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 10 responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural understanding. Instmctional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I I IINCENTIVE SCHOOL  PARENT INVOLVEMENT HOME AND SCHOOL WORKING TOGETHER DEAR PARENT: Welcome to THE IjEARNING LETTER, our new school newsletter and a major step, we hope, toward making w L the partnership between home and IS school stronger and more d3mamic than ever before. Our students  your children  need the help and support of both of us If they are to have a chance to reach their full learning potential. This is a fact that we know to be true from experience, and 46 We want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. 3 that research has proved over and over. Every one of the recent research studies  and there has been a parade of them in the last few years  points to the unquestionable Influence parents have over the Intellectual growth and learning achievement of their children. At school we have dedicated ourselves to delivering the best possible education program for your child. But we want to do more\nwe want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. Thats why were extremely excited about our plan to send home THE LEARNING LETTER on a regular basis. The newsletter will include the best advice and suggestions from the leading educators and parenting counselors In the country. There will be a mix of short, interesting articles and practical, fun-to-do activities. Topics such as: helping with homework, moUvai and develc^izighome studly skills wilfbe covered  as well as more curriculum related subjects: visiting the library, discovering backyard science, exploring the real world of math and encouraging the reluctant writer. There will be book recconmendations, games to play and projects for the whole family to enjoy. A Garden of Ideas For Your Choosing We hope youll read each issue because you find it interesting and Informative. But we certainly do not expect you to act on every suggestion\nyour day, undoubtedly, la busy enough as It is. The ideas are presented for your consideration only. Read them, then pick and choose the ones that look particularly useful and interesting. And dont underestimate the interest factor\nthe leammg experiences you share with your child should be enjoyable and relaxing for both of you. Remember, a parents attitude is contagious  if you can erOPy show a respect for learning, the chances are your child will catch the idea. For sure, there Is no better teacher than experience\nand no better experience for a child than one shared with a caring parent. It Is to the dedication of that idea that we send home THE LEARNING LETTER and Invite you to become an active partner in the education of your child. To Porenh Helping Their Children LearnINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL - PARENT INVOLVEMENT without help. And the help of the teacher must be supported outside the classroom. Parents need to know the objectives of various types of instruction so that they can explain those goals to their children. If the teacher sends explanatory material home, read it carefully, so that you can answer your own questions, as well as those of your children. You can also help other persons in the community toward a better understanding of the schools. Talk with your friends about the schools programs. Even if they are not parents, they are interested in education. Tell them why it is important to vote for local bond issues designed to support education. Encourage them to inform themselves about local and national political candidates who are favorable toward public education, and to work to put such candidates in office. Urge senior citizens to join volunteer programs in the schools. Young people need a sense of community with other persons of all ages. Both the young people and the adults will be richer for the interchange of ideas and experiences. The community includes many people who may be able to bring expertise to the solution of school problems. Business people, artists, travelers, public officialsall should be invited to bring their knowledge and experience to education. Although it is true that all learning does not and cannot take place in the classroom, it is also true that the best classroom learning takes place when the ratio of pupils to teacher is small. When it is possible for a teacher to show interest in each student in a classroom, it is easier for all students to use their energies constructively. They ate motivated toward learning, rather than against it. It is important, therefore, that parents and other members of the community work together to make sure that the pupil-teacher ratio is kept as low as possible. A community divided on the issue of equal educational opportunity especially needs your help to keep the public schools safe from movements that would fragment them and make them incapable of providing a good education for all young people. When you find that private schools are being set up to exclude minority students, you can work with community leaders to find ways to circumvent such divisive activity. Let the press know about your convictions and your efforts to keep the schools functioning, because publicity will encourage others to join their efforts to yours. There are countless other ways in which all members of the community can help take care of the schools. Many will suggest themselves as you talk with teachers and look at your school in its relation to the community. Ask how you can help. Even if your time is limited, you may be able to make a valuable contribution in the very few minutes you can give. The important thing is that the schools belong to all of usthe whole people, as John Adams said. Copyright  1987 National Education Association of the United States Stock No. 5169-6 The Schools Are Yours. Help Take Care of Them. National Education Association Washington, D.C. 20036-3290 5 6 I Two centuries ago, John Adams wrote, The whole people must take upon themselves the education of the whole people, and must be willing to bear the expense of it. The words are direct and uncomplicated. Indeed, it is inviting to think that education in that time was much simpler than it is now, and that the expense, therefore, was much less. The educational task that we face now seems to be a much more complex one, so complex in fact that John Adamss wisdom seems scarcely to apply. But we delude ourselves if we think that those words have no relevance today. When our country was founded, education was one of the few safeguards against the unknown future. As a group of isolated colonies with dependent economies and leaders inexperienced in national government, our early communities had no certainty that they could survive as a country. Now that we are a vast, strong, and rich world power, it seems more than ever necessary to heed John Adamss words. The shadows of future global problems demand the knowledge and foresight that can only come from the education of the whole people. And for that we must turn to a comprehensive and flexible system of education. The schools, which belong to all of us, as John Adams hoped they would, are our best guide into the unknown. The expense we must bear for them is not simply one of dollars. It is, in addition, an expense of concern, and time, and active care. Our schools need our care, and taking care of a school is more than removing trash and repairing broken equipment and replacing damaged instructional materials. It involves a maintenance of spirit among students and teachers and other school personnel. That spirit, which we often call morale, in turn flows back to us and to all the other members of our community. At a time when the public educational system is threatened by those forces that would establish private schools to exclude minority students from an equal education, it is imperative that we maintain that spirit. The divisive action of a few strikes at the heart of the premises of equality and equal opportunity on which our democracy is based, and if we permit it to erode out public school system, we indeed jeopardize the education of the whole people. Caring about our schools is not necessarily constructive unless we can turn the care into positive action. We are all familiar with the kind of care that takes the form of complaining and hand-wringing about what has gone wrong with education. Complaints are verbalized in conversation as well as in the newspapers and other media. Suddenly we are awash in an issue called violence-in-the- schools, and we hear some people saying that such violence is a result of the breakdown of school discipline. This is an extreme example, of course, but the issue is one of increasing currency. And in order to be corrected, the situation requires a constructive care on the part of the entire communitynot just teachers and parents, but students as well. Without concerted action, this type of issue will threaten the entire fabric of public education, because our schools will be turned into centers of discipline rather than instruction. Suppose your community is facing such a you as a parent and/or problem. What can concerned citizen do about it? There are many things you can do. One of the most important is to encourage young people toward a sense that the schools belong to them as well as to adults. What steps do you take to help students to this realization? You can find out as much as possible about the problems facing the school and students in the school, as well as what the school is presently doing to solve those problems. If you believe that other approaches are necessary, you can meet with teachers and school officials to discuss the possibility of experimenting with other techniques for managing the situation. Remember that it is important to include students in planning meetings, because they are among the most vitally affected persons when a school has problems. You can help your children to involve themselves as completely as possible in their learning by showing them that intellectual curiosity is natural and valuable. If they have questions, help them learn how to find answers by looking up information in books and encyclopedias at home or by doing research at the public library. Encourage them to view the programs on television that focus on current events, or American history, or the various peoples, animals, plants, customs of other parts of the world. In spite of the brightness of todays young people, learning does not proceed 4 3 2INCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT  It is good to add Do this instead when you must tell your child no. Substituting a permissible activity takes the childs mind off the thing forbidden, and promotes a positive view.  When answering your childs questions or reviewing spelling words, suggest that he or she look up the answer in a reference source. Help your child find the answer, but dont be too quick to give it.  Speak proudly and frequently about your childs strengths.  Help your child find time each day that is his or hers alone. Children need time to think, dream, plan, make decisions, and free their minds from problems.  Allow your child, when possible, to experience the consequences of actions. A lost toy, for example, might not be replaced.  Proudly display your childs accomplishments at home. This includes everything from a five-year-olds artwork to a teenagers merit badge. I A Success Guide for Parents of Grade School Students Copyright  1987 National Education Association of the United States Stock No. 5179-3 National Education Association Washington, D.C. 20036-3290 5 6 I I I I I I Student, Parent, Teacher Were All in This Together How can you, the parent, have a positive effect on your childs schoolwork? Here ate some suggestions to consider:  Come to school and meet your childs teacher. You ate welcome. Parents support and frequent communication help children learn.  Ask your child what happened in school each day. If your child says nothing, dont give up. Ask questions about specific activities.  Become familiar with school regulations and school practices so that you will know whats expected of your child. If you have questions or concerns, discuss them with the principal.  Help your child see that school attendance is important and desirable.  Make TV watching a constructive force in your household. You might give your child an allowance of'TV time and promote high-quality programs. Watch television with your child and discuss what youve just watched.  If your child announces that he or she hates a certain subject, find out why. Then enlist the teachers help in changing the negative feelings. How You Can Help Your Child with Homework How can you help your child with homework? Here ate a few suggestions that can make homework a valuable link between the school and your home:  Make sure that your child has a good place in which to study. It should offer plenty of room to spread out materials, the right kind of lighting, and a comfortable chair.  When your child is doing homework, make sure the entire family gives that activity as much respect as possible, so the student is not disturbed unnecessarily.  Set aside the same time each day for homework. This helps develop the discipline most children need.  Establish rules for using the telephone. and TV during homework stereo, time. This will mean better concentra- ation.  Review spelling words with your child, perhaps once before going to bed and again in the morning. The same goes for other types of memory work such as multiplication tables, arithmetic drills, state capitals, and so on.  When your child is writing a school report, show that using information from several sources is better than just relying on one book. Help your child get acquainted with the wide range of available sources.  Go over your childs homework, expressing both your expectations and support. Make suggestions about spelling, grammar, punctuation, or the accuracy of solutions, but dont do the homework for the child. Parent-Teacher Conferences These are questions you may wish to ask your childs teacher at conference time:  What are the children studying this year?  What are they doing in specific subject areas? What do you include in social studies? What kind of arithmetic will they learn? How do you teach reading or spelling?  I see equipment with which I am unfamiliar (computers, overhead projectors, etc.). What is it used for?  How is the class organized? When are children taught in groups rather than as a class? What do you do for the child who learns faster or slower than the others?  How do you evaluate the childs progress? What tests are used? What do your grades mean?  What policies apply to this grade? What are the school rules? How much homework do you give? What kind of discipline is used? Self-Reliance, Self-Esteem, and Self-Discipline How can you help your child develop these important attributes? Here are a few suggestions:  Let your child know how interested you are in what he or she has to say. Show how carefully you are considering his or her opinions. 3 2 4 I I I I I Attend parent-teacher conferences when they are called.  Discuss with your childs teacher what his or her objectives are and find out how you can help meet those objectives.  If you dont understand some aspects of the school program, ask about them.  When the young people in your family watch TV, talk with them about what they watch. Remember that as watchers they tend to remain passive, so their verbal skills may need special practice.  Share your expertise with the school. If you have a special area of interest and knowledge, volunteer to talk with students about that area. They may be ea-together that we can assure all young persons indeed all persons of any agethe education to which they are entitled. Each of us, in turn, will be secure in the knowledge that we are helping to maintain the equal opportunity that is the birthright of every citizen of our country. Incentive School - Parent Involvement Working Together for Education ger to have a career or hobby like yours.  Help elect local, state, and national leaders who have demonstrated a true concern for education. Examine political platforms carefully and find out which candidates can do the most for your schools, on the basis of both their expressed intentions and their records. Above all, parents, teachers and other faculty members, students, and other persons from the total community must come together to establish mutually acceptable goals for the schools. That means a commitment of time, energy, and good will on the part of every one of us. It is only by working Copyright  1987 National Education Association of the United States Slock No. 5168-8 5 6 National Education Association Washington, D.C. 20036-3290 I I I I I I We have entered an age in which education is not just a luxury permitting some . . an advantage over others. It has become a necessity without which a person is defenseless in this complex, industrialized society. Lyndon B. Johnson said that in a commencement speech at Tufts University in 1963. And he went on to say that to deny any persons access to this education to which they were entitled was to deny them access to their rightful place in our economy, and to deny the rest of us their productive skills. Every young person in our country is entitled to public education. Indeed it is only through public education for all that equal opportunity is available to all. Education is much more than a joint occupation of teacher and student. It should be the lifelong concern of every citizen of the United States. It need not and should not be confined to the school building, even though its scope and direction are set in the classroom. Indeed, in order to understand the purpose and content of the educational process, each person in the community must know how and why the school functions as it does. This means that the education of the young people in out country must be the result of a cooperative effort among all of us. We cannot ask students and teachers to do it all alone. We have all heard complaints about low test scores and the neglect of basic education. But how many of us have heard the complainers question the tests, or define basic education in an objective way? Many times they do not know the facts but are, rather, responding to emotional rhetoric about returning to some golden age of education that in fact never existed. help the schools by Parents especially can finding out how they work and why certain data such as test scores may be interpreted in negative as well as positive ways. Armed with the facts, parents can be among the most persuasive supporters of education. That is the kind of public trust that we can carry constantly with the awareness that we make a solid contribution to the maintenance of our national values. In other ways, too, parents can be responsible partners in the cooperative venture. They surely are in the best position to help the school in its constant efforts to overcome the problems of increasing class size, disruptive student behavior, reduction of staff, and the numerous other threats to education that result from our changing times. By finding out how school budgets can be utilized to preserve the professional stable faculty, parents can integrity of a guard against the debilitating effects of increased class size. . Parents can also support the school in its efforts to maintain discipline by matching their own attitudes toward their childrens behavior to that of the school. By taking part in fiscal and political decision making at the local level, they can direct government toward legislative and fiscal decisions that result in conditions in which education prospers. If parents work and vote for political candidates whose platforms include strong support for the schools, then they are helping to turn the tide toward a unified educational effort. In a democracy in which the national law states that no segregation by race, creed, color, or sex shall be permitted in the schools, it is the duty of every citizen to help the community uphold that law in every way possible. Here, too, parents are in an ideal position to defend the process of justice for everyone. Parents should not be strangers to the classrooms in which their children spend so much time, not to the teachers who share with them the training and motivating of those children. They need to know what the school does. Above all, we must see that other parents and all other community members are aware of the responsibility they have in maintaining and supporting public education. Every one of us can do something, even if it is only one of the few things in the list that follows. Each of us can think of many mote things that would be particularly helpful in the schools of our own communities.  Make use of every opportunity to visit your childs school. 4 3 2 I I I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 Employ flexible grouping and scheduling methods. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have com-pleted high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I 1 A Checklist for Appraising All Schools A good school has One professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and Good Elementary Schools 1 preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the sch\u0026lt;x)l program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Provide opportunities for the child to learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements ate prepared, and interested in and prepared for the assigned to positions for which they , . _ age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar requirements. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the real world of the child. 6 A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. Pl Provisions encouraging racial balance of pupils and staff and fostering intercultural J. U understanding. Instructional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT You can also contribute your ideas about the parent involvement program or the educational system in general. Being a patent, you have a different viewpoint that is valuable to the teacher. What Ate the Qualifications for a Parent Volunteer? The basic requirements are simple. You should  Enjoy working with children.  Have an interest in education and the community.  Feel a commitment to the goals of the parent involvement program.  Want to help.  Be dependable and in good health. As you can see, it is very easy to qualify and the rewards are great. How Much Time Do I Have to Spend at School? Its strictly up to you! You can work out a schedule convenient to you and the teacher from several days a week to an hour a month. If you dont have transportation or if you have preschool children, you can set up carpools or share babysitting services with other volunteers. If you work during the day, you can still contribute by making things at home or helping with weekend activities. Both fathers and mothers should remember that it is important for children to have contact with parents in the classroom whether you come to school to tell them about your job or make recordings of instructional drills for them to listen to. Whatever time you can give will be appreciated it means more learning opportunities for each child. To Whom Will I Be Responsible? You will determine your schedule and activities with the teacher you are assisting, who will be your primary contact at the school. He or she will be there at all times to guide you and offer suggestions. The program is based on a cooperative partnership. The teacher plans and initiates learning activities, and you reinforce these efforts by motivating students, stimulating their interest in learning, and building their selfconfidence. When Can I Start? Right nowby volunteering your services and by offering any suggestions you have to help teachers plan a more effective program. You can also contact your friends and encourage them to participate. The success of your schools parent involvement program will be determined by your enthusiasm and interestso get involved! The result will be a more meaningful education for your child. Copyright  1987 National Education Association of the United States Stock No. 5158-0 Get Involved in Your Childs School National Education Association Washington, D.C. 20036-3290 5 6 I I I I I What Is a Parent Involvement Program?  An exciting concept designed to create a partnership between parents and teachers by bringing you into the classroom to participate in your childs day-to-day education. You and the teacher share a deep concern for your childs welfare, and there is no better way to encourage your childs growth and development than by working together to meet her or his educational needs. How Does This Program Benefit My Child? The primary focus of the parent involvement program is on the child. It aims to meet childrens needs more fully by making your schools educational program more flexible, and thus more child-oriented, through increased personal attention and assistance. As a parent, you are already aware of childhood curiosity. Your child wants to learnbut a lack of learning opportunities can stifle natural desire to find out about the many things that make up the world. By helping your childs teacher, you both can offer new and varied experiencessuited to his or her interests and capabilities. What Will I Gain from Participating in the Program? Your school system needs your support to carry out its programs. By working in your schools, you will become more familiar with these programs, and you will see why they are vital to your child. With this new understanding of educational needs and goals, you can give the schools the backing they need and encourage others to do the same. You will learn more about everyday happenings in the classroom from the increased communication and interaction between you and the teacher. You will have the satisfaction of helping children during a very important stage in their development. You will be able to provide the teacher with valuable information about your child and your communitycreating a link between school and community so vital in our multiethnic society. You will learn new skills in working with children. To sum it up, participation in the parent involvement program will give you a chance to make a significant contribution to your child, your schools, and your community. Why Do Teachers Need My Help? Today, there is an increasing emphasis on individualized instructionfitting the curriculum to the child. But time and money often work against a teacher who wants to employ new methods and materials, who wants to give each child personal guidance. When you assist teachers with growing paperwork, make instructional materials, or conduct a science experiment, you give them more time for planning activities, for trying new teaching strategies, and for working directly with children. As a parent volunteer, you allow them to be more effective teachersand the school obtains your skills and services that might be unavailable elsewhere due to financial limitations. Do Teachers Really Want Me in the Classroom? Teachers, like anyone else, want to be as effective in their work as they can, and your help will enable them to devote more time to professional activities. Remember the parent involvement program is voluntary for them, too. If they did not feel you would be a valuable asset to the instructional program, they would not ask for your help. How Can I Help in the Classroom? There are so many activities parents can participate inall of which mean an enriched learning experience for childrenit would be impossible to list them all here. For example, there are clerical jobs such as completing attendance forms or filing in- stmctional materials. Or you can work directly with children as you read them stories or help them play educational games. If you have an unusual hobby, you can be a guest speaker and show the class some of your work. The activities you participate in will be decided by you and the teacher you work with. In this way, the teacher can plan lessons with a knowledge of your skills and interests, and provide you with a variety of interesting tasks. 4 2 3  I  I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supponive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. Good Elementary Schools 1 Provide opportunities for the child to A broad curriculum to develop intellectual, emotional, scMzial, physical, and vocational 3 emotional, social, puysicai, anu niuuvuu competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nunure many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural Iv understanding. Instructional materials portraying minority groups and women realistically. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the teal world of the child. 4 Provide learning experiences beyond the classroom and the school building. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 } 2 I I I I I ILITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 March 23, 1993 Attorney Connie Hickman-Tanner ODM Dear Mrs. Tanner: I am sending your way sample copies of leaflets that I give to parents at Parent Meetings, distribute to Parent Council, Presidents and Parent Centers. PTA You are welcome to attend the PTA Presidents Breakfast at McDonalds on 701 Broadway, Saturday, March 27, 1993 from 7:45 a.m. to 8:45 a.m. Sincerely, Catherine J. Gill Ron Brandt On Parents and Schools: A Conversation with Joyce Epstein Joyce Epstein has been conducting research on teachers practices of parent involvement and the effects of family-school connections on students, parents, and teachers for over a decadeincluding her current work at the Johns Hopkins educational research centers (CREMS and the Center for Research on Effective Schooling for Disadvantaged Students [CDS)). Here she discusses five types of parent involvement and affirms that parents want to be more involved in their childrens learning, especially at home, and that they need clear direction from the schools. W hat do educators need to know about parent involvement? W'e're much clearer about that now than just six years ago. In our work with administrators, teachers, policy leaders, and other researchers, we've identified five major rypes of parent involvement. These five types occur in different places, require different materials and processes, and lead to different outcomes. [See \"Five Major Types of Parent Involvement, p. 25. | The point is that any one practice parent-teacher conferences or PTA activities or public relations efforts f.tnt cover the full range of ways parents and teachers need to work together for their children's education. Hundreds of piactices can be selected or designed to promote each of the five types. (See \"Examples\" chart, p. 26.) And research is beginning to produce information on the likely results of different practices. For example, several studies show that when parent.s help their child at home in a particular subject, its likely to increase the student .s achievement in that subject. By contrast, involving a hv Ja\\ Van fivn^laer \u0026gt; few parents in decision making on school committees probably won't increase student achievement, at least in the shon term. Parent volunteers at school can help teachers think positively about parents, and increase teachers' willingness to involve parents in other ways, but a few volunteers at school won't help other parents know how to help their children at home. Educators choices will be easier if they know these thingsand if they know their goals for parent involvement. What goals might they typically have? Tve compiled some examples of outcomes for parents, for students, and for teachers related to each of the five types of involvement. [See Examples\" chart, p. 26-1 What else have you learned about the effectiveness of the various practices? For one thing, commonly acceptexi practices aren't necessarily the best way to achieve the outcomes they're supposed to produce. For example, we've learnetl that to promote Type 1 involvementhelping parent.s fulfill their basic obligation.s a.s parents most schools conduct workshops for the parents. But parent.s cant come to workshop.s if theyre scheduled when the parent.s work or have other responsibilities. We want to change the focus of Type 1 activities from the numlK-r of parents who come IO .schixil at a given time to the numIxT of parents who get the information at times more convenient to them. Ail- ininisirators anti teachers can get the 2) 1:1)1 ( ATH INAI 1.1AI\u0026gt;1:KSHII'I i I I I i I f Five Major Type* of Parent Involvement Type t. The basic obligations of parents refers to the responsibilities of families to ensure children s health and safety\nto the parenting and child-rearing skills needed to prepare children for school\nto the continual need to supervise, discipline, and guide children at each age level\nand to the need to build positive home conditions that support school learning and behavior appropriate for each grade level. Type 2. The basic obligations of schools refers to the communications from school to home about school programs and children's progress. Schools vary the form and frequency of communications such as memos, notices, report cards, and conferences, and greatly affect whether the information about school programs and children's progress can be understood by all parents. Types. Parent involvemertt at school refers to parent volunteers who assist teachers, administrators, and children in classrooms or in other areas of the school. It also refers to parents who come to school to support student performances, sports, or other events, or to attend workshops or other programs for their own education or training. Type 4. Earenf inyoivement in teaming activities at home refers to parent-initiated activities or child-initiated requests for help, and ideas or instructions from teachers for parents to monitor or assist their own children at home on learning activities that are coordinated with the children's classwork. Type 5. Parent invoivement in governance and advocacy refers to parents' taking deci- sion-making roles in the PTAATO, advisory councils, or other committees or groups at the school, district, or state level. Il also refers to parent and community activists in independent advocacy groups that monitor the schools and work for school improvement. information from workshops to the parent.s who couldn't attend by using, for example, audio recordings, videotapes, summaries or newsletters, computerized phone messages, and cable TV shows. In too many cases, schools blame parent,s for not coming to the school building. The parents feel guilty for not coming, and their children feel bad because their parents didn't panicipate. To reduce the guilt and distress, we need new methods of sharing information. But maybe parents ought to feel guilty if they wont exert the effort to participate. Not necessarily. Expecting people to come to schtxil once in a whilefor an open house, a student performance, a parent-teacher conference, a report card pick-up, and one or two other important occasionsmay be reasonable, but expecting many parents to come often i.s not reasonable. In fact, it.s almost discriminators' against working parent.s, parents who live far from the schtx)!, and single parents with other family obligations. Id like to see more attention to the type of involvement parent.s want mosi: how to work with their own child at home in way.s that help the student succeetl anti that keep the parents a.s panners in their children'.s education across the grades. OCTOtll-K 19Hy Why do you emphasize across the grades\"? Typical efforts to involve parents Stan to drop dramatically as early a.s grades 2 or 3. The parents at ail grade levels want to stay informed and involved. When teachers and administrators develop parent involvement pro- grams in the upper grades, the parent.s respond. Lets go on to talk about Type 2 involvement: communication from school to home. We've learned that a real problem in this area is making sure that memo.s and notices are written so that all parents can read them. Communica- tion.s from school to home need to be sent in simple, readable, jargon-free English or in the language spoken by the family. They may be in print form, but they can also be sent by computerized phone messages, kcal cable TV, radio, or in other ways. Schools need to design and test more effective The five types of involvement occur in different places, require different materials and processes, and lead to different outcomes. Yes. and they usually involve relatively few people. Schools need to review the procedure.s they use to recruit volunteers so that all who want to panicipate at the school building can do so. This can be tioiie with a simple form at the beginning of the school year or twice a year to capture the interest of familie.s who arrive after school starts. The skills, talents, and available time of volunteers need to be matched to the needs of teachers\nthis takes coordination. which can be provided by a parent-teacher team. And schools need to pnwide some training to help parent.s be effective volunteers. But schools should also find ways for parents to vtilunteer other than during the sch\u0026lt;x)l day so that those who work can offer assistance to the school, tcK). Some volunteer work can be done after schtx)!, in the evening, on weekends, on busines.s holidays that differ from schtx)! holidays, or during vacations. We'd like to see the ways to provide information. We need definition of volunteer change to into know not only whether message.s dude all parents (and others in the are going home but who understantls communitv) who give time anwhere them and who doe.s not, who we are to reaching and who we are not reach- , learning. This wi suppon sch(X)l goals and .student mine. This would greatly increase ing, anti why. J i V\u0026lt;ll I I  * j the number of parent.s nized a.s volunteers a who are recog- and relieve the Type 3 activities are those related guilt of parents to parents serving as voilunteers at school? cutne to who aren t available to the sch\u0026lt;K)l day. the schtxil building during 25Example* of Practice* to Prontote, and Outcome* from, the Five Type* of Parent Involvement Typet Parenting Type 2 Communicating Type 3 Volunteering Type 4 Learning at Home Types Representing Other Parent* Help All Familic* Estabinh Home Environment* to Support Learning Design Atore Effective Form* of Communication to Reach Parent* Recruit and Organize Parent Help and Support Provide liilca* to Parenti on How (o Help Child at Home Recruit and Train Parent leaden A few Example* of Practice* of Each Type School provides suggestions for home conditions that support learning al each grade level. Workshops, videotapes, computerized phone messages on parenting anri child-rearing issues at etch grade level. Teachers conduct conferences with every parent at least once a year, with follow-up as needed. Translators for languageminority families. Weekly or monthly folders of student work are sent home and reviewed and comments returned. School volunteer program or class parent and committee of volunteers for each room. Parent Room or Parent Club for volunteers and resources for parents. Annual postcard survey to identify all available talents, times, and locations of volunteers. Information to parents on skills in each subject at each grade. Regular homework schedule (once a week or twice a month) that requires students to discuss schoolwork al home. Calendars with daily topics for discussion by parents and students. Participation and leadership in PTA/PTO or other parent organizations, including advisory councils or committees such as curriculum, safely, and personnel. Independent advocacy groups. A Few Example* of Outcome* Linked to Each Type Parent Outcome* Self-confidence in parenting. Knowledge of child development. Understanding of home as environment for student learning. Understanding school programs. Interaction with teachers. Monitoring child's progress. Understanding teacher's job and school programs. Familiarity with teachers. Comfort in interactions at school. Interaction with child as student at home. Support and encouragement of schoolwork. Participation in child's education. Input Io policies that affect child's education. Feeling control of environment. I Sr^curity. Respect for parent, linpioved attendance. Awareness of importance of school. Student participation in parent-teacher conferences, or in preparation for conferences. Better decisions about courses, programs. Student Outcomes Increased learning skills receiving individual attention. Ease of communication with adults. Homework completion. Self-concept of ability as learner. Achievement in skills practiced. Rights protected. Specific benefits linked to specific policies. Understanding of family cultures, goals, talents, needs. Knowledge that family has common base of information for discussion of student problems, progress. Use of parent network for communications. Teacher Outcomes Awareness of parent interest, in school and children, and willingness to help. Readiness to try programs that involve parents in many ways. Respect and appreciation of parents' time, ability Io follow through and reinforce learning. Better designs of homework assignments. Equal status interaction with parents to improve school programs. Awareness of parent perspectives for policy development. I. L. Epstein, (forthcoming). \"Five Types of Parent Involvement\nUniting Practices and Outcomes.' In School and family Connections: Preparing educators ro involve families, L-------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 26 liDICAI IONM. l.l-Al\u0026gt;l-:K.SIIIi\u0026gt;I I You said earlier that Type 4parent participation in learning activ- ities at homi is the type of in- volvement that most parents want more help with. Yes, we've learned that we can greatly increase thi.s type of involvement when teachers design homework to include parent.s on purpose. Of course, some homework should be designed, as it presently is, for children to do on their own, but some homeworkonce a week in some subjects or twice a month in other subjectsshould be designed to require students to talk with someone at home about an interesting, imponant, exciting part of schtxilwork. Let's turn to Type 5 activities, involvement of parents in leadership roles, school governance, and so on. These activitie.s are important too, but they typically involve very few parent.s directly\nevery parent can join the PTA, pro, or other organization, but few panicipate in leadership roles. And those who do rarely communicate with the parents they supposedly represent to solicit their ideas or to repon committee or group plans or actions. We know that, to improve Type 5 activities, schools need to consider new forms of recruitment and training of parent leaders. children at each grade level. Our data suggest that schools will be surpriseil by how much help parents can be if the parent.s are given useful, clear information about what they can do. es(x.cially at home. We're seeing the same results How can busy teachers be encouraged to design homework of that sort? Our research reveals a few key com- poneni.s that should help. For example, we found subject-specific connection!* fx-tween teachers' practices of parent involvement in reading and gains in students reading achievement. Now we re working with teachers on a process to increase parent involvement in mathematics and science, subjects that are more difficult to organize for parent involvement at home. We call our process TIPS, meaning \"Teachers Involve Parents in Schoolwork.\" We've also learned that homework that involves parents can be scheduled on weekends, when parents say they have more time to help and to discuss idea  with their children. Schools often issign homework for Monday to 'lliursday only, a,s if it were a reward to have no homework over the weekend. We think it's better to give weekend assignment but make them differentenjoyable, interactive homework or long-term a.ssignments that require some discussion or exchange. How might a school faculty go about trying to improve their parent involvement program? One way to stan is by a.ssessing present practices. This can be done with questionnaires, telephone interviews, or meetings and discussions. 'Ihe important thing is to get the perspective!* of teachers and parents, then develop shon-range and long-range plans to strengthen practices in all five types of parent involvement over a three- to five- year period. This kind of planning, with activities and responsibilities clearly outlined, is very important if .sch(X)Ls are to progre.s.s from where they are to where they'd like to be. We've learned, by the way, that the strongest programs are usually developed in schools where there'.s a part- time coordinator to work with teach- ers and develop materials. The position of coordinator or lead teacher for school and family connections is just as necessary as a guidance counselor, an assistant principal, a school psychologist, worker. or stK-ial What about parents who do their children's homework for them? 1 think that (x.curs mainly because parents and children dont have a gixxl understanding of what the teacher expects. When parents are oriented to the teacher!* policies and patterns of hoinework assignments, grading, and so on, they know how to help anil how not to help. Can schools expect to get supportive parent involvement in all types of communities? Some edu^ cators feel that poor families just don't have the same goals as middle class schools. Data from parents in the most economically depressed communitic.s simply don't suppon that assumption. Parents say they want their children to succeetl\nthey want to helji them\nanil they need the schixd'.s and teacher.s help to know what to do with their emerge from many studie.s by different researchers using different methixLs of data collection and analysis. If schtx)ls don't work to involve parents, then parent education and family social clas.s are very important for deciding who becomes involved. But if schools take parent involvement seriously and work to involve all parents, then social clas.s and parents' level of education decrease or disappear as important factors. But isn't it true that some children come from homes in \"which they're mistreated or badly neglected? And don't teachers and administrators have reason to feel concerned about that? Yes, a small number of children and families need special attention from health and social service professionals. But in some schools educators have used these few as excuse.s for not developing pannership.s with ail parents. From research on parent involvement in urban, rural, and suburban schools, we believe that aixiut 2 to 5 percent of parent.s may have severe problems that interfere, at least for a time, with developing pannerships. and we know, tixi, that about 20 percent of all parents are already succe.ss- fully involved. But the other 75 percent would like to become more effective partners with their children'.s schools. The percentages vary somewhat from schtxil to school, but the pattern i.s the same, with most parents at all grade levels wanting and needing information and guidance from their children'.s sch\u0026lt;x\u0026gt;ls and teachers. All schix)ls have the opportunity to build strong pannerships with parents.n Joyce L. Epstein i.s Principal Research Scientist and Director, liffective Middle Grades Program, (xnter for Research on Elementary and Midille Schix*ls. Ilie Johns Hopkins l.'niversity. .15(16 N. Charles St.. Baltimore. MD 2121H Ron Brandt is A.SCD'.s Executive Editor. u OeroitKM 19H9 1Parent InvolvementZCommunily Linkages Tri-District Collaboration Plan Interdistrict Plan, pp. 56-58 Goal: Achieve a cooperative working relationship between and among the districts. Objectives: 1. strengthen existing community involvement organizations and programs\n2. develop additional programs designed to facilitate substantive involvement and cooperation of parents and citizens in the districts\nProcess: A. Develop parent involvement and support activities which facilitate the teaching-learning process. B. Use parents in marketing educational programs and benefits that will result from desegregation. o' c. Encourage community-wide multi-ethnic committees for input into planning and decisionmaking. D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities. Issues\na. Some activities have been implemented, some have been partially implemented, some not at all. b. These aspects of the plan are unevenly articulated and promoted throughout the LRSD. c. District management and support of the activities is segmented and intermittent\nno unified system for management, support, and measurement appears to exist. d. Is there a comprehensive plan and schedule for implementation of this section on a cyclical basis school by school and department by department? Who is responsible? e. Implementation of parent recruitment is not adequate. f. Successful school programs and approaches need to be promoted throughout the district. g. Parent commitment to schools needs to be fostered in each building. h. Accountability for implementation and outcomes needs to be improved.Summary: Tlie desegregation plan provisions regarding parent involvement and community linkages are reasonable and workable. However, implementation, coordination. management, measurement, and accountability for the provisions identified in the desegregation plan appear to be inadequate. Rec\n1. Implement the desegregation plan elements evenly across the district. 2. Develop a districtwide coordinated and integrated support system for parent involvement, community linkages, and tri-district collaboration for such involvement. 3. Identify \"promising practices\" and \"what works\" ideas and models, promote them as success prototypes, and devise a system to disseminate them throughout the district. 4. Equip parent recruiters to be successful, promoting their teammanship, developing comprehensive job descriptions, targeting their marketing, more closely to the schools. and connecting them 5. Identify the factors that foster parent commitment to individual schools (such as stability in the position of building principal) and commit to promoting preserving those factors. and 6. Devise and implement comprehensive staff development to train all staff in methods to support parent involvement. 7. Promote widespread awareness of school events (such as open houses) throughout the school district and community. 8. Tie the desegregation plan provisions, implementation, and results to employee performance evaluations, especially principals and other leaders.PARENTAL INVOLVEMENT LRSD SETTLEMENT PLAN HIPPY PLAN \"During the fall of 1986 the LRSD implemented HIPPY to serve educationally-disadvantaged children in the community where high risk children were designed curriculum of the identified.... The specifically home-based program trains aides (mothers) of four and five year old children in teaching their children at home. It (Volume I - Page 9) PERFORMANCE INDICATORS Parent Recruitment - recruitment plan - materials (flyers, PSA's...) - enrollment lists of participants Referral \u0026amp; Placement Training (orientation and ongoing) - training agenda, topics, speakers, locations, times.. - training materials Supervision/District Support - number \u0026amp; type of contacts - mechanism for mothers to receive assistance Evaluation - forms and results - Early Prevention of School Failure Test for participants entering and exiting kindergarten NOTE: Why not have test for participants pre and post HIPPY??? CITY WIDE EARLY EDUCATION PLAN II The plan proposed by LRSD for city-wide education will have a three-fold purpose: 1) Parenting education for both mothers and fathers, family health care, and nutritional guidance\n(Volume I -Page 21) II* PERFORMANCE INDICATORS Parenting Education Parent Recruitment Workshops - agenda, topics, speakers, locations, times... - training materials used \u0026amp; resources provided to parents - evaluation forms and results Family Health Care \u0026amp; Nutritional Guidance Information Dissemination - mechanism in which services/information is disseminated (flyers, workshops...) - type of information/services provided PLAN \"Parent involvement conferences, family services in parent advisory boards, parent-teacher volunteers and employees and the inclusion of parents IS effective early childhood program. an important component of II as an PERFORMANCE INDICATORS Parent Advisory Boards - board mission, goals, objectives, job descriptions, timelines... - recruitment - referral \u0026amp; placement - training - meeting agenda and minutes - district support - recognition - evaluation forms and results Parent-Teacher Conferences - list number of, time and location of parent/teacher conferences Family Services - identification of services - mechanism for delivering services - recruitment of parents to receive services - district support - evaluation Volunteers \u0026amp; Employees - recruitment - referral \u0026amp; placement - training - supervision/district support - recognition - evaluationPARENT INVOLVEMENT/COMMUNITY LINKAGES PLAN \"Broad-based citizens committees will be formed to increase community acceptance of the desegregation plan and to reduce white flight . community These committees will work to establish a broad-base of support of the Pulaski desegregation plan. fl (Volume I - Page 177) County School Districts' PERFORMANCE INDICATORS - committee recruitment efforts - committee composition (broad-based representation) - training provided - district support - goals and objectives - meeting agendas and minutes - evaluation PLAN It VIPS utilizes volunteers and community resource services to enhance parental involvement and support for all students of the district. The current list of volunteers .... will serve as a catalyst to explore ways to expand and improve community awareness about opportunities for involvement in support of the LRSD's long- range desegregation plan. tl (Volume I - Page 177) utilize parents in marketing educational programs and benefits that will result from desegregation. (Volume I - Page 179 \u0026amp; 184) ACTIVITIES PERFORMANCE INDICATORS Develop a resource list of parents who are willing to talk with potential patrons Responsible: VIPS Coordinator and PTA Councils Job Descriptions - Parent recruitment - Parent resource lists - Training for parents - District Support - Recognition - Evaluation Establish parent recruitment teams in each school to encourage families to enroll in public schools Responsible: VIPS Coordinator and PTA Coordinators - Job descriptions - Team recruitment - Team enrollment list - Training for teams - District support - Recognition - EvaluationACTIVITIES Seek positive media coverage featuring parents for all ethnic backgrounds Responsible: Communications Coordinator and Special Assistant Superintendent PERFORMANCE INDICATORS - Job descriptions - Parent recruitment - Media Plan - Media contacts - Parent participation - Training for parents - District support - Number \u0026amp; type of coverage - Recognition - Evaluation Work through local parent/ teacher organizations to encourage positive media coverage Responsible: Local PTA's all of the above Designate a contact person at each local school to report to an established information center Responsible: Principals and Local PTA Board List of school contacts Produce video presentations for area schools for use by real estate offices, day care centers, local businesses, economic development agencies and other community groups Responsible: VIPS Coordinator and Communications \" - Video presentations - Examples of letters sent to offices, groups... informing them of video and requesting an opportunity to make a presentation - Train presenters - List of Presentations - Evaluation \"VIPS will correlate efforts to equitably involve all segments of the community in the LRSD. The result will be maximum resource utilization and effective service desegregation of the District. If delivery in (Volume I - Page 178) support of fl LRSD's goal is to strengthen existing community involvement organizations and programs, and to develop new programs designed to involve parents and citizens in the three county districts in planning and implementation of the desegregation plan.\" - Page 178) (Volume I\"Develop parent involvement/support activities\" 178 \u0026amp; 182) (Volume I - Pages ACTIVITIES PERFORMANCE INDICATORS Establish a Parents in Learning Program Responsible: VIPS, PAC PI?, M? \u0026amp; Staff Dev. Coord, New Futures Dir \u0026amp; Drop-Out Prevention - Parent recruitment - Parent participation lists in learning programs (HIPPY, APPLE, Just Say No) - Orientation/training - District Support - Evaluation Provide parent workshops Responsible: Same as above - Parent recruitment - Workshops: agenda, topics locations, times, materials sign-in sheets - Evaluation Parents and staff will work cooperatively to to develop \u0026amp; encourage positive home learning Responsible: School VIPS Chair, PTA Board, Principal and Staff - Parent recruitment - Process for developing \u0026amp; encouraging home learning - Materials/Resources for parents(home study guides) - Training for parents - District support - Evaluation Each school will establish a multi-ethnic teacher/ parent committee to design \u0026amp; implement school based activities Responsible: School VIPS Chair, PTA Board, Principal and Staff - Job Descriptions - Parent recruitment - Committee membership list - Committee goals \u0026amp; objectives - Committee agenda \u0026amp; minutes - List of school activities - District Support - Recognition - Evaluation Encourage all parents to become active members of a parent involvement program Responsible: ? - Identified programs - Identified areas for parents to become involved - Parent recruitment - Program/Parent lists - Program goals \u0026amp; objectives - District support - Recognition - EvaluationINCENTIVE SCHOOLS \u0026amp; PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students identified five main types of parental involvement. have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being. A second type of parental involvement common to all schools is communication from school to the home. A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with Parent Volunteer Assistance, Parent Audiences, and Parent Attendance at Workshops. A fourth type of parent involvement is assistance with learning activities at home. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. We expect the process of developing parental involvement activities to be ongoing. (Volume II - Pages 103-116) Some suggested activities are listed below:\" ACTIVITIES PERFORMANCE INDICATORS Offer opportunities for adult community education - Needs assessment - Parent Recruitment - Workshops, agenda, materials. times, sheets locations, sign-in Evaluation Establish an Incentive-Wide Parent Internship Program with the purpose of employing parents as teacher aides and other positions for which they are qualified - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - List of parent interns - Training - District Support - List of parent interns who become district employees - Recognition - Evaluation Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified - Job Descriptions - Parent Recruitment - List of parent employees - Training - District support - EvaluationACTIVITIES PERFORMANCE INDICATORS Establish mentorships between teachers and parents in the incentive schools - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - Referral \u0026amp; Placement - List of Mentorships (teachers/parents) - Orientation/training - District Support - Recognition - Evaluation Establish a Parent Center in each school \u0026lt; Provide resources \u0026amp; staff to house/operate center which loan materials to parents - Operation of Parent Center with staff, hours, materials, - Staffed with community people - Inventory of materials and resources available to parents - Parent Recruitment - Sign in sheet of parents using center - Sign in sheet of materials and resources on loan to parents \u0026gt; Train \u0026amp; employ a parent in the community to operate the center - List of employees operating centers from each school and their background  Formulate a committee of parents and school personnel to make recommendations on materials - Job descriptions - Committee goals, objectives and timelines - Training - Committee Meetings and agenda List of committee reommen- dations(implemented and nonimplemented) - Recognition - Evaluation  Assume responsibilities - Communications packet for development and distribution - Mailing and drop off list of a monthly distribution packet of packet distributionACTIVITIES PARENT INVOLVEMENT Offer mini-workshops to parents on such as: study skills discipline, time management, pre-reading skills, financial management, developmental learning skills - List of workshops, agenda materials, locations, times, - Parent sign-in sheets - Evaluation Request that parents come to the school at least twice a year to pick up report cards - Invitation for parents to the school - Method in which parents are invited to the school - Parent sign-in sheets Provide and require opportunities for counselors to have direct with parents through scheduled meetings and home visits (require at least 2 home visits) - List of contacts with parents corresponding to students in the district (home or school) Use parent recognition as a tool for community and parent involvement - Recognition of parents at PTA meetings: agenda - Display parent community awards on bulletin board in entrance hall - Special awards meeting or banquet: list of awards - Provide school lunch vouchers for parents: list of vouchers given to parents - Involve students in awards selection process: list of students on selection committee Establish a systematic approach to effective communication between home and school o Identify at least 3 key communicators as a vital source for all to rely upon - List communicators at each each school o Teach parents system for advancing support and concern for the school - Design of system - Method system is taught or disseminated to parentsACTIVITIES PERFORMANCE INDICATORS o Establish a community resource list of role models and mentors - Job descriptions for role models \u0026amp; mentors(RMM) - Recruitment of RMM - Training of RMM - Recruitment of parents and students - Referral \u0026amp; placement - List of placements - District support - Recognition - Evaluation o Invite community patrons of pre-school youngsters to attend PTA meetings and other parental involvement activities - Invitation to parents - Method invitation is disseminated - Parent sign-in sheets Require contractual commitments from parents prior to enrollment - Signed Contracts o parent attendance at PTA and other school related activities o Prepare and distribute Parent Handbooks and monthly calendar events - Parent sign-in sheets - Mechanism for contacting absent parents - Parent Handbook - Monthly calendar events - Mechanism handbook and calendar are disseminated o Parents to sign homework assignments, projects, etc. - Signed projects \u0026amp; assignments o Parents call school to report absences and that the school call the home and document the reasons for absences - List of parent calls corresponding with child's absence - List of school calls listing reason for absences o Require at least 2 home visits - List number and time of home visits by school staffACTIVITIES PARENT INVOLVEMENT Formulate a governing body of administrators, parents and teachers to establish school policies and procedures Parent recruitment Committee agenda and minutes List of parent suggestions incorporated in the school's policies and procedures - District Support - Recognition - Evaluationi. { TEL: Nov 20.91 12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRiv 810 WE SI MARKHAM LITTLE ROCK, ARKANSAS 72201 PLLiASE i February 2, 1990 The Little Rock School District is now accepting applications for the following position the 1989-90 school year: POSITION: Parent Recruiter . QUALIFICATIONS: 1. 2. High school diploma. Knowledge of the district's desegregation plan. 3. 4. 5. 6. Some experience with community and civic groups. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. 8. NOTE: Must have computer experience. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THU INITIA SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: Tv nrw stiidonts to thc District and assist parents in the process of select- appropriate schools within the constraints imposed by the desegregation plan. c\nTo recruit new To the District in cictiieviny un dcueptnbl e racial balance at each school. BASIC PERFORMANCE RESPONSIBILITIES\n1. Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. 3. Facilitates parents visits to all schools. Provides information to parents concerning school options. 4. 5. Provides assistance in marketing schools. Assumes the responsibility for establishing support sysfem\u0026lt;, among parent, comniuf and civic groups.'.v-' ftiS TEL: Nov 20,91 12:28 No .004 P.02 - iS.' n 1 T r ^Olecrulter PERFORMANCE RESPONSIBILITIES: (Continued) ^^'*''\"1 District and various con,muni  orgsnizax-lOns. Provides as.si.stance in processing and riiaintaining waiting lists. 'W I*? 8. other duties as assigned. y^^'SALARY AND TERMS: BenLms'packlgo  *\"  P'us DgA^NE FOR RECEIPT OF APPLICATIONS\nFebruary 13, 1990 SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST (------------- ' SELECTION PROCESS. COMPLETE A VERY RIGOROUS NO . JOB CODE: 071015 - PARENT RECRUITER addressed to the^Associate^SuoeHnto^i^^y^r Employer. Equity concerns may I\nment. ' Pf^rinterident for Desegregation, Monitoring and Program Devc5, school. Again, we emphasize that we do not mean to imply that these changes are not peirmissible. Rather, changes of this kind I may be approved if the District Court finds they are justified. One other kind of change proposed by the parties deserves our attention: deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their \"Stipulation Regarding Little Rock School District and 1 I i i 1 Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the I requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. hire and Until that time, however, the district's obligation to maintain, the rprrnitprs should remain in the plan' The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-TEL: Nov 20,91  12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRi. ' 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE February 2, 1390 The Little Rock School District is now accepting applications for the following position  the 1989-90 school year\nPOSITION: Parent Recruiter I I 1 QUALIFICATIONS: I ! 1. High school diploma. 2. Knowledge of the district's desegregation plan. 3. Seme experience with community and civic groups. 4. 5. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 6. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. . 8. Must have computer experience. NOTE: APPLICANTS MUST BE PREPARED TO SHOU EVIDENCE OF THESE QUALIFICATIONS IN THE INIT SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: To recruit new students to the District and assist parents in the process of appropriate schools within the constraints imposed by the desegregation plan, the District in cichievinu un ucuepLable racial balance at each school. sei c\nTo SASIC PERFORMANCE RESPONSIBILITIES: 1, Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. Facilitates parents visits to all schools. 3. Provides infonnation to parents concerning school options. 4. Provides assistance in marketing schools. 5. Assumes the responsibility for establishing support system-? among parent, comr:\n. and civic groups.i3FfK'5\\- n 1 i\n.'S' TEL\nNov 20.91 12:28 No,004 P.02 J2) ^crufter Performance responsibilities: (continued) ^Serves as a liaison between thc Little Rock School District and organizations. Various coniniuiii Provides assistance in processing and tiiaintaining waiting lists. Other duties as assigned. L^eSALARY AND TERMS: $18,216 - $23,359 - AN Salary Schedule 15-, Qenerits Package deadline FOR RECEIPT OF APPLICATIONS: ' February 13, 1990 SE^WRITTEN LETTERS OF INQUIRY TO: Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 Range 6, A Twelve Month Position plus NOTE: SELECTION PROCESS. INTERESTED IN THE ABOVE POSITION I------ ' MUST COMPLETE A VERY RIGOROUS NO 7 8 . JOB CODE: 071015 - PARENT RECRUITER The Little Rock School District is addressed to the Assoctatr^slSri'LL\"^'^''!'!- employer. Equity toncerns may 1\nment.  P^^^^Teriderit for Desegregation, Monitoring and Program Devc. I5 J I school. Again, we emphasize that we do not mean to imply that these changes are not permissible. Rather, changes of this kind may be approved if the District Court finds they are justified. attention: One other kind of change proposed by the parties deserves our deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their I I I I \"Stipulation Regarding Little Rock School District and Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. Until that time, however. hire and maintai the district's obligation to hp. recruiters should remain in the plan. The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-Ki h i LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 September 26, 1991 K' I, TO: Board of Directors ( FROM: MrTony Wood, Deputy Superintendent THROUGH: Dr. Ruth Steele, Superintendent^)^ it. SUBJECT: Levi Strauss Grant I i I recommend the acceptance of the $7,000 grant from Levi Strauss which will help fund the parent support and involvement group for students at the Alternative Learning Center. Some of the money is also designated for field trips for students and for a self-help program for Alternative Learning Center students. I 1 i I I7 -' -/L -) '/7 From: 4 Date: /] /\u0026lt;79/ ' 7ki /- I t, - -^p 7 i. 77, \u0026gt;'Li 'J \u0026gt; , ! /^ 'C-cT^l -:\u0026gt;\n\u0026gt;7 - 77 74 47^22 ~ 7^ 74^c,^ '^'~7 7^'X.'9-')^.'-7t\u0026lt;l\u0026gt;' '' I ' 1 ' 7' /L /i _ 3 7-7. - \u0026lt;7 ^7 / C/L^L^ccjtyc.'  7'i\u0026gt;b '/ 7,^.oe^,r/ _ 2\u0026gt;3c/ 7i,c,l2l,^7C- 3\u0026gt;^r- 77^07,^ /5',2C \\/7. 71^-7 2\u0026gt;'77\u0026gt;-8^'^^ 477^- 3-77^ -^'5^ ~ :5S-(7/ 7 37s-'^/^\u0026amp;1. 2. 3. 4. 5. 6. 'XXs'Wss. J CVs'* LITTLE ROCK SCHOOL DISTRICT Rightsell Elementary School 911 West 19 Street Mr. Durtney L. Bishop 1208 Glenda Drive Little Rock, Arkansas 225-2282 - H 372-8560 - W Mr. Robert Cook 917 West 22nd Street Little Rock, Arkansas 374-0861 - H Phone 324-2430 Little Rock, Arkansas 72206 September 27, 1991 10 BLACK ROLE MODELS 72205 72206 Mr. Tommy L. Dodson 2615 South Gaines Street Little Rock, Arkansas 375-4559 - H 324-2350 - W 122Q(i Rev. Homer Leon Fairchild 9516 Cerelle Drive Little Rock, Arkansas 224-2450 - H 72205 Mr. Aswad K. Fudail 2219 South Izard Street Little Rock, Arkansas 374-8363 - H 72206 Mr. Michael Landers, Manager Union National Building Southeast Office 801 East Roosevelt Little Rock, Arkansas 72206 376-7177 - W 7. 8. g. 10. 11. 12. Mr. Terrell M. Rose 3201 Roosevelt Little Rock, Arkansas 72206 660-6610 - W Mr. Amos Rochelle 6713 Village Drive #21 North Little Rock, Arkansas 945-9158 - H 324-2430 - W Mr. Roderick Carter 2017 Schiller Street Little Rock, Arkansas 375-2935 - H 324-2430 Mr. Lloyd Williams 9608 Cerelle Little Rock, Arkansas 224-1820 - H 324-2430 - W 122Q2 72205 Mr. John Mickles 5311 Stoneedge North Little Rock, Arkansas 945-3085 - H 324-2430 - W Mr. Chris Tarver 1616 North Bryant Little Rock, Arkansas 371-4527 - W 72117 MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS TO: December 19, 1991 Board of Directors JAN 6 1'392 Office of Desegregation Monixoring FROM\nRuth S. Steele, Superintendent of School THROUGH: ^Tony Wood, Deputy Superintendent Ivey, Manager of Support Services SUBJECT: NEW . PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state. and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives.Memorandum TO: FROM: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Catherine Jewell-Gill, Incentive School Services Coordinator Connie Hickman, Associate Federal Monitor January 9, 1992 RE: Parent/Community Involvement I look forward to meeting with you on Monday, January 13, 1991 at 1:30 p.m. to discuss the district's progress towards implementing the Settlement Plan provisions regarding parent / community involvement in the incentive schools. Enclosed you will find a copy on the Incentive School Monitoring Guide. I have clipped the section on parent/community involvement for your review. If you have any questions and/or if I can be of assistance to you, please do not hesitate to call on me at 376-6200.\u0026gt; \"THROUGH A CHILD'S EYES\" INCENTIVE SCHOOLS ART CELEBRATION SUNDAY, MAY 16,1993 3:00 P.M. - 5:00 P.M. FIRST COMMERCIAL BANK BROADWAY \u0026amp; CAPITOL BANK LOBBY Presented by Little Rock School District Office of Organizational and Learning Equity Marie Parker, Associate Superintendent Catherine Gill, Incentive School Parent Coordinator Dr. C. M. Mac Bernd, Superintendent Little Rock School District Incentive Schools Background/Origin The Little Rock School District Board of Directors is committed to having quality desegregated education in all schools. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. Purpose The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. Special Features Student Education Plan Computer-Assisted Instruction Extended Day Student Homework Hotline Four-Year-Old Program Theme Focused Special Skills Program Parent Council Parent Center Excellent Pupil/Staff Ratio Incentive Schools Franklin Incentive School Franklin Davis, Principal 117 S. Harrison Garland Incentive School Robert Brown, Principal 3615 W. 25th Ish Incentive School Stan Strauss, Principal 3001 S. Pulaski Mitchell Incentive School Donita Hudspeth, Principal 2410 Battery Rightsell Incentive School Sharon Davis, Principal 911 W. 19th Rockefeller Incentive School Ann Mangan, Principal 700 E. 17th Stephens Incentive School Lonnie Sue Dean, Principal 3700 W. 18thi Program Master of Ceremonies Curtis Tate Invocation Elder Homer L. Fairchild Greater New Freedom Baptist Church Ashley Bolan, Rightsell Greetings Marie Parker, LRSD Chris Pearce, Mitchell Opening Remarks John Moore, LRSD Board Constance Baker, Rightsell Entertainment Remarks Charles Stewart, First Commercial Bank Apura Dave, Franklin Entertainment Remarks Ann Brown, ODM Ahmad Waheed, Rightsell Entertainment Recognition of Judges Marie Parker, LRSD Prince Kelley, Mitchell Awards/Proclamation Roy Albert, Parent Council President Ryan Gibson, Rockefeller Jacqueline Davidson, Parent Council Office of the Governor Closing Remarks Catherine Gill Incentive School Parent Coordinator Authur Kelly, Rightsell Judges Frank White, First Commercial Bank Garbo Hearns, Pyramid Gallery Eleanor Coleman, CTA Rochelle Davis, KTHV-TV, Channel 11I Acknowledgment s Planning Committee Catherine Gill, Chair Roy Albert Janice Brown Rebecca Evans Eva Fairchild Delaney Fleming Steve Meeker Carolyn Montgomery Ken Milton Shirley Thomas Juanita Washington Marjorie Williams Ruthie Gentry Shawn Ricks Marva Pearson Jayme Huff Carla Bobo Carletta Burchett Rosalyn Zeigler Incentive School Art Teachers Ken Milton, Mitchell Jayme Huff, Ish Carolyn Montgomery, Franklin Anita Stansbury, Garland Jim Baston, Stephens Marjorie Moore, Rightsell Rebecca Evans, Rockefeller Sponsors First Commercial Bank Southwestern Bell McDonalds/B roadway Arkla Gas Company Special Thanks Mann Magnet Dance, C. Michael Tidwell Parkview Magnet Dance Troupe, Marty Justice Mitchell Incentive School, Clarence Miller and Jimmy Calhoun Rightsell Incentive School, Ladonna Falls Garland Incentive School, Ricky Banks Ish Incentive School, Cleveland Ellis Media Coverage Arkansas Democrat-Gazette Kool 95 KARK-TV, Channel 4 KTHV-TV, Channel 11 Southern Monitor JournalTO: FROM: THROUGH: SUBJECT: /' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 22, 1993 Board of Directors Stennis Glasgow, Acting Associate Superintendent for/ Curriculum and Learning Improvement istelle Matthis, Superintendent Parent Home Study Guides The Little Rock School District committed to develop parent home study guides, grades 1-6, for parents and their children to use at home as part of the incentive school academic program. (Refer to page 153, item 15, Desegregation Plan. Little Rock School District, April 29, 1992.) area for each grade (1-6). The plan calls for guides in each core subject A committee of teachers and curriculum supervisors worked in May and June to develop the first draft of the parent home study guides. The draft copies were edited and illustrated by the Division of Curriculum and Learning Improvement. was reviewed by a representative group of parents. The second draft Input by the parents and the Board of Directors will be used to finalize the guides. The initial plan for parent home study guides has been expanded in two ways: kindergarten was added to grades 1-6\nthe guides will be used by parents/guardians and their children throughout the District, not just in the Incentive Schools. The main objectives in preparing the parent home study guides were: Activities will be short and interesting\nActivities will include integrated subject matter from language arts, mathematics, science and social studies. Gifted strategies will be incorporated into the activities\nMaterials and supplies needed for the activities will be readily available in the vast majority of homes\nActivities will be challenging but suitable for all parents/ guardians representing a wide range of education levels\nr c I( r ) t c c \u0026gt; o w 2 \u0026gt;D Activities will support the \"learning outcomes\" and curriculum of the Little Rock School District for grades K-6\nApproximately 10 minutes per weeknight or 30 minutes on a weekend will be the suggested time for parents and children to work together at home\nGuides will include important information for parents about self-esteem, drug education and study skills. Studies show that a child does better in school when a family The member takes an active interest in the child's schooling. grade. Parent Home Study Guide for each grade, K-6, will provide parents/guardians an avenue to communicate with their children about educational matters and to help them at home with activities K C O ?c h- cc that support the work being done at school. The Parent Home Study Guide will be shared with principals during a minisession at the Principals' Institute. Ideas for facilitating the use of the guides will be discussed with principals. The parent review committee has already provided some good ideas that the schools can use to increase the positive impact that the guide can have on parents and children in the District. A list of the committee members and parent reviewers is included for your information. r c r c \u0026gt; o K z D \u0026gt;t Parent Home Study Guides Committee Members Grades K-1 Ettatricia Clark - Kindergarten Linda Ford - Kindergarten Jo Ann Hestir - Science Frances Dugan - Language Arts Gwen Glasco - Kindergarten Dorothy Howard - Kindergarten Grades 2-3 Barbara Fincher - Language Arts Anne Holmes - Mathematics Opal Rice - Social Studies Felicia Hobbs - Counselor Beverly Kinneman - Science Joyce Willingham - G/T Grades 4-6 Linda Ammel - Counselor Barbara Hodges - G/T Theresa Peterson - Social Studies Grades 7-8 Jeff Carr - Language Arts Ida Pettus - Science Meredith Spann - G/T Jean Beavers - Counselor Julie Collins  Mathematics John Gross - Science Betsy Henderson - Social Studies Judy Warren - Social Studies Curriculum support Team Dennis Glasgow  Science Marie McNeal - Social Studies Alice Stovall - Language Arts Jo Evelyn Elston - Counseling Kris Huffman - Illustrator Patsy Campbell - Counselor Sammy Grandy - Mathematics Stella Hayes - Language Arts Sherrye Keaton - G/T Diane Rynders - G/T Mable Donaldson - G/T Gene Parker - Language Arts Pat Price - Kindergarten Technical Team Muriel Moore - Paste Up - Touch Up r ( r r c Sharon Kiilsgaard - Word Processing - Paste Up Lisa Joyce - Paste Up - Touch Up c 2 Parent Review Committee Fatima Akbar - Ish Roy Albert - Rockefeller Ewonda Baker - Stephens Helen Graham - Forest Park Jan Jones Carver Glenda Tarpley - Terry Catherine Gill Incentive Schools Parent Coordinator \u0026gt; Q W AP\u0026amp;L IQCj'! SEP 2 9 1993 Arkansas Power \u0026amp; Light Company Date\nSeptember 22, 1993 cf DesegrcgaiieH 'jcnriCfingr An r-ntc-rqy Compai. For release at l\n30 p.m., September 22 Contact\nJerd Garrison, 377-3545 News Entergy, AP\u0026amp;L Award Stay-in-School Challenge Grants Release Arkansas Power \u0026amp; Light Company and its parent, Entergy Corporation, today announced eight Stay-in-School challenge grants totaling $6,650 to Little Rock schools and community groups for projects designed to encourage students to stay in school until they graduate. The grants are among 38 being awarded this year by AP\u0026amp;L and Entergy to promote innovative solutions to drc^ut problems. The Stay-in-School challenge grant program will provide $32,000 this year to schools and non-profit agencies in Arkansas. Each recipient will match the grant. AP\u0026amp;L President Drake Keith said young people need to stay in school if they expect to develop their full potential and that Arkansas needs a well-educated work force to attract industry and grow economically. He presented checks to the following organizations at a ceremony at his office in the TCBY Tower Building\n* G_i^s _ E^mentary International_Studies Magnet School, \"Growing\nReal-Life Experience With Plants, Animals and Self-Esteem.\" Students will grow plants specific to different countries, such as a rice paddy as part of a study of China. Students will work in the garden and raise plants in the classroom to be transferred to a greenhouse and later to the garden. Students also will raise rabbits, chickens and ducks in hutches and use them to dear and fertilize the garden plots in the same manner as in third-world A countries. Judy Bryant, counselor at Gibbs, is in charge of the preset. which is designed to help at-risk students have positive learning experiences. The $1,000 grant will be matched by $500 contributions from the Arkansas Community Foundation and the Arkansas Democrat-Gazette.^_J. A. Fair High School^ \"Stay in School to Excel and Realize Success (SISTERS). A support group for at-risk girls will be formed to increase self-esteem and reduce the number of pregnancies. Field trips win be used to broaden the students' expectations for the future. The $150 grant wfll be matched by the School. Ruthie Hiett, teacher, and Kay Moseley, the school nurse, developed the project. * Pulaski Heights Junior High School, \"School Based Peer Mediation Program.\" About 40 students will be trained to mediate conflicts between students. The project is designed to provide an effective way for students to deal with conflicts and to reduce suspensions resulting from unresolved conflicts. Carol Kaffka and Laura Cummings, eighth grade teachers, developed the project. The $1,000 grant will be matched by New Futures for Little Rock Youth. Tittle Rock Incentive Schools, \"Building Parenting Skills.\" This project is designed to increase parent involvement in the seven Little Rock incentive schoolsIsh, Mitchell, Franklin, Carland, Rightsell, RnckefAller and Stephens. Parents will be invited bo a series of six meetings designed to help them understand the needs of their children in school and how the parents can help by monitoring their progress and providing encouragement. AAA dubs will be established at each school to encourage achievement. attendance and attitude. A parent-student breakfast also win be part of the program, which was develx^jed by Catherine GUI, parent coordinator. The $500 grant win be matched by State Senator Jerry JeweU. NAACP Fair Share Office, n Youth Development/Enrichment Program.\" This $1,000 grant wfll help the NAACP place disadvantaged minority high school students with minority businesses to learn firsthand what is involved in owning and operating a business. The use of businessmen as role models winhelp in^ire students to stay in school, according to Loretta Lever, project ooordinator. The NAACP also will host an award ceremony and reception honoring junior and senior high school students for improvement and achievement in academics, community involvement, leadership skills and attendance. Matching funds win be provided by New Futures for Little Rock Youth and the Black Corporate Executive Award Program. . * Fuller Junior High School, \"Mentor Program.\" This program is designed to provide support for students who are at-risk of dropping out of schod. Volunteer teachers win be trained to work with the students individually and in monthly meetings to help them build self-esteem. The students wffl. be rewarded for maintaining their grades and win learn ccping skills to help them deal with family, school and peer problems. Some students win be selected for training in conflict resolution so they can help their peers. Debra Pruss, an English teacher, and Mary Ann Halsey, who teaches home economics, planned the program. The $1,000 grant win be matched by the Pulaski County School District Foundation. *. Centers for Youth and Families, \"Literacy Project.\" The $1,000 grant and matching funds win finance instruction in reading, writing and spelling for 10 children enrolled in the Elizabeth Mitchell Day Treatment Program and the Cornerstone Project, Most of the children have learning disabnities and need intensive, remedial instruction, according to Stacey Mahurin, program director of the Centers' Dyslexia Training Center. The grant will be matched by $500 contributions from the Centers and the Cornerstone project. Hall High School, \"Keep Kids in Schod.\" This program will address three of the problems most responsible for causing high risk students to leave schod without graduatingrepeat suspensions and expulsions. / pregnancy and drug and alcohd abuse. Strategies include conferences to setgoals and address concerns, mentoring, support groups, positive reinforcement in the form of incentives, and educational field trips. The pregnancy prevention curriculum will emphasize the benefits of abstinence based on the Education Now and Babies Later (ENABLE) model. Students will be taught to value themselves as individuals capable of making wise derisions- Linda Jones, student assistance coordinator, is in charge of the program. The $1,000 grant will be matched by HaH High School. This is the fourth year of the Stay-in-School challenge grant program. Entergy and its operatijig companies in Arkansas, Mississippi and Louisiana award more than 90 matching grants annually of up to $1,000 each to promote innovative solutions to dropout problems. The program will continue next year. For information, schools and non-profit organizations should contact Alma Williams, manager of community relations for AP\u0026amp;L, at 377-3555. #* *LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY MARKING INSTRUCTIONS  USE A NO. 2 PENCIL ONLY  DARKEN THE CIRCLE COMPLETELY  ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE  DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY GRADE OF STUDENT Kindergarten  1st Grade  2nd Grade  3rd Grade  4th Grade  Sth Grade  Sth Grade  7th Grade Q Sth Grade  9th Grade  10th Grade  11th Grade  12th Grade Q SCHOOL CODE NO.            PARENTS HIGHEST GRADE COMPLETED MOTHER O O o o Less than High School High School Some College College Graduate ___________SEX Q Female O Male FATHER I o o o o ETHNIC ORIGIN O American Indian  Alaskan Native  Asian QPacific Islander Filipino Hispanic QBIack (not Hispanic) QWhite (not Hispanic) 0 SCHOOL NAME DIRECTIONS\nTHeuifi^bbsV^of'^his questionnaire is to survey your perceptions based on your experiences in this school. There are no right or wrong answers. Statements have been designed to identify how often these school situatfons occur. EXAMPLE A L W A y s u s u A L L y S o M E T I M E S R A R E L y N E V E R 1. I like school. o o o o Your answer tells how often the statement (condition) exists. A L VJ A y s U s u A L L y S O M E T I M E S R A R E L Y N E V E R 1. People feel safe at this school. o o o o o 2. Teachers treat students fairly and consistently. o o o o o 3. Teachers and students have a sense of pride and work together in this school. o o o o o 4. Extra learning time is provided for students who need or want it. o o o o o 5. Students have opportunities to develop leadership skills. o o o o oA L W A Y S U s u A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Slow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles. o o o o o 18. Students in this school receive equal treatment regardless of race. o o o o o 19. Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. o o o o o 20. Teachers in this school receive equal treatment. o o o o o 21. Custodians in this school receive treatment equal to other staff members. o o o o o 22. Librarians in this school receive treatment equal to other staff members. o o o o o 23. Secretaries in this school receive treatment equal to other staff members. o o o o o 24. Teachers of all races in this school receive equal treatment. o o o o o 25. I am clear about my rights and responsibilities in this school. o o o o o I I 26. If a student has a problem, there are people in this school who will help. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 27. The principal and the assistant principal(s) of this school act on and are responsive to students' needs. o o o o o 28. Punishment for breaking school rules is handled fairly in this school. o o o o o 29. Teachers identify discipline problems early and respond quickly and firmly. o o o o o 30. Attending a school which has a student body and staff that are racially mixed will be beneficial to my child's learning experience. o o o o o 31. In this school problems are recognized and corrected. o o o o o 32. Teachers know and treat students as individuals. o o o o o 33. If a decision made at your school seems unfair, you have the right to take it to a higher authority. o o o o o 34. Learning expectations are communicated to all students. o o o o o 35. Parents understand the school's discipline policies and procedures. o o o o o 36. There are open lines of communication among students, teachers, and the principal's office. o o o o o 37. Information on career opportunities is available to my child in this school. o o o o o 38. All students participate in college entry or college level courses in this school. (Grade 7-12) o o o o o 39. Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. o o o o o 40. All students are provided with opportunities for success and recognition. o o o o o 41. Students treat teachers with respect. o o o o o 42. Teachers treat students with respect. o o o o o 43. Students treat other students with respect. o o o o o 44. Teachers treat other teachers with respect. o o o o o 45. Students are satisfied with their progress in school. o o o o o 46. I enjoy coming to this school. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 47. Parents are welcome in this school. o o o o o 48. Teachers provide parents with information and techniques for helping students learn. o o o o o 49. Student progress is reported to parents at conferences. o o o o o 50. Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. o o o o o 51. Parents voluntarily visit the school. o o o o o 52. Parents understand the school's instructional program. o o o o o 53. Teachers treat parents with respect. o o o o o 54. Parents treat teachers with respect. o o o o o 55. Parents and community members are involved in school decisions through advisory committees. o o o o o 56. Parents support the school's instructional program. o o o o o 57. Parents promote the school's instructional program. o o o o o 58. Principals treat parents with respect. o o o o o 59. Parents treat principals with respect. o o o o o 60. Principals treat students with respect. o o o o o 61. Students treat principals with respect. o o o o o 62. Parents are encouraged by the school staff to volunteer at the school. o o o o o 63. Parents use the Parent Home Study Guide to help their children study at home. (Grades 4-6) o o o o o PLEASE DO NOT MARK IN THIS SHADED AREA Printed in U.S.A. Trans-Optic by NCS MP99162:321 A1406LITTLE ROCK SCHOOL DISTRICT STUDENT SURVEY MARKING INSTRUCTIONS  USE A NO. 2 PENCIL ONLY  DARKEN THE CIRCLE COMPLETELY  ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE  DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY ??r MM 1 s'bM DIRECTIONS: The of thi^ or wrong a There-' are' situations occur. A. EXAMPLE 1. I like school. GRADE Kindergarten  1st Grade  2nd Grade  3rd Grade  4th Grade  Sth Grade  Sth Grade  7th Grade  Sth Grade  Sth Grade  10th Grade  11th Grade  12th Grade  SCHOOL NAME SCHOOL CODE NO. o                SEX O Female o Male ETHNIC ORIGIN  American Indian  Alaskan Native  Asian  Pacific Islander  Filipino O Hispanic 0 Black (not Hispanic)  White (not Hispanic) ipit)i4ci8il?o\"survey your perceptions based on your experiences in this school. answers. Statements have been designed to identify how often these school A L W A Y S o Your answer tells how often the statement (condition) exists. A L W A y s 1. People feel safe at this school. o 2. Teachers treat students fairly and consistently. o 3. Teachers and students have a sense of pride and work together in this school. o 4. Extra learning time is provided for students who need or want it. o 5. Students have opportunities to develop leadership skills. o U S U A L L Y U S U A L L Y o o o o o S 0 M E T I M E S o S 0 M E T I M E S o o o o o R A R E L Y o R A. R E L Y o o o o o N E V E R o N E V E R o o o o oI I I A L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Stow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles.\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_1783","title":"Court filings regarding North Little Rock School District's (NLRSD's) petitions for declaration of unitary status and release from court supervision, transcripts for January 20-21 and 27, 2007, transmitted record on appeal to Court of Appeals, and Arkansas Department of Education (ADE) project management tool.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, North Little Rock, 34.76954, -92.26709"],"dcterms_creator":["United States. 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Department of Education","Project management","School integration","School boards","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["Court filings regarding North Little Rock School District's (NLRSD's) petitions for declaration of unitary status and release from court supervision, transcripts for January 20-21 and 27, 2007, transmitted record on appeal to Court of Appeals, and Arkansas Department of Education (ADE) project management tool."],"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/1783"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["48 page scan, typed"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\u003c?xml version=\"1.0\" encoding=\"utf-8\"?\u003e\n\u003citems type=\"array\"\u003e  \u003citem\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\n\n   \n\n \n\n\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eCourt filings: District Court, North Little Rock School District (NLRSD) petitions for declaration of unitary status and release from court supervision; District Court, brief in support of petition for declaration of North Little Rock School District's (NLRSD's) unitary status and release from court supervision; District Court, notice of electronic filing, transcripts for January 20-21, 2007; District Court, notice of electronic filing, transcript for January 27, 2007; District Court, notice of electronic filing, transmitted record on appeal to Court of Appeals; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool    This transcript was create using Optical Character Recognition (OCR) and may contain some errors.    I - Case 4:82-cv-00866-WRW Document 4141 Filed 09/21/2007 Page 1 of 3 IN-THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. INTERVENOR$ INTERVENOR$ PETITION FOR DECLARATION OF UNITARY STATUS AND RELEASE FROM COURT SUPERVISION Comes now Separate Defendant North Little Rock School District (\"NLRSD\") by and through its counsel, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P.A., and for its Petition for Unitary Status states as follows: 1. In 1984, NLRSD was found to have committed a list of segregative acts and has been under this Court's supervision with respect to its plan of desegregation for over two decades. 2. As this Court has observed, such supervision was intended as a temporary measure, which would cease when NLRSD has established that it has acted in \"good faith\" to implement its desegregation plan and has maintained \"substantial compliance\" with the principles of the plan. 3. The following exhibits, which are attached hereto, provide evidence that NLRSD has met the requisite standard of good faith and substantial compliance, as set Case 4:82-cv-00866-WRW Document 4141 Filed 09/21/2007 Page 2 of 3 - out more fully in the Brief in Support of Petition for Unitary Status filed simultaneously herewith: Exhibit A March 16, 2006 NLRSD School Board Meeting Minutes indicating the unanimous authorization to seek judicial declaration of the district's unitary status. Exhibits B1- B11(g) October 19, 1988 Report to Special Master Regarding the Status of Implementation of North Little Rock School District's Desegregation Plan. exhibit C 1994 Self-Audit by NLRSD detailing the status of the individual provisions of its desegregation plan. Exhibit D June 9, 2004 Report by the Office of Desegregation Monitoring on the Status of the North Little Rock School District's Implementation of Its Desegregation Plan. Exhibit E July 24, 2002 Evidentiary Hearing Excerpted Transcript of Dr. Terrence Roberts, Joshua Intervenor's expert witness. 1,-\u0026gt;f\u0026gt;/,  11 4. Accordingly, NLRSD should be declared a unitary school district and released from this Court's supervision. 5. NLRSD stipulates that the Joshua lntervenors shall have an extended time period of 90 days to file an initial respcmse to this Petition. 6. NLRSD requests that the Court note that it is critical that this matter proceed in a manner which will allow resolution before June 14, 2008, so that the district will be eligible for reimbursement of its costs and attorneys fees by the State of Arkansas pursuant to Ark. Code Ann.  6-20-416. 2 Case 4:82-cv-00866-WRW Document 4141 Filed 09/21/2007 Page 3 of 3 - WHEREFORE, North Little Rock School District prays the Court to grant its Petition for Unitary Status; enter an order declaring it to unitary; dismiss it from this case and for all other relief to which it may be entitled. Respectfully submitted, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P. A. 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201 Telephone 501-375-1122 Fax 501-375-1027 Isl Stephen W. Jones Stephen W. Jones, Ark. Bar No. 78083 CERTIFICATE OF SERVICE I, Stephen W. Jones, attorney for Separate Defendant North Little Rock School District, certify I electronically filed the foregoing with the Clerk of the court using the ECF system which sent notification of such filing to the following: Mark A. Hagmemeier Assistant Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201-2610 John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Hon. Andree Roaf ODM One Union National Plaza 124 West Capitol, Suite 1895 3 Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 W. Capitol Little Rock, AR 72201-3493 M. Samuel Jones, Ill Wright, Lindsey, \u0026amp; Jennings 200 W. Capitol, Suite 2300 Little Rock, AR 72201-3493 Mark Burnette Attorney at Law 1010 W. 3rd Little Rock, AR 72201 Isl Stephen W. Jones Stephen W. Jones Case 4:82-cv-00866-WRW Document 4142 Filed 09/21/2007 Page 1 of 3 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS PETITION FOR DECLARATION OF UNITARY STATUS AND RELEASE FROM COURT SUPERVISION Comes now Separate Defendant North Little Rock School District (\"NLRSD\") by and through its counsel, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P.A., and for its Petition for Unitary Status states as follows: 1. In 1984, NLRSD was found to have committed a list of segregative acts and has been under this Court's supervision with respect to its plan of desegregation for over two decades. 2. As this Court has observed, such supervision was intended as a temporary measure, which would cease when NLRSD has established that it has acted in \"good faith\" to implement its desegregation plan and has maintained \"substantial compliance\" with the principles of the plan. 3. The following exhibits, which are attached hereto, provide evidence that NLRSD has met the requisite standard of good faith and substantial compliance, as set Case 4:82-cv-00866-WRW Document 4142 Filed 09/21/2007 Page 2 of 3 out more fully in the Brief in Support of Petition for Unitary Status filed simultaneously herewith: Exhibit A March 16, 2006 NLRSD School Board Meeting Minutes indicating the unanimous authorization to seek judicial declaration of the district's unitary status. Exhibits B1- B11(g) October 19, 1988 Report to Special Master Regarding the Status of Implementation of North little Rock School District's Desegregation Plan. ExhibitC 1994 Self-Audit by NLRSD detailing the status of the individual provisions of its desegregation plan. Exhibit D June 9, 2004 Report by the Office of Desegregation Monitoring on the Status of the North Little Rock School District's Implementation of Its Desegregation Plan. Exhibit E July 24, 2002 Evidentiary Hearing Excerpted Transcript of Dr. Terrence Roberts, Joshua Intervenor's expert witness. 4. Accordingly, NLRSD should be declared a unitary school district and released from this Court's supervision. 5. NLRSD stipulates that the Joshua lntervenors shall have an extended time period of 90 days to file an initial response to this Petition. 6. NLRSD requests that the Court note that it is critical that this matter proceed in a manner which will allow resolution before June 14, 2008, so that the district will be eligible for reimbursement of its costs and attorneys fees by the State of Arkansas pursuant to Ark. Code Ann.  6-20-416. 2 Case 4:82-cv-00866-WRW Document 4142 Filed 09/21/2007 Page 3 of 3 WHEREFORE, North Little Rock School District prays the Court to grant its Petition for Unitary Status; enter an order declaring it to unitary; dismiss it from this case and for all other relief to which it may be entitled. Respectfully submitted, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P. A. 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201 Telephone 501-375-1122 Fax 501-375-1027 Isl Stephen W. Jones Stephen W. Jones, Ark. Bar No. 78083 CERTIFICATE OF SERVICE I, Stephen W. Jones, attorney for Separate Defendant North Little Rock School District, certify I electronically filed the foregoing with the Clerk of the court using the ECF system which sent notification of such filing to the following: Mark A. Hagmemeier Assistant Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201-2610 John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Hon. Andree Roaf ODM One Union National Plaza 124 West Capitol, Suite 1895 3 Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 W. Capitol Little Rock, AR 72201-3493 M. Samuel Jones, Ill Wright, Lindsey, \u0026amp; Jennings 200 W. Capitol, Suite 2300 Little Rock, AR 72201-3493 Mark Burnette Attorney at Law 1010 W. 3rd Little Rock, AR 72201 Isl Stephen W. Jones Stephen W. Jones Page 1 of 4 From: ecf _ support@ared. uscourts. gov Sent: Friday, September 21, 2007 12:37 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Motion for Declaratory Judgment This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the ftled documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered by Jones, Stephen on 9/21/2007 at 1:34 PM CDT and filed on 9/21/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: North Little Rock School District WARNING: CASE CLOSED on 01/26/1998 Document Number: 4141 Docket Text: MOTION for Declaratory Judgment by North Little Rock School District (Attachments:# (1) Exhibit# (2) Exhibit# (3) Exhibit# (4) Exhibit# (5) Exhibit# (6) Exhibit# (7) Exhibit# (8) Exhibit# (9) Exhibit # (10) Exhibit# (11) Exhibit# (12) Exhibit# (13) Exhibit# (14) Exhibit# (15) Exhibit# (16) Exhibit# (17) Exhibit# (18) Exhibit)(Jones, Stephen) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley , Jr clayfendley@comcast.net, yeldnef@yahoo.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones , III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com 2/5/2008 Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Page 2 of 4 John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. 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Exhibit 70 pages Q Exhibit 140 pages 1 Exhibit 75 pages ~ Exhibit 65 pages .2 Exhibit 140 pages 10 Exhibit 140 pages 11 Exhibit 85 pages - 12 Exhibit 77 pages u Exhibit. 100 pages 14 Exhibit 100 pages u , Exhibit 100 pages 16 Exhibit 100 pages 17 Exhibit 100 pages u Exhibit 100 pages 19 Exhibit 84 pages https://ecf.ared.uscourts.gov/cgi-bin/show _case_ doc?414 l ,26052,, 13 l 19253,,,2005727 9/21/2007 polly From: ecf_support@ared.uscourts.gov Sent: Friday, September 21, 2007 1 :02 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Addendum This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. Page 1 of 5 ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered by Jones, Stephen on 9/21/2007 at 2:00 PM CDT and filed on 9/21/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: North Little Rock School District WARNING: CASE CLOSED on 01/26/1998 Document Number: 4142 Docket Text: ADDENDUM filed by North Little Rock School District to [4141] Motion for Declaratory Judgment, (Attachments:# (1) Exhibit# (2) Exhibit# (3) Exhibit# (4) Exhibit# (5) Exhibit# (6) Exhibit# (7) Exhibit# (8) Exhibit# (9) Exhibit# (10) Exhibit# (11) Exhibit# (12) Exhibit# (13) Exhibit# (14) Exhibit# (15) Exhibit# (16) Exhibit # (17) Exhibit# (18) Exhibit# (19) Exhibit # (20) Exhibit # (21) Exhibit# (22) Exhibit# (23) Exhibit)(Jones, Stephen) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Mark Terry Burnette mbumette@mbbwi.com John Clayburn Fendley , Jr clayfendley@comcast.net, yeldnef@yahoo.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net - M. Samuel Jones , III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com 2/5/2008 Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com - Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Page 2 of 5 John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001182-0 ] [732ecb4e283771f778564bfdfdaba72c41 ldb5db5ad867ce5cbfb4bb71cfld0cc42 17f8dde1614980169fc7b34elf67c5ffila56c0467cd98f14dd7e75b981197]] Document description:Exhibit Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=l00l 182-1 ] [ 6f9c24 78d4c3df70508774307b4010a45a47b89c0cc85d5eadf2ac7fl b0bc604 fe4 0c020e693df3dc764bc8cb86c5f2d2e0e728575ceb96ea79f3df21 e5b31 c0]] Document description:Exhibit Original filename:n/a 2/5/2008 Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=lO0l 182-2 ] [76732e579983296a6340231f503219d4ac141a2dald2a94945b376b60b6d5be6761 efl 90defdf3e769d6bbaa40a9926672fdb0d997eaf838211 0c3e24d21 c9db]] Document 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[21b3bd817f4329aea4b8645930bb3a7d6f551d7c7ebfc0100449aa24a8blc04ddc 3202d7888f58eaaa6a23f0f040771fd28e0bfb7612d6029685390c9a2feda6]] 2/5/2008 Page 5 of 5   Case 4:82-cv-00866-WRW Document 4143 Filed 09/21/2007 Page 1 of 3 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. LORENE JOSHUA, -etal. KATHERINE KNIGHT, et al. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS PETITION FOR DECLARATION OF UNITARY STATUS AND RELEASE FROM COURT SUPERVISION Comes now Separate Defendant North Little Rock School District (\"NLRSD\") by and through its counsel, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P.A., and for its -Petition for Unitary Status states as follows: 1. In 1984, NLRSD was found to have committed a list of segregative acts and has been under this Court's supervision with respect to its plan of desegregation for over two decades. 2. As this Court has observed, such supervision was intended as a temporary measure, which would cease when NLRSD has established that it has acted in \"good faith\" to implement its desegregation plan and has maintained \"substantial compliance\" with the principles of the plan. 3. The following exhibits, which are attached hereto, provide evidence that NLRSD has met the requisite standard of good faith and substantial compliance, as set Case 4:82-cv-00866-WRW Document 4143 Filed 09/21/2007 Page 2 of 3 - out more fully in the Brief in Support of Petition for Unitary Status filed simultaneously herewith: Exhibit A March 16, 2006 NLRSD School Board Meeting Minutes indicating the unanimous authorization to seek judicial declaration of the district's unitary status. Exhibits 81- B11(g) October 19, 1988 Report to Special Master Regarding the Status of Implementation of North Little Rock School District's Desegregation Plan. Exhibit C 1-994 Self-Audit by NLRSD detailing the status of the individual provisions of its desegregation plan. Exhibit D June 9, 2004 Report by the Office of Desegregation Monitoring on the Status of the North Little Rock School District's Implementation of Its Desegregation Plan. Exhibit E July 24, 2002 Evidentiary Hearing Excerpted Transcript of Dr. Terrence Roberts, Joshua Intervenor's expert witness .. 4. Accordingly, NLRSD should be declared a unitary school district and released from this Court's supervision. 5. NLRSD stipulates that the Josbua lntervenors. shall. have an extende.d '. time period of 90 days to file an initial response to this Petition. 6. NLRSD requests that the Court note that it is critical that this matter proceed in a manner which will allow resolution before June 14, 2008, so that the district will be eligible for reimbursement of its costs and attorneys fees by the State of Arkansas pursuant to Ark. Code Ann.  6-20-416. 2 I I I I I I I I I I . . Case 4:82:..cv-00866-WRW Document 4143 Filed 09/21/2007 Page 3 of 3 - WHEREFORE, North Little Rock School District prays the Court to grant its Petition for Unitary Status; enter an order declaring it to unitary; dismiss it from this case and for all other relief to which it may be entitled. Respectfully submitted, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P. A 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201 T-elephene 501-375-1122 Fax 501-375-1027 Isl Stephen W. Jones Stephen W. Jones, Ark. Bar No. 78083 CERTIFICATE. OF SERVICE I, Stephen W. Jones, .attomey for Separate Defendant North Little: Rock School. District, certify I electronicallyfile.d the foregoing:with the Clerk of the court using the.  ECF system which.sent notification.of-such filing;to. the following:.. . Mark A Hagmemeier,;, Assistant Attorney General. 323' Center Street;. Suite 200 Little Rock, AR 7220'f-2610 John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Hon. Andree Roaf ODM One Union National Plaza 124 West Capitol, Suite 1895 3 Christopher He.II.er. Friday, Eldredge \u0026amp; Clark 2000 Regi:ons-Center 400 W. Capitol Little Rock, AR 72201-3493 M. Samuel Jones, Ill Wright, Lindsey, \u0026amp; Jennings 200 W. Capitol, Suite 2300 Little Rock, AR 72201-3493 Mark Burnette Attorney at Law 1010 w. 3rd Little Rock, AR 72201 Isl Stephen W. Jones Stephen W. Jones Page 1 of 5 polly From: ecf_support@ared.uscourts.gov Sent: Friday, September 21, 20071 :26 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Motion for Declaratory Judgment This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered by Jones, Stephen on 9/21/2007 at 2:24 PM CDT and filed on 9/21/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: North Little Rock School District WARNING: CASE CLOSED on 01/26/1998 Document Number: 4143 Docket Text: MOTION for Declaratory Judgment by North Little Rock School District (Attachments:# (1) Exhibit# (2) Exhibit# (3) Exhibit# (4) Exhibit# (5) Exhibit# (6) Exhibit# (7) Exhibit# (8) Exhibit# (9) Exhibit # (10) Exhibit# (11) Exhibit# (12) Exhibit# (13) Exhibit# (14) Exhibit# (15) Exhibit# (16) Exhibit# (17) Exhibit# (18) Exhibit# (19) Exhibit# (20) Exhibit)(Jones, Stephen) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Mark Terry Burnette mbumette@mbbwi.com John Clayburn. Fendley , Jr clayfendley@comcast.net, yeldnef@yahoo.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones , III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com 2/5/2008 Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle.williams@arkansasag.gov Page 2 of 5 John W. Walker johnwalkeratty@aol.com,jspringer@gabrielmail.com, lorap72297@aol.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original filename:n/a Electronic document Stamp: [ST AMP dcecfStamp ID= 1095794525 [Date=9/21/2007] [FileNumber= 1001262-0 ] [23f424df6165dd0af5a48c604be8a42ce88925e27b72ef8214a67b506d0d65f3b44 1781alb03a2e260ac8a1691a58a6be30062a807da4af18c95a649e7568dc7]] Document description:Exhibit Original filename:n/a Electronic document Stamp: [ST AMP dcecfStamp ID=l 095794525 [Date=9/21/2007] [FileNumber=l 001262-1 ] [b60d4dc2dd43d0703e7bccebb6c759a99c85a6b3143bd382d4eccb53c908472f6b6 b95cbf8a31 e4a7b823d04 la57a90cl 02fa5f093f0f628d2bb62c9db3c3d70]] Document description:Exhibit Original filename:n/a Electronic document Stamp: 2/5/2008 [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001262-2 ] [95b30cb39c08ddbef857bd37a3f6208729e9170580a0760c14cabee327ccd472523 e2f7b5a5a415d3a280f8a34d9ede2d5dl 7f4efb 11c473624de768cl 42cdc2]] Document 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[STAMP dcecfStarnp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001262-l 9] [8799d0fe271b53b3295672723fcadd3a361389b54d9563ce7bbdca88005442319e 8b4c37b0030975489057651818cfaf06ed6e7a33cad120e6196655c5b3203d]] Document description:Exhibit Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001262-2 0] [9ffc 19326b3e42:ff98ce344b6086ed4e 1706d 16e5ef85a25035201 b5cf80fl 9d 1 e aee482a7b4889333118849a87 d73e3070dal 629b2ee007f2af9f 4e 1 a00fe2d]] 2/5/2008 Page 5 of 5 Page 1 of2 polly From: ecf _ support@ared. uscourts. gov Sent: Friday, September 21, 2007 3:18 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Notice of Docket Correction This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the flled documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 9/21/2007 at 4:17 PM CDT and filed on 9/21/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: - WARNING: CASE CLOSED on 01/26/1998 Document Number: No document attached Docket Text: NOTICE OF DOCKET CORRECTION [4143] MOTION for Declaratory Judgment: Docket entry modified to correct docket text (incorrect event chosen; this is not a motion, but an Addendum to [4141]). Motion event terminated. (lmr) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com,jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin 2/5/2008 NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 2/5/2008 Page 2 of2 Case 4:82-cv-00866-WRW Document 4144 Filed 09/21/2007 Page 1 of 3 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS PETITION FOR DECLARATION OF UNITARY STATUS AND RELEASE FROM COURT SUPERVISION Comes now Separate Defendant North Little Rock School District (\"NLRSD\") by and through its counsel, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P.A., and for its Peti.tion for Unitary Status states as follows: 1. In 1984, NLRSD was found to have committed a list of segregative acts an!'.i has been under this Court's supervision with respect to its plan of desegregation for over two decades. 2. As this Court has observed, such supervision was intended as a temporary measure, which would cease when NLRSD has established that it has acted in \"good faith\" to implement its desegregation plan and has maintained \"substantial compliance with the principles of the plan. 3. The following exhibits, which are attached hereto, provide evidence that NLRSD has met the requisite standard of good faith and substantial compliance, as set Case 4:82-cv-00866-WRW Document 4144 Filed 09/21/2007 Page 2 of 3 out more fully in the Brief in Support of Petition for Unitary Status filed simultaneously herewith: Exhibit A March 16, 2006 NLRSD School Board Meeting Minutes indicating the unanimous authorization to seek judicial declaration of the district's unitary status. Exhibits B1- B11(g) October 19, 1988 Report to Special Master Regarding the Status of Implementation of North Little Rock School District's Desegregation Plan. Exhibit C 1994 Self-Audit by NL'RSO detailing the status of the individual provisions of its desegregation plan. Exhibit D June 9, 2004 Report by the Office of Desegregation Monitoring on the Status of the North Little Rock School District's Implementation of Its Desegregation Plan. Exhibit E July 24, 2002 Evidentiary Hearing Excerpted Transcript of Dr. Terrence Roberts, Joshua Intervenor's expert witness .. 4. Accordingly, NLRSD should be .. declared a unitary school district and released from this Court's supervision. 5. NLRSD stipulates that the Joshua lntervenors shall have an extended .\\ time period of 90 days to file an initial response to this Petition. 6. NLRSD requests that the Court note that it is critical that this matter proceed in a manner which will allow resolution before June 14, 2008, so that the district will be eligible for reimbursement of its costs and attorneys fees by the State of Arkansas pursuant to Ark. Code Ann.  6-20-416. 2 Case 4:82-cv-00866-WRW Document 4144 Filed 09/21/2007 Page 3 of 3 WHEREFORE, North Little Rock School District prays the Court to grant its Petition for Unitary Status; enter an order declaring it to unitary; dismiss it from this case and for all other relief to which it may be entitled. Respectfully submitted, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P.A. 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201 Telephone 501-~75-1122 Fax 501-375-1027 Isl Stephen W. Jones Stephen W. Jones, Ark. Bar No. 78083 CERTIFICATE OF.SERVICE I, Stephen W. JoF1es; attome;yfor-Separate: Defendant North Little~ Rock School: District,. certify! electr:ooicall~f filectthe:for::eg.oing,;with the Clerk ofthe .cour:tusing. the  ECF system which. sentnotificatian:.aisuctt.fi1ing.Jo,the following:_ Mark A. Hagmemeier Assistant Attorney-General 323 Center Street; Suite:-200: Little Rock, AR 72201-2610 John W. Walker John W. Walker, P .A 1723 Broadway Little Rock, AR 72201 Hon. Andree Roaf ODM One Union National Plaza 124 West Capitol, Suite 1895 3 Christopher Heller Friday, Eldredge. \u0026amp; Clark 2000 Regions-Center: 400 W. Capitol Little Rock, AR 72201-3493 M. Samuel Jones, Ill Wright, Lindsey, \u0026amp; Jennings 200 W. Capitol, Suite 2300 Little Rock, AR 72201-3493 Mark Burnette Attorney at Law 1010 W. 3rd Little Rock, AR 72201 Isl Stephen W. Jones Stephen W. Jones polly From: ecf_support@ared.uscourts.gov Sent: Friday, September 21, 2007 1 :53 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Addendum This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. Page 1 of 4 ***NOTE TO PUBLIC ACCESS USERS*** You may view the ftled documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered by Jones, Stephen on 9/21/2007 at 2:52 PM CDT and filed on 9/21/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: North Little Rock School District WARNING: CASE CLOSED on 01/26/1998 Document Number: 4144 Docket Text: ADDENDUM filed by North Little Rock School District to [4141] Motion for Declaratory Judgment, [4142] Addendum, [4143] Motion for Declaratory Judgment, (Attachments:# (1) Exhibit# (2) Exhibit# (3) Exhibit# (4) Exhibit# (5) Exhibit# (6) Exhibit# (7) Exhibit# (8) Exhibit# (9) Exhibit# (10) Exhibit# (11) Exhibit# (12) Exhibit# (13) Exhibit# (14) Exhibit# (15) Exhibit# (16) Exhibit# (17) Exhibit# (18) Exhibit)(Jones, Stephen) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley , Jr clayfendley@comcast.net, yeldnef@yahoo.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones , III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com 2/5/2008 Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com - Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle.williams@arkansasag.gov Page 2 of 4 John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 - James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001333-0 ] [0868c679307f73045a3dbfb2c95157261c84c83e3e34fe8aeclef81:f91cb0c09c74 fba6daeeff319203617a2e4ab092102f450a6309c0b64a2993c1628a81be7]] Document description:Exhibit Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001333-1 ] [78d7342df58a134ba48a48f8b2ae80f3408be8acbb6b5ef04a29d73fb88e66d4f2e 2ed2348df8a369:f99c3a29a58d92a274:f98e7a729e213aeae53e0e96fdc41]] Document description:Exhibit Original filename:n/a 2/5/2008 Electronic document Stamp: [STAMP dcecfStamp_lD=l095794525 [Date=9/21/2007] [FileNumber=1001333-2 ] [929717a9378022f4f30cbd8a7e6d9d78fb8e5d2c4b25d9c886b3988b333137fl783 e820426202101acf3797blld54e0d9429bc6626505d7157a44a3333196d71]] Document 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bb408fa6b9e6c8f6e7b3c32e6c31 ed571 f3a3c3260ccf9ae996]] Document description:Exhibit Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001333-l 7] [71c4cd3124f67b92fec5610e5d48f3be29c62a9228edef96762b20651b08aa653d a9ebf4444aa4ab579478e08e6e86de04491ccab5718ae48164b23e8a3bd24a]] Document description:Exhibit Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001333-1 8] [afc78a3ca53f3a7abbb7eb95f77601a9f35c60661451b15b450d15b6a129ec64c7 b9c645dcld5526caebae7be0eb2c28c2fecc3cabb8 lf6ae3 7178f652b8f31 c]] 2/5/2008 Page 4 of 4 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 1 of 16 \\ INTHE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DEFENDANTS DISTRICT NO. 1, et al. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. PLAINTIFF INTERVENORS INTERVENORS BRIEF IN SUPPORT OF PETITION FOR DECLARATION OF NORTH LITTLE ROCK SCHOOL DISTRICT'S UNITARY STATUS AND RELEASE FROM COURT SUPERVISION As this Court has recognized, \"federal judicial supervision of school systems was intended as a 'temporary measure' [and the] ultimate objective [is] to return school districts to the control of local authorities. n Little Rock School District v. Pulaski County Special School District No. 1, et al., 237 F.Supp. 2d 988, 1027 (E.D. Ark. 2002) quoting Freeman v. Pitts, 503 U.S. 467, 489 (1992). Accordingly, supervising courts \"must... provide an orderly means for withdrawing from that control when it is shown that the school district has attained the requisite degree of compliance. n Id. In 2006, the North Little Rock School District (\"NLRSDn or the \"District\") School Board voted unanimously to seek unitary status. A complete copy of the . 2006 school board minutes is attached to the Petition filed herewith as Exhibit A. 1 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 2 of 16 In 2007, the Arkansas General Assembly passed Act 395, which is now codified as Ark. Code Ann.  6-20-416 (the \"Act\"). In the Act, the State of Arkansas promises to \"compensate school districts that seek and obtain unitary status.\" These actions by the Board and the State alleviated NLRSD's political and financial concerns about seeking unitary status. Thus, NLRSD hereby simultaneously files its Petition for Unitary Status and this brief, which provides the support for its position that NLRSD should be declared unitary and released from federal court supervision. History of Plan The desegregation plan approved by the Court of Appeals for the Eighth Circuit in its decision in Uttle Rock Schoo/ Dist. V. Pulaski County Special Schoo/ Dist. on December 12, 1990 (\"NLR Plan\") is actually to be found in several documents beginning with NLRSD's original plan submission in 1986. This submission was the \"Plan for Implementing the Remedial . Order of the Court of ..  Appeals for the Eighth Circuit as It Applies to [NLRSD]\" which NLRSD filed on March 17, 1986 (\"March Plan\"). This initial submission addressed the interdistrict violations enumerated by the Court of Appeals in Uttle Rock Schoo/ Dist. v. Pulaski Co. Special Schoo/ Dist. No. 1, 778 F.2d 404 (8th Cir. 1985). The district court, however, required NLRSD to provide a plan to address its intradistrict violations, as well. Therefore, NLRSD filed on October 14, 1986, its \"Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District' (\"October Supplement\"). 2 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 3 of 16 In its Order of February 27, 1987, the district court approved the NLR Plan consisting of the March Plan and October Supplement. Subsequently, some modifications to the NLR Plan were made either by petition to and approval by the district court or by operation of the settlement among the parties. The first NLR Plan modification occurred as a result of NLRSD's motion of July 21, 1987 to add an addendum that addressed the impact of Acts 624 and 762 of 1987 regarding student assignment. This motion was approved by the district court by its Order of July 27, 1987. The next modification occurred as a result of NLRSD's \"Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School\" filed on July 20, 1988, and was approved by the district court by its Order of September 1, 1988. This modification provided for the re.organization of NLRSD secondary schools. beginning. in the 1990-91 - school year: Additionally, Central.Junior. High Scho.ol was,closedand:-the;studeat assignment zones:.for the remaining three: junior high schools were redrawn to .. -- ensure comparable racial balance. These.modifications were implemented at the. beginning of the 1990-91 school year. Additional modifications occurred as a result of the settlement among the parties. First, the parties agreed to NLRSD's \"Petition to Modify NLRSD's Desegregation Plan\" submitted to the Special Master in February, 1989 and incorporated into the parties' \"lnterdistrict Desegregation Plan,\" which was created in response to the finding that the North Little Rock and Pulaski County School districts had engaged i11 discriminatory actions that contributed to the disparity in the racial composition of the student bodies of the two districts and 3 --\"'- , ___ -\" --vv-- \" .. , '\".. \"'-''-''\"'u111c 111..,. ,..,.v , 11cu u;;J,~ 11uu, rayt::: \"+ or 10 Little Rock School District. See Little Rock School Dist. v. Pulaski Co. Special - School Dist. No. 1, 584 F.Supp. 328, 353 (E.D. Ark. 1984). Certain provisions of this Petition dealing with interim efforts to desegregate Lakewood Junior High School pending the secondary reorganization were satisfied and are no longer applicable since the secondary reorganization has been accomplished. The other provisions of the Petition have now been incorporated into the NLR Plan. Another modification of the NLR Plan occurred as a result of the \"Stipulated Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies\" filed on October 25, 1989 which satisfied paragraph VIII D. of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989) requiring a description of the compensatory education programs to be. implemented. by NLRSD with. funds to be received from the Settlement Agreement This. Stipulation also gave effect to and superseded that portion of the. original NLR Plan which described additional compensatory edtication programs whicn could be implemented, only with addittonal State funds. On April 29, 1992, the elements of the NLR Plan were consolidated and published in a single document (the \"1992 Plan Handbook\") for distribution to NLRSD officials and for their ease of reference in implementing the provisions of the plan. On August 31, 1995, NLRSD reached an agreement regarding unitary . status in the area of student assignment and Elementary Gifted and Talented. 4- Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 5 of 16 The Court approved the release of NLRSD from court supervision on student assignments and Elementary Gifted and Talented on September 18, 1995. On April 10, 1998, the district court entered an order approving LRSD's Revised Plan, which stated that it \"shall supersede and extinguish all prior agreements and orders\" in this case \"and all consolidated cases related to the desegregation\" of LRSD.\" See Little Rock School Dist. v. Pulaski Co. Special School Dist. No. 1, 237 F.Supp.2d 988, 993 (E.D. Ark. 2001). Thus, NLRSD is no longer required to comply with the lnterdistrict Plan, and the sole measure of NLRSD's unitary status is its compliance,with the NLR Plan. In compliance with an order of the Eighth Circuit Court of Appeals, the Office: of DesegregattcmrManitoring;;(\"ODM~). was:create.d-. Se:e. Littlfl'.Ro.ck:.Scbo.ol: Dist .. K . PulaskLCa . ., Special.Schoof Dist .. Na. 1,, 92:t F.2cL t371, 1'3.8.\u0026amp; (8!h CJr. _ - 1990). Tl:ieu:ol~.of the ODM wasto; monitortbe\"c.omplianc.e;:of thecpartie.s,,with:the  settlement.plan\u0026amp;-.and:.the-, .settleme0t agreement : Se.a Id:. andddttle~'Roc~ Se.boo/', -. DisL 1,L PulaskLCa ... Spe.ciaLSchool.Dist Na .. i, .. 769. E.Supp __ .1483.; 1495. (E.D .. '- Ark. 1'991). Legal Standards The standard for determining whether a school district which is subject to judicially supervised desegregation plan is now well-established: the district must have acted in good faith to implement its plan and must have achieved substantial compliance with the requirements of that plan. 5 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 6 of 16 A. Good Faith In order to establish that NLRSD should be declared unitary, the District must demonstrate that it has \"complied in good faith with its desegregation decree since it was entered.\" See Little Rock School Dist. v. Pulaski Co. Special School Dist. No. 1, 237 F.Supp.2d 988, 1027 (E.D. Ark. 2002) citing Board of Education of Oklahoma City v. Dowell, 498 U.S. 237, 249-50 (1991). See also Missouri v. Jenkins, 515 U.S. 70, 88 (1995). The Supreme Court has established that \"good faith\" is demonstrated when, . . . the school district has demonstrated, to the public and to the parents and students of the once disfavored race, its good-faith commitment to the whole of the court's decree and to those provisions of the law and the Constitution that were the predicate for judicial intervention in the first instance. Freeman v. Pitts, 503 U.S. 467, 491-492 (1992). In this effort, the Court noted that the duratior-i of the school district's. compliance record must be considered: .... a court should give particular attention to the school system's '- record of compliance. A school system is better positioned to demonstrate its good-faith commitment to a constitutional course of action when its policies form a consistent pattern of lawful conduct directed to eliminating earlier violations. And, with the passage of time, the degree to which racial imbalances continue to represent vestiges of a constitutional violation may diminish, and the practicability and efficacy of various remedies can be evaluated with more precision.\" Id. B. Substantial Compliance In addition to proving \"good faith,\" NLRSD must also establish that it is in \"substantial compliance\" with the NLR Plan. As this Court has stated, \"[i]t is black letter law that a school district seeking an end to court supervision has the 6 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 7 of 16 - burden of proving substantial compliance with the judicially imposed remedy. See Little Rock School Dist. v. Pulaski Co. Special School Dist. No. 1, 470 F. Supp. 2d 963, 984 (E.D. Ark. 2004). This Court has given the following guidance regarding the test for \"substantial compliance\": (l]n order to determine if a party is in 'substantial compliance' with a consent decree, the trial court must examine whether any of the alleged violations of the consent decree 'were serious enough to constitute substantial noncompliance' and 'to cast doubt on defendant' future compliance with the constitution.' . . . [A] Party can be in 'substantial compliance' with a consent decree even if it has committed violations that are 'inconsequential' in light of the party's overall performance. Little Rock School Dist. v. Pulaski Co. Special School Dist. No. 1, 237 F.Supp.2d 988; 1027 (E.D. .. Ark. 2002) citing..Cody V. Hillard; 139 F.3d 1197, 1199-1200 (8th Cir. -.1998). Also. in Little Rock Schoo/Dist., this Court.more succinctly set out.its: test for substantiat compliance when it stated. that it. would be,. \"required. to examine whether any-of LRSD's: failur.es-to comply wittr the Revised Plan in the  \\ six challenged areas are 'serious enough': (1) to constitute 'substantiat. noncompliance'; and (2) 'to cast doubt' on [NLRSD's] future compliance with the Constitution.\" Id. at 1035-1036. Thus, \"substantial compliance\" is not legalistic compliance with each \"jot and tiddle\" of the North Little Rock Plan but, instead, is a measure of the NLRSD's history of working to comply with its plan as a predictor of whether it has experienced a change in its operations and attitudes such that the it will continue to comply with the Constitution after the being released from court supervision. 7 \\ Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 8 of 16 Record of Compliance Declaration of NLRSD's unitary status is proper because the District has maintained substantial compliance with its plan in good faith throughout the two decades it has been under this Court's supervision. The discussion below details the evidence of NLRSD's good faith and compliance with its plan. The discussion also explains how NLRSD recognizes the latest research, methodologies, laws and technology while continuing to remain faithful to the goals and values of its desegregation plan. A. Evidence of Compliance As detailed in the October 19, 1988 Report to Special Master Regarding the Status. of Implementation of North Little Rock.School District's Desegregation. Plan (\"1988. Status Report\"), NLRSD acted, expeditiously,and,comprel:tensb.tely to .. implement its original: dese.gre.gati:an plan approved:,by the; Court in 1987': A complete copy of the 1988: Status Report- with7 appendi:~esr is. attached: to the: Petition. filed .. herewith as. Exhibits: 8(1) to B.(.t1)_ NLRSD. continued to, comply with the 1987 version . of the desegregation plan, which was significantly incorporated into the plan approved by the court in 1992. Soon thereafter, NLRSD initiated and completed a self-audit (\"1994 SelfAudif). A complete copy of the 1994 Self-Audit detailing the status of the individual provisions of the 1992 plan is attached to the Petition filed herewith as Exhibit C. The 1994 Self-Audit analyzed the specific nature of the 188 plan provisions and detailed NLRSD's compliance with each. The 1994 Self-Audit also identified the following factors for each of the individual provisions: (1) the 8 \\ Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 9 of 16 administrator or group responsible for execution; (2) the date of implementation; and (3) references to other audits and reports monitoring the particular compliance activity. Accordingly, the 1994 Self-Audit provides significant evidence of NLRSD's dedication to complying with its desegregation plan. After the Court approved NLRSD's unitary status for student assignment in 1995 and for elementary gifted and talented in 1996, NLRSD continued to monitor the status of the other provisions of its desegregation plan. NLRSD submitted periodic status reports detailing its findings to the Court and other parties pursuant to the lnterdistrict Plan until this plan was superseded by the modifications to the Little Rock School District's Desegregation Plan and the Pulaski County School District's Desegregation Plan in 1998. Thereafter, NLRSD continued to provide information. as requested by the ODM for its monitoring of the District. Moreover, from 1987 to date, no motion has been filed: by any party alleging violations of or seeking to enforce provisions of. NLRSD's plan or settlement agreements or otherwise alleging that NLRSD was not in compliance ,. with its desegregation plan. On June 9, 2004, the ODM published its report on the Status of the North Little Rock School District's Implementation of Its Desegregation Plan (\"2004 ODM Status Report\"). A complete copy of the 2004 ODM Status Report is attached to the Petition filed herewith as Exhibit D. In analyzing the nine \"discrete divisions of the NLRSD desegregation plan, ODM relied on its direct observations of NLRSD employees, ODM's interviews with NLRSD employees,. reports from the Arkansas Department of Education and data submitted by 9 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 10 of 16 \\ NLRSD. 2004 ODM Status Report at 1-2. Taken as a whole, the ODM's independent and objective report demonstrates that NLRSD has substantially complied with the desegregation plan in good faith. B. Evolution of the Plan The very heart of NLRSD's desegregation plan is its goal to remedy the effects of the segregative acts which this Court found the District to have committed. These segregative acts, originally identified by this Court in 1984, are enumerated in the Introduction of the 1992 Plan Handbook. To ensure that the desegregation goal was accomplished, the District's desegregation plan outlined specific programs, services and activities that NLRSD used or proposed to use at the time the plan was created. However, \"[mJany of the educational approaches that were incorporated into the desegregation plan-have become outdated.\" 2004 ODM Status Report at 1. Accordingly, NLRSD has. modified the specific programs or \"has implemented different procedures and . programs intended to more effectively achieve desegregation goals.\" Id. Such modifications are not a deviation from NLRSD's desegregation plan but, instead, reflect its commitment to the principles of its desegregation plan as educational standards and best practices evolve. Indeed, it is critical to remember that desegregation \"plans are a floor, not a ceiling when analyzing whether NLRSD has met the standard of substantial compliance with the plan. Little Rock School District v. Pulaski County Special Schoof.District No. 1, et al. , 769 F. Supp 1491 , 1495 (E.D. Ark. 1991). NLRSD . never agreed to adhere to plan specifics into perpetuity. In fact, this Court Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 11 of 16 instructed the districts to maintain \"sufficient flexibility to deal with changing conditions and meet unforeseen developments\" with regard to their desegregation plans. Little Rock School District v. Pulaski County Special School District No. 1, et al., 769 F. Supp. 1483, 1490 (E.D. Ark. 1991). Moreover, the 2002 testimony of the Joshua Intervenor's expert witness, Dr. Terrence Roberts, further supports this position. Dr. Roberts was one of the \"Little Rock Nine,\" who continued his education by obtaining a bachelor's degree is sociology, a master's degree in social work and a doctorate in psychology. Dr. Roberts specifically warned against what he termed \"compliance mentality,\" instructing the districts to focus \"not on the letter of the plan, but the spirit of the plan.\" See the Excerpted Transcript of July. 24, 2002 Evidentiary Hearing,. attached .. to. the: Petition filed: herewith as Exhibit Eat p ... 630. and p .. 649. NLRSD has done~exactly that.. After implementing:the:plan in: the:ear1y 1990s, specific. NLRSD programs: have: evolved. or hav.e bee' replace.a b.y more effective- or:- perfected. programs, which continue to combat segre.gative. effects .. while. als.o.. recognizing the mandates of state and federal laws, the enlightenment of research and numerous advances in technology and instructional methodology. This evolution is characteristic of the foresight of NLRSD. The District takes great pride in preserving an understanding of the latest research redefining best practices, implementing cutting edge programs that ultimately become the requisite practice or the norm, improving programs that have become archaic and replacing programs that have become obsolete. 11 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 12 of 16 The following examples illustrate the necessity of educational program evolution and NLRSD's continuing good faith commitment to its desegregation goals as outlined in its plan. The NLR Plan provides for a Home Instruction Program for Pre-School Youth (\"HIPPY\") to \"be established in lower socio-economic attendance zones.\" NLR Plan page 34. As a Compensatory Education program, HIPPY was designed to prepare lower socio-economic pre-school children for success when they entered kindergarten. The year after HIPPY was originally implemented; it served fifty (50) fouryear- old students, utilizing home instructors to educate parents by providing reading. material to use wjth their children ... The. HIPPY program eveataally- evolved. with. the District.taking. a more- active. role .in the .. pre,..schoaUearning. by, offering classroom-basect-early childhood':edu.catio:tt and:ihcr:easing, the capacity,  of the program .. In more recent years, the program replaced the .home instructors,. with. a \"parent liaison\" trained in Minnesota Early Learning Design. The parent liaison \"teaches parents the child development principles that pertain most directly to school readiness [by] maintain[ing] parent contact [and] conduct[ing] workshops[.]\" 2004 ODM Report p. 23. NLRSD's current Early Childhood Program, the perfected progeny of HIPPY, serves approximately five hundred (500) three-year-old, four-year-old and five-year-old children, whose eligibility for admission is based on certain factors including poverty, low birth weight, abuse or neglect, and English as a second language. Id. The program also offers an 12 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 13 of 16 infant and toddler section the children of older NLRSD students, preparing these children for education, while preventing their parents from dropping out of school. Additionally, NLRSD's Early Childhood Program supplements  the curriculum developed by the Arkansas Department of Human Services' Division of Child Care and Early Childhood Education by emphasizing readiness for kindergarten but allowing teachers to begin reading instruction if they deem a child ready. Id. Early childhood programs like NLRSD's are widely found to be beneficial, though they have not been implemented on a wide spread basis. Other significant examples of NLRSD's continuing commitment to the principles of its plan are the District's Compensatory Programs Aimed at Dropout Prevention, which include. the Alternative School program and. Student Assignment Classes program. NLR Plan page, 37-38 .. NLRSD's original Alternative S,c hool served students identifieda s at risk of dropping out o.f school and was located: at the: Boys and Girls Club. However, the Distri-ct \"decided to develop its. own alternative. programs using. District resources~ when budg.et issues and a series of personnel changes at the Boys and Girls Club \"resulted in a weak and ineffective alternative program.\" 2004 ODM Report at page 47. Currently, NLRSD has five sites that serve as alternative schools based on the age of the students. Additionally, the SAC program, included in the provisions of the 1992 plan, prevents students from dropping out of school by providing an inschool suspension program, removing the students from the classroom but keeping them in a supervised educational environment \"These classes have 13 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 14 of 16 '\\ been a consistent force in providing students an opportunity to continue their education while they are ... in the discipline system.\" Id. NLRSD now \"goes beyond the [original programs set out] in its desegregation plan by offering a dropout retrieval program at Shorter College and providing a highly focused program for credit deficient students in the Graduate Academy.\" Id. at 50. In its 2004 report, the ODM \"commend[ed] the NLRSD for the many programs it has in place to serve as alternatives to putting students out of school [and b]ecuase the NLRSD allows students and parents to choose among alternative education placements and home suspensions, a student's educational future is determined by the home in conjunction with the schooldistrict\" Id .. Conclusion The purpose, of. court supervisien was-, to create a:. unitary schael: s.ystemc. from what was once a \"dual school system, establis~ing and maintaiming ..: a. system in which the interests. of. both black. and white students were equal. by involving black representatives into policy making and administration. Today, three of the District's seven Board members are African-American, there are black administrators at every level and each school maintains a bi-racial committee. As a district which \"has been largely characterized by an absence of rancor and dissension, NLRSD has consistently avoided \"potentially volatile decisions\" and made smooth transitions in its programs. 2004 ODM Report at page 45. 14 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 15 of 16 \"The NLRSD superintendent has been an admirable force for collaboration and accord as he has involved both the internal [faculty, parents, students] and external community in many weighty district matters. .. demonstrating wise sensitivity to the adage that people will support what they help create ... By avoiding surprises, meaningfully involving in changes those who are most affected by those changes, maintaining a congenial and professional demeanor, and consisting treating others with respect, the district's CEO has fostered the growth of cohesiveness in tt,e NLRSD and promoted significant level of harmony between the district and the community.\" Id. NLRSD's School Board reflects the racial make up of the community. As a cooperative group, the Board weighs the interests of each student and parent equally irrespective of their race; so that it is no longer necessary for the Court to be an artificial voice for the black students. Thus, NLRSD has been an exemplary model of a district that has substantially complied in good faith: with the goals of its desegregation plan and, as a result, has become unitary. As Special Master Aubrey Mccutcheon observed, \"desegregation is- a state- of- mind:.\" NlRSD has certainly achieved this ultimate goal. The Court should note that NLRSD has stipulated that the Joshua lntervenors may have an extended time period of 90 days to file an initial response to this Petition given the significance of this matter. The parties agree that this would not affect the schedule for discovery or any hearing dates. Additionally, the Court should be aware Ark. Code Ann.  6-20-416 provides that the District would be eligible for reimbursement of the legal fees associated with seeking unitary status if the Court makes such a declaration by June 14, 2008. Therefore, it is critical that this matter proceed in a manner that will allow resolution before this date. 15 Case 4:82-cv-00866-WRW Document 4145 Filed 09/21/2007 Page 16 of 16 '\\ For the reasons set out above, NLRSD should be declared unitary and released from federal court supervision. Respectfully submitted, Jack Nelson Jones Fink Jiles \u0026amp; Gregory, P. A. 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201 Telephone 501-375-1122 Fax 501-375-1027 Isl Stephen W. Jones Stephen W. Jones, Ark. Bar No. 78083 CERTIFICATE OF SERVICE I, Stephen W. Jones, attorney for-Separate Defendant North Little-Rock School District; certify I electronically. filed:-the foregoing with the Clerk of the court using the ECF system which s.ent notification of such filing to the following: Mark A. Hagmemeier Assistant Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201-2610 John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Hon. Andree Roaf ODM One Union National Plaza 124 West Capitol, Suite 1895 16 Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 W. Capitol Little Rock, AR 72201-3493 M. Samuel Jones, Ill Wright, Lindsey, \u0026amp; Jennings 200 W. Capitol, Suite 2300 Little Rock, AR 72201-3493 Mark Burnette Attorney at Law 1010 W. 3rd Little Rock, AR 72201 Isl Stephen W. Jones Stephen W. Jones Page 1 of2 polly- From: ecf_support@ared.uscourts.gov Sent: Friday, September 21 , 20071 :55 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Brief in Support This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered by Jones, Stephen on 9/21/2007 at 2:55 PM CDT and filed on 9/21/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: North Little Rock School District WARNING: CASE CLOSED on 01/26/1998 Document Number: 4145 Docket Text: BRIEF IN SUPPORT filed by North Little Rock School District re [4141] Motion for Declaratory Judgment, [4142] Addendum, (4143] Motion for Declaratory Judgment, (4144] Addendum, (Jones, Stephen) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley , Jr clayfendley@comcast.net, yeldnef@yahoo.com Christopher J. Heller heller@fec .net, brendak@fec.net, tmiller@fec .net M. Samuel Jones , III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com 9/21/2007 Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle.wilJiams@arkansasag.gov Page 2 of2 John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original ftlename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001351-0 ] [4c7a2035bcb4d01765100e68f45091 ed54db0d635bcdf80e700083875ad9b5d353c c3f894c270c4b9a54ecd47e7f0ed13a826f81bc0ad20af9d8b8lc92266dal]] 9/21/2007 Page 1 of2 From: ecf_support@ared.uscourts.gov Sent: Friday, September 21, 2007 3:21 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Notice of Docket Correction This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 9/21/2007 at 4:20 PM CDT and filed on 9/21/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: WARNING: CASE CLOSED on 01/26/1998 Document Number: No document attached Docket Text: NOTICE OF DOCKET CORRECTION [4145] Brief in Support: Docket entry modified to correct docket text referring to 4143, Addendum. (lmr) 4:82-cv-866 Notice has been electrQnically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Cbachkin 9/21/2007 NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 9/21/2007 Page 2 of2 Page 1 of2 polly From: ecf_support@ared.uscourts.gov Sent: Friday, September 21, 20071 :55 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Brief in Support This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered by Jones, Stephen on 9/21/2007 at 2:55 PM CDT and filed on 9/21/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 - Filer: North Little Rock School District WARNING: CASE CLOSED on 01/26/1998 Document Number: 4145 Docket Text: BRIEF IN SUPPORT filed by North Little Rock School District re [4141] Motion for Declaratory Judgment, [4142] Addendum, [4143] Motion for Declaratory Judgment, [4144] Addendum, (Jones, Stephen) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Christopher J. Heller heller@fec.net, brendak@fec.net, trniller@fec.net M. Samuel Jones , III sjones@mwsgw.com, aoverton@mwsgw.com - Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com 2/5/2008 Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Page 2 of2 John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/21/2007] [FileNumber=1001351-0 ] [4c7a2035bcb4d01765100e68f45091ed54db0d635bcdf80e700083875ad9b5d353c c3f894c270c4b9a54ecd47e7fDed13a826f81bc0ad20af'9d8b81c92266dal]] 2/5/2008 Page 1 of2 polly From: ecf_support@ared.uscourts.gov Sent: Thursday, September 27, 2007 8:59 AM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Appeal Transcript This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. Notice of Electronic Filing U.S. District Court Eastern District of Arkansas The following transaction was entered on 9/27/2007 at 9:59 AM CDT and filed on 9/27/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: WARNING: CASE CLOSED on 01/26/1998 Document Number: 4146(No document attached) Docket Text: TRANSCRIPTS filed for dates of 1/20-21/07 Compliance Hearing before Judge William R Wilson, Jr, re [4115] Notice of Appeal, Court Reporters: Cheryl Nelson, Judith Ammons. (dac) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com,jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle.williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 2/5/2008 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 2/5/2008 Page 2 of2 Page 1 of2 polly From: ecf_support@ared.uscourts.gov Sent: Thursday, September 27, 2007 9:01 AM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Appeal Transcript This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 9/27/2007 at 10:01 AM CDT and filed on 9/27/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: WARNING: CASE CLOSED on 01/26/1998 Document Number: 4147(No document attached) Docket Text: TRANSCRIPT filed for date of 1/27 /07 Compliance Hearing before Judge William R Wilson, Jr, re [4115) Notice of Appeal, Court Reporter: Christa R Newburg. (dac) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 2/5/2008 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 2/5/2008 Page 2 of2 Page 1 of2 polly From: ecf_support@ared.uscourts.gov Sent: Thursday, September 27, 2007 9:07 AM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Appeal Record Sent to USCA This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 9/27/2007 at 10:07 AM CDT and filed on 9/27/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: WARNING: CASE CLOSED on 01/26/1998 Document Number: 4148 Docket Text: Transmitted Record on Appeal to US Court of Appeals: 3 volumes transcript of 1/20-21/07 \u0026amp; 1/27 /07 Compliance Hearing re [ 4115] Notice of Appeal, ( dac) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 2/5/2008 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original filename:n/a Electronic document Stamp: [ST AMP dcecfStamp _ ID= 1095794525 [Date=9/27 /2007] [FileNumber= 1004 704-0 ] [97eab3e6780fb09ea7784309543659d76e08dec9db6dce657f7d7822323351423d4 a79fe0418ad40882c95eb21f56dl b293280c15851a77699e4468d4118bf19]] 2/5/2008 Page 2 of2 ARKANSAS DEPARTMENT OF Dr. T. Kenneth James, Commissioner .Educatilfn 4 State Capitol Mall  Little Rock, AR 72201-1071 (501) 682-4475 http://ArkansasEd.org September 28, 2007 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0 . Box 1510 Little Rock, AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza RECEIVED 124 West Capitol, Suite 1895 Little Rock, AR 72201 OCT 1 - 2007 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones III OFFICEOF DESEGREGATION MONITORING Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol Avenue, Suite 1800 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al. U.S. District Court No. 4:82-CV-866 WRW Dear Gentlemen: Per an agreement with the Attorney General's Office, I am filing the Arkansas Department of Education's Project Management Tool for the month of September 2007 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Siner~,::::-' cDs~ General Counsel Arkansas Department of Education SS:law cc: Scott Richardson, Attorney General's Office STATE BOARD OF EDUCATION: Chair: Diane Tatum, Pine Bluff  Vice Chair: Randy Lawson, Bentonville Members: Sherry Burrow, Jonesboro  Jim Cooper, Melbourne Dr. Calvin King, Marianna  Dr. Tim Knight, Arkadelphia  Dr. Ben Mays, Clinton MaryJane Rebick, Little Rod\u0026lt;  Dr. Naccaman Williams, Springdale An Equal Opportunity Employer UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DNISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for September 2007. Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on September 28, 2007, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr.M. San1uelJones,ill Mitchell, Willian1s, Selig, Gates \u0026amp; Woodyard 425 West Capitol, Suite 1800 Little Rock, AR 72201 cikttfh co m IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED LITTLE ROCK SCHOOL DISTRICT, ET AL V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE W. KNIGHT, ET AL NO. LR-C-82-866 WRW OCT 1 - 2007 OFACEOF PLAINTIFFS DESEGREGATION MONITORING DEFENDANTS INTERVENORS INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. - IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2007 B. Include all Magnet students in the resident District's average daily membership for calculation. 1 . Projected Ending Date Last day of each month, August - June. Page 1 of2 polly From: ecf_ su pport@ared. uscourts. gov Sent: Friday, September 28, 2007 3: 18 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Notice (Other) This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 9/28/2007 at 4:17 PM CDT and filed on 9/28/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: Arkansas Department of Education WARNING: CASE CLOSED on 01/26/1998 Document Number: 4149 Docket Text: NOTICE of filing the ADE's Project Management Tool for September 2007 by Arkansas Department of Education ( dac) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, trniller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 2/5/2008 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=9/28/2007] [FileNumber=1006413-0 ] [b5cc 13fb999668db3c36be094 79de878fl e3b5f 459c26302c403f897 a88cbe0edf5 327e62134 752a29520865fc5bbad02007ftb3b95435dc 186490941 ca8eaa]] 2/5/2008 Page 2 of2    This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\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\n   \n\n   \n\n   \n\n   \n\n   \n\n   \n\n\n\n\n\n\n   \n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n\u003c/item\u003e\n\u003c/items\u003e"},{"id":"bcas_bcmss0837_1077","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","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":["2003-10"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1077"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nRECEIVED OCT 2 2 2003 OFFICE OF DESEGREGATION MONITORING Agenda Little Rock School District Board of Directors' Meeting October 2003 (\") -0 .\u0026gt; m\ntJ rr--r-..\n3: Oz o\u0026gt; E5~ m..,\ntJ C: -z\non o,--5\u0026lt; r-z (\")\u0026lt;J\u0026gt; \u0026gt; F :E\n::: m -o ,-\ntJ no On 3m: mo -c: ~~\ntJ ,- cl ~\ntJ::::I ~m z\no (\")\u0026lt;J\u0026gt; m :E m h= 0,- 3:\ntJ mm --o u,0 ..\no C: ... ooo ~...\nij ~ ~8\noz cl :3\noo ~il\nz (\") m\ntJ \u0026gt;m  -0 \u0026lt;J\u0026gt;O C:\ntJ -0 ... =-\"'!!? (\")\nti =Im \u0026gt;(\") ~g Oz ~::! fl 0 z \u0026lt;J\u0026gt;\ntJ ma, ~ -\nti -0\n,_\u0026gt; \u0026lt;J\u0026gt;~ ..,.,z\ntJm O\no :I: \u0026lt;J\u0026gt; (\")\n=I -0 ,-.oo m z \u0026lt;J\u0026gt; I. 11. 111. IV. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS REGULAR MEETING October 23, 2003 5:30 p.m PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests B. Performance - Western Hills Choir REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships Chicot Elementary School - Douglas Harrison \u0026amp; Jane Harkey UAMS College of Nursing - Dr. Cheryl Schmidt Dunbar Magnet Middle School - John Bacon Fellowship Bible Church - Rachel Morse, Patty Evans, Ray Williams Fulbright Elementary School - Rita White, Deborah Mitchell Arvest Bank - Cathy Harville LRSD Middle and High Schools - Marian Lacey Positive Atmosphere Reaches Kids (PARK)- Kareem Moody \u0026amp; Tamra Patterson Woodruff Elementary School - John Callahan, Janice Wilson Wildwood Park for the Performing Arts - Ginny McMurray, Ann Chotard \u0026amp; Mary Smith C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association E. Joshua lntervenors REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report C. Budget Update n-.:, .) \u0026gt;:m:0 ,,-, --\u0026lt; 3: Oz o\u0026gt; ::o::0 o-\u0026lt; m-n ::0 C: -z ::on o--\u0026lt; r-0 Z n U\u0026gt; \u0026gt; F :E\n= m-.:, ,- ::0 no On 3m:mo - C: ~~~ 0 J= ::o:::l J=m Z::0 n U\u0026gt; m :E m h= 0,.... 3: ::0 m_.m., u,0 --\u0026lt; ::0 C:--\u0026lt; OS!! m::o Zm --\u0026lt; n ~8 ,, z o::! ::00 J=~ z n m ,f,) ma, J= . ::0..,\n._\u0026gt; en~ -nz ::Om 0\nc\ncen n\n=,.., p::\nen mz en Regular Board Meeting October 23, 2003 Page2 V. D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update APPROVAL OF ROUTINE MATTERS: A. Election of Officers B. Minutes: Regular Meeting - September 25, 2003 Special Meeting - October 9, 2003 C. Resolution in Support of the City of Little Rock Bond Election D. Personnel Changes E. Annual Report: 2002-03 VI. ADMINISTRATIVE SERVICES DIVISION: A. Federal Award: Emergency Response Crisis Management Grant B. First Reading: Policy Revisions ACBB - Equitable Student Assignment JC - School Attendance Zones JCA - School Choice VII. SCHOOL SERVICES DIVISION A. Revisions to the District's Drug Testing Program VIII. BUSINESS SERVICES DIVISION: A. First Reading: Policy DGA - - Authorized Signatures B. Resolution Authorizing the Issuance of Refunding Bonds C. Donations of Property D. Financial Report IX. CLOSING REMARKS: X. XI. Superintendent's Report: 1. Dates to Remember 2. Special Functions EMPLOYEE HEARINGS ADJOURNMENT \u0026gt;n -c . m\no ......... ...-... _,\n1: Oz o\u0026gt; ~~ m..,\no C: -z\non o-\u0026lt; I= ~ n en \u0026gt; I= ~\n= m-c .....\n:c no On\nl:m mo - C: ~~\n:c ..... oJ\nJ:cm =1 z\n:c n en m ~ m h= 0,...\nr:\n:c m_..m,, enO -\u0026lt;\n:c C: .... ~~ z\n:c .... ~ ~8 :Oz .., =I 0 J~ zn m\n:c \u0026gt;. m..,, en o .C.,,: .\n.:.c. :-\u0026lt;!!! n\n:c =Im \u0026gt;n :::l8 Oz ~~ r\u0026gt; 0 z en\no ma, i \no \"C\n,,\n\u0026gt; en~ \"T'IZ :Cm O\no\nr: en n= =I \"C ,::::\nen mz en I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS WELCOME / PERFORMANCE 111. REPORTS/RECOGNITIONS WELCOME / STUDENT PERFORMANCE Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERSHIPS C. REMARKS FROM CITIZENS To: From: Through: Subject: Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 October 23, 2003 Board of Education Debbie Milam, Director, ViPS/Partners in Education ~ Morris L. Holmes, Interim Superintendent Partners in Education Program: New partnerships The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. We recommend that the Board approve the following partnerships: Chicot Elementary School and UAMS College of Nursing Dunbar Magnet Middle School and Fellowship Bible Church Fulbright Elementary School and Arvest Bank LRSD Middle and High Schools and Positive Atmosphere Reaches Kids (P.A.R.K.) Woodruff Elementary School and Wildwood Park for the Performing Arts !\" 5 \":r' C \u0026gt; !D \"...' C 0 m .z. . \u0026gt; \"\"'' ~ z\nc .~.. f\u0026gt; a, C 8 !!l C \"0\" ~ m !== a, r Oi z (J o-\ng e o.... r= me (\"):z ~~... C\n,: Partners in Education Proposal Chicot Elementary School and UAMS College of Nursing Chicot Elementary School and UAMS College of Nursing have formed a partnership designed to enhance the education and health of the students at Chicot as well as the education of the UAMS nursing students. Chicot commits to the following partnership activities:  Help promote nursing as a profession to Chicot students.  Help UAMS College of Nursing meet its goal of community service.  Acknowledge UAMS College of Nursing as a Partner in Education in school publications.  Help UAMS College of Nursing students meet their learning contracts.  Help junior nursing students have a positive hands-on learning experience with children.  School nurse will spend time with nursing students who are interested in the area of school nursing. UAMS College of Nursing commits to the following partnership activities:  Provide clerical help in organizing school nurse's files.  Help at registration with immunizations.  Help with student physicals.  Donate clothing for students.  Help with translation when possible. !\" \u0026lt;a \u0026lt;J) :r C:  !l' !!l C: 0 m :!:i \u0026gt; \u0026lt;J) \u0026lt;J) ~ z\nc ~.... f\u0026gt; CD C: 8 m.... .C,,: 0 ~ m != CDC\" oc ~~ .,,:i:\n:oC or ffi~ C') :z ~~ \"t C\n, PARTNERSHIP BETWEEN DUNBAR MAGNET MIDDLE SCHOOL AND FELLOWSHIP BIBLE CHURCH - 2003-04 Dunbar Magnet Middle School may: 1. Have students from the Seminar class teach international games and provide international snacks to the home school elementary age students during their instruction time during Women's Bible Study on a weekday (or another group of Fellowship's choice). 2. Give individual students, representing a variety of cultures or a Dunbar advanced choral group, the opportunity to speak or perform for a gathering at the church (not on a Sunday morning). 3. Have members of the Garden Club, under the supervision of adult sponsors, weed and or plant in a designated garden area of the church to add beauty. 4. Have members of Y-T eens, under the supervision of Ms. Greenlee, participate in a service project at FBC (ex. cleaning out closets, baking, etc.). 5. Recognize Fellowship Bible Church as a Partner-in-Education in monthly school newsletters and at school functions. Fellowship Bible Church may: Building Use Support: 1. Make an area of the church available to the staff for their beginning of the year teambuilding, half-day meeting at no charge (Thursday, August 7 - 8:00- 12:30). Members of the church will also provide lunch for the staff that day, as well as a small gift (survival kits) for each staff member to express the value placed on them and the job they do. 2. Allow the mentors and mentees to use the FBC gym for several hours in January during their annual \"Fresh Start Field Trip\". Volunteers will be provided to assist with games and walklimbing, as well as to provide lunch. Mentoring/Teaching Support 3. Try to provide at least 15 mentors for students at the school. These mentors will hopefully include many who participated during the 2002-03 school year, as well as new mentors. Each mentor will make a commitment to meet with one student for 1 hour weekly to assist in tutoring, encouragement, accountability, and modeling a positive lifestyle. Experienced Fellowship mentors, in conjunction with VIPS (Volunteer's in Public Schools), will train and facilitate the mentors throughout the year. Recruitment and sign-up will be in August/September, the 2-hour training session will be in September, and mentoring will begin in October for new mentors and September for returning mentors. 4. Request that members of international short-term missions teams from the church speak to Social Studies and International Studies classes following their trips abroad, whenever possible. 5. Try to provide at least 10 counselors for the Abstinence-Based Education Program that will take place for 1 week during the school year. Volunteers will be small group leaders for a 1 %-hour session on 3 days. 6. Provide support and training for the fathers of Dunbar students, in conjunction with the Dads of Dunbar. This might be accomplished by small practical \"give-aways\" to dads during their monthly come-t~lunch dates and through 1 or 2 \"Dads of Dunbar nights\" at the schoo! where a 1 or 2-hour seminar on manhood o, fathering is provided by a teache, !D \".....'. C 0 m .z... .. \u0026gt; c\"\":'''i z\ni: mz ...... f) a, C 8 .m..... C \"0 ~ m from Fellowship, coupled with the PTA offering practical options for ways to become involved with your children. Physical Labor/Materials Support 7. Challenge members of the church to participate in several smaller-scale physically intensive projects chosen by the Dunbar administration during the SHAREFEST weekend in November. PARTICIPATION IN SHAREFEST IS YET TO BE DETERMINED, BASED ON THE ONGOING RENOVATION OF DUNBAR AND PRIOR SHAREFEST COMMITMENTS MADE BY FBC. 8. Participate in ongoing support throughout the year as small needs are transmitted (ex. food staples for the nurse, etc.) !\" \u0026lt;- 0 ~ c:: )\u0026gt; !D .u..,. c:: C m ~ )\u0026gt; u, u, c:\nz 3: .zm.. . r\u0026gt; a, c:: g .m... .c.:.:, ~.... m S@p 11 03 04:31p SEP-11-2003 15:47 Mart~~ R1t~ Whit@ ARJ EST BAH~ 501 - 36 7- SlSO Partnership Proposal Ar\"t'est Bank and Fulbright Elementary School Arn~t Bank commits to the following partnership :Activities:  MeJttoring/T\\ltoring - dedicatu,g 10- 5 employees or .:r,ore to a,me :o Fulbright once a week to help reentor and/or tutor siutJcnts  Job S'nadowU\\i  Career Da.y Speakers  VIPS Reaaing Day  41h Grace Benchmark Celebr.1t:oo - 500.00 donation  5\"' Grade Celebration - proVlde hot dogs/buns and large cooker and 110l ur.teers  provide popcorn machine and volunteers fur Fall Carn\nval  provide pizza for [irS\\ honor roll  pro.,\nde ice cream fof se::ond honor ro U  help with e,cpenses or bcation fo\n\u0026gt;kate party -:or mcrd honor roll  Accelerated Reader progi:am  'l'coV\\de ipr:akcrs for parent worlcfaops on topics such as ~vini for c:olleGC Fulbright Elementary School commits to the following partnership activities:  Acknow:edge A.rvest 9ank as~ Partner 11\\ E:i\\lcat1on  lnvne the ':\u0026gt;ank to school e\"cnts  lnvi e the b~\\\n. to sh.a.re inforroatio:i about their services at dc:signatec. PT A meetings _}'. 3 f'  C CTR P.32 !\" '- 0 \"::c' C: \u0026gt; !JI ~ C: C m z... . \u0026gt; \"\"'' c:5 z 3: .zm.. . ~ CD C: 8 .m... C: \"0 .~... m SEP-22-200$ 12 :47PM FROM-P .A.R.K ~1 ,niitmi i50156258'7 M22 P 003/003 F-110 Partners in Education Agreement P.A.R.K. gives/Schools receive:  Tutoring for 250 stu\u0026amp;.\u0026gt;nts  Positive after school environment  Academic support  Scholarships for 250 students  College \u0026amp; workforce preparation  ACT preparation  Mentors  Leadership opp01tuniries  Provide student incentives (le: high grades and improvement in clusses rewarded)  6-weck Summer Enrichment Program  Recognition of Teachers, Counselors and Staff  Community Service hours of250 students  Offer opporrunities to students for creative expressions (le: Art work, poetry, singing, talents)  Approved facility use for school faculty Schools give/P .A.R.K. receives:  Student information (le: grades, behavior, progress)  Access to statistical information  Access to test scores  Cumculum \u0026amp; Curriculum training  ACT packets  Training  Transportation support !'\" \u0026lt;a (/) :r C: \u0026gt; !ll (/) -\u0026lt; C: 0 m ~ \u0026gt; (/) (/) G'i z 3: m z -\u0026lt; r\u0026gt; tD C: 0 G) m -\u0026lt; C: \"C ~ m Partners in Education Proposal Woodruff Elementary School and Wildwood Park for the Performing Arts Woodruff Elementary School and Wildwood Park for the Performing Arts have formed a partnership through a 21 st Century Community Learning Center grant designed to enhance the education of the students at Woodruff. Woodruff commits to the following partnership activities:  Provide student artwork and projects for display.  Allow older students to usher at events.  Promote Wildwood's activities to the Woodruff community.  Gardening class will provide assistance during intercession. Wildwood Park for the Performing Arts commits to the following partnership activities:  Students and community members will be invited to attend dress rehearsals or performances of Wildwood Festival productions, including Gilbert and Sullivan's Patience and Verdi's Rigoletto in May and June of 2004. Singers involved with the productions will discuss the show and provide a backstage tour.  Young Artists will present an informance at Woodruff Elementary in the spring of 2004.  Serve as a field trip site for students and community members. Volunteer garden docents will be available to give tours of the gardens and discuss the plants.  Consult with Woodruff as needed on other arts activities that are a part of the grant program.  Display student artwork and projects. !==' ....\nc n \u0026gt; rn \u0026lt;- 0 ~ C: \u0026gt; !1' !!l C: .m0z. . \u0026gt; \"i\":'''i z 3: m .z. . ,, a, C: 8 .m.. .C.,,: 0 .\u0026gt;.. m ~n Individual Approach to a World efKnowledge\" DATE: October 23, 2003 TO: fDirectors FROM: onald M. Stewart, Chief Financial Officer Morris L. Holmes, Interim Superintendent of Schools PREPARED BY: Bill Goodmanffe SUBJECT: October 2003 Construction Report - Bond Projects Bids were received on October l 0th for the additions to Parkview Arts/Science Magnet High School. The low bidder's price was within the budget, and the otice of Intent To Award letter has been sent to the contractor. This project consists of a seven-classroom addition, a cafeteria addition and a new athletic field house. Bids were received on October 15th for the five-classroom addition to Brady Elementary. The bids are under review by the Director of Facility Services and the Director of Procurement. The drawings and specifications are to be completed in the ovember- December time frame for the modification, renovation and addition to Mitchell Elementary. Please call me at 447-1146 if you have any questions. 810 W Markham  Little Rock, Arkansas 72201  www.1rsd.k12.ar.us 501-324-2000  fax: 501-324-2032 !\" .z... m\n,\n, ~....  c:: C ::\n0\n,\n, :,-, .... C') :zc 0  -\u0026lt; c:: ~ m  ' \u0026lt; m r-\n,\n, mo C'\u0026gt;c:: :o::!--\u0026lt; z~ ~~ ~ =l \"Tim i\"i\n,\n, men\n,\n, en C') !\"' !I:: z c..:.:. emn :\nln ~~ r- m ::o en a, i\n2 Oc:: :Z:--\u0026lt; Ci5\n:z: en cm:: CONSTRUCTION REPORT TO THE BOARD OCTOBER 23, 2003 BOND PROJECTS UNDER CONSTRUCTION I I I Est. completion Facility Name Project Description Cost Date Baseline Renovation ___ ____ $953,520 Jul-04 Central 7Renovation - Interior $10,200,266 . Dec-05 ,_D_u_n_b_ar -------~R_en_o_v_a_tion_/addition $6,161 ,950 Aug-04 6 classroom addition \u0026amp; cafeteria/music J_. A_. F_air ________ ,__ dd' . $ Ir_o_om_ a_ ItIon ___ _______ 3,155,640_ __ Forest Park R eplace window units w/central HVAC $485)5-8 -- Feb-04 Oct-03 Mabelvale MS Renovation ____ ______ $6,851 ,621 Dec-03 Mann Partial Replacement ______ $11~500~000 --- McClellarl ---Classroom Addition $2,15f622 - Parkview - -.Addition -- $2,121,22~ Pulaski Hgts. Elem Renovation - --- $1,193,259 Pulaski Hgts. ~ - Renovation - - - ---- $3,755,041- Souti,west ~----_ ~dition ___ __-_-_-__ $2,000,000 Tech Ctr/ Metro Renovation Addition/Renovation - Phase -II - -~- $2,725,000- Wakefield -- Rebuild -- --- ___ $5,300,000-- Williams Renovation ____ _ ____ $2,106,,.4..:.9=-=2=----- :::~~~s ~~~~=-~~:~k~~~t~:~::~~:on -- $1~\n:\n:\nBOND PROJECTS CONSTRUCTION FALL/ WINTER 2004 Dec-03 Jul-04 Jun-04 A~g-04 Aug-04 Aug-04 ~-04 Jul-04 Jun-04 Jun-04 Nov-03 I I I EsT. -Completion Facility Name Project DescriPtion Cost Date Bra\u0026lt;:!L__ ___ Addition/renovation ___ $973,621 Jun-04 Mitchell Renovation -- $750,000---- Auq-04 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED I I I t:sT. -Comp1etIon Facility Name Project Description Cost Date Pulaski Hgts. MS Energy monitoring system installation -~- ___ Unknown Rightsell Renovation -- ____ $660,000 _ Unknown Wilson _ __ Energy monitoring system insta.liation --+- Unknown Woodruff ParkinQaddition $193,777 Unknown Facility Name Administration Administration Administration BOND PROJECTS THAT HAVE BEEN COMPLETED I I I Est. CompTeT1on Project Description Cost Date Asbestos abatement $380,495 Mar-03 Fresh air system --$55,000 Aug-03 --i=Tre alarm ___ --1- $32,350 Aug-03 Administration Annex Energy monitoring system installation I ~ May-02 Alternative Learning Ctr. ~rgy monitoring system installation ' $15,160 Oct-01 Alternative Learning Ctr. Energy efficient lighting --1- ~.ooo Dec-01 Badgett -- ~ Partial asbestos abatement I $237,237 Jul-01 Badg~ --~ ~re alarm ___ _ _ ~-- $18,250~ Aug-02 Bale ---aassroomaddition/renovation ___ $2,244,524-- Dec-02 Bale ___ ~ ~ nergy monitoring system --- I Mar-02 :::: _ _ ~~~~ roof replacement ---+ $:::/:\n7 _ ~:~:~~ !\" z --\u0026lt; m\n,:, z \u0026gt; r- \u0026gt; C: 0\n::l\n,:, =\" ci ::c z 0 8 -\u0026lt; .C.,: 0 ~ m \u0026gt; ' \u0026lt; m rm- :oc (\") C: :o::!--. z~ Qs\nQ::1 -nm c'5\n,J m\"'\n,:, en (\") !%' !I: z C: --\u0026lt; m en ~(\") Q~ ,-m :c (I) a,:\n2 0 C: Z--\u0026lt; 05\nz (I) C: m CONSTRUCTION REPORT TO THE BOARD OCTOBER 23, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Project Description I Cost I Est. Completion Date Booker Energy efficient lighting $170,295 Apr-01 Booker 'Energy monitoring system installation $23,710 . Oct-01 Booker Asbestos abatement i $10,900 Feb-02 Booker Fire alarm I $34,501 I Mar-02 Brady Energy efficient lighting i $80,593 Sep-02 Brady Asbestos abatement I $345,072 Aug-02 Carver Energy monitoring svstem installation I $14,480 May-01 Carver Parking lot I $111,742 Aug-03 -- Central Parking Student parking I $174,000 Aug-03 -- Central/Quigley - Stadium light repair \u0026amp; electrical repair I $265,000 Aug-03 Central/Quigley Athletic Field Improvement $38,000 ~~ Central/Quigley Irrigation System $14,500 1 Aug-03 -- Central Purchase land for school Unknown Dec-02 Central Roof \u0026amp; exterior renovations $2,000,000 Dec-02 Central - Ceiling and wall repair I - --$24,000-- Oct-01 -- - I Fire Alarm System Design/Installation i $80,876 I -- Central Aug-01 -- -- -- - Central Front landing tile repair I $22,4~ Aug-01 -- Cloverdale Elem. Energy efficient lighting __ $132,678 Jul-01 Cloverdale MS Energy efficient lightin_g_ I $189,743 Jul-01 --- Cloverdale MS Major renovation \u0026amp; addition I $1 ,393,822 Nov-02 -- $90,665 _ Dodd _Energy efficient lighting I Aug-01 Dodd _!\u0026gt;.sbestos abatement-ceiling tile I ---m-6,29_9 __ Jul-01 Dodd _Replace roof top HVAC _!?15,570___.__ Aug-02 -- - T Facilities Service Interior renovation $84,672 Mar-01 Facility Services - -- -- Fire alarm I $12,0~ - Aug-03 Fair Park - HVAC renovation/fire alarm $315,956 Apr-02 - - Fair Park Energy efficient lighting_ Aug-01 ~ $90,162 - - - $59,310~ - Fair Park Asbestos abatement-ceiling Aug-01 J. A. Fair Energy efficient lighting ~ 77,594 Apr-01 - --$10,784 - J. A. Fair Press box Nov-00 J. A. Fair - Security cameras $12,500 Jun-01 -- - $38,000 - J. A. Fair Athletic Field~provement - Jul-03 J. A. Fair Irrigation System $14,000 Jul-03 - -- J. A. Fair - - Roof repairs $391 ,871 - Aug-03 Forest Park Diagonal parking $111,742 Aug-03 Forest Park --- - ---+ - $119,788 May-01 - Energy efficient lighting Fulbright Energy efficient lighting $134,463 Jun-01 Fulbright -- Energy monitoring system installation --- $11 ,950 Aug-01 -- - -- Fulbright Aug-02 - Replace roof top HVAC units $107,835 Fulbright - Parking lot ~0~000 Sep-02 Fulbright ---- Roof repairs - - $200,000 - Oct-02 - Franklin - Renovation $2,511 ,7~ Mar-03 - ---- ----- Gibbs Energy efficient lighting $76.!.447 Apr-01 --- ---- -+-- - Gibbs Energy monitoring system installation $11 ,770_ Jul-01 --- Hall Major renovation \u0026amp; addition $8,637,709 - Sep-01 - --- -- Hall Asbestos abatement $168,222 Aug-01 Hall - --- $42,931 Jul-01 -- Energy efficient lighting - - Hall Energy efficient lighting - $296,707 - Apr-01 Hall Infrastructure improvements $93,657 Aug-01 - - - Hall Intercom ~- Feb-01 -- Hall Security cameras $10,600 Jun-01 Henderson Energy efficient lighting $193,679 Jul-01 - --- Henderson Roof replacement gym $107.!.83_5_ ~-01 - Henderson Asbestos abatement Phase I $500,000 Aua-01 2 r1\" z --t m\no z ,\u0026gt;- \u0026gt; C: 0 ~\no :,-, c=l :,: z 0 8 -\u0026lt; C: \"C 0 ~ m \u0026gt; ' \u0026lt; m ,-\no mo (\") C: ::!--t oz~ ~~ ~ =l -,,m i\"i\no men\no en (\") ::\n!I' le z C: --t m en -\u0026lt; (\") ~~ ,- m\no en CD g 0 C: Z--t 05 (i\nZ en C: m Facili Name Henderson IRC Jefferson Jefferson Laidlaw Mabelvale Elem. Mabelvale Elem. CONSTRUCTION REPORT TO THE BOARD OCTOBER 23, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Proect Descri tion Asbestos abatement Phase 2 Energy efficient lighting Asbestos abatement Renovation \u0026amp; fire alarm Parking lot Energy monitoring system installation Replace HVAC units Asbestos Abatement Est. Completion Cost Date $250,000 Aug-02 $109,136 Jul-02 $43,639 Oct-01 $1,630,000 Nov-02 $269,588 Jul-01 _.c..$..1_2.c,..1 .._50 ___A ug-01 $300,000 . Aug-02 Mabelvale Elem. Mabelvale Elem. Mabelvale MS Mann --- Energy efficient lightin-g - $107,0_0_0__ Aug-02 Mann Mann Mann Mann McClellan McClellan McClellan $106,598 Dec-02 Renovate bleachers ---- $134,793-:- Aug-01 Asphaltwa~ Walkway canopie_s ______ _ The total $1 .8 million is what has been -~Boiler replacement used so far on the Fencing~-_-_-_-_-_-_-_-_-______ projects listed ~ial demolition/portable classrooms completed for Mann. Athletic Field Improvement $38,000~ Irrigation System $14,750 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 McClellan ----- Security cameras $36,300 Energy efficient lighting $303,614 Jul-03 Jul-03 Jun-01 May-01 Aug-01 Feb-02 Feb-01 Aug-02 McClellan McClellan McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Mitchell Mitchell Mitchell Oakhurst Otter Creek Otter Creek Otter Creek Otter Creek ~ Stadium stands repair--- - $235,000 Intercom ----===-_ $46,000 __ ~::~\n~ee:~~et~~i~~\n~ units -- -+ -- $:\n::~~~ - - - Fire alarm -+- $16,1~ Asbestos abatement - .,. -- $253,412 Engergy e-ffic- ien-t -lig-hting --+---- $88,2_9_7~- Replace cooling tower - $37,203--- Replace shop vent system ~ - $20,000 - Energy monitoring system installation --$17,145 Energy efficient lighti~ $103,642 -Energy monitoring system installation $16,695 Asbestos abatement $13,000 _ --- --+----'-- HVAC renovatio_n_____ _ ___ _\n$_237,237 Energy monitoring system installation $10,695 Energy efficient lighting - --- $81 ,828 Asbestos abatement -=_-=_-=._-=.__ $10,000 Otter Creek --- Parking lot ----+- $138~_02~ 6ciassroom addition 1 $888,778 Otter Creek-Parkview Parkview Parkview Parkview Parkview Parkview Procurement Procurement Pulaski Hgts. Elem Rightsell Rockefeller Rockefeller Rockefeller Parking lmp-r-ov_e_m_e_n-ts_ ______ __. - ~ 42~541 HVAC controls -~~----=-::::::::::::::::::::_--,--_ $210,000 Roof replacement $273,87~ Exteriorlights $10,784 HVAC renovation \u0026amp; 700 area controls $301 ,938 Locker replacement $120,000 Energy efficient lighting $315,000 ~ rgy monitoring system installation $5,2~ -- Firealarm -.------$25,000 Move playground _,__I $17,00~ ___ E_nergy efficient lighting $84,898 Energyefficient lighting- ----.-- $137,0~ Replace roof t-op-=H-V_A_C,,,_ _____-~ _:1 - $539,175 Parkin addition $111 ,742 Jul-01 Aug-02 Dec-02 Dec-00 May-01 Aug-01 Apr-01 Jul-01 Jul-01 Aug-01 May-01 Apr-01 Aug-02 Aug-02 Oct-02 Aug-03 Jun-02 Sep-01 Nov-00 Aug-01 Aug-01 Jun-01 Jun-02 Aug-03 Dec-02 Apr-01 Mar-01 Aug-01 Au -02 3 !Tl .z.... m\n,:, z ~ \u0026gt; C 0 :::. 0\n,:, :n ..... 0 ::c z 0 8 -\u0026lt; C \"C 0 ~ m \u0026gt;' \u0026lt; m  r-\n,:, mo Oc ::!--1 ozili ~ f,: ~=l \"Mm c'5\n,:, m\"'\n,:, \"' !I\" !I: z .C... . m \"' CONSTRUCTION REPORT TO THE BOARD OCTOBER 23, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I I I Est. Completion Project Description Cost Date Romine Asbestos abatement $10,000 Apr-02 Romine Major renovation \u0026amp; addition $3,534,675 Mar-03 Security/Transportation I Bus cameras $22,500 Jun-01 Southwest -=====----:--Ac-scb-e-s-to_s_ab_a-te_m_en_t--------1---,---$\"\"2'c-8:-, 1,--3-:c-8:- 1I -------A=u--g- --o=--0=-1 Southwest New roof , $690,000 Oct-03 S-:o-_u.t,,h.._w_e_s-t,- --_______E~ n.:..:e.:..r:.\"g\"yL..::e...f:.f.:ci1cc::ice::.n:..:.t.:..:l.:i.g.s\"h-'ct:i:n:.:g\nI $168,719 Jan-02 Southwest Drainage/ street widening I $250,000 I _ Aug-03 Student Assignme~ Energy monitoring system installation ' $4,830 _ Aug-02 Student Assig~n_m_e_n_t ____Fi re_ al_arm ________  ___ $9,000 _ Aug-03 Tech Center Phase 1 Renovation ---~ 1 $275,000 Dec-01 Technology Upgrade - Upgrade phone system \u0026amp; data ' -~- _ Nov-02 Terry- - -- ~ rgy efficient lighting I $73,850 Feb-01 Terry Driveway \u0026amp; Parking ___ ~ $83,484 Aug-02 Terry Media Center addition $704~ __ ~p-02 Wakefield __ Security cameras 1 $8,000 Jun-01 Wakefield Energy efficient lighting ________ $74,776 Feb-01 Wakefield Demolition/Asbestos Abatement I $200,000 Nov-02 Washington - Security cameras - $=1=-,-g=-o=-0=----------:-- Washington --E nergy efficient lighting -____ $165,281--=- Jun-01 --- Watson Energy monitoring system Tristallation -----=-c $8,530 Watson--- Asbestos abatement $182~,2_4_1 __ _ Watson Watson Watson - Western Hills Western Hills Western Hills Williams Wilson Woodruff - Energy efficient lighting__ _ _-=- $106,~ -- Asbestos abatement _____ $10,000 - Major re~ vation \u0026amp; addition -- $800,~ - Asbestos abatement -- - ,_ $191 ,946 __ Intercom $7,100 _ Energy efficient lighting $106,000 Energy efficient lighting $122,719 - - - Parking Expansion - ----= $110_._000 Renovation $246,419 Apr-01 - Jul-01 Aug-01 Aug-01 Aug-02 Aug-02 Aug-02 Dec-01 Jul-01 Jun-01 Aug-03 Aug-02 4 :,,- rn z -\u0026lt; m\no z ,\u0026gt;- \u0026gt; c:: 0 ::\n0\no 71 M ::c z 0  -\u0026lt; c:: ~ m m \u0026lt; ,-\no mo C\"\u0026gt;c:: :o:! --\u0026lt; z~ ~~ ~ =1 -.,m ('\n::O men\no en C\") ::\n!\"' !:: z c:: m-\u0026lt; en -\u0026lt; C\") ~~ ,-m\no en a, g Oc:: ~g\nz en C: m Date: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR.KANSAS October 23, 2003 To: Board of Directors From:@sandy Becker, Internal Auditor Re: Audit Report - October This is the forty-eighth communication regarding status of the current year projects and reviews. Activity Funds a) Working with two middle school and one elementary school to resolve financial issues in their activity funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Working with the new Activities Advisory Board to develop plans for the new school year and beyond. b) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. c) Working with the Activities Advisory Board to provide ways to assist the different Booster groups in our schools. Board Policy and Regulation a) Coordinating development of payroll guidelines with Financial Services as part of Financial Services Section of the District Operations Manual. Technology a) Monitoring technology plans to determine how use of technology will improve and streamline the workflow for staff persons. Training a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. .!=.,' m\n:o \u0026lt;J) 0 z z m I'\"\" :,-, ..... C') :c z 0 I'\"\" 8 -\u0026lt; .C. , C ~ m  'm \u0026lt; r-\n:o mo g~ ozZm ~~ ~=l -.,m c'i\n:0 mtJ\u0026gt;\n:o \u0026lt;J) C') ?J\nr:: z .C... . m \u0026lt;J) ~C') ~~ ,-m\n:otJ\u0026gt; CDO oE z-, 05 in z \u0026lt;J) C m Audit Report - October 2003 Page 2 of 2 b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Working with Information Services on streamlining of data processes regarding SIS reporting. Monitoring cost reduction efforts in the District. Monitoring payroll for compliance with board direction and internal controls. Reviewing leave accountability system. (New). Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org. p \"ti m :x, en 0 zz m r- :n rl ::c z 0  -\u0026lt; C: \"ti ~ m \u0026gt; ' \u0026lt; m  r- :x, mo nc: :::j .... ozili ~f ~=I 'Tim 1'5:X, men :x, en n !l' ll: z .C..:. rn :\njn ~~ ,-m :x, en a, f2 0 C: Z-\u0026lt; 05\nz en C: m LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: October 23, 2003 TO: Little Rock School District Board of Directors FROM: Lucy Neal, Director Technology and Media Services John Ruffins, Director Computer Infonnation Services THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject Summary Objectives Expected Outcomes Population/Location Budget Amount Managers Duration Long Range/Continuation Other Agencies Involved Technology Report  The next round of computer replacements for schools will be ordered the first week of November.  Proposals for the distance learning center equipment at the new Technology Center were received on Tuesday, October 21. The proposals are currently under review.  Teachers registered for October 20 professional development activities online for the first time. The District is part of the state group of educational cooperatives that use the product.  EETT (Enhancing Education Through Technology) funds have been received by the District and we are moving forward with the online course development. Teachers should be able to begin the online classes by December 1.  Staff from both Computer Infonnation Services and Instructional Technology continue to be involved in construction projects that relate to technology and library improvements. To provide an update to the Board of Directors on the status of technology projects To continue to implement the approved technology plan NIA IA Lucy Neal - Instructional John Ruffins - Technical September 25, 2003 to October 23, 2003 Technology Plan is approved from 2003-2006. NIA !.=.,' m ::c :g zz m,- !,\".' zz C,.: ,:: c m.., 0 ~ ,. 'm \u0026lt; ,- ::c mo C') C: ~o .... z~ gf\ng:::1 -.,m lm\"i:e:Cn ::c en !Jl 31: z C: -m\u0026lt; en LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Date: October 9, 2003 To: From: Board of Education Morris L. Holmes, Ed. D. Interim Superintendent Re: Resolution Supporting City of Little Rock Bond Election At the Board's request, a Resolution in support of the City of Little Rock's 2003 Bond Issue is attached for your review and approval. bjg .!:,:\u0026gt;, m\na is z z m r-r\"  z z C: .\na .m,, 0 ~\n,-~ c\n,,\nan C: :c ~8 ~ ..... --\u0026lt;m en Z\na Cl:5 -Cc-,\nam ~ en RESOLUTION WHEREAS, the City of Little Rock and the Little Rock Public School District are partners in working together for the welfare of all youth\nand WHEREAS, the City of Little Rock recognizes the importance of quality education to the economic development of the Central Arkansas region\nand WHEREAS, the City supports the Little Rock School District in its mission to provide a quality education to all students in a safe and nurturing environment\nand WHEREAS, pedestrian safety around Little Rock School District schools is of paramount importance to the citizens of Little Rock\nand WHEREAS, the City of Little Rock will hold a Bond Election on November 4, 2003 for the purpose of capital improvements within the City of Little Rock\nand WHEREAS, upon passage of the 2003 Bond Issue, the City of Little Rock will upgrade sidewalks around eight of the Little Rock School District's elementary and middle schools\nNOW, THEREFORE, the members of the Board of the Little Rock School District support the renewal of the capital bond issue and encourage the patrons of the district to join in this effort. IN WITNESS THEREOF, I have hereunto set my hand and caused the seal of the Little Rock School District to be affixed on this 23'd day of October, 2003. President .,:,:,, m\nc ~ z z ,m... !,.\" z z ,,C....:\nc m\ng\n..c. DATE: TO: FROM: THROUGH: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS October 23, 2003 Board of Education ,Beverly Williams, Director, Human Resources Dr. Morris Holmes, Interim Superintendent of Schools Personnel Changes It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.C.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) years. Teachers with an effective date of employment after August 18, 2003 are considered intern teachers. rn \u0026gt;z z ~ r\n: o m \"D 0 .\n.:.o. -\na,\n:o  ~~ zo C)-\u0026lt; \u0026gt;\n:o nm a, s a,(/) -o '-z ~(/) lo\n\u0026gt; Personnel Changes Page 2 October 23, 2003 NAME Dockett-Wilson, Tammi Reason: Personal Downing, Nancy Reason: Accepted Another Position Fall, Libasse Reason: Cert. Expired Moreland, Hillary Reason: Personal Mueller, Melanie Reason: Personal Tucker-Redam, Holly Reason: Personal Brown, William POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsff erminations Certified Employees Lang. Art 8-24-87 6-17 CLOVERDALE EL. 9-29-03 TCHlO Elem II 8-21-89 3-18 McDermott 11-3-03 TCH925 Spanish I 8-7-03 1-02 CENTRAL 10-9-03 TCH925 Elem III 8-7-03 1-01 STEPHE s 9-19-03 TCH925 Speech 8-9-03 62-09 TERRY 10-30-03 SPE925 Elem I 8-14-00 1-04 WILSO 10-1-03 TCH925 New Certified Emplovees Math 9-10-03 1-12 CE TRAL TCH925 ANNUAL SALARY 48650.00 46015.00 27056.00 26546.00 41148.00 28588.00 36756.00 annual 32352.94 prorated .).\u0026gt;, s ,... Oa, ,- C: c\"i en .-\u0026lt;. -z ~~\nc en ~ c=i ~~ C) 0 C) )\u0026gt; rn )\u0026gt; z z C: )\u0026gt; r\nc m ~ =: Personnel Changes Page 3 October 23, 2003 NAME Cherepski, Donald Holley, Marsha ONE ONE POSITION SCHOOL Multi-Medi MCCLELLAN Literacy Coach RIGHTSELL START DATE END DATE 9-24-03 9-10-03 Certified Promotion Certified Transfer SALARY CLASS 6-06 TCH925 4-19 TCHll Resignationsfferminations on-Certified Employees Amos,Revem Reason: one Given Beard, Kenneth Reason: Retired Bradley, James Reason: None Given Child utntJon 8-11-00 CLOVERDALE MID. 9-8-03 Child utrition 9-16-88 CHILD NUTRITIO 11-15-03 Custodian 8-16-99 HALL 6-5-03 1-04 FSH5 52-20 AN12 1-02 CUS925 ANNUAL SALARY 37419.00 annual 30987.61 prorated 48389.00 annual 45616.83 prorated 7476.00 42396.00 10737.00 !\"' \u0026gt;z z C: \u0026gt; r-\nJO m 't, 0 .\nJ.O..\n,:,,~ ...,\u0026gt; me o\nc m- ~z ..... ~ C)\nJO ~~ .z...m (/) -!la:,\n,a  ~~ Or- zn C)-\u0026lt; \u0026gt;\nJO nm a:, s 0:,(/)\n:o nZ -\"' ~ \u0026gt; Personnel Changes Page 4 October 23, 2003 NAME Brown, Monica Reason: None Given Blue, Kyla Reason: None Given Clark, Demetrius Reason: None Given Diffee, Dawn Reason: None Given Edwards, orma Reason: None Given Enoch, Maria Reason: one Given Foust, Vicki Reason: Health Guyton, Marcia Reason: Personal Harshaw-Cross, Roberta Reason: Personal Love, Tawanna Reason: one Given Martinez, Deborah Reason: None Given POSITION SCHOOL Care CARE Instr. Aide FULBRIGHT Custodian CHICOT Child Nutrition CENTRAL Care CARE Child Nutrition GEYER SPRINGS Child Nutrition MCCLELLAN Bus Driver TRANSPORT ATIO Security Officer START DATE END DATE 2-9-01 9-26-03 8-14-00 10-14-03 1-22-02 9-25-03 8-29-00 1-9-03 8-17-00 9-26-03 9-2-97 10-2-03 4-29-88 9-29-03 2-18-02 9-25-03 8-17-98 SAFETY SECURITY 11-7-03 Child utrition 4-7-03 MCCLELLAN 10-7-03 Care 8-15-03 CARE 9-26-03 SALARY CLASS 1-05 CARE 1-03 INA185 1-03 CUS928 1-03 FSH5 2-16 CARE 1-06 FSH5 1-14 FSH5 3-04 BUSDRV 28-13 AN950 3-01 FSH550 1-07 CARE ANNUAL SALARY 6.68 11635.00 11201 .00 7448.00 8.70 7532.00 7756.00 11296.00 16800.00 5751.00 6.97 ,rn. z z ,C.: r- \".m..', 0 \"...'.\n,\u0026gt;~ .., ,. mo 0m3-: ~z r- ~ C)\"' ~~ zm .... U\u0026gt; -!la:, ::o  !~ Or- zo C)-\u0026lt; ,. \"' nm a:is a:, U\u0026gt;\n: 6 nZ -c.... U\u0026gt; ,n. .\u0026gt; \u0026lt;= o\n,, \"'n C: ::c ~8 m r- !-!lm en Z,:, c,s ...,n ::om ~ U\u0026gt; Personnel Changes Page 5 October 23, 2003 NAME Muhammad, Kaye Reason: None Given Rucker, Elnora Reason: None Given Seawood, Ruthie Reason: Health Terrell, Laura Reason: None Given Wells, Judith Reason: one Given Simmons, Lakisha Barber, Mae Bland, Anthony POSITION SCHOOL Instr. Aide MEADOW CLIFF Custodian FRANKLIN Child Nutrition BRADY Child Nutrition FULBRIGHT Child Nutrition MCCLELLAN START DATE END DATE 10-18-00 9-22-03 4-21-03 9-24-03 3-18-02 10-1-03 9-10-01 9-23-03 1-10-03 9-29-03 SALARY CLASS 1-03 INA185 1-02 CUS928 1-01 FSH5 1-03 FSH5 1-02 FSH5 ew Non-Certified Employees Care 10-6-03 1-03 CARE CARE Custodian 9-18-03 1-11 OTTERCREEK CUS12 Instr. Aide 8-18-03 1-05 CHICOT INA925 ANNUAL SALARY 11635.00 10737.00 7392.00 7448.00 7420.00 6.43 18844.00 annual 17801.57 prorated 12481.00 annual 12076.21 prorated !\"' \u0026gt; z z C: r\u0026gt;- ::c m \"D 0 .:.:.c.\nr-~ -n\u0026gt; me mc:1:-: ~~ r- m C, ~ ~n zm .... U) -!l a, ::c  ~~ crzo C,-\u0026lt; \u0026gt;n:m:C a, s a, U)\n: 6 nZ _u, c.... n \u0026gt; Personnel Changes Page 6 October 23, 2003 NAME Bluford, Jacqueline Brown, Johnny Brown, William Bunting, Devona Cotton, Kotto Fuller, Grady POSITION SCHOOL Child Nutrition OTTERCREEK Custodian KING Custodian SOUTHWEST Custodian FULBRIGHT Instr. Aide FRANKLIN Custodian SOUTHWEST START DATE END DATE 9-18-03 9-24-03 9-25-03 9-8-03 9-29-03 9-24-03 SALARY CLASS 1-01 FSH5 1-01 CUS928 1-11 CUS12 1-01 CUS925 1-02 INA925 1-01 CUS12 ANNUAL SALARY 8130.00 annual 7019.35 prorated 10329.00 annual 8532.65 prorated 18844.00 annual 14273.33 prorated 5164.50 annual 4575.07 prorated 11106.00 annual 9064.90 prorated 13399.00 annual 10206.05 prorated !'\" \u0026gt;z z C: ,\u0026gt;-\no m ~ 0\no -\u0026lt; ?\"'~ .,,\u0026gt; me c\ni:: m- ~z ,-~ C)\no ~~ zm -\u0026lt; \u0026lt;J\u0026gt; -\na,\no . ~~ c~ z o C)-\u0026lt; m~~s a, \u0026lt;J\u0026gt;\n: 0 oz _\u0026lt;J\u0026gt; .... C') \u0026gt; Personnel Changes Page 7 October 23, 2003 NAME Gibson, J annetta Hammonds, Lisa Harvell, Lola Howard, Kathy Jones, Rhonda Lambert, Danielle Lopez, Juan McManns, Cary POSITION SCHOOL Custodian START DATE END DATE 9-8-03 CLOVERDALE MID. Child Nutrition 9-22-03 CENTRAL Care 9-29-03 CARE Care 9-15-03 CARE Care 9-15-03 CARE Care 10-6-03 CARE Custodian 9-24-03 SOUTHWEST Security Officer 9-12-03 MABELV ALE MID. SALARY CLASS 1-01 CUS925 1-01 FSH5 3-08 CARE 1-09 CARE 1-05 CARE 2-01 CARE 1-01 CUS12 36-11 SOFR9 ANNUAL SALARY 5164.50 annual 4575.07 prorated 8130.00 annual 6974.93 prorated 7.82 7.24 6.68 6.67 13399.00 annual 10206.05 prorated 14065.00 annual 12287.55 prorated )\u0026gt;  \u0026lt; ..,\n= Om ..... c c'\u0026gt;(/) -..\u0026lt; z- _m !l~\n,o(/) ~ c5 0(1) z  C\u0026gt; 8 )\u0026gt; !'T1 )\u0026gt; z z C )\u0026gt; .....\n,o .m., 0\n_,o,\n,,,\ns .., )\u0026gt; mo m03:-: ~~ rm C\u0026gt; ~ ~n _z, m(/) \"=m\n,o  ~~ Or- zn C\u0026gt;-\u0026lt; )\u0026gt;\n,o nm mm(s/)\n:o nZ -(/) c.... 0 )\u0026gt;\n,,,\na o\n,,\n,on C:r ~8 m.- ~(/) z~ C\u0026gt; s -on\n,om ~(/) Personnel Changes Page 8 October 23, 2003 NAME Molden, Keith Morrison, Michelle Ochoa, Socora Osborne, Linda Quick, Theresa Robertson, Lany Robinson, Lucille POSITION SCHOOL Custodian START DATE END DATE 9-16-03 CLOVERDALE MID. Instr. Aide 8-21-03 STEPHENS Custodian 9-24-03 KING urse 9-8-03 HALL Care 9-15-03 CARE Instr. Aide 9-16-03 CLOVERDALE EL. Child utnhon 9-15-03 MCCLELLAN SALARY CLASS 1-01 CUS925 1-05 INA925 1-01 CUS12 1-07 NURSES 3-17 CARE 1-01 INA925 3-01 FSH550 ANNUAL SALARY 5164.50 annual 4406.67 prorated 12481.00 annual 11873.82 prorated 13399.00 annual 10206.05 prorated 6330.20 annual 5637.83 prorated 9.15 10577.00 annual 9090.50 prorated 8130.00 annual 7152.62 prorated !\" \u0026gt;z z C: ,\u0026gt;-\nJJ m.., 0 .\nJ.\n,,,~ ..,\u0026gt; mo o\nc m- ~z ,-~ C,\nJJ ~~ z_,m en -!l a, :,:,  ~~ 0 ,- zo C,-\u0026lt; \u0026gt;\nJJ nm a, s CD en\n:o -,-,z (/) ~ \u0026gt;\n,,,~ ~~ C::::z: ~8 m,- ~~ Z\n,:, .c.,,,s.,\nJJm ~en Personnel Changes Page 9 October 23, 2003 NAME Ryan, Laverne Simms, Jeanette Stewart, Marcus Thomas, Sylinda Williams, Ardelia POSITION SCHOOL Child Nutrition BASELINE Child Nutrition TERRY Care CARE Child Nutrition PARKVIEW Care CARE START DATE END DATE 9-22-03 9-15-03 9-29-03 8-19-03 9-15-03 on-Certified Promotion SALARY CLASS 1-01 FSH5 1-01 FSH5 4-01 CARE 1-01 FSH5 1-17 CARE ANNUAL SALARY 9601.00 annual 8236.92 prorated 8130.00 annual 7152.63 prorated 6.25 7392.00 annual 7270.82 prorated 8.33 Marilyn Jones from 5 hr Child Nutrition Worker at Jefferson to Manager Trainee at Child utrition Admin. Paul McDonald from Regular Security Officer to District Wide Security Officer. Bert Gatlin from Regular Security Officer to District Wide Security Officer. on-Certified Transfer ONE r\"' z\u0026gt; z C: \u0026gt;r ::0 .m.,, 0 :..:.0..\n,-\ns -n\u0026gt; mo o\ni: m- ~z r~ C, ::0 ~~ zm ..... (J) -M ~ a, ::a  ~~ Or zo C, -\u0026lt; \u0026gt;n:m:0 ms a, (J)\n:o c-,Z _u, \u0026lt;- 0 \u0026gt; ~n Individual Approach to a World ef Knowledge\" Date: October 23, 2003 To: From: Through: Re: Little Rock Board of Directors  1ams, Director of Human Resources Recommendation to implement the Exception in Hiring Practice for Mr. Roy Percy Pursuant to the Little Rock School District Employee Handbook, Section 5, the attached request from Doug Eaton, Director of Facility Services, with regard to hiring Mr. Roy Percy is being made to the Board of Directors. 810 'v:. 1arkham  Little Rock, Arkansas 72201  w,~1v\n.lrsd.org 501-447-1000  fax: 501-447-1001 .\u0026gt;\u0026lt; c3\n::: ,- CD l\") C .-\u0026lt;. !z!? _m !I eenn\n:c en ~~ i~ C) 0 ~ rn \u0026gt;z z $,..\n.\n:c .m., 0 ~ ?-\n: o\n,,\n:c(\") C:r :!g m,- ~-men Z\n:c C) s ..,(\")\ncm ~en 10/20/2003 11:15 --- - --- -- .2Jl4475251 FACILITIES SERVICES PAGE 02/07 MEMORANDUM FACIUTY SERVICES DIRECTORATE DATE: September 24, 2003 TO: Or. Morris L. Holmes, Interim Superintendent THROUGH: ~' ewart, Chief Financial Officer FROM: ~~f Facility Services SUBJ: Exception to t-liting Policy: Roy Percy This Directorate is asking for an exception to our current hiring-policy in order for us to hire Mr. Roy Percy at Level 49, Step 15. Facility Services Directorate has a very complicated financial organization. Our personnel are responsible for maintaining our operational budgets, grant budgets, dedicated. millage budgets, and bond monies. At the start of the funding-cycles for the bond and the dedi.cate\u0026lt;l millage, we were given authority to hire additional financial persons to assist in the tracking of these large accounts. We interviewed a number of applicants\nbut, because we were unable to offer the salary that was necessary to secure a highly qualified person for the position, we went down our priority list and hired someone who appeared to be qualified. Within 10 months, this person resigned because of her inability to understand and execute the complexities of the District's funding-system. We recently re-advertised for this position. Since that re-advertisement, we have been successful in receiving forty~four applications\nand, after a lengthy review and intervi.ewprocess, we narrowed that number down to six. Our number-one-choice applicant 1s Mr. Roy Percy, whose resume' is attached. As may be seen by Mr. Percy's resume', be bas a Bachelor's and Master's degree in Business Administration. Be has an extensive accounting background\nand, through personal interviews, scrutiny of his resume', and limited background checks that we have conducted with persons with whom he is acquainted, we have found him to be extremely qualified. However, because of his background, and the extent of his experience, it is not possible for us to offer him a position that he would be willing to consider at the District's roaxnnum hire-level of 49-12. I feel that, in order for us to hire Mr. Percy, we must be able to offer him 49-15. I ask that you review his resume' and for your concurrence in our being able to make this offer to Mr. Percy. DE:cg Cc: Beverly Williarns, Director of Human Resources Attachment HalmcsP~Y !\"' \u0026gt;z z C: \u0026gt;.\na m c3 ~ 10~2~.{_2003 11:15 5014475251 FACILITIES SERVICES PAbt. l:'.J.::!/ t'.l 1 August 22, 2003 Janet Rector, Budget Assistant Little Rock School District, Facility Services 3601 S. Bryant Street Little Roe~ AR 72204 Dear Janet: My track record in preparing budgets and payroll make me an ideal candidate for the Budget Assistant position advertised in the .Arkan.~ Democrat Gazette. I am enthused., detailed- minded and a \"people\" person. l have a deep understanding of comminnent and the accuracy needed to produce results that meet and/or exceed expectations. I would like to hear from you soon. My-interest and enthusiasm is backed by:  Over 14 years of accounting experience.  8 years of payroll preparation.  6 years of budget preparation for presentation to Board of Directors.  Over 12 years of customer services, public relations and fund raising experience with a high volume of personal contact and phone contact.  Strong analytical and problem solving skills \u0026amp; experience in handling multiple taSks.  Excellent oral and -written communication skills, which include over seven years of classroom management, presentation \u0026amp; facilitation skills and over 16 years writing letters, memos, etc.  Excellent interpersonal skills, 1 am a .. people\" person with a strong sales personality and a team player.  Over 7 years experience with MS Office, Word \u0026amp; Excel.  Powerful motivation skills and vay self-motivated to exceed expectations and inspire co-workers and the people around me to do the same. In addition, I have obtained a BBA degree and MBA degree with 8ll emphasis on business administration and management. I have enclosed my resume for your review. Again. I look forward to hearing from you real soon and can be reached at 565-3812. I look for,vard to discussing the position of Budget Assistant with you in more detail. Tbanlcs Janet! Sincerely, ~:~ Encl. \u0026gt; \" \u0026lt; ~\n::: 0 tD r- C: i\"i en .-\u0026lt;. -z _m !I eenn ::o en g\n! c5 Ozen G) ~ !\" z\u0026gt; z: C: \u0026gt; r- ::0 m c3 ~ -!I tD ::o g\n!\ng CrZO G)-\u0026lt; \u0026gt;:\u0026gt;:J om g:~ ~o oz - en ~ \u0026gt; __ 10/~/2003 11:15 5014475251 FACILITIES SERVICES PAGE 04/07 ROY PERCY 5001 W. 65th Street, A-117 Little Rock, AR 72209 RESUME OF QUALIFICATIONS PH: (501) 565-3812 (H) E-mail: roypercy@juno.com EDUCATION: QUALIF1CATIONS: No. of yrs. in () MASTER OF BUSINESS ADMINISTATION (MBA) University of Central Arkansas\nConway, ~ BACBEWR ofBUSINESS ADMINISTRATION (BBA) University of Central Arkansas\nConway, AR M'.ajor:_ Business Administration, Minor: Management H\u0026amp;R BLOCK TAX CERTIFICATE (Fllll Tax Course) MANAGEMENT  Manager for department wi1h over $24 million in receivables, (4).  Supervisor for dept. with over $17 million in annual sales/ receivables, (5).  Assistant Business Office Manager, (4).  Hnman Resource Administration, (4).  Fund-Raising Administrator, (3). ACCOUNTING  Accounting Mgr., ( 4) License Section Spvsr (5). AsSt. BusineSS Office Manager, ( 4).  Full-charge accountant, (6).  Prepared annual budgets for board review and approval, (6).  Payroll prepanni.on and all federal \u0026amp; state tax reports, (8).  Firumcial Statements (monthly, qum1:erl:y, snnual), (1.2).  Accounts Payable/ Receivables, General Ledger, Subsiclim:y Ledgers, (12).  Grant accounting, grant management end preparation, ( 6).  Inventory management and control, (6).  Tax Aocountixi.g, prepared tax. returns for business and individuals, (2).  Ten key calculator, (20). CUSTOMER SERVICES/ PU'BLIC RELA.'TIONS / coMMUNfCAUON Coordinated and handled customer services for 1000 License Agents (Businesses) and over one million license purclla..scn which involved a high volume of phone \u0026amp; personal contact in a f.ast paced environment., (7). Classroom management., presentation and iaciliration\nprepared organized and conducted classroom training for potential License .Age11ts (Businesses)\n     demonstrllled ability in public spea.Jcing, (7). Fund Raising Administrator with high volume of persoual contact and phone contact, (1 )\ntelem!IJ'kcting, (2). Excellent oral and vmtten communicaiion skills, -prepared outgoing correspondence (letters. memos, ete), (16). Wrate feature articles for news publicatioo, ( l )  COMPUTE\u0026amp; LITERACY  Microsoft Excel, (7)\nMicrosoft Word,.(7)\nMicrosoft Access (Class 1 \u0026amp; II).  Peachtree Accounting, (1 ).  Compurerized Accounting and Payroll software, PC, (6)  Accuity accounting software, geo.eral ledgf'l', (2mos.). !'\" z\u0026gt; z C .\u0026gt;... ~ m 23 ~ __10/20/2003 11:16 ROYPERCY APRIL2000 Present DEC2002 APR2003 MAY 1991 MAR2000 OCT 1988 MAR 1991 MAR 1982 MAY 1988 JAN 1981 DEC 1981 5014475251 FACILITIES SERVICES PAGE 05/07  Pagc2- PROFESSIONAL IDSTORY SELF-EMPLOYED/ Accounting \u0026amp; Management Consultant Assisted businesses on contractual basis by assessing \u0026amp; preparing accounting records, payroll, financial s1l!tements and tax accounting records\nprovided managerial consultation and handled temporary accounting assignments on contra.etual basis. H\u0026amp;R BLOCK/ Tax Associate Prepared income taxes for individuals \u0026amp; business according to fed.em! \u0026amp; state tax laws, provided tax advice, answered t.ax questions, handled customer services on a daily basis. ARKANSAS GAME \u0026amp; F1SH COMMISSION, LITTLE ROCK, ARK. Liceuse \u0026amp;Accounting Manager/ (July 1996 - Mar 2000) Supervised \u0026amp; evaluated accounting section with receivables over $24 million, supervised. mai.lroom, handled accounts payables \u0026amp; receivables fur 10 regional offices, performed weekly \u0026amp; monthly reconciliation of revenues, monitored credit card accounts, prepared \u0026amp; performed classroom training for prospective license agentS. License Section Supervisor/ (May 1991 - June 1996) Supervised, hired, trained \u0026amp; evaluated unit of 11 employees with annual :receivables over $17 million, coordinatro \u0026amp; handled customer services for over l 000 license agents \u0026amp; over one million license purchasers, reconCJ1ed accounting records, handled and implemented inventory control, developed section policies \u0026amp; procedures, trained prospettive license agents in classroom setting. Transferred to above position. OLSTEN SERVICES, LITTLE ROCK, ARKANSAS (Two Assignments) Assistant Payroll Accounourt / Coca Cola Bottling Company, (12/89 - 3/91) Assisted with payroll preparation for over 500 employees at eight locations, calculated time cards, posted payroll date utili.zmg computer spreadsheets. Accounts Rtteivnble Clerk/ Mid coast Aviation, (10/89 - Dec 89) Prepared accounts receivable reports, a-edit reports and accounts receivable invoices relating to jet fuel sales for a multitude of accounts. URBAN LEAGUE OF ARKANSAS, LITTLE ROCK, ARKANSAS Assistant Business Office Mauger/ Staff Accowitant Supervised office in maru1:,att's absence, sa-ved as full charge accountant, handled gr.rots management\nprepared general ledger, financial statemeots, prepared annual budgets, payroll and all federal \u0026amp; state tax reports\nhandled payroll deductions / human resources. GYST HOUSE, INC / CRISIS CENTER OF ARKANSAS, LITTLE ROCX, ARK. (The Urban l.ea,,\"110 of Arbnsas sponsored GYST House \u0026amp; GYST House sponsored OisL~ Orntcr of Arksnsas. The two jobs below represent velum= work performed wbile working full.time al the Urban League:. of Arkansas from Mm-ch 1982 to May 1988). Staff Accollntant / CCHUlScior, Crisis Center of Ark, (VOLUNTEER) (1/83 - 11/86) Prepared monthly financial swcmems and pn:sented smus to board of directors\nc:ounseled crisis c:i.11= concerni~ suicide, drug addiction. cnx.iecy and various needs. Fund Raisillg Administrator/ Counselor, GYST Bouse (VOLUNTEER) (3/84 - 11/86) Implemented \u0026amp; coordinated telemarketing fund raising dept. for GYST Howe drag center, counseled chemically dependent clients (group \u0026amp; individually). COMMUNTIY CONSULTANT NEWSPAPER, HELENA. ARKANSAS \"Business Representative/ Area Reporter Coordirurted. fund raising, coo.tacted CEO' s in person and by phone to raise fimds for community enhancement programs, wrote feature articles for newspaper. !'\" z\u0026gt; z ~ r:,::, m \"D 0 .:,.:.:., 10/20/2003 11:15 5014475251 FACILITIES SERVICES PAGE 05/07\n.. ROY PERCY REFERENCES PROFESSIONAL: Christina Pilkington, Controller, Perfect 10 Satellite Distributing Company PERSONAL: 3901 Progress Street North Little Rock, AR 72114 (501) 955-0033 (W) Mike Boyd, (Former Assistant Chief ofFiscal, Arkansas Game \u0026amp; Fish) Assistant Chief Fiscal Officer Arkansas State Highway \u0026amp; Transportation Dept. 10324 lnterstate 30 (501) 569-2411 (W) Daryl Bassett, (Former Business Office Manager, Urban League of Ark.) Commissioner, Public Service Commision 1000 Center Street Little Rock, AR 72201 (501) 683-5000 (W) Charles Parker, (Former Payroll Accow:rtant. Coca-Cola Bottling Co.) Payroll Supervisor Little Rock School District 81 0 West Markham Street Little Rock, AR 72201 (501) 324-2069 (W) Carolyn Sims 4801 North Hills Blvd., Apt. 804 North Little Rock, AR 72116 (501) 753-7097 (H) Bobby Bonner, Jr. 8304 Leatrice Dr. Little Rock, AR 72227 (501) 565-1857 (W) (501)223-8331 (H) Kenneth Lowe 17321 Raines Road Little Rock, .-'\\R. 72210 (501) 455-8247 (W) (501) 455-4946 (H) !'\" \u0026gt;z z ~ r\n: a .m.., 0 ~ 1a,\na  ~\ng OrZO G)-\u0026lt; \u0026gt;nm\"' a, :s a,\"' -5 \u0026lt;-z ~\"' l'\u0026gt; \u0026gt; DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 23, 2003 Little Rock School District Board of Directors Suellen Vann, Director of Communications THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject: 2002-03 Annual Report Summary: Arkansas Department of Education (ADE) Rules Governing Standards for Accreditation of Arkansas Public Schools, Standard 7.02.2, requires each school district to publish an annual report \"in a newspaper with general circulation in the district before November 15 of each school year, a report to the public detailing progress toward accomplishing program goals, accreditation standards, and proposals to correct deficiencies.\" Further, Standard 7.03.3.1 requires each school board, prior to November 15, to hold a public meeting to review and discuss its annual report. Objectives: To provide a summary of the information that will be included in the published 2002-03 annual report. Expected Outcomes: Budget Amt.: To raise public awareness of the district's activities and performance during the 2002-03 school year and to comply with ADE directives. Cost of publishing the annual report is about $8,600. Additional copies are printed for district use as a recruitment tool and information brochure during the school year. The summary of the annual report is provided. Major information categories in the report include academic performance and student discipline\nboth areas have been previously reported to the Board. Other information included relates to program/grant information and achievements/honors. \u0026gt; \"\u0026lt; .,,\n= Oa, r c: .-n\u0026lt;. \"-z' ~~ ::0(1) ~?i CCI\u0026gt; z  C) C C) \u0026gt;\n:o a, m  -n\n:o c: m Qz\"o' zr C) C: a,:::! oo ~?:= (/)\nto,~ c\n,, ::On C: :,: c,o -m-\u0026lt;or !!l(/) -m Z\n:o c,s \"\"o ::Om ~(/) Annual Report 2002-03 Superintendent's Message to the Community This is the fifth annual report that the Little Rock School District has prepared as an insert to inform the community about the highlights of the prior school year. Despite many challenges, the 2002-03 school year was successful in terms of growth in many academic indicators. Student learning is, and will always be, the primary focus in our schools. Teachers continue to monitor closely student performance on key state and national achievement tests. Under the federal No Child Left Behind Act, schools analyze student performance data based on specific subgroups, including race, limited-Englishproficient, free/ reduced lunch qualification and special education. While many schools experienced double-digit growth on the state Benchmark Exams, in some cases a subgroup performance might have resulted in a school being placed on school improvement. In other cases, if a school made its required improvement during the year, it remained on the school improvement list because two consecutive years of mandated growth are required for a school to be removed from the list. We are working diligently with schools that are on school improvement in order to provide the necessary resources for teachers and administrators to improve students' academic achievement. Construction continues at schools throughout the city. Many major projects, such as Hall High, are complete, while others, such as Williams, are just beginning. Students, teachers and parents have been patient as they have \"lived through\" renovations in their buildings. Entire classes have been relocated during the process at some campuses, but the end result is worth the disorder as upgraded facilities contribute to a more appropriate and functional teaching and learning environment. The declaration last fall by U.S. District Judge Bill Wilson that the Little Rock School District is unitary in all areas except program evaluation was appealed to the Eighth Circuit Court of Appeals. Oral arguments have been held, and the district awaits the court's decision. Work continues in the final area in which the district must comply with its Revised Desegregation and Education Plan. That piece, program evaluations, is being finalized and will be submitted to Judge Wilson in the spring of 2004. The district has updated its Strategic Plan. This work, done by more than 100 community residents working in six major areas, will help to guide the district's direction in the next five years. I look forward to assisting district staff, business and civic leaders, parents and others this school year. The challenges facing our students are great and cannot be overstated. However, I believe that this community has put its support into our schools, and teachers, staff and students will benefit from knowing that public education is highly valued in our city. Morris Holmes, Ed.D. Interim Superintendent\n,o a, m -n\n,o c:m Zen !20 zrc, C: a,~ 00 ~\na\n: en ?-~ o\n,,\n,o(\") C: ::z:: c,o m-\u0026lt;,o- -~m en z\n,o C) s ~(\")\n,om ~en Academic Achievement One of the primary issues facing school districts across the state and nation is student academic achievement as measured by accepted examinations. There are two types of exams administered to students-\u0026lt;:riterion-referenced exams and normreferenced exams. Criterion-referenced exams measure student achievement on a specific curriculum or base of knowledge. In the case of students in the Little Rock School District, the Arkansas Benchmark Exam is the criterion-referenced test that students take. It measures how well students are learning the mandated Arkansas standards. As of the 2002-03 school year, the Benchmark Exam was required for students in grades 4, 6 and 8. It also is required as an End-of-Course test for students who take Algebra and Geometry, and all 11 th grade students must take the End-of-Course Literacy Benchmark Exam. LRSD students recorded some significant increases at many schools on the Benchmark Exams. Benchmark results presented here indicate the percentage of students who perform at the proficient and advanced levels. There are no national comparisons on the Benchmark Exam since it an Arkansas-developed and -administered test. Grade 4 Literacy African-American White LRSD 53 90 Arkansas 46 77 Grade4 Math African-American White LRSD 35 82 Arkansas 38 76 Grade 6 Literacy African-American White LRSD 13 49 Arkansas 14 37 Grade 6 Math African-American White LRSD 8 54 Arkansas 12 50 Grade 8 Literacy African-American White LRSD 28 68 Arkansas 25 57 Grade 8 Math African-American White LRSD 4 52 Arkansas 5 33 Algebra African-American White LRSD 15 60 Arkansas 18 54 Geometry African-American White LRSD 17 63 Arkansas 11 47 11 th Grade Literacy African-American White LRSD 20 71 Arkansas 19 57 ~?I ..,\n,o c: m ZCJ\u0026gt; !20 zrC\u0026gt; C: a,::::! 00 z~ C (/) Norm-referenced exams compare student academic performance to that of a national \"norm group\" of students who took the same test. This allows a district to see how its students are doing compared to others, regardless of the specific curriculum taught in school. Students in Arkansas must take the Stanford Achievement Test, ninth edition, as a norm-referenced exam. Stanford Achievement Exam results are stated as a percentile. For example, a percentile rank of 72 means that these students did as well or better than 72 percent of the students in the norm group who took the same exam. African-American students in the LRSD were within 1 or 2 points of their counterparts in the state at every grade level. White students in the LRSD scored 9 - 17 percentile points ahead of their peers on the Stanford Achievement Test. Grade 5 African-American White LRSD 35 72 Arkansas 37 62 Grade 7 African-American White LRSD 35 73 Arkansas 37 64 Grade 10 African-American White LRSD 30 72 Arkansas 31 55 Another exam that allows comparisons with students across the nation is the ACT college entrance exam. The district's composite ACT score climbed from 19.0 in 2001-02 to 19.5 in 2002-03. Disaggregated scores are: LRSD Arkansas Nation African-American 17.1 16.7 16.9 White 23.0 21.1 21.7 Students in the LRSD showed significant progress in many areas of all of these exams in 2002-03. When scores are disaggregated and comparisons made both within Arkansas and to other students nationally, LRSD students perform quite well. Looking at the scores for the district, state and nation on all three exams, there is an achievement gap that can be accounted for, in part, by poverty. With more than 50 percent of its students who qualify for the free and reduced lunch program, the LRSD continues to focus on methods to help students who are not performing well on standardized exams. Academic achievement remains the LRSD's top priority.\n:o 0:, m .,,\n:o c: m !z2 \"0 ' zrc, C: 0:, ::::! 00 z~ C \"' -~ 0:,\n:o ~\ng Cr- ZO C)-\u0026lt; ),,\nJ0 nm 0:, s -\"o\"' '-z ~\"' ~ \u0026gt; What About Schools on the School Improvement List? Readers of the local newspaper may wonder why, with LRSD student scores ahead of the state and nation in many areas on required exams, there are several schools on the state's school improvement list. There are several answers to this question. There are some schools in the LRSD which have shown significant improvement on the Benchmark Exam, but they have not reached the level of improvement (Adequate Yearly Progress, or \"A YP\") required by the state. Not only must the entire school meet the A YP, but subpopulations, such as limited-English-proficient students, students who qualify for free/reduced lunch and special education students, must meet the same A YP as all other students. Also, once a school is on the school improvement list, it must meet A YP for two consecutive years to be removed from the list. Some LRSD schools did meet A YP this year, but remain on the list until they meet A YP for a second year. All schools on school improvement, indeed all LRSD schools, continue to look closely at test results to determine areas in which to concentrate lessons in order to help students learn the necessary course material and to improve academic performance in the future. What steps are being taken to assist students in schools on the school improvement list? Under the federal No Child Left Behind Act, students in schools on school improvement receive supplemental services and school choice options, depending on which year of school improvement the school is placed. The LRSD offers supplemental services, which consists of tutoring by a provider selected by the Arkansas Department of Education, to students in year two of school improvement. All schools in alert status or on the school improvement list develop their school improvement plan to include proven strategies to help students build skills and knowledge in literacy and mathematics. Professional development activities in these schools are geared toward improving teacher preparation to address identified student needs. Principals of LRSD schools on the improvement list are encouraged to work with principals of schools that have scored well on the Benchmark Exam in order to duplicate successful strategies. Advanced Placement Enrollment In order to improve academic achievement, the LRSD encourages students to take challenging courses. One way to do this is through enrollment in Advanced Placement (AP) classes at the high school level. AP courses are very rigorous and meet national guidelines in terms of curriculum and college preparation. Students in AP classes may take the national AP exams in the spring. Those students who earn at least a 3 on the national AP exam may, in most cases, earn college credit for these classes. The LRSD has worked with teachers, counselors, students and parents to increase student enrollment in AP classes. To that end, we have been successful. The accompanying chart shows the increase in AP class enrollment in LRSD high schools during the past few years. Since the 1997-98 school year, there has been more than 20 percent annual growth in the number of students enrolled in AP classes and a total growth during that time of more than 100 percent. We expect these students to demonstrate  \u0026lt; ,, := 0 a, r- C: c\"icn .-\u0026lt;. -z ~ ~\no en 'il!~ Cz u. , C\u0026gt; g  ~pn ..,\no C:m Zu, !20 zrC\u0026gt; C: a, ::j oO ~?!' en higher levels of academic performance based on the more challenging courses they talce, and their success in high school should continue at the college level. Foundation Provides $100,000 in Teacher Grants It wasn't Ed McMahon delivering the Publishers' Clearing House grand prize, but it was just as exciting for many teachers and principals in the Little Rock School District. April 2 was the day the Public Education Foundation of Little Rock delivered 32 grants totaling nearly $100,000 throughout the district. Foundation members, donors, city dignitaries, LRSD School Board members and others boarded three school buses to personally deliver balloon bouquets and grant checks to surprised teachers! Each grant met certain criteria, whether it was targeting student achievement, parent involvement or improving teacher quality. Honors and Achievements Katherine Wright Knight was named Arkansas' 2003 Teacher of the Year and received the national NEA Foundation Award for Teaching Excellence. Sharon Boyd-Struthers of Rockefeller Elementary\nTimothy Eubanks of Parkview High\nRuth Eyres of J.A. Fair High\nCatherine Koehler of Baseline Elementary\nand Judy Meier of Rockefeller Elementary earned National Teacher Certification from the National Board for Professional Teaching Standards. National Board Certification is a credential attesting that a teacher has been judged by his or her peers as one who is accomplished and malces sound professional judgments about student learning. Gillian Glasco and Earnest Sweat, seniors at Parkview Magnet High School, were elected to office at Boys and Girls State. Gillian was elected Governor at Arkansas Girls' State, and Earnest was elected Lieutenant Governor at Arkansas Boys' State. Five students from Central High School were Semifinalists this year in the Siemens Westinghouse Competition in Math, Science \u0026amp; Technology. The Siemens Competition recognizes remarkable talent all over the country and fosters individual growth for high school students who are willing to challenge themselves through science research. The students were Daniel Liu, Satish Mahalingam, Mark Mazumder, Ananth Ranganathan and Xiazhong (\"Jeff') Wang. Mark Mazumder also was named a Regional Finalist and competed against nine other entrants in the Southwest Region at the University of Texas at Austin. Additionally, Mark also was named a National Semifinalist in the Intel Science Talent Search, one of only three Arkansas students to achieve this distinction this year. Often considered the \"junior Nobel Prize,\" the Intel Science Talent Search recognizes America's brightest students for excellence in science and math. Jeff Fuell and Kenneth Patterson, students at Parkview Magnet High School, had artwork selected for use on commemorative stamps that were issued in 2003 by the U. S. Postal Service celebrating the life of civil rights leader Daisy Bates. Dr. Linda Brown, principal of Parkview Magnet High School, was named 2003 Principal of the Year by MetLife and the National Association of Secondary School Principals. Nineteen LRSD students were named National Merit Semifinalists in 2002-03, two were named National Achievement Semifinalists, and three were named National Merit Commended Students. The National Merit Semifinalists are: Kyla Achard, Adva Bi ton, Fredrick Brantley, Kevin Burns, David Gutierrez, Catherine Keisler, Daniel Liu, \u0026gt; \"\u0026lt; \"'t:I?= Oa:, ,- C: n(J) .-.\u0026lt; z- _m ~~ ::O(J) ~~ 0(J) z C) 0 ~ :\noa:, m \"Tl:\no C:m Z\u0026lt;J\u0026gt; !:!o zrc, C: ID ::j oO i ?i' (J) -!la:, ::o  ~~ Or- ZO C)-\u0026lt; \u0026gt;n:m:O \u0026amp;l~ ~o nZ -(J) ~ ?\"~ o\n,, ::On C: :r c,o m-\u0026lt;,o- ~\u0026lt;J\u0026gt; -m Z:\no c,s \"0n ::om ~(J) Mark Mazumder, Colin McAlister, Joseph McDonnell, Stephanie Nielson, Nadia Patel, Rachel Rouby, Brennan Taylor and Benjamin Wells, all from Central High School, and Alison Boland, Benjamin Carson, Jessica Lovelace-Chandler and Lorinda Peoples from Parkview Magnet High School. The National Merit Commended students are Annie B. Bauman and Mary Orsini from Central High School, and Dori Scallett from Parkview Magnet High School. The National Achievement Semifinalists are Everette Callaway from J. A. Fair High School and Lorinda Peoples from Parkview Magnet High School. The MathCounts team from Pulaski Heights Middle School captured the state championship. Team members were: Sho Maymia, Miles McCullough, Albert Speed, Corina Oprescu and their coach Trela Cook. Each team member also placed individually in the top ten. The J.A. Fair basketball team captured the Arkansas state 4-A championship. Team members were: Seniors: Melvin Fisher, Vincent Hunter, Earnest Maxwell and Quen Spencer\nJuniors: Lonnie Henry, Shaun Reynolds, Larry Porter and Dwight Watkins\nand Sophomores: Quincy Googe, Charles Hayes and Parris Pattillo. The Head Coach was Charlie Johnson, and the Assistant Coaches were Tom Poole and Erik Jackson. The Central High chess team earned the title of Chess Association of Arkansas Schools State Champions for the 3A-5A Division. Teams are limited to four players at the state level, and Central's team consisted of Victor Harris, Joe Liu, Shep Russell and Johnson Wong. Other team members included David Gutierrez, Daniel Krupitsky, Elizabeth Richardson and Shannon Rodgers. The team's coaches were Joe Gray and Chuck West. A Central High sophomore scored a perfect 36 on the ACT exam. Yang Dai was one of only three students in Arkansas, and 58 nationally, who achieved this distinction. Thirty-nine students were recognized by the Duke Talent Search State Recognition program. The seventh graders took either the SAT or the ACT assessment to qualify for recognition (the same exams administered to college-bound high school students). Students listed were recognized at the State Ceremony\nand students denoted with an asterisk also were recognized at the Grand Ceremony-they scored in the top 2 percent of all participating students in the nation. Dunbar Magnet Middle School: Aska Amautovic, Melody Chang, Dylan Frost, Megan Jackson, Scotty Lankford, Peter Liu*, Linsey Miller, Cameron Murray, Melissa Nichols, Hannah Roher, Hannah Smith, Russell Viegas, Samuel Whitehorn, Anne Ye* and Elaine Zhou. Forest Heights Middle School: Jamie Coonce, Stacy Coonce* and Sasha Ray. Henderson Magnet Middle School: Geoffrey Jackson and Sarita Robinson. Mabelvale Magnet Middle School: Kelicia Hollis and Victoria Kreie. Mann Magnet Middle School: Cyrus Bahrassa, Jillian Carroll, Samuel Clark, Maura Conder, Elizabeth Cox, Abigail Dobson, Patricia Graves, Dillon Hupp, Grace Nam and Jillian Petersen. Pulaski Heights Middle School: Sarah Ball, Ellen Barber, Colton Koehler, Miles McCullough, Colin Rockefeller, David Steward and Kathryn Tull. The Dunbar PT A was one of only three schools in Arkansas to receive the Certificate of Excellence from the National PT A, and it was named the Arkansas PT A Outstanding Local Unit. Students at Metropolitan Career-Technical Center took away 26 medals from the 2002 Skills USANICA competition in Hot Springs. Students earning medals and state\n,o a, m  .,,\n,o cz : m V, !20 zrc, C: a,~ 00 ~:2:' V, -!la,\n,o ~\ng CrZO C)-\u0026lt;  ::0 nm a, :S a, V, ~o oz _v, ~ honors were: Matt Davidson, JeffMerks, Fabian Marks, Nick Spear, Rolonda Foreman, Veronda Lee, LaToya Jacko, Danyell Boyd, Mary Katherine Knight, Dale Jackson, Georgina Pena, Tonya Bums, Shamika Walker, Lynzzie Cash, Tabitha Clark, Bessie Haygood, Megan Moody, Andrea Sanders, Danny Aaron, Jermond Booze, Steven Spencer, Dustin Ashley, Jeremy Baker, Jason Bredlow, Tim Lingo, Ben Royer, Greg Fundyler, Jordan McElrath, Cole Cawthron, Chad Ellis, Ashley Kelly, Tara Womack and Tiffany Neam. Central High School's Fed Challenge team bested the defending two-time champion to win the state Fed Challenge championship. The Fed Challenge involves researching the status of the national economy and making recommendations for actions as if the team members were the actual Board of Governors for the Federal Reserve System. Team members were Kevin Luneau, David Mitchell, Jessica Marshall, Chris Burks, Shep Russell and Daniel Liu. Their sponsor was Sam Stueart. The Central High School Lady Tigers varsity women's soccer team won the women's 5-A state soccer championship. The team members were: Anne Claire Allen, Caroline Allen, Jamie Bandy, Lindsey Barron, Kate Burnett, Lauren Cloud, Camille Cook, Allison Corbin, Sally Cunningham, Riley Duke, Sheffield Duke, Stephanie England, Lizzy Gray, Elizabeth Harrell, Marissa Hayes, Cara Janton, Elizabeth Jones, Jessica Jones, Whitney Maloney, Kendall Polansky, Stephanie Rogers, Megan Russell, Lindsey Short, Rosalind Smith, Becca Vehik, Robin West and Claire Wetzel. Their coach was Keith McPherson, the assistant coach and manager was David Duke, and the team's physical therapist was Bill Bandy. Dariane Mull, a 5th grade student at Terry Elementary, won the 5th grade category of the U.S. Rice Producers Association Essay Contest. The contest was open to students in grades 4 to 12 in the rice-producing states of Arkansas, California, Louisiana, Mississippi, Missouri and Texas. The Central tennis team won this year's state 5-A state title. The women's team compiled an impressive record of 5-A conference and state championships in 200 I and 2003. The men's team has been 5-A conference and state champs every year from 2000 to 2003. The women's team members were Ashley Batchelor, Dovie Dockery, Ashley Driver, Barrett Jones, Lauren Karney, Jessica Marshall, Holly McGetrick, Nancy Mitchell, Collins Speed and Presley Thomas. The men's team members were Matthew Angulo, Scott Bacon, Nick Clifford, Andrew Crone, Alex DePriest, Brock Dial, Andrew Humphrey, Daniel Krupitsky, Kevin Luneau, Sam McSpadden, David Mitchell, Jay Murphy, Blake Ross, John Shults and Peter Thomas. The team coach was Joy Thompson, and the team manager was Megan Heard. Five LRSD teachers and two students were honored with the 2003 Stephens Award. Jackson T. Stephens and the late W.R. \"Witt\" Stephens formed this program in 1985 to provide scholarships to outstanding students and cash awards to exceptional educators in Little Rock. The award-winning students were Mark M. Mazumder and Nadia A. Patel of Central High School. The outstanding teachers were: Kimberly Dade, Kirby Shofner and Amy Snodgrass of Central High\nVannessa Pace-Hampton, Parkview High\nand Hosea D. Malone, Hall High. Anne Ye, a ?1h grade student at Dunbar Magnet Middle School, won the Arkansas state spelling bee championship and represented Arkansas in the National Spelling Bee in Washington. .\u0026gt;\u0026lt; ,,\n= 0 a, re: \u0026lt;\"\u0026gt;Cl) .-.\u0026lt; z- _m ~ gi ::0(/) ~ ~ 0(1) z C') 0 ~\no a, m ..,\no \u0026lt;=m ZCI) !z2 0rC') C:: a, :\nj oO ~\na\n: Cl) -!la,\no. ~ ~ Or- ZO C')-\u0026lt; \u0026gt;n:m:O a, :s a, Cl) -o '-z ~Cl) ~ \u0026gt; David Simmons Henry, an 8th grade student at Dunbar Magnet Middle School, received the John W. Harris Leadership Award from the National Beta Club. Only 50 students nationwide (25 senior high and 25 junior high/middle school) are recognized each year. Central High seniors Adva Biton, Fredrick Brantley and Stephanie Nielson received Achievement Awards in Writing from the National Council of Teachers of English. They were judged as being among the best student writers in the country. Grants The Little Rock School District is committed to having all of its students reading at or above grade level by the end of the third grade. The district received a three-year Arkansas Reading First grant from the Arkansas Department of Education in the amount of $4,412,184. This grant money will be used to implement a comprehensive, researchbased reading program in 12 elementary schools that were determined by 1999-2002 literacy data and other factors to have the greatest need. The Reading First project will build on the district's current literacy plan and will provide human and financial resources to more fully implement that plan. Other new grants implemented in 2002-03: Hall High and Henderson Middle School received 21 st Century Community Learning Center grants to establish after-school and summer academic enrichment programs for the next five years. The schools will share a total of up to $1 million over five years. The U.S. Department of Education selected the LRSD to receive funding under the Professional Development for Music Educators Program in the amount of $706,785 over three years to provide ongoing professional development support for LRSD music teachers. The LRSD received the Teaching American History Grant in the amount of $995,953 over a three-year period. The district and its partners will provide professional development for all American history teachers in grades 5, 8 and 11. Adult Ed Celebrates Milestone The Little Rock Adult Education Center marked 25 years of service to the community. During the past 25 years, the Little Rock Adult Education Center has served nearly 65,000 adults with over 7,000 receiving their Arkansas GED diplomas. The main center and its 18 satellite programs serve over 2,500 adults a year. Classes offered include refresher courses in reading, math and English\nGED preparation\ncomputer-assisted instruction\ncomputer literacy\nfamily literacy\nand English as a second language. SREB Training The Little Rock School District was selected from an elite group of ten urban districts across the nation by the Southern Regional Education Board (SREB) to be the first to participate in a new national leadership initiative. The goal of the SREB Leadership Initiative is to prepare school and teacher leaders to lead a comprehensive school improvement effort that will result in increased student achievement. All five LRSD high schools as well as four middle schools (Cloverdale, Henderson, Mabelvale and Southwest) are participating in the program. The leadership initiative will provide ~!ll \"\"\n,:, Cm Zen !20 zrc, c CD:::! 00 z?\n0 en ~ ~ CD\n,:, ~~ 0 rz o C) -\u0026lt; \u0026gt;\n,:, nm CDS CD en ~o _neZn ~ \u0026gt;\ni:,,~ 0~\n,:,(\") C:c ~8 m r- -~m en Z:,:, C) s \"ti(\")\n,:,m ~en school leadership teams an intensive three-year curriculum program beginning with the 2002-03 school year. Construction Progress at LRSD Schools Improvements continue on many LRSD schools, thanks to the millage increase approved by Little Rock voters in 2000. While work wraps up on a few schools and continues on some, it is just beginning on others. During the summer, Wakefield Elementary held a groundbreaking for a building to replace the school that was accidentally destroyed by fire in 2002. Things are progressing rapidly at Mann Magnet Middle School where students will be in the new multi-story building next semester. Central High School's exterior renovations are complete. The interior refurbishment of classrooms and offices continues. Major construction work continues at Williams Elementary and Mabelvale Middle School. Construction has begun at Dunbar, while Hall High's new gymnasium and classrooms are complete. \u0026gt; \" \u0026lt; -0\n= Oa:, r- C: \u0026lt;'5v, -. .\u0026lt; z- _m !I gi\nn V) g\n!\u0026lt; en z~ C) 8 \u0026gt;\nn a:, m  ..,\nn \u0026lt;=m Zv, S!o zrc, C: a:,=! 00 1?\n: V) LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM LITTLE ROCK, AR 72201 DATE: To: OCTOBER 23, 2003 Board of Education From: Dr. Morris L. Holmes, Interim Superintendent Prepared By: Linda Austin, Director of Planning and Development Margo Bushmiaer, Coordinator of Health Services Bobby Jones, Director of Safety and Security Subject Summary Objectives Expectations Population Budget Amount Manager Duration Other Partners Federal award: Emergency Response Crisis Management Grant The District has been selected to receive funding under the Emergency Response Plans for School Safety Initiative Program from the U.S. Department of Education. 1) To establish collaborative partnerships with community leaders to develop and maintain the Little Rock School District Emergency Response/Crisis Management (ER/CM) Plan 2) To revise, update and distribute the LRSD Emergency Response/Crisis Management Plan 3) To provide in-depth ER/CM training 4) To develop a comprehensive communication plan for both internal and external communication with staff and families 5) To equip schools with emergency supplies and equipment 6) To ensure administrative leadership support for LRSD EM/CR Plan An updated comprehensive crisis management plan that meets the safety needs of students and staff. District wide $250,000 Margo Swanson, Project Director October 1, 2003 through April 1, 2005 City of Little Rock, Little Rock Fire and Police Departments, MEMS, Arkansas Department of Health, Centers for Youth and Families ,.  \u0026lt; \"ti\n:: 0 a, re \u0026lt;\"len -..\u0026lt; z~~ ~en ljl\n! c5 Oen z  C) ,g. ~ a, .m.,~ Cm Zen 2o zr C)C a,=! oO 1 ?:= en !\"' 0 0 z ~ 0z en -\na, ~ - g\n!\ng Or- Zn C,.)~-\u0026lt; nm a, s a, en\n:a nZ _en ,~. LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 TO: Board of Directors FROM: Junious Babbs THROUGH: Compliance Committee OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501) 447-2950 E-Mail: jcbabbs(tistuasn.lrsd.kl 2.ar .us Dr. Morris Holmes, Interim Superintendent SUBJECT: DATE: Background First Reading - Revisions to Policy ACBB\nJC\nJCA October 9, 2003 On September 13, 2002, the District Court granted LRSD partial unitary status finding that the District had substantially complied with the Revised Desegregation and Education Plan (\"Revised Plan\") in all areas except  2.7.1. The Revised Education Plan is referenced in existing policy and incorporates a number of student / school assignments that are race-based. Since LRSD has been declared unitary with regard to student assignment, revision is being recommended. Attached are copies of the proposed revised policy. Recommendation It is recommended that the Board approve on first reading proposed revisions to policies ACBB: Equitable Student Assignment, JC: School Attendance Zones and JCA: Student Assignment / School Choice. (Attachment) : a, m.., :  c: m Zu, !20 zrc\n, C: a, :::! oo z~ 0 (J) fl 8 z ~ 0z (J) ?\":ii o\n,, :\u0026gt;:in C: ::r:: ~8 m,- !!lrn -m Z:,:, c.\u0026gt;s .,,n :m ~(J) LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACBB EQUITABLE STUDENT ASSIGNMENT The Board of Education is committed to the implementation of student assignment programs and procedures designed to maintain diversity in Little Rock School District schools to the extent practicable, recognizing that there is no requirement that every Little Rock School District school be racially balanced. Revised: Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACB, ACBD, JC and JCA\no a, m \"Tl\no c: m Z(I) !20 zrC) C: a,::! oo z~ C (/) !\"\u0026gt; C 0 z \u0026gt;.... 0 z (/) ?-~ c\n,, :On C: ::c C)o m--\u0026lt; ,o- ~\"' -z m\no C) s \"0 C') :Om ~(/) LITTLE ROCK SCHOOL DISTRICT NEPH CODE: JC SCHOOL ATTENDANCE ZONES School Attendance zones will be established by the Board of Education and all modifications or alterations in zone boundaries will be approved by the Little Rock School Board. The basis for LRSD student assignments is the geographic attendance zone which ties each residential street address within district boundaries to a specific elementary, middle and high school. Student assignment priority will be given to the Attendance Zone student. Recommendations to establish, modify or alter attendance zone boundaries will include consideration of the operational needs of the school system. Any recommendation for establishment or alteration of boundaries will include an analysis and justification based on these factors. Revised: Adopted: May 25, 2000\na a:, m \"T1\na c:m Zen S:!o zrc\n, C: a:,::! oo i~ en fl 0 0 z ~ 0 z en LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JCA SCHOOL CHOICE It is the policy of the Board of Education to implement student assignment programs and procedures designed to ensure that students may benefit from attending a school other than the one serving their neighborhood attendance zone. The Student Assignment Plan includes attendance zone school precedence and educational choice options that maintain student diversity to the extent practicable. Providing students and their families with school choice is a key component of the assignment plan. School Choice is viewed as a healthy method of providing opportunity for students to take advantage of unique curriculum offerings, special emphasis and program activities. Procedures will be established that enable students to make application to enroll in a school outside of their designated attendance zone. Initial registration begins during a two-week open enrollment period scheduled the first two months of the calendar year. Parents and students will be informed of available options. ATTENDANCE ZONE SCHOOLS - Students are assigned to the designated attendance zone school by their recorded residence. During the open enrollment period, priority will be provided to attend the attendance zone school site. STIPULATION/ ORIGINAL MAGNET SCHOOLS were created in 1987. Seats are reserved for students in the Little Rock School District, North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). Each district conducts an application process and assigns students to these schools. SPECIAL TY MAGNET SCHOOLS with \"themed\" or \"specialty\" programs have coursework that supplements the regular curriculum. They are available to students seeking school options or choices outside of their attendance zone schools. These specialty programs are sited at schools that also serve as attendance zone schools. Students from PCSSD may participate in these specialty programs as M-to-M transfer students. If the number of out of zone applicants exceed the number of program seats available, a weighted random assignment process will be used to identify those students who will be assigned. Criteria indicators considered in the weighted random process include the student's race, achievement test performance and economic status indicated by eligibility for free and reduced lunch. M-to-M Transfer program is a collaborative effort between the LRSD and PCSSD, which allows students school choice across district boundaries if certain criteria are met.\n:o a, m -n\n:o c:m ZC/\u0026gt; Sz!ro C) C: a,:::! 00 z?\nC C/) 0 C 0 z ~ 0z C/) c\n,,\n:o(\") C: :z: ~8 m,- !!lC/\u0026gt; -m Z\n:o C) s \"'0(\")\n:om ~C/) LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JCA ( continued) NCLB Transfers available to students in schools identified by the Arkansas Department of Education as \"low-performing\". Staff Preference Transfers allow students who live in the LRSD to attend the schools in which their parents are employed. Act 624, Act 762 and Act 609/School Choice Transfers are Arkansas statuts' which are available to students who wish to transfer across school district boundaries. Transfer No Transportation (TNT) Transfers permit students to attend a school other than their attendance zone school if space is available after a certain number of seats are set aside or \"reserved\" for attendance zone students and if the parent / guardian assumes responsibility for the student's transportation. If demand exceeds available space, the priority will be to promote diversity. Revised: Adopted: May 25, 2000 Cross References: Board of Education Policies AC, ACB, ACBB, ACBD and JC 2 \"m'a , .., \"' C:m Zen !:!o zrC'l C: a,~ oO 1~ en !\"' 8 z )\u0026gt; --, 0 z en\nz,,~ C en \"'n C:r: ~8 m,- ~-men Z\n,c C'l s \"'0C') \"'m ~ en LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Date: October 23, 2003 To: From: Through: Re: Board of Education Robert Jones, Director of Safety \u0026amp; Security Beverly Williams, Director of Human Resources Sadie Mitchell, Associate Superintendent - School Services Morris L. Holmes, Ed. D. Interim Superintendent Revisions to the District's Drug Testing Program The attached proposed changes in the drug testing program are submitted for board review and approval. The only cost involved will be the reprinting and distribution of procedures manuals. bjg ::0 a, m \"'::o C:m z en !:20 zrc, C: ~5 ~ ?i' en r, 0 0 z ~ iz5 en LITTLE ROCK SCHOOL DISTRICT II Safety and Security Department  3615 West 25th Street  Little Rock, AR 72204 Telephone 501-447-2075  Fax 501-447-2076 TO: Beverly Williams, Director, Human Resources FROM: Robert Jones, Director of Safety and Security DA TE: September 16, 2003 SUBJECT: Amending the Employee Drug Testing Program Effective immediately I recommend that Section 5 of the Drug Testing Program be amended to read as follows: V. Employee Testing for Cause (reasonable suspicion) A. An LRSD administrator who has a reasonable suspicion that an employee under his or her supervision is guilty of abuse and/or untimely use of alcohol or abuse and/or untimely use of controlled substances and/or drugs may require the employee to undergo a drug and/or alcohol test. Reasonable suspicion may be based, among other things, on an employee's observed behavior which is indicative of drug or alcohol use, reports from a reliable source of suspected drug use of possession, or the employee's admission of possession or use of drugs and/or alcohol. B. The administrator will follow the following process in cases where the administrator reasonably suspects abuse and/or untimely use of alcohol or abuse and/or untimely use of controlled substances and/or drugs: 1. Solicit an explanation from the employee for any behavior which creates a reasonable suspicion of a violation of this program. 2. If the employee cannot satisfactorily explain the behavior, the supervisor may request that the employee undergo drug and alcohol tests.\n,ca, m ..,\no Cm z en 52 o zrc, C a,::::! 00 z?:' lil r\u0026gt; 8 z )\u0026gt; --\u0026lt; 5 z en 3. If the employee agrees to be tested, he or she will complete the Waiver form and a specimen will be obtained. 4. If an employee is to be tested for drugs and alcohol, the employee will be taken to the testing site by the Safety and Security Department or an individual designated by the employee's Principal or Director. 5. After testing, arrangements will be made to transport the employee home or back to work depending on the outcome of the tests. 6. If the tests are negative, the employee will be transported back to the work assignment. 7. If a test is positive, arrangements will be made to transport the employee home. 8. If the tests are unknown, arrangements wi 11 be made to transport the employee home. 9. Procedures set forth in Section VII will apply to employee testing for cause. 10. If the employee refuses to undergo all required tests or refuses to complete the Waiver Form, he or she will be advised that such refusal constitutes a ground for immediate termination. If the employee still refuses to cooperate, he or she will be relieved of duty pending appropriate disciplinary action. 11. If the employee confirmation test is positive for abuse and/or untimely use of alcohol or abuse and/or untimely use of controlled substances and/or drugs, he or she shall be tem1inated. 12. If the employee is found not to have violated this program and is otherwise medically fit for duty, the employee will be returned to duty. RJ:dm \u0026gt; \u0026lt; ~\n= Ca, ,- C: c\"\nrn .-\u0026lt;. -z ~~\n,:,rn lj'\n!~ Cm z  C) C C) \u0026gt;\n,:, a, m -n:,:, c:m Zrn S!o zr- C) C: a,::::! co z~ C rn f\u0026gt; C 0 z \u0026gt;.... 5 z rn !=' ~ \u0026gt; z (\") ,\u0026gt;-\n,:, m ~ .\n.,.:., rn ?\u0026lt; ,(.\".). 0rn z C)\n,:, i :,:, ::I\u0026lt; WAIVER FOR DRUG AND ALCOHOL TESTING The Little Rock School District has a reasonable suspicion to believe that you are guilty of the abuse or untimely use of alcohol and/or controlled substances (drugs). You are being requested by your supervisor to submit to drug and alcohol tests to be conducted at the Arkansas Baptist Hospital. Should you refuse to take the drug and alcohol tests, it will be presumed that you are under the influence of drugs and/or alcohol, and the refusal to take all required tests may lead to disciplinary actions up to and including termination. Should your test show positive for alcohol or drugs, you may at your own expenses have a second test conducted on your sample at any laboratory certified by the US Department of Health and Human Services or College of American Pathology. I have read the above statement and consent to a drug and/or alcohol testing. Employee's Signature Date and Time Witness Witness\noa, m .., ::0 c:m Zv, !:!o zrc, C: Ill:::! oo ~~ \"' r\u0026gt; C 0 z ~ 5z \"' '/1n Individual Approach to a World of Knowledge\" October 23, 2003 TO: Board of Directors FROM: Morris L. Holmes, Interim Superintendent of Schools PREPARED BY ~ald M. Stewart, Chief Financial Officer SUBJECT: First Reading of Revision to Board Policy DGA: Authorized Signatures Act 671 of2003 amended Arkansas Code 6-13-618 requiring the signatures of the Superintendent as Ex Officio Financial Secretary and the primary, or alternate, Board disbursing officer of the District on all checks. It is recommended that the Board of Directors approve Policy DGA as revised and attached to comply with State law. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fax: 501-324-2032 AIOI m  .., Al c:m Z\u0026lt;JJ 5! 0 zrQC: ID~ oO ~:i\n: U\u0026gt; !\"\u0026gt; g z ~ 5z U\u0026gt; LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DGA AUTHORIZED SIGNATURES The facsimile signatures of the Superintendent of Schools, in his/her capacity of Ex Officio Financial Secretary, and the President of the Board, as the primary board disbursing officer of the District, are required on all District checks. The facsimile signature of the Vice President of the Board, as the alternate board disbursing officer of the District, will be required in the event that the President of the Board's signature cannot be used. Revised: Adopted: March 24, 2000 Legal References: Arkansas Code 6-13-618, as amended Act 671 of 2003 .m~., ~tD c:m Zen S!o zrc, C: tD :::! 00 ~:\":= !\"' 8 .$..'.\n. 15 z en .!=.=,I ~ zn \u0026gt;.... Rl c3 ~ en ?\u0026lt; .n.. . 0 en z C) I ~ \"' '\n4.n Individual Approach to a World of Knowledge\" DATE: October 23, 2003 TO: Little Rock School District Board of Directors THROUGH: PREPARED BY:  SUBJECT:  Summary  Objectives  Expected Outcomes  Population/Location  Budget Amount/Source  Manager  Duration  Long Range/Continuation  Other Agencies Involved  Expectations of District eeded Staff  Comments  Recommendation RESOLUTIO AUTHORIZING THE ISSUANCE OF REFUNDING BONDS Under separate cover you have received the complete Resolution package to authorize the issuance of $6,385,000 in refunded bonds. To sell bonds. To reduce District debt by $356,000 over the life of the bonds. IA IA Donald M. Stewart, CFO NIA IA IA IA IA one Approval of the Resolution Authorizing the Issuance of Refunding Bonds as provided under separate cover. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fa...'C: 501-324-2032 r\u0026gt; 8 z ~ 0z en .~., ~ z n ii! Rl i3 :a -e\u0026lt;n CERTI FICATE I , the undersigned, Secretary of the Board of Directors of the above Di strict , ce r tify the foregoing to be a true copy of a Reso l uti on d uly a dopted by the Board at a regular ( regular or s pecial ) meeti ng of the Board held on the 23 day of October , 2003. The Resolution appears in the official minutes of t he meeting which are in my custody . At the time of the meeti ng the duly e l ected (or appoint ed) , qualified and serving members of the Boar d and their respective votes on the adoption of the Resolution were as follows : Director R. Michael Daugherty H Baker KJJTTJJS Larry Berkl1q Dr. Katherine Mitekell Tony Rose Bryan Day Sus Strickl,md Vote (Aye , Nay , Abstain or Absent) I further certify that the meeting of the Board was duly convened and held in all respects according to law\nthat to the extent required by law due and proper notice of the meeting was given to the members of the Board and to the public\nthat the meeting was open to the public\nthat a legal quorum was present throughout the meeting\nthat all other requirements and proceedings under the law incident to the proper adoption and passage of the Resolution have been duly fulfilled , carried out and otherwise observed\nand that I am authorized to execute this Certificate . CERTIFIED under my hand and seal of the District this 23 day of October 2003 . (SEAL) Secretary 27 fl 0 0 z ~ 0z \u0026lt;J\u0026gt; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 DATE: TO: October 23, 2003 Board of Education FROM: ~Darral Paradis, Director of Procurement and Materials Mgmt. THROUGH: Morris L. Holmes, Interim Superintendent of Schools SUBJECT: Donations of Property Attached are requests to donate property to the Little Rock School District as follows : School/Department Item Donor Central High School $400.00 cash to the Dr. Randal Hundley Central High School Debate Team Central High School $1,000.00 cash to the Mr. Robert Fain, President Central High School ofRCF Corporation FBLNBusiness Dept. Forest Heights $2,500.00 cash to be Forest Heights PT A Middle School applied toward the purchase of a school marquee' Forest Park $50.00 cash Frances Jane Cranford Elementary School Forest Park $200.00 cash Charles \u0026amp; ancy Vines Elementary School Jefferson Elementary Decorative butterflies, Lyda \u0026amp; Tom Samuels School valued at $110.00, for of Et Cetera Accelerated Reader Program theme !=' ~ )\u0026gt;, z n ~ ~ .:cx.3., \"' ?\u0026lt; Board of Education October 23, 2003 Page 2 Schoo I/Department Mitchell Academy Mitchell Academy Mitchell Academy Pulaski Heights Elementary School Rightsell Academy School supplies, valued at approximately $150.00, for needy students $100.00 cash to be used to purchase food items for an upcoming field trip School supplies, valued at approximately $500.00, for needy students Services of an art teacher, art supplies and materials, valued at $20,601.00, for the 2003-04 school year School supplies, valued at approximately $500.00, to be distributed to students with specific needs Donor Probation and Parole Officers' Association Mr. Jimmy Morris, member of Omega Phi Psi Fraternity, Inc. St. Paul United Methodist Church Pulaski Heights PT A United Parcel Service (UPS) It is recommended that these donation requests be approved in accordance with the policies of the Board. LittCe Xock Centra{ J-fflJli Sclioo{ 1500 South Park Street Litt[e 'Rock, .'A.rkansas 72202 Phone 501 -447-1400 :fax 501-447-1401 DATE: 9/19/2003 TO: DARRAL PARADIS, DIRECTOR OF ~fPCUREME T FROM: A CY ROUSSEAU, PRI CIPAL 7~~ SUBJECT: DO ATIO Dr. Randal Hundley of 5515 Country Club Blvd. Little Rock, AR 72207, has graciously donated $400 to the Little Rock Central Debate Team. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. ... . ,.) ' - .,.. I,.. .. ... 1. ?\u0026lt; \u0026gt;\u0026lt;m :-~ \u0026gt;,- ~Q Om c: m !ll::r:: 31:~ ~~ --\u0026lt;Z c\n, VJ iitt{e 'Rock Centra{ J-if:Jli Sclioo{ 1500 South 'Park Street Litt[e 'Rocle, .'Arkansas 72202 Thone 501-447-1400 :fax 501-447-1401 September 18, 2003 To: Darral Paradis, Director of Procurement From: Nancy Rousseau, Principal c(J~.4~ Re: Donation Mr. Robert Fain, President ofRCF Corporation at 5 Shackleford Plaza, Suite 200 Little Rock, AR 72211, donated $1,000 to the Central High School FBLA/Business Department. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. ?\u0026lt; ,x... m5 \u0026gt; ,o o \u0026lt;...-\u0026lt; Om c: m\n,o :x: ~~ mz\n, o -\u0026lt; z C\u0026gt; \"' ?\u0026lt; (\") ,- 0 \"~'\n,o m ~ \"' FOREST HEIGHTS MIDDLE SCHOOL To: From: Date: RE: Mr. Darral Paradis Director of Procurement Elouise J. Hudson .1~ Principal September 9, 2003 Donation Forest Heights PT A wishes to donate $2500.00 toward the purchase of a marquee' for Forest Heights Middle School. It is recommended this donation be approved in accordance with the policies of the Little Rock School District. Thank you for your consideration. , . i. 5901 Evergreen Street  Phone (501) 447-2700  Fax (501) 447-2701  Little Rock. Arkansas 72205 October 1, 2003 TO: From: Darral Paradis, Director Procurement and Materials Management \\J 'heresa Ketcher, Principal Forest Park School SUBJECT: Donations The following donations have been made to Forest Park Elementary School. $50.00 from Frances Jane Cranford $200.00 from Charles and Nancy Vines It is recommended that these donations be approved in accordance with the policies of the Little Rock School District. 1,  I. ... I ?\u0026lt; (\") 5 en z Cl\n,o m f\n,o :\u0026gt;\u0026lt;: '\\ ~------------z~ fl ~~ \\ J EFFERSON ELEMENTARY SCHOOL ~\\ J:. :': .-::.~ .... September 19, 2003 To: Darral Paradis, Director Procurement and Materials Management From: Roberta Mannon, Principal \"'' Jefferson Elementary School Subject: Donation The following donation has been made to Jefferson Elementary School: Lyda and Tom Samuels\nEt Cetera\n4924 Kavanaugh Boulevard\nLittle Rock, AR 72207: Decorative butterflies for Accelerated Reader Program theme. Value $110.00 It is recommended that this donation be approved in accordance with the policies of the Little Rock School District. . - 2600 N McKinley Street Phone 671-6281 Little Rock, Arkansas 72207 September 15, 2003 MITCHELL ACADEMY 2410 South Battery Little Rock, AR 72206 501-447-5700 TO: FROM: Darral Paradis, Director of Procurement and Material Mgmt. Darian L. Smith. Principal -~ ~th SUBJECT: Donations Please accept the donation of school supplies to Mitchell Academy from the Association of Probation \u0026amp; Parole Officers. These supplies will be used for students who need assistance in purchasing supplies. The estimated value of these supplies is $150.00. We recommend that these donations be accepted in accordance with the policies and procedures of the Little Rock School District. ?\u0026lt; (\") 5 (/) z C\u0026gt; ~ ~\n,:J\n,:\nSeptember 15, 2003 MITCHELL ACADEMY 2410 South Battery Little Rock, AR 72206 501-447-5700 TO: Darral Paradis, Director of Procurement and Material Mgmt. FROM: Darian L. Smith. Principal /lhi-\u0026gt;1-\u0026lt;1.J\\ SUBJECT: Donations Please accept the cash donation of $100.00 to Mitchell Academy from Mr. Jimmy Morris, a member of Omega Phi Psi Fraternity, Inc. Pi Omicron Chapter. This donation will be used to purchase food items for an upcoming field trip. We recommend that these donations be accepted in accordance with the policies and procedures of the Little Rock School District. ! .. .,. : ?\u0026lt; 0 5 Cl) z C) ~ !E :,0\n,,\nSeptember 15, 2003 MITCHELL ACADEMY 2410 South Battery Little Rock, AR 72206 501-447-5700 TO: Darral Paradis, Director of Procurement and Material Mgmt. FROM: Darian L. Smith. Principal SUBJECT: Donations Please accept the donation of school supplies to Mitchell Academy from the St. Paul United Methodist Church, 2223 Durwood Road, Little Rock, AR 72207. These supplies will be used for students who need assistance in purchasing supplies. The estimated value of these supplies is $500.00.  We recommend that these donations be accepted in accordance with the policies and procedures of the Little Rock School District. ?\u0026lt; xm :-~ ,- E~ Om c: m\n:c:c ~~ ~-:,:!z:! Cl \u0026lt;J) PULASKI HEIGHTS ELEMENTARY SCHOOL TO: Daryl Paradis, Director of Procurement FROM:/\u0026amp;- Lillie carter. Principal DATE: September 9, 2003 RE: Donation The Pulaski Heights P.T.A. wishes to donate the seruices of an art teacher, art supplies and materials for the 2003-2004 school year. The cost is $20,601.00. It is recommended that this donation be approued in accordance with the policies of the board. .~., z :,,. nz ~ ~ m\ng .~... Cl\u0026gt; TO: FROM: DATE: RE: Darral Paradis, Director of Procurement Eunice M. Thrasher, Principal f)rnJ\" Rightsell Academy September 29, 2003 Donation The donor listed below has generously donated school supplies in the amount of approximately $500.00 to be distributed to students with specific needs: United Parcel Services (UPS) 5501 Fourche Dam Pike Little Rock, AR 72206 Contact Person: Dorothy Bledsoe It is recommended that this donation be approved with thanks in accordance with the policies of the Little Rock School District Board of Directors. Thank you for your consideration. Thank you for you consideration. Little Rock School District Financial Services 810 West Markham Street Little Rock, AR 72201 Phone: (501) 447-1086 Fax: (501) 447-1158 DATE: October 23, 2003 TO: Little Rock School District Board of Directors THROUGH: Donald M. Stewart, Chief Financial Officer Morris L. Holmes, Interim Superintendent PREPARED BY~Mark D. Milhollen, Manager, Financial Services  Subject  Summary  Objectives  Expected Outcomes  Population/Location  Budget Amount/Source  Manager  Duration Financial Reports District funds are reported for the period ending September 30, 2003 . To report the District's financial status monthly to the Board of Directors. The Board members will be informed of the District's current financial condition. IA IA Mark Milhollen, Manager of Financial Services IA  Long Range/Continuation Financial reports will be submitted monthly to the Board.  Other Agencies Involved one  Expectations of District N/ A eeded Staff /A  Comments None  Recommendation Approval of the September 2003 financial reports. We recommend that the Board approve the financial reports as submitted. ?\u0026lt; C'l 5 (J) z C\u0026gt; :,0 m ~ :,0\n,:: LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED SEPTEMBER 30, 2002 AND 2003 APPROVED RECEIPTS % APPROVED RECEIPTS 2002/03 09/30/02 COLLECTED 2003/04 09/30/03 REVENUE-LOCAL SOURCES CURRENT TAXES 58,550,000 10,362,818 17.70% 57,547,800 11,111,439 DELINQUENT TAXES 8,000,000 786,728 9.83% 10,100,000 807,595 40% PULLBACK 29,400,000 29,600,000 EXCESS TREASURER'S FEE 187,000 210,000 DEPOSITORY INTEREST 385,000 180,000 REVENUE IN LIEU OF TAXES 135,000 150,000 MISCELLANEOUS AND RENTS 340,000 109,759 32.28% 380,000 198,1 37 INTEREST ON INVESTMENTS 275,000 41,798 15.20% 200,000 43,822 ATHLETIC RECEIPTS 160,000 34,210 240,000 42,599 TOTAL 97,432,000 11,335,314 11.63% 98,607,800 12,203,591 REVENUE - COUNTY SOURCES COUNTY GENERAL 24,000 5,094 21.23% 21,000 5,420 TOTAL 24,000 5,094 21.23% 21,000 5,420 REVENUE - STATE SOURCES EQUALIZATION FUNDING 54,867,630 10,037,637 18.29% 53,226,139 9,677,479 __f3EIMBURSEMENT STRS/HEAL TH 7,590,000 8,300,000 VOCATIONAL 1,340,000 119,652 8.93% 1,400,000 266,989 HANDICAPPED CHILDREN 1,700,000 1,675,000 ....ARLY CHILDHOOD 273,358 68,340 25.00% 273,358 68,340 J'RANSPORTATION 3,685,226 3,875,562 1,243,841 ._INCENTIVE FUNDS - M TO M 3,265,000 3,900,000 368,422 ~ADULT EDUCATION 1,006,014 109,000 10.83% 920,337 8,417 ~OVERTY INDEX FUNDS 658,607 329,297 560,545 267,486 ~EARLY LITERACY LEARNING 120,000 .]AP PROGRAM 285,271 142,636 50.00% 285,245 142,623 ~ RISK FUNDING 650,000 360,000 ....... TOTAL 75,441,106 10,806,562 14.32% 74,776,187 12,043,596 ~EVENUE - OTHER SOURCES .2_RANSFER FROM CAP PROJ FUND 620,000 770,000 ~NSFER FROM OTHER FUNDS 1,126,233 13,857 1,350,000 18,519 .!_RANSFER FROM MAGNET FUND 1,664,438 1,632,430 -- TOTAL 3,410,671 13,857 0.41% 3,752,430 18,519 -- !QTAL REVENUE OPERATING 176,307,777 22,160,828 12.57% 177,157,418 24,271,126 ~ENUE - OTHER !gQERAL GRANTS 25,152,981 1,927,579 7.66% 24,075,790 2,160,329 ~DICATED M\u0026amp; o 3,980,000 4,000,000 21 ,884 ~NET SCHOOLS 25,065,942 1,017,552 24,689,351 2,282,885 -- TOTAL 54,198,923 2,945,131 5.43% 52,765,141 4,465,099 -- .!2:IAL REVENUE 230,506,700 25,105,959 10.89% 229,922,559 28,736,225 % COLLECTED 19.31% 8.00% 52.14% 21.91% 17.75% 12.38% 25.81% 25.81% 18.18% 19.07% 25.00% 32.09% 9.45% 0.91% 47.72% 50.00% 16.11% 1.37% 0.49% 13.70% 8.97% 0.55% 9.25% 8.46% 12.50% ?\u0026lt; n r- 0 en z Cl\n:o m ~\n:o\n,o\nLITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED SEPTEMBER 30, 2002 AND 2003 APPROVED EXPENDED % APPROVED EXPENDED 2002/03 09/30/02 EXPENDED 2003/04 09/30/03 EXPENSES SALARIES 100,865,586 13,329,738 13.22% 100,684,982 12,825,743 BENEFITS 24,838,361 3,240,288 13.05% 26,483,772 3,473,524 PURCHASED SERVICES 19,795,774 1,685,201 8.51% 19,719,297 2,914,009 MATERIALS \u0026amp; SUPPLIES 8,347,098 1,372,971 16.45% 8,185,459 2,284,946 CAPITAL OUTLAY 1,616,991 105,548 6.53% 1,575,580 91 ,687 OTHER OBJECTS 8,508,680 148,261 1.74% 8,384,567 69,173 DEBT SERVICE 12,217,048 4,880,555 39.95% 12,098,342 4,705,779 TOTAL EXPENSES OPERATING 176,189,538 24,762,561 14.05% 177,131,999 26,364,861 EXPENSES-OTHER FEDERAL GRANTS 26,148,726 2,121 ,360 8.11% 26,056,193 2,515,820 DEDICATED M\u0026amp; O 3,980,000 493,783 12.41% 4,000,000 1,235,893 MAGNET SCHOOLS 25,065,942 2,315,477 9.24% 24,689,351 2,491,447 TOTAL 55,194,668 4,930,621 8.93% 54,745,544 6,243,159 TOTAL EXPENSES 231,384,206 29,693,181 12.83% 231,877,543 32,608,020 INCREASE (DECREASE) IN FUND BALANCE (877,506) (4,587,223) (1 ,954,984) (3,871 ,796) BEGINNING FUND BALANCE FEDERAL, MAGNET \u0026amp; OED M\u0026amp; 0 1,645,440 1,877,196 3,558,580 3,558,580 _9PERATING 8,557,652 8,489,087 9,026,855 9,026,855 ENDING FUND BALANCE ...EDERAL, MAGNET \u0026amp; OED M\u0026amp; 0 649,695 (108,295) 1,578,177 1,780,520 -OPERATING 8,675,891 5,887,354 9,052,274 6,933,120 ....!_OTAL 9,325,586 5,779,059 10,630,451 8,713,640 % EXPENDED 12.74% 13.12% 14.78% 27.91% 5.82% 0.83% 38.90% 14.88% 9.66% 30.90% 10.09% 11.40% 14.06% ?\u0026lt; n 5 V\u0026gt; z Cl ::0 m ~ ::0\n,:\nLITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED SEPTEMBER 30, 2003 PROJECT BEG BALANCE INCOME TRANSFERS EXPENDITURES ENCUMBRANCES 07-01-03 2003-04 2003-04 2003-04 2003-04 $6,200,000 BOND ISSUE FAIR 33,282.90 MCCLELLAN 77,219.02 CONTINGENCY 0.00 SUBTOTAL 110,501.92 0.00 0.00 0.00 0.00 $136,268,560 BOND ISSUES ADMINISTRATION 32,802.37 15,698.50 NEW WORK PROJECTS 18,614,545.40 23,441 .00 4,451,048.00 11,724,008.39 SECURITY PROJECTS 42,273.97 LIGHTING PROJECTS 29,869.56 7,679.00 MAINTENANCE \u0026amp; REPAIR 2,768,579.81 1,517,001.00 1,453,314.69 972,789.70 RENOVATION PROJECTS 31 ,306,506.59 166,300.00 6,306,600.30 12,503,973.73 TECHNOLOGY UPGRADES 2,335,019.24 596,507.76 58,711 .57 SUBTOTAL 55,129,596.94 0.00 1,706,742.00 12,830,848.25 25,259,483.39 REVENUES PROCEEDS-PROPERTY SALE 444,618.31 1,000.00 DUNBAR PROJECT 5,266.71 PROCEEDS-BOND SALES 22,074,599.23 (1,706,742.00) PROCEEDS-QZAB SALE 1,293,820.97 INTEREST 7,288,776.89 314,688.33 SUBTOTAL 31 ,107,082.11 315,688.33 (1 ,706,742.00) 0.00 0.00 GRAND TOTAL II ~:lZ l!IQ l!Z\nm 1111 aa ~ l~ IIJQ 11:111 ~:i ~:i ~:ill :illJ Jll END BALANCE 09-30-03 33,282.90 77,219.02 0.00 110,501 .92 17,103.87 2,462,930.01 42,273.97 22,190.56 1,859,476.42 12,662,232.56 1,679,799.91 18,746,007.30 445,618.31 5,266.71 20,367,857.23 1,293,820.97 7,603,465.22 29,716,028.44 :111 :iZ~ :iJZ  ?\u0026lt; \u0026gt;\u0026lt;m ,-~ c\u0026gt; or- \u0026lt;O-m-\u0026lt; c:m ::C:x: ~~ mz:,-:, -,z .C,\u0026gt;, ?\u0026lt; n re en z C\u0026gt; :,:, m ~ :,,\nPROJECT ALLOCATIONS PROJECT CATEGORIES THRU 09-30-03 ADMINISTRATION 586,846.55 NEW WORK PROJECTS 35,342,501.80 SECURITY PROJECTS 265,814.17 LIGHTING PROJECTS 4,883,405.13 MAINTENANCE \u0026amp; REPAIR 12,750,611.51 RENOVATION PROJECTS 51,655,707.04 TECHNOLOGY UPGRADES 11,735,611.78 UNALLOCATED PROCEEDS 21 ,661 ,678.20 TOTAL 138,882,176.18 )IMVW3M DNISOl::\u0026gt; 'XI LITTLE ROCK SCHOOL DISTRICT BOND ISSUE PROJECT HISTORY THRU THE PERIOD ENDED SEPTEMBER 30, 2003 EXPENSE EXPENSE EXPENSE EXPENSE ENCUMBERED 2000-01 2001-02 2002-03 THRU 09-30-03 1 THRU 09-30-03 889,772.32 (485,325.77) 149,597.63 15,698.50 443,467.00 4,589,606.29 11 ,671,442.11 4,451 ,048.00 11,724,008.39 113,930.47 109,609.73 2,641,482.13 1,832,392.06 379,661 .38 7,679.00 791,385.63 4,218,294.40 3,455,350.67 1,453,314.69 972,789.70 I 397,615.34 4,119,045.21 15,666,239.90 I 6,306,600.30 12,503,973.73 575,016.53 4,325,201.40 4,500,374.61 596,507.76 58,711 .57 5,852,669.42 18,708,823.32 35,822,666.30 12,830,848.25 25,259,483.39 ENDING ALLOCATION SUBTOTAL 09-30-03 569,742.68 17,103.87 32,879,571 .79 2,462,930.01 223,540.20 42,273.97 4,861,214.57 I 22,190.56 10,891,135.09 , 1,859,476.42 38,993.474.48 I 12,662,232.56 10,055,811 .87 I 1,679,799.91 21,661,678.20 98.474.490.68 I 40,407,685.50 lN3WNMnorov 'IX SDNIMV3H 33AOldW3 x LITTLE ROCK SCHOOL DISTRICT SCHEDULE OF INVESTMENTS BY FUND FOR THE PERIOD ENDED SEPTEMBER 30, 2003 Fund Purchase Maturity Institution Interest Rate Date Date Operating 06-09-03 12-08-03 Regions 1.090% Operating 07-19-03 01-19-04 Regions 0.945% Operating 04-08-03 12-05-03 Pulaski 1.290% Operating 09-30-03 TFN Bank of America 0.930% Total Food Service 09-19-03 TFN Bank of America 0.660% Total Activity Fund 09-16-03 TFN Bank of America 0.740% Total Bond Account 09-08-03 03-08-04 Regions 1.094% Capital Projects Fund 01-17-03 01-16-04 Metropolitan 1.930% Capital Projects Fund 01-17-03 01-16-04 Bank of the Ozarks 2.250% Capital Projects Fund 02-14-03 10-15-03 Bank of the Ozarks 1.440% Capital Projects Fund 01-29-03 01-29-04 Bancorp South 2.000% Capital Projects Fund 01-17-03 01-16-04 Superior 2.250% Capital Projects Fund 02-14-03 11-14-03 Superior 1.900% Capital Projects Fund 05-15-03 08-16-04 USBANK 1.420% Capital Projects Fund 01-22-03 01-16-04 Bank of America 1.240% Capital Projects Fund 05-15-03 05-14-04 Bank of the Ozarks 1.360% Capital Projects Fund 08-01-03 12-01-03 Bank of the Ozarks 1.220% Capital Projects Fund 09-15-03 03-15-04 Bank of the Ozarks 1.430% Capital Projects Fund 09-29-03 TFN Bank of America 0.890% Total Deseg Plan Scholarship 06-11-03 12-04-03 Bank of America 0.920% Total Rockefeller Scholarship 06-24-03 01-15-04 Bank of America 0.760% Total Risk Management Loss Fund 10-16-03 TFN Bank of America 0.700% \u0026gt;4MVW3M !\u0026gt;NISOl:\u0026gt; 'Xl Type Money Market I Money Market Money Market Repo Repo Treasury Bills CD CD CD CD CD CD CD CD Treasury Bills CD CD CD Repo Treasury Bills Treasury Bills Repo Principal 20,000.00 20,000.00 10,000.00 14,335,000.00 14,385,000.00 750,000.00 750,000.00 948,000.00 948,000.00 400,000.00 1,000,934.31 5,116,598.09 10,000,000.00 2,058,896.90 2,500,000.00 11,000,000.00 11,000,000.00 5,299,646.43 9,000,000.00 3,048,218.28 10,221,001.82 3,740,000.00 74,385,295.83 664,995.48 664,995.48 250,909.40 250,909.40 500,000.00 500,000.00 1N3WNMnorov 'IX S!\u0026gt;NIM\\/3H 33AOldW3 x\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_528","title":"Little Rock Schools: Central High","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":["1988/2003"],"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","Central High School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Central High"],"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/528"],"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\nGO INTERNATIONAL! The International Studies Magnet Program AT Central High SchoolInternational Stud The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can relate to people of other cultures and countries learn to communicate proficiently in at least one foreign language develop skills for analyzing complex global issues have a solid working knowledge of history and geography SL inSF W Required Courses Students in the International Studies Magnet Program must take an internationally oriented curriculum. They will select one foreign language (levels I-VI) each year from a choice of French German Classical Greek Spanish Latin Japanese I International Studies students must also take Global Insights (social studies, grade 10), American History I.S. or AP (grade 11), International Relations/Contemporary Issues or AP European History (grade 12), and English I.S. or AP (grade 12).iDiES Magnet Program Elective Courses Internationally oriented electives at Central High School include the following: Global Insights Global Studies World Geography World History AP European History Comparative Government Global Economics Physical Geology/Environmental Science Drama I.S. International Relations/Contemporary Issues Foreign Languages: French, German, Classical Greek, Latin, Spanish (levels I- VI), Japanese (level I) ATLAS: Interdisciplinary program linking Global Studies, English, Fine Arts, Foreign Languages (Note: All of these courses will also be available to other interested Central students.) Community Involvement Strong links with the business community and with institutions of higher learning are being developed to enhance the International Studies Magnet Program. LITTLE ROCK CENTRAL HIGH SCHOOL 1500 South Park Street Little Rock, Arkansas 72202 (501) 376-4751Recommended Course of Study Grade 10: English, Global Insights, Foreign Language, Science (Biology or Physical Geology/Environmental Science), Math, electives from the l.S. offerings or other courses required for graduation. Grade 11: English, American History l.S. or AP, Foreign Language, Math, Science, electives from the l.S. offerings or other courses required for graduation. Grade 12: English l.S. or AP, International Relations/Contemporary Issues or AP European History, Foreign Language, Math, Science, electives from the l.S. offerings or other courses required for graduation. Interdistrict Participation For the 1990-91 school year, 175 students from the Little Rock, North Little Rock and Pulaski County Special School Districts may participate in this magnet program. To obtain an application or information, contact Magnet Review Committee Office 758-0156 GO INTERNATIONAL! I  \u0026lt;0^ L\u0026lt;\u0026lt; k 1^ \u0026amp; '1 R  f^. A^ The International Studies Magnet Program AT Central High SchoolInternational Studii The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can relate to people of other cultures and countries learn to communicate proficiently in at least one foreign language develop skills for analyzing complex global issues have a solid working knowledge of history and geography L K__ Required Courses w Students in the International Studies Magnet Program must take an internationally oriented curriculum. They will select one foreign language (levels I-VI) each year from a choice of French German Classical Greek Spanish Latin Japanese I International Studies students must also take Global Insights (social studies, grade 10), American History l.S. or AP (grade 11), International Relations/Contemporary Issues or AP European History (grade 12), and English l.S. or AP (grade 12).DIES Magnet Program Elective Courses Internationally oriented electives at Central High School include the following: Global Insights Global Studies World Geography World History AP European History Comparative Government Global Economics Physical Geology/Environmental Science Drama I.S. International Relations/Contemporary Issues Foreign Languages: French, German, Classical Greek, Latin, Spanish (levels I- VI), Japanese (level I) ATLAS: Interdisciplinary program linking Global Studies, English, Fine Arts, Foreign Languages (Note: All of these courses will also be available to other interested Central students.) Community Involvement Strong links with the business community and with institutions of higher learning are being developed to enhance the International Studies Magnet Program. LITTLE ROCK CENTRAL HIGH SCHOOL 1500 South Park Street Little Rock, Arkansas 72202 (501) 376-4751Recommended Course of Study Grade 10: English, Global Insights, Foreign Language, Science (Biology or Physical Geology/Environmental Science), Math, electives from the I.S. offerings or other courses required for graduation. Grade 11: English, American History I.S. or AP, Foreign Language, Math, Science, electives from the I.S. offerings or other courses required for graduation. Grade 12: English I.S. or AP, International Relations/Contemporary Issues or AP European History, Foreign Language, Math, Science, electives from the I.S. offerings or other courses required for graduation. Interdistrict Participation For the 1990-91 school year, 175 students from the Little Rock, North Little Rock and Pulaski County Special School Districts may participate in this magnet program. To obtain an application or information, contact Magnet Review Committee Office 758-0156 A '^SsP Ie\u0026gt; Cxv^ A. ^VSAr\n.ls:r57 X2l ) b I Xi__y  LQ_jl ti VeA\u0026gt;: JU-K \\ A c-^IZ Si Gi^ \u0026gt; \\\\y423.'^I \\  -s' 6h21 West Third Street Little Rock, Ark., 72205 November 18, I989 Qc  I Mr. Eugene Reville Metropolitan Supervisor Heritage West Building 201 East Markham Street, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Reville: Once there was a school that nohody wanted (STNW). It was an inner city school that had seen much better days, and it showed. Because attendance zones had been gerrymandered by a school board whose members all lived in one corner of the city, the declining enrollment of STNW came mainly from surrounding black and \"working class If white neighborhoods. Those parents didn't do much complain- ing. School board members sent their teenaged children to a newer high school that became so popular, little portable buildings were brought in for the over- flow. It had five black students to STHW's 500. The school board worried about the economics of having STNW one-third empty, so administrators put their heads together and hit upon a solution: make one wing of STNW into a junior high school. Voila! STNW is Little Rock Central High, of course, and that junior high proposal failed to materialize only because dormant community wrath finally erupted. leading to the intervention of a federal judge. The judge ordered high school boundary lines adjusted to give Central a share of stable middle- and upper- income neighborhoods that had been the exclusive domain of Hall High, the ft silk stocking\" school. A satellite zone in northwestern Little Rock west of I-!+30, including Pleasant Valley, was later added to assure Central an area of steady growth, and a large chunk of Little Rock's east end became Hall's satellite. It wasn't so long ago that all of this happened, Mr. Reville: the nadir of Central's 62-year history. 1971, in fact I was a teacher at Central then, as I had been since I965, and I remember well the frustration and humiliation of having to look to the federal judiciary to right the inequities that we faced. It seems the old chiche' is true: the more things change, the more they remain the same. During the subsequent 16 years. Central underwent a slow but gratifying renaissance that until two years ago caused its integrated faculty, students, and patrons to glow with pride in its accomplishmentsthough always a bit uneasily, for a (10-12) high school's lifeblood inevitably lies within its sophomore class, and it has grown ever more difficult to convince prospective parents that their children will be safe going to school in the heart of the city's crime belt. Most ominous, thoughand most discouraginghave been the chronic undercutting and bewildering resentment displayed toward Central by a number of Little Rock school administrators and supervisors\neven a board member or two. do to please them? What must we Its tragic flaw, ironically, was that STNW became too successful, too popular, too often complimented in the media, particularly the pre-Gannett Gazette . (Central teachers are more disposed to call it Life in a Goldfish Bowl.) Such references to Central as 11. 'the Berkeley of Arkansas\"a backhanded compliment at bestfanned flames of resentment in many, who blamed zealous Central teachers2 and parents for perceived slights to other high schools. Instead of taking pride in the rehabilitation of a once problem child, some school officials were displeased, as would soon become evident. The fact is that once it became socially acceptable again for middle-class whites to send their kids to Central, many parents took a long look at the faculty Central had vigorously recruited during its slow climb back to respectabilitya special breed, many of them, since it is not every good teacher's bent to work in an inner city public school. More and more of these west Little Rock parents, im- pressed with the quality of education they found, began leaving private schools to come to Central\nso many, in fact, that whispers of \"elitism\" eventually began to circulate about Central in some quarters. (Imagine! What irony to one who has ever ventured to 16th and Park on a typical day and witnessed the vandalized cars, vacant houses, and junkies hanging out across the street on Q.T.'s corner!) Through it all, incidentally. Central continued to have a higher concentration of black students and teachers than did Hall, as it always has. The year before annexation, it was Hall 52^ black. Central 57% black, and Parkview 61% black.) There is every reason to believe that wheels within wheels began turning within the District to deflect the perceived threat to other schools from the rejuven- ated Central of the mid-'80s. Poor STNW\nit couldn't win for losing. Lacking historical perspective since he was a newcomer to the city. Superintendent Kelly might have been forgiven for seeing Central not as a success story but as an irritantexcept that the facts were open to any who sought them. And still are. At any rate, largely to stymie the steady trickle of transfer requests of white students to Central, Dr. Kelly's staff in the spring of I986 designated Hall High to be the district's new \"science tech magnet school\" within a school. This ex- periment lasted for one year, after which the label was quietly dropped, presumably in the face of growing queries about the propriety of creating an academic magnet school in west Little Rock which was creating a brain drain away from the inner city. (Never mind that the same thing would be done two years later at Parkview, with hardly a ripple.) This almost forgotten episode of the short-lived Hall Science Tech Magnet, ending as it started, with little fanfare, significantly weakened both Central's and Parkview's 10th grade classes that year. Rising sophomores creamed from the top of the Mann Jr. High Science Magnet who lived in the Central zone were recruited to attend Hall instead, their parents being willing to forego the inner city for a posh neighborhood with high tech science courses to bootsort of a double dessert. The next and much more severe blow to Central's stability came the following year (1987) when, with the punch of a computer key, all students living in the vast Pleasant Valley area, for nearly I5 years a Central stronghold and producer of many of its best students, received assignments to Hall High, as did students in affluent Pleasant Ridge and Hickory Hills, the new and overwhelmingly white former Robinson High area, and Colony West, Sturbridge, and Echo Valley from the old Parkview zone. At the same time, many black students from the east end of Little Rock were reassigned from Hall to Central. tT New students from \"the county' assigned to Central came from areas in southern Little Rock near Fuller Jr. High and Mills High. to resemble more and more that of STNW in 1971. with the tragedy hardly beginning. The composition of Central's two lower classes began The circle was nearly complete Sadly, it began to be evident to many that Central was being cut down to size, possibly because of its vocal teachers and high-profile supporters during the school board's unsuccessful attempt earlier in the spring to implement massive3 teacher transfers that would have gutted Central's faculty of many if not most of its key teachers. (Examples: half of Central's English teachers and its entire seven-memher foreign language department were scheduled for deportation.) Two years, one new assignment plan, and a nationally publicized racial disruption later. Central faces a bleak future as a desegregated high school. Public attention focuses mainly on pupil assignments to elementary and magnet schools, yet unlike the elementary level with its multitude of schools requiring complex assignment patterns to give a semblance of racial balance, there are only four senior high schools to \"balance\": Central, Hall, Fair, and McClellan. Is it so difficult to create an equitable balance among four schools, one wonders? Central's 10th grade classits lifeblood for the immediate futureis presently just 33^ white by far the lowest of any point in its history. The critical mass of white, mlddle- class patrons recognized by that prescient early-1970s school board as essential to the stability of an inner city school has been allowed to erode. For the first time in a decade, it is not unusual to see white students leaving Central for other schools, sometimes back to private schools. Even the widely publicized postulate that the District allows high school students to transfer to another school It if the transfer does not adversely affect desegregation and the receiving school has space available It has been detrimental to Central, in two ways : (1) Rather than following the spirit of that rule and approving only transfers that will improve racial imbalances at the two schools affected, the District's student assignment office routinely permits transfers that actually worsen the imbalances, as long as the reassignment does not quite push either school outside of the allowable range of disparity\n(2) Large numbers of students who register after Labor Day each year, most of them black and many of them dropouts from the previous year, frequently are assigned to Central because of overcrowding at. for example. Hallanother scenario reminiscent of 1970. (Both then and now. reducing Hall's attendance zone so that fewer white students are assigned there would have alleviated two problems simultaneously.) According to the new desegregation plan, the District has no plans to adjust any existing high school attendance zones. Instead, a single paragraph added as if an afterthought indicates that Central's strong foreign language department should be utilized to draw additional students from all three districts, filling the building to the brim with up to 200 more foreign language buffs, presumably mostly white ones. Demoralized, battle weary, suffering from siege mentality call it what you willbut the Central faithful know such a proposal will effect little if any change in enrollment patterns the first year or so. Nero fiddles while Rome burns. In the meantime, Mr. Reville, as Pogo once said, we have met the enemy and he is us. Research has shown that once an urban school reaches a critical point in racial imbalance. those white students remaining who are able to do so will flee. One would think those in charge would realize that, regardless of their personal feelings toward Central and its staff, history has mandated that it will forever be the symbol of the Little Rock School District. As Central goes, so goes the District in the eyes of the public and certainly in the eyes of the media. Next year is absolutely crucial to its survival. Too many people, both black and white, have put in too many years of hard work in trying to make Central a school of excellence to let it slide away now. Ironically, though, it seems that only the man from Buffalo can now prevent Central from again becoming the school that nobody wanted. Sincerely, Sam Blair10 Ozark. Foint Little Rock, December 15, AR 1383 72205 Mr. Eugene Reville Metropolitan Supervisor Heritage West Building, Room 510 Little Rock, AR 72201 Dear Mr. Reville: Last night as our family watched an A. E. T. N. former Chief Justice Earl Warren and his judicial legacy, struck by the proportion of the time (one-third of the 30 minutes) devoted to Central High School, aftermath of Brown V. Board of Education. impression that Central has national. , I r S Mt-* 1 ! 'ft 0 program on I was representing the It reinforced our importance as a symbol of integrated education. even international. As you develop plans for the chools in Pulaski County, hope you will do whatever is necessary to help Central the achievements it has made and improve other areas. I concerns 1 heard repeated at recent retain T wo maj o r security and counseling. parent meetings were The unique aspects of this urban campus must be addressed so that students and faculty feel ease to pursue their intended goal, at student. Since this school doe the best education for each wide variety of students. and should continue to have g 1 ve n, by teachers. more individual attention should be a counselors. Additional if they had smaller classes. and by counselors are needed to deal with at risk students and to work with family and home problems., trying to help each student develop his potential. Central High School has an we are proud our daughter sought. impressive reputation, one which sensitive and creative leadership can help Dedicated and strong yet a model of quality. integrated education. it attain the goal of Si ncerely. Mrs. Dcivid Newbern Utu 18 1989 ttteaotMBlpepBttianSBpantettP^OC\u0026gt;f X 'IK-FM \"v S'* 11 JAN 'X/S9^ e--*0rac.- K.-I ji.:riaE5aa2-aB\u0026gt; nei i=^\"^\u0026gt;5ksob vzj Yosemite 5.*S..X - Ji\u0026gt;fc JsW-i-/-  W-'-' \"The Most Beautiful High School in America\" I A Central High School fim 14th and Park Streets Little Rock, Arkansas 72202 Phone 376-4751 Valentine's Day February 1^*, 1990 Dear Dr. Steele: We wanted to be sure that you saw the Valentine that appeared in the ARKANSAS GAZETTE on Wednesday, February lU, 1990. This Valentine was a result of efforts of Central students, faculty, and parents, chaired by Mrs. Joan B. Dietz, in just two days. Cranford/Johnson/Robinson Associates produced the copy based on suggestions from the students. This was their gift to us. Sincerely, Kelly Fry Mark Meadows Student Council Faculty Advisors cc: Members of the Little Rock School Board Mr. Eugene RevilleWednesday, February 14,1990 Arkansas Gazette 9b Qur Hearts Are One at Little Rock Central High School Special Thanks to Reid Robinson \u0026amp; Kareen Coc^r DiangWoH Marion Es$t Coach Eddie eooiw Abson Hargis Nauer WflsoR Faya Hkks Cafhy HoNand Darbara Baktwfn MatyPaal Marsha Ayers CaroNna Holmes Halikla Suchanon San Blair Am Graves Patricia Walson Batty Kiay Batla Callaway Darrell Watts ShMon WiMaiiu Hanratle Graham Everett Hawks Mary jam Rrewil Joan Dielt Gayle KOoud Don Blessing Kosemary Brewer Diane Paler* Jennie Cola Kfrbr Shofner Margarel Carpenler Leon Wcholson Mary Crews EHen Lkrton Helen Gaddy Linda Slen Myra Jetman Mary Keyes Debbie KKI^ Andrea WUshire Nktielle Molhershed Nima Mody Kenl Moore Robert Brack Amy Golden Mriynn Ciusmnn Jay Gentry Andy Crsr lisa Greenwood lym Hampton John Hsoiplon Diene Barsdale Hubert Barksdale Joyce Arkk Kar flioiRinan Evia WlMs MerHrn SutMge  Mark Meadows Suda Hey Gwen Herdin Janis Moiock KMIsse Donhan Audra E)inis Eleanor Reasoner Linda f. Joshua Elaine Dunes Betty Rosenberger Al Alverson BiBy Watson Renee Gtaa Eleanor Bodenhamer Gloria Venable Sylvie Yang Suzanne CaldveB Jeanne McDermott Sarah Gadberry Annlce Steadman James A. \"Chwfie\" Brown Brenda FulreB Susan Hogan Tandy Cobb Freddie JoBy Ursula Raia D. Schlesinget Dorothy McDonald Jenniler Butter Jason Slarflng Shetetha Robinson Mary Katherine Celhoun Keren Stephens Kelsey SkHil Catoya Davis Jenniler Cummings Angela Cunningham Jennifer Allen Bliss Daniel Nila Daniel Lydia RoBins Page Daniel Becky Roberls Cooper RHey Jason Rktoul Rachel Rasico Doris E. Hadley Holly Kale Amy HtB Kerry Hamill Chris Gunn Sandra Hale Hick WcFhKs Doirian Myles Sompong Nanihslengsy Keya Daniel Greg HID Jennifer Hulchinson Alicia Smith ffil Whittaker Natasha Weise Sarah Webb Dale Webb LorlWeisbly Cynthia Meeks Heise Moore Emily Truai Donna Underwood Yedea Walkef Carrie Walker Stephen Ursery Denise Toombs Saniord ToBett Ruby Vales Nicole Chtislie Kris Carson Angle Seeran Arnie Schock Laura Sheppard Jetfery O'Donald Cindy OiweB Shaunne Parker Sara Ogden Oenutrick WiBlams Sher're WiBiems Xitme WBiiems Pamela R. WdHems Blake C. Bass Aaron Bakhrin Lori I. Baker Sonya Beard Dave Palangia Keiths Pansy Malika lewis Kurt Romes Shawn Ruffins Damond Ross Katina Ross Fetecia Rusefl Nakn Salaam ' Jria Wilkins Patrick Wells Brad WBIiams Shannon While Brent Earnest Marcus Eagles Iraionda Hines Tonya WilTiems Rhonda VTiBlams Jason Woodbury CordeB Wilson Bokenta Thompson Tommy Tomphson Alexandra (erado Rebecca Thom Darrone Johnson Karen Bearer Elaine Beaver Mark Poe Jason Piaoa James SBours An S9kins ABen Sims GaB sums Eliubeth Smiley Amy SffiiRi Anasleria Smith A. J. Smith Marcus P. Smith Marcus D. Stnilh Marsha Smith Natasha Smith Ronald Smith Scoll Smith Renee Smith TrameB Smith Robert Snortiand Mary Ann Haas Nicora Shaw Maty Claire Robinson Dusty Brotm Eleanor Dickinson lesKe Beene liNany Barney Scott Barksdale Waller Jorden Orlondo Larkui I. C. Kirst MkheHe Kueun Romonda King James Johmfon Glenda Johnston Kiineu Scott Lamoni ScoK Xeshie Jwies larry Lambert Jesske Martin Rwiald MapBi PhyDls McCoy DanleUeBoyd HoflieB Rico Heather B. Rice Laure Vogan JennHer Walts Thomas Wilkes Ziva White Moliy Hanson Holly Hiell AKyson Hardin Shundra Harper Charles Hendricks KeUy Herndon Rolando Herts Dana Heslings Amy Floci Genoa Gaddy Angela FrarABn Stephanie Shepherd OUR HEARTS MEET AT ONE CENTRAL LOCATION. This Valentines Day. wed like to deliver the following message to our school  the place where our hearts meet. We love you, Central High. And we invite others to meet us at that one Central location. So the changes to come wiU be ones that build on its strengths, rather than its weaknesses. Thats the heart of the matter  and the source of our pride. Trustee's Notice aOMuMAnominun 8002078 YmYO DoeUNnnl. TP MMiYl iomwPo'PoOmW AIydBla n BTnaPippMhiiSoidYpuWd vRmmoiwi runisLmn EOIi Tw Any OMoifidy mm Ano An Adon To CVttHaiaMaUuSa ornO Mauaciahi 6ta.1ti8a6a6m R'prnoMvd irma WrRoamuiWrn B F1R8A88N uK MrnAC NKaEaYan. .aBi H PaAf*t STATE OF ARKLACNWSARSock. AR 72201 jevWolK oinl u(mrMcnu MMd litointt Haaonl grnaoati f1lb2o n1 0v0X8i. mn IM iMM evtoIaMd loon^ teroi O' PMau'CaMi. AzUnus \u0026gt; ^VAWaieVqunneudv M  U t8a6-i1 U40k6p4nM 811* a uReRzitkyiu aUane.o Ln4 NMo RtoncMk. SAtintaki aaa t U(KtluU- ROeeOetdl eaei neaodi eDnecdMiw hiei cAaadgppneMneMiec an 31.1969. eilalwiailNp 88-16888. Laomen t aMnp itttgieigant eCdp iibp oFrtialeiMi. rnaalrmue- naMMNoa ^ell aMstree.intn lidiMi a now Ba aeiMi e ngua a etd piopeily lwotantrtdOe 4t1a PeitetMaeut Cieotwhwtyt. mae paiK- laS.iartagePaiitStmauai newn CBa Cdy a Jecktonyile. Pweiki 21p3w kHva AmzekMutaeaiii ia mJackswnae Az- kanaw 72076 OMWnt aMrel taea. aBiaatial nm ahia M le MMi apniolpi elinay hMVaWnaUieuat dtaioucnnditMiBHWiaandcUve ahnedan apouvad tuhtUule Tiuele* rt Ke tciaMarg aen VcaY oenngdn HM B Taiu ireataun. eir aouiiB miee- nredhrudheraioery ind peWynlaairee aai wOPeuiMnrieataoaaaw.e adndi 'Btaa idiaiauw at loheam mg emna et wUi aetrm douue aw ad *80.634 80 pu IMIK coui. ard aBRa aeuwyneai eenMdW nainOJwu ane t e1d.1 d96ib8i elandi teoueted 17a wtowavad k Wiao iiSSFOFeMona e *\u0026lt;FOy Oven nt oa March 13.  800. nahuaai Oeacrnariai uop-daozotvr MM nlDoa PaUcBUaKuaCoaonpyn C aauinVavviuoMn. Rwoicakm. Amz unmxia Sloom noo lsauwafSi. MiSoWn- ' nolra crnaliha nTM n at m{p opao ratya.n rq uah n BMroowm PMl smtaadlo^r oItoni nMvO ua i WUASSirvundtu lOtidiyol ^Tn^'***^*/* James Sanden Gitiget Coarley Hick Cockcroft Chris Storey Cari Sundemeiet Ceca Webb Caminii Matthews Mary Staley Kipkano Seine Ho^ Cesltn Kehki Cohen Lama Matson JuBe long Yasha louden Adtley L. Lockhart Vedia London Sandra Marques Stacey M. Loyd Juana Johnson Karen Logan Ammarie Pence Kaky Power J. J. Pettit Toby WitiKiberg Jett Woodward Jason Starling Erin Hubener Kyle Howard Mary Elizabeth Hutline KeBy Huffman Bophany L Huot Brooke Mayfield toss McCw Tana Belcher Shinde Austin lekedia Anderson EmesI Banks EHen Teeter Nikki Northern Robert Shew Reid Robinson Chan Stewerl Hictiole SumK Chris TeckeH Kevin Ml: Dedrea NalhanieJ AUstalr Kewbem Sharese Human Dekell Johnson Alan Jones Andy Johnson Angele Jones Kim Johnson Eric Jemeson Christy* Janes Cynthia Carter Duinn Cektaell Katherine Brown Matthew Cebe Mrs Pedigo Monique V. Martin Jenny lyp Betsy Massey Krislln Allison John M. Ablon Venice AKord Phmdy Phimmackack Janice Medley Lalonra Pearson Leah Greeiwood Melissa KaB Gill Hamilton KoBy Harrison Tina Monson Alei Horaeyer Deedra KiB Clerk Atkins Kiodietly Doyle Boots Ferguson TerirB Didiman Ginger Shies SheHeh Senders Madellefle saimge Anne Sheehan Larona Ganaway Julia Ellison Bob Dannport Kim Darker Eleanor Dickinson HkheKa Dennis Amy Easterday Jenifer Edens Isaac Dickerson Ronnie WoodaN Allyson Kennett Veronice Cot Paula Beasley Kit Choy Chris Ahlstrom Catherine Bransum lanmy Boyd Valerie Guplon Bethany HaB Doris La June Nash Erica Howard Erail) Hirimes Kathy Heruy Deyfa' Moore Darke Nesmith Kathleen Ramsey Corye Moses Kareen Cooper MeBssa Moon Aaron Bernhardt Carissa Ray Shannon Piggee Kenya Peterson Jamie Price Gwen Pfdtar Tymberli Reed Caramel Pumphrey Ashley Brewer Angie Bradford Jay Brown Carrie Waften Janie Wayne TiHany Ward Mery C. Lowry Suianne CaldweB Mako Cam^B Tywana Humphrey Stecey Kuidrapiller Sonye Jackson Heather Jackson Erica Bolden Amanda Gaffney Sam Roemer Laura Stanley Stacy Rundle Kendall Coleman Lynn Anderson Robin McCoy MeHisa Graves Katy Einef I Lydia Rollins Stephmile McCuen Natasha T. Seine Catherine Ryan Coco Scruggs Malt Adems West Allen Phylle Alqut Shelley Reynolds Brian Jones Shannon While Gigi Secuban Winifred Watkfns Ashler Webb Karxy EUackweB Torsba Rawls Tin Uimvail Shawn IMsey Kim leirK Shane Rhea Yoionda Eagles Tamake S. RSey Malaika Turner Monica TimUnella Tracy Tucker Todd Taufber Teresa Tierney Rumna Tucker tebecca Thom C J. Snow falyanj Smilh Kristin Carr Jenny McCarty Lynn Anderson TerM iHipenny OesdraHU Siscy N. Parkins Darrin Karl Vamita Jones Saorge Ray Meaghan McCray DetiWe Koyla Kathryn Srownlaa Erica Brooks Kim Brooks Zora Madisan Kanna Lewis Brandy Bndgai Chris Colclowre Malfm Bhismen Roye Kansouri Halen Gaddy Charles Springer Lee Ann Matson Russell Matson Dr. \u0026amp; Mrs. C. Logan Jhn S Kathy Witkrns Winhrad Watkins Louise Starting Richard S Sharon Kali Nathanial \u0026amp; Mabie Seine Brad Wililams Ji\u0026amp; ani Ma Dnid Xnbtra  Mr. and Ha HiM MtUnm Rkk and JuUe Calhoun IKHS NGAHIMTIONS Band Bala Ckib Cheerieadars F8U EHA Eranch Cttd) Garman Club Ki Steppers Inlernatlonal Club Key Chib Mu Alpha Thela Hatlonal Honor Society ROTC SBC Science Club Senior Class Souther nairas SpeiBsh Club Student CouncB Itoubadours Y-laens ROTC COIWTYOFPSAASKI SLtNBaMC^FPHEuObolcW.o SnWinO*R Nii a10n OsaOyMol KaUiyD jonaon NoioiyFuhac W^CanmsaaiEipaef Trustee's Notice OtDaaijBAnomwiacn TaiUeyieeTeoYSoewl Preeenyl yeiTuhOaoPriwonTfiiMyiiiiSiioaUaTMoe Acton HOoommuuii boM FF  AAnnyy DDMMowrcy CWoiacmhy \u0026gt;b Mofity B 6M1 BOi Aonuau A'in'A Agcbmonl Y 1o0u SwaoTAfUnias CoulyolC'mlO'O W4Wrw maMo oPnNA)a1 aviw.iOdiM lu. culM t OMeonag Cou Tir ul^Mo nrp lro\u0026gt;ioK\u0026gt;u oi l MUancuha Mauod rian. tetoittOitM i tcoon rA Opl oil' Ca.i tt1l8o6r8d. C i 8U1M4 Mwi.K ch\u0026gt; wHekioaioed Braodoklo 8UMTnNa- lAlpznUan Bsaetw l laor mAazrutyi aianto nU MNi uRoancka.i Bw 01UBN Rock1. M wdsneod Dy Attonmiiii ol DtM o' TnM i itcorOtd on Ant 8. IM CIMouI rtara uAtara arnicaaaii da,i loialc oCrraa wBfoooika ewWihi aPtaaaqi^aQeoroi raatrnP WauninaPtM-war Wi oilk InM az ap noopwa nrtya lioscMinedi la iC nrooaidr-- dloarade rCnoouanal KyO. owmaora parKiAarly lPoarr t oSaicnho Sno u2O i HTaooa Nnoanivhn alOat NOouratrh- Rango 30 WaU. Croalora County. Ai- Ui^ mora sortciAarly daaoMd aa Caa 9mHia'iin wciiEg tM B Baan cNoo EiBamM aiik omg nBaai NoiBt ka latf Soum 'anwa  121S 1 . aMMieruwniegR EoaMil Mao nhge gimrmO eNva lman Mcer Tins 58 lea IP tu ceaawie a iSoum'Aimy QitBlic How nuKt Souk 83 Ot- KteeO i4m8 Mm. Wmttnac nao Snoau tnw 4o4 o Otnt-- doffou 88 nrUM Wnl Mong ud acaqWieWii *n64 n8w0i\u0026lt;uMtti Wmtianno d\u0026lt;oSnagu lhs7d6 ucnmliurtmM iiSuS\u0026gt;Onii.nEiijaimnio:gEoau\u0026gt;n4.e.ws at^M*t 5d6 mcurviMMh 3r0* u1c8o4n 8d8i WiHatu unaarnudNiu WviNOt Oara7i.U33M iMi lle InPr BUipM pSoOrt jpTli whiu Pelk hwiag. cozMiin\u0026gt;nag 1a2 04( PlooOuic I1P BMoW* P148u7 iiMiiioi(wipV(a rnehcworgd izAidik RinouWse ouWnh MMli Miw.p vraeerie nm ilyi tM re Mun ecnraiso eitdtyl ippWomieirPede ee.iBMtieMwuildeM Tarauiilieduri uob eBwii i' cCpMrCw!n ogli nBcwY pMnigdn nB B Tiuiu mMnerv. wup uoVn i1p)1- nuWd hiMr ii*ud. hOweilMiiOil HUrvI pmcacwed r BM piymMir or uo odehleOieu, end the duemiiew t nheuwn egi ezrio tet uen peaym douwe.i lW eMl *c4o7eN. \u0026gt; 2a5n o6 i7D phmeieinycilee epeauntc e\u0026gt; nJluenrec i1) O1e8h8l8 U. anid le Twnj ePiMlaWd B Hiav wariipMtdiaegr onle tda ldo tel tad proptily IP M W(y teO iidi*r- ICRM8OSWY. OTVHEENR EBFaOt RaEt. PNihOiuTeICiyE BIS. 1880 He neien Ouenhed reM pi((i. deor'cyti \u0026lt;oWl mMeia OdMew2lOaiOdo Cmou iMllya Clipnl neuH. Ven Swen. Aiuiaas. lop Bwa- lagneei BMdw loi ctiri TU tele wB reaiukgiotiiiMq im 1o1M M teHi mutaii Inng B iwe npi cnmoaurtiTii. or PWM MwiiM CKOvty OtWcIaTNmES*.S 1 -m8(8y0h n naihi^Oidtyol SBu FeSRTAmfeZsMTAE CTKRUEYST JEE) FPOAR IMON NUATTTIlWf RAOLC BKA. AWR OKFA NARSAKS ANSkS B FRAMBCzI-MRoIKuzYn.aJHR aPrAvy 1\u0026amp;88LUilrH\u0026gt;oR\u0026lt;oiNcka.hAaRno7l2F21Ca7I1a STATEOFAAUNSAS COSUtNeSTYe nOsFE PDUL aAnSoK SIWORN 10t etoro RDiaa.c ai NRoMta.r 1y8 P6u8Uc. on Baa 2001 itay W KsnNypOl wABPouWtiWtci 8M-2y0C-9n8ninuimiEaiiu \"^ TL'iwTmvT.inEn nbnutTs tJa,k ,KcAe iFai0\u0026lt; ^oLCiwiMOBTai\u0026gt;co8Faw iCoWntg mu ottmt C9UaraMalW W 3l7u0 0i n1M IW. PMi -iaip Unpva et *ud OdMtOKfirtWttiOi It2 n8 t0WIUMIII . 'weBnSonnncuiiu SSropuuusRrhie 5de8 TDEOIENIRT4 FQOIRCQ NEUTaATeHERSr Bcouo maan monav on Bia wot lopiaMaFtiuCiaialiilAO Young Democrats Club ActtvHles Organization TAILS PTSA TrusteesNofice oiOMtunAnamtiMoA .OMYouPioouiyv otnuSoHYrnWia Sfeffla iCxL-zxB Im larma coUNi} oicMiiooi. 1868 LzuPkiViMNMMcCMayiPnWoaiKk M1-y3C1-p0n2vnoMonEipfii SBI.EngleiinHt Preiwatiaa lecpzOs a Cititfi8e.e rO Cnow tNoyo.l AMzuMn-lat. \u0026lt;1 RecaU eppk Vokara 345. Fge aeWsennwi eHuie. PneaUoeHrd aM eldaadia aiioopwemnyt kcuHziraaeciioeauknowt Tau F MSo'uI mtM 8O13m la IMe j aon lean 8a pn. Bdck 8 6i3wFiulncLeeJea.a tiwhaap l.uAyzh hae ilaeMne7n2n4 r0ail Mm tn Mtrtsl \u0026lt;i Hit ital piootny nnoibtitdiMn uaHntncy- and 019011 imMM.'wai M tomnowimyil nzWeaUhiretaMd hDeneeiMtazWy.iiixa   mtmiwino- Mm?nowtliifSwSfailLMa 842.806 \u0026lt;8 OMiKI mt Aloitll. M IM) pzoDMly W uhsTy uddMoi- rdNEOBWYO. VTFECNRMEFIpOnAME.M NcOnTTI.C IE96 0IS. Bhwl hizMn dncihid loM propszly nth CPWmilMy CaPl W2 h0o0u pu .m J oanl oOttaoiioph. alaM- TuUnt iMM.e M ml te nunvgnutml C tMld nwm lue scBtf ia tBean anoapotneiyt. om' eauetntigo nuio pteym ae areu ttwaide \"tSfiSSss Warning Order wT\u0026gt;ccncL\u0026gt;Tcoi.nTOF SOJEUFTFKEARNSOPANCVOERUNS TEY4.CA RKKAANWSATES F CALVIN WLLMMS NaiOtd cSivT-teTEeW2Or-e3 CONSTRLlCiaNANOROOEOfFEMWOA.NNTCS TO Nt CaNuiWMna SAkdndeiewtedUe iCkanaptwuncelinean SRpewg. me nAOt OCiMeeveUeniVknNeUenim.AgwiaSeim omfo Puo vuoars n, aIfioa l.n Onya UotnadO VBvaol Siip^u Bai*- .lrm^'EinS\u0026gt;4: MT^UtMnay.'w onrnrMoKnw? heWwn. wAaikOtinauUi. P7 I60I 1B.o Mi raac eH.oPain a CoiipiuNMiontetntlyov. tcooyoi oiftch^ CCooniyxMuiil l.tin SFnmnt tnM toVoo*n* Ktntd t iatow nmoeH td UIhntgI yyoouu m tnil-l Mswrmti 0e1ir toyt |h3u0 | iotitoyot 0n1t eivwi apmJtt ooln mott KmUd ipni MCtc mMzp4n pMl y BawH iwMikniWB iMg dvoo IiPr, ludgmom hv ddiui wl ho imirpa Bgno CnwUT yiopuli nlol rM v ipei ZOMhMaM iH Ociyw BndwPldiw mi pUmSUH NVnnCSSMCEOF.inivohiim WBHWOC Mow miyn hsm IIdB i1n Odi UypMlO 1o1c uCmMpiko Orl 1868 eDrO\u0026lt;n.nO\u0026gt;TSHiVrQ. DPCEAftSON CLERK TTFieEs NNEOWTSICPAEP FEERI SCTW PTUTBEU TSTrHC OD AMY OFFHRUARY. 1880 Oa\"caiin.iCEaSi.S 1 m88y9 hand irM27lirj8y ol BS UFBMSNrnKvTMElTCHhUiSYT.zEREF.POAnUHON NUArTTlIEOnNOACL KBA.4Nf)KK OAFN ASOAWSCSAS er-RearatHiuy iF1R8W86 emtholnA NCtKtsfnVi.l^PPluAi UBtHodl.44)72201 Bl STATE OF AHKANSAS COsUuNeTsYc OnFe PcUoLiAMSK S)H ORN noMwo IM. 1 NpUzy PutU. \u0026lt;n ni 27BI dty o' fCprlnuiO non sum) 3\u0026lt;il. EiaplGyneiit Prqiaration widHeUiP HweemU evdz aendfveidz tecmogki man pnaeceedd- inneee ltai eranc eodnmveuietmaoeenhl ii ieoeo lieoeek\u0026gt;ir .Mw4in e taacci eeeplecat.o |nPthi aee Monieei e1 t*n oawVyd - wM4a uhnea c Bptnaal oepticeAda laant im toet peoeMnaioi ne emi cAoeml apk e1n8c8e4 Amgme MTe4naT Ww.a bCoMA vntwEmtrt pdtkoveamnerMa rtaant mao ehnukaut, naafOiet tlaan oeegre- taonnde a hpeptwtue e1n0 aena^ angraati aa e n4g0B aOnydn a8n8l TheArkansasdazette Advertising Standard* Advertising published in the Arkansas Gazette is accepted on the premise that Ihe merchandise and services offered are accu-ralefy described and w4l-ingty sold to customers at Ihe advertised price. Advertisers are aware of these condHions. Advertising that does not conform lo these standards or that Is deceptive or misleading Is never knowingty accepted, if any Arkansas Gazette reader encounters noncompllance with these standards, we ask that you inform: TheArkansasGazette Advertising Dept. 371-3900 OfYour Better Business Bureau (44-7274 12T(S. University 362.HiHseli8ld Thizo tSi EiNnI OilRlm ernrtiiZnE*H tSo: lursuig hivotm M IWP vv oQwrzntge nmwu iwFoo cmrsVpoocniolbPoN-toonv^ l!vMii SorvUi (11-44*4 366. Englaeeripg AR CM~N mU NFACTURIHSeNe woili oun piiio \u0026lt;c Coi iKei a4fSto B uSoC uwc MliE T Mo lswoooisroi.to ni*oA\u0026lt;oner peFiEocPcoM.MD^e iF uienSF CMBllO Uottv223-20eOOnFrnulO BB1. Entpinynteat Preparatioa loMidoocacuiMru FiwMhSouovMoviCMioiriUeniienao s 363. kccoHtiiis-Beakkeepiag UtSMTBKBEPMmOTBElIB cCoomrnclurulacil oohi BOunrcaon cMoa tlaufgtofurrauoM Panadr Icoo9momaa o1a8u2o8 loc /ou hA ariholumoant cSaa zReanoaN POBMl821.tn.AR 72203, ' MSOEKCKRBEETAFRSYR Z 7 sPmlUudg 2*0* SyOMoMi nooldw icaommpRoonWyi lkoiopkpAogf ZIpszi cprKopiiofnyinc8eidm h-8opokm* ms aCcocnt taroatgM*iioir.CFAnalDl S25-90K tmnaEndlay Aawicy tONWM CounmPoCnEmXoKilFyHot6 KSt*t|bUnFoOk^n otcAi^ OWutnmOti uF oHMirrn PNooiwlo* nCnotit /gtne, IHINO IXmilMy SM 714 367.Mecliai)ital AUTOAMPOPTLYIVWEF TEERCSOHNH iaAM SI4M...klTTLEROCK STRFPEH *61e3afKst WPACTEWPIOY -WC iOnicWoEaD (IAnTiaE aOnPo EaNaNvaG-Sao hzixU aa wacatwii-i lraOMK.attnodagoaoMaizMainii aiaMci iainai)i-iw SpaanoieUiti. SSaianrdU ilga anuamyo b Iaoi MB oOhf t Dauiona.i ioBnweoah vmaSUaoanaCo PO Boi 458 ffH TWf i POWER S4oiniS|\u0026gt;in8\u0026gt;.ART2761 in a big rig. EFOAUJlMWrRACMS.TUiWMiaI fP*ml fwec3\u0026lt;jltaYion* 364.021a Processlag 1080352 UIPrnCu.4ilnvI:.. . lM:0 3\u0026gt;0i5rr 6'-84'3-'45386 PrololttoRuetSy VwMr4Elv8n. BoT' CIvpoa Irom aiR RmonnuiilM ee3 }f Ml.HoBselwfd SR PROGRAMMED One ol a kind oppurlun\u0026gt;ty\u0026lt; M-vancemeni. great woiking eonWons. super henelils in-cludes(} ent8lHid]tK QCS *18.000- R87E2D,0e0o0a NUTnAa MRSoaw araa Noarlwing t-eCIO-72-5827Ed 200 hSoamllfae N8 n0a8a OMeadrc Iho ih.Leiaupn 3ih yoeu Uaadh nao mf\u0026gt;y ng.M muMas Piuaocal224-3828 MoraSaOmoaS^KhTiMi 'so\u0026lt;M 5 NO latajaao Caae35-l8'an\u0026lt;i6 01 MS online hoblut 1 FEE PAIS' Cell I $^.000 756-3200 aROIMcCein PE SKEUINGtSNELLWC AMERICA'S PERSONNEL SYSTEM WPACTB4PLOV AOCT .WC 361.EaiplpyiRenl Prepafilioo CERTIFIED DRIVERS BIG DEMAND cEjnra IV PROnSSMPATl OTiImA' DRfVeB immiTiticKi. K-i num KHM ns WHEEL  JACKSONVU,AAK. RRAROM U8 WUUm HESa MHVK ACUatT. MC. ICAU. NOW 1 I leoo-aaiawl ^I^TRI-STflTE Sami Orivar Training can ahowyouhow. Our graduates are  Highly tMllsd  Self confident  Valued drivers for over 200 com* panlee natlonwtdel THIS COULD BE YOU I 1-800-395-7364 663-7364 Utile Rock ^900 N. umverrtty Itani | M Ita Ita al A fiitali lAeel MkwM 10G Wednesday, February 14.1990 Arkansas Gazette %7. Meckvlcal 366.MeiHcal ItfrOMOTIVCTlCHMICUHSI]) 6m\u0026gt;wltaO\u0026lt;tSefuBTei 369. MisceHaims 369.Misce)lMeiws SlO.Proleuinil-Tethaleil 370. ProlEssHil-TecMicsl 371. Restaarart 372. Sales K.Br l b5 5 o15p ddid nbow* BW\u0026lt;da *Bd dbon Jcoaurauncd*p. ianioacnnMaa*c chudaioadii vlviccdokkkkcokaakoonn SBaduur-y eavacoKai paddy bl umk TERRYAI/roCAFE 3t8.Mcil CEaFhTrFaEcaOp DkEentadAkLn AovSdSaSdTfAl*H T Cal96*4C\u0026gt;ag UTiniYCOOROINATOR RovoniOAi M A taoprp Olcratkimvair kcui fatctvdrtdoyt iCitbrviGdnaaf-i S'PrtUi daraaadv *Q Cooaouoaa Ffvrtlni I 663-9461 Aowfl6wiaaav aa [wrb*r,krriofl lcNcudiOaknogn.aa iiS:aallaanryi nagoMIM Cal*ui\u0026gt;rHa\u0026gt;.35\u0026lt;-\u0026lt;5a5 laoen.SARil_B_i_ I_2I_2_W_ C_I_W_M_a_* _U_vn_l- CERTIFIEDNURSEAIDEE aMpwmaa.aii oSrWnH aorruoia Ea.xMcISlOaroaivoinaRudarc* PartO.TEmN*T'OArLaAfS5uaSrfTliAryNOTn,ca 92S.2O3S llaaatEi)C bWyC pArRogetrOatSaRwA* fCbCvOR otofly Otk Eacatanl MriM tlV tmn pimmcOIIM-TSOS PoFdRibEnEs WdaAuyrSaUsR mGER IYv C pEaNrTtlEmR* 8 PaAuN O PRk asnad* 'wvh loa cbb*vvda yarsopoamna nKcoau rna (ainkdaal . bi*d lkrdaolb rbad uaMa ad aoyl*l,w naod ,w aa*ick- awnotdX/tvng ro acuorAtud*UiOrio ^Sot^ arELa^vKw/Mk*Mor OEeN S^c rSuib\u0026gt; T0*Q0ri * SCwodfftlMMutMm aMlMo ryK aUnndo orrnibyFr Sua.\n.nc45iimg\u0026gt;.Aii\u0026lt; 71901 oOdCS^oOinl rlonSo 20S. LtAnB HOPMTKICiIAirNt bli*il*ed**.d s itsftTnm U w O\u0026lt;l- Ud.hvrwort4rtianaa* 1.741.276? LPN r,dk(n*paK\u0026gt;na,a,itei\u0026lt;nvy,lL(a* Pmoacrkk OObnoed bN*Ad* rh*bak 5d nayoir kvuig o cnc nuOa- rt fBiO FX vI7 e2va,dca/brakikoan nat*nao a(a*anwnn*.* PO B(KT62I.U9*Hock.(Ul72203 OnraMdE aOuICalAarLdA STSb i5S6T5A0N1T* Non r.7a3m.2wiieoea0dnt*iFsneion oCaalClJbalkCanv Inoanq s Snwny Pd ivuid Fpmei NEEDEDLPN Weekend opiion, work 24 hours, get paid for 32 hours. Cal Mr Srumetl, Monday-Friday, 8-4om Cal6643926. mKOFUUUFUlPN MEDICAL RECRUITER SneWng \u0026amp; Sneibng, world's Ivgesi employment sendee is expanding its medicai depl Sbecisfizing n piacement o) ni^al personnel We vrS train nividuei with sales experl'se + medcel back-voiiid Salary + Bonus, tsi Yr poianiel $20,000+ Cal Devona Peyne 223-2069 lor apponlmani iFingncial Center Sta3l2 SNEtUNGlSKEUIIIEUY UEDIOSPEIISOIIIIEL SYSTEM Earn adOkRonEnlG uiiemvnUaU duDruig avarwifl n8d wy taot kamv^ rm* nnd (v(j ibcailtdi nalu hop apsolratbu-- thratnoa*dp rc*oltmrrp*adn yF vSktjorlohdw brtalnokn ndaebacnn-. caa29W7 $nM.II0(l-$5WMD.PLUS 0 ETri\novoiogpsoudno'b*oKofolovedkon* * SheRn iraSnidll tlBonEgin MiTrKmE aEaKanBrrnanU  *0 hburs fluwiuvd'biarluiu avat- Ca Ckv nTopwUh bTnrabvoUnauifal Nurkaa flaealry. 1-800752-5162 NMSEMOESMEEOEO AT o MniTnicg w oMrOkoI nogl c1o AcoMmoore niToAMyho loorttorqi CNavta 8nAg- 2T4Nma Can dayn WoeVSuO.r OtutooAoyl oyro oul wonTwvKIOrti** PffnContYNysagCeiter MEDICAL SECRETARY ShouM hava m*0M(U tnui. aertorloa **0 0*nv*l OHK* axbwlwib*. Th*\u0026lt;* I* no Um* imR on iru* poaXIoii, Rwanino It ooUd 1**0 Mo a P*nkaa*n\u0026lt; k. Uo n Se.H p*r ho(F T*r UU* aO out NOW and ca* IM a(| IMv. CaH 223-TEMP tnarvnSofHptoaltauUTOaiOayvKi ExovancadB TMeaKv WnaKiaad tor toed bai* Ttoakpb aaiid* n NLR crflica RFoWckl IoU tDrtnooood *Ol1tBA*Ya nBUaonkin atal nLOrff(l.* LR.AB_______ Part-TurBaI tLoL oCuOULdL* ScoCtoTcOkoftna Mud Cbb*a aabetboo lno wasoorka nvawrcvar irgttq Au vwaada nFanodMa ' Gabon* acoaptod MonJn. tupm No tEtaOtrEw aMvi'tF 'FHo.Vot d 901 Scoll Sbaal ^1S CfiUlmSpSaStHwIFeJ*O fHBSU CM OnEHTIOK OFFICER FdkileHrtMtl SaUnlWcjmtSS-lttlAI/lte IMMSIMH ^Q UWAOLRFKCA RTEaCMUSR NSE)B CO OorOSaOoA 0'Pe(1Po dldYttw lUo Vvun nntMtoo-o C- lKlOoPPMYlf2O OIyEFoa I BoTMH ICsg\u0026amp;nT FacCAAoTdE OhpEtaomuRa EvD taotmiilml oi - oMnyn V ibEdQiouuS* tdr nMOuwati inn*oiai ncoon aIdc-- GcuBnCtoRaAniL o frloEuSdPaOa NoSmBAdIaTE iSro nTthoar ong- apnardt elrumoat rcvuianocna l odru bada * p(dtdaoundar t*o w triwd bodvtg wocaaang and roUaang d No ratrma* dxapUd iMd accom. onkdc aOkaopnIa. mCatyy Hba* ll.O 3ta0r m8 IM aat mPa rNaLoRn- CI^opubretya boorntf mMd ttofdi oooudoai doo* pPoirMUtirkv, onyl^ I MlAod B mpRoa ock A FooiVo E V Sanor4, C*Ad*rdd Ww.Cnde.iMva'di Ay rkdui 1 SESATROCOV-M'SOk-liV-aEO-OINMS'aECRUVMICl E 44*-*44*(b*tW**7nt-)|WII) ASST SERV MGR M8ior company wiih pretno-boii* very fast v4 gel you mov- duatrpkadnddaavI aRn acw w.wrcnu Cwvip*aAy nMOa tdaartua pra Mrr MImrm* naornk aaiai r*T*h Dabaaaapoanr imd*aM-I orwMd paopu 10 cow or nommakvt mBi MpondaUo no- (250iF0(Mi*IcDC SviioPgi*ocvaSHI3oSa.r * NySiUaWbC* onum***72)15 HURS8RYC0CR0IHAT0R Tb M NNiFmsdaCryi uCdbiavnd Pavuaclvai tv tul cfiureK Howo VO Ovn-m 19 m ttewon a (uVlIoAm oQve .A _. sh $20,000 Come n Mon or Cal Vc 223-2069 One Fawcal Canter $HEtU)1S*SJILLIWY 4MEIIU'SPEK9IINEL SYSTEM PHYSICUD4MIIEE4DPUISEI TaedotbengconhnetPGraal ,0b where your knowledge wa be eppreaaled Ptolegsnnei aimoisDheie Fabulous Dena- IM $23,000+ co car and exp eccounl Cal Rick 756-32003901 McCamPk SRELURStSNELURG MEDIMSPEtSOHHElSYSIEM BUSTER'S Al MItNnuTiHvnE \u0026amp;T RVoAtItHryS aT KAcTapIObnHg aO- Dkdvceantdoinh dlpo i Vlard* Btrltnddt t Awfctnda Appt, Mon-Tktft .2Upm CKnH.. HMOsVtOMAyYra PKTN -NaOxnwTiHs.. *a(9 O*ivawaauwxi aM\u0026lt; ? noip4*Hy ((XLuby iwi *1 Was! 2 GENEROUS 14*kinP*iA*SR(rT]u-T*nI|M(UE\u0026gt; 1IN\u0026gt;'C'WO*(MKE) kkjd abmavp* ua svnuwiopn un raoun oUuatk d* ual g-nrafla tr OPujit Fthtl IlMOSIKUURAdNkcCvEaAuOaEibHcT-Scr. D*lieC*IIHu.kt4\u0026lt;lt). 373.Sretff)i4:irit2l aPnvvNomotogmvwawra*r oAMgVcay.cSpSvPwOnp vv 3 ' n FviW\u0026gt;**AMOoalcn.32aBoJ' PROCESSCREDIT TfC piece to work VI lR Plush office, pretty nver view Fun aimospbete wiih unkmiled CKUFSwTiSraEPRVroc l,So T*S(0(*0*0-$900UO SnU rati aYl i5i 4 70i0b ho3u3r ciaotaiiW\u0026lt;dr ntdurl*i*i*b d7d* dtidankd jKe*koaav(iw. uiaac (kMaoarnivaia C. an- ar OFFICE MANAGER NEEDED eEVxbUdewWnnc*a. dH ivanOini manIdw oiwi wacacnocuon tivi. Vmda*rwd oF* tamndU BttPi im nr*oi fdlroacml*v 'hi do^tSucl * 5UounUd nra*avu* mtr*o 1t0r wCaor4i urailnAdrVttaend orakcPa* - dK. l132ll-3e.Spta20S LR DOG GROOMER NEEDED (rAanndc d*swb7 po((nr*oMni*5 n MnoiM h ** *xp*- THE DOGGY BOUTIQUE 9S2'K39 HeshM'nixrsen pEmAReNcy S oSOr Oy owuro ohUomr ov oTdoinmgio k ovm no Co*5W-3^oo*doyo.53l) RNaOloSBvTwslPSilrasi (PWN* n0KitI tL, nF*Ngt3,laii\u0026gt;MlB knOd lc1otmao7iaMMvIat LOPHNva-aMilsaLn sns*woe n Sr*n r(t*aca(Muemii*arOx obvoa. Soar* EbnXuC aEsLaLamEtNayT, WtmAG EwSork, no ax(pOdpaannc 2a* *Hac4-uSi9 in7c-dk7ii7inSg* Sxul nadioaya)fl EXTEDIENCLDIUMnUNCE Fv(lud 2XvU\u0026gt;uI RRE 1ED0IE cODO.RvIp*i*** Hwl' 5aF.innv*Uc*calAeiun(i(ifl maka bWu * JBarekda*mn. tUMNucMksibgrCmdMild, . 1A32R0 369. Misceneaetitis ACCaCl OOn OUvN NaTimCnaAi ALwLxnINtsG NSOOEOX-PSOOAQO()* !SAnCcvO*vNy*-c* D$o*((uuy* PaUWaVUy '72MAFTEASA9PM POSmAOFNT -M MAuIsHi nTaEvHa Aii/NACCE d rpvr aAnmcaa k+t roaadivly dMokit idlb aapwl imuaqmtoakn anck pioparty 227-752Sv2274$I* AUTOMOTIVE MAW SHOP NM*udd h(naarne iaox owsvnka n(he .m aScpiuanc* Um*o p*1 h^*j*udak CavdnbanrkwaMhao n3w72v.k5 3S2a1O abSaSkCivO a(xAnR .B(UEiR ( WSTCYMUSSWTy n. a1a2d}P tdw no'tcww nlai* CM,SWLflV**C*ISfe-7072 ' COLIECIOR lno**odt* (a*glav4a tkaaivn*d hvv* dc vwnvokdinifyl 0c0o0ia0c Siva loAryIi p*Oajha tM2oynoa rrscopriptl*vno- .ATnaivbvioMa AopryatKavar. Mud nCaOv*IK (RipEdT-BinPcI*H iI5 MlaBnRd toda PMaam Aaenpobn i lp5b6hI7bConh.dfliOMbPOapkawyLbya.lrRa. CADLtLVafl5U7t**eri, WIIIM*te*Hir*RdOE 368.Mtdicsl Pharmacists TTia Kroger Company is now sccspting reaumee (or pharmscists In the Kroger Store al 6929 JFK Blvd. NLR. QusMlBd appRcants wW be aggreeaive MMcluals wha have academic background and Arkenaas license. We oHer a compeutiva aalary with opponuntty (or advancement end excelent fr^ benellte. A ^eat cpporlunHy lor the right person.  Interested send a conWemial reaume to: Ui. Ralph Parker c/o The Kfoser Co. 1302 Pike Ave. No. Little Rock, AR 72114 Equal Oppo/tirily Emc^cver M/F MEDICAL TECHNOLOGIST Fid time position. Micr^iioiofly Department. Monday-Friday plus every 3rd weekertd. Experience required. Modem, automated laboratory, l^aant working environment, Memphis metro area. Competitive salary and benefits. CRITTENDEN MEMORIAL HOSPITAL 200 TYLER ST. W MEMPHIS, AR 72301 753-1500, EXT 448 O DREW !h KIEMORIAL HOSPITAL QUAUTY ASSURANCE COORDINATOR Applications are being accepted for the position of Hospital Quality Assurance Coordinator at Drew Memorial Hospital, Monticello, Arkansas. Send resume to: DREW MEMORIAL HOSPITAL c/o Board of Trustees 778 Scogin Drive Monticello, AR 71655 COMPTROLLER (H, Drew Memorial Hospital (Applications are being accepted for the position of Comptroller at Drew Memorial Hospital, Monticello, AR. Send resume to: Drew Memorial Hospital c/o Board of Trustees 778 ScoffIn Drive Monticello, AR 71659 4 LOX growth Co pani floniai FREE tmadcalivth l'O*O hrrrOalio. IrwSdrOwoMrMvioa Ettwt'anmOono-- PARKING l(yauauivdasyn l*1 1b((0c 4Ur4a1k41*4d 1*l0uU*d yr t a naVo rhHadin) s iawf iln-*K eVu* (w**. MnW SMO B HOO Mt awn ^oiKb Wi evranw nova an opanoauiet $\u0026gt;3,400 0 Rio'ida 7S Can Park pkis reviews CM oafrf Van I noraoiM oBm \u0026lt; 758-3200 3901 Mc- niio.3M-g3\u0026gt;Oiori* Pm EmCOtiO WKIo AoNMorolonMtri oAoMpe* tHeaI iocpAnotrioo' HOSTESSCASXn ElOOMM Mnm SREllIKtSMEUMS MIEIIIU'SFEIISOKIIU SYSTEM PRESSMAN MMUFACTURERSREP FEE PAD - Up Io $20,800 base 4 comm Ready lor ex-otng change saing txg demand prodiid Io maKT ndue- Inal accounts? Merview this nk Greet trahng. car alow-ance and labuious co paid aanardn?aYda*vu owpddkinvg\u0026lt; gto*rx pov otbnAn Bun Otoc ahl Do*wswroe hrntuordobce*dciaFp**u Suudcdhoadttogftda- pocxilhngatigeic CMMr-FttF apaaw^iaofsla a.n dlu raaKWbd nanandl ipdla* nuai apvwadn vca* pMdataonn t eTnu* *3d0\u0026gt;*v - na ndn dT'nroumrad lB-Syp iMn- ^^^^Kl1L1W^R.P*krsLliAlMRTTIU M\u0026gt;ACt EMPLOY AQCX VC eSTIMATM/MANAMR Wotfioo' d^y(MwyCr hox^nwiUdM J * 3CCMmB4S30b|3^mr *S13 aPmAR*T, .m'hH oEa OnFvEiN CMnO* )\u0026lt; 1aM W avtuw.n Seoi0n3 North LoQjaLNvtiLxa* Noe* rPtEURMSaOhNoAcLk C.HAxRyE laOM.WnOooarntUav \u0026gt;i \u0026gt;L*a*an*id- mark. IN Morth bI dvUo Rwoc kA BSihrv Vuo OoQvaMrd aaa m 1  on\"\" hhm FWoiBf*i i Roonc Ako nPoB. 7o0n6* PCvrAtoiUnr sndaaaad.apda ttlovru pCwobp'yk M5*anedr wu. lUakaauRriowclok AKrkW T2K2K0I ^.2nw 2M. Part-TP-rHaO MNcEri CJiOi L5L.9EpCnT 4O 3R Saka- tdnaeys* alanqibunrtaod PFhooonFaoevMuocmIu ttQeoCixpp/tvOi- eMOoInSJCnb,l l1S.4I pEmO NEb uMVraFrwdaUrrVs Appiyd PLUMBER/PIPEFITTER Savard ppaTrRutAgIsN E*vEaS4*bl* to* KS vgrrtaidd* ahaagirti n1g7 .3M* uFatu k(dpoacyaaln*d bCvaut bl.t dty (50113784320 Cblaet______ 8UriSii*1\u0026gt;PnD SFIUwIOaxBvSnvWMe*- M7ad (yoro.Erm.(ttAMBo..l CHV 1IM4W k*-a9a9*(pW-03(8im PROPERTY MANAGEMENT SUPERVISOR pMrsbkwjdr*a rdpvvVifnldMyla b(vdadvaiV * adiwil*rdue ldb a0au soouiattlroavwvidnioddno* 8 tb icosoaainoaa. d2 d4i cdOamRt*u cc to kvai vodn Sboldvav *w89o do2(*4 Wm dIad*y *ob cocccvoa owBdoo(aMoati voow cdiwwaili otlei ttm vooOoo iioooir \u0026amp; aiowi. lhaarraiadlnagn Kdrfsjosmmatlrbt Saab lativ o' o P*nonn*(Olr*c1*r l-lWtRtckARTItW FIHANCIALACCOUMTREP tnxaMta'oln aHnrc ac odiatggrta v* ad w a Oud- nhayjUnevadk opno *R4tSoan Lt(o a j fau*NtFn gW dcoOoOun*t.a C' W' lwor iB ociVO  awB }aagno(oWOivcBvnng. SaOnUcCvnF* OCr oS* tkor rsa-SMO SMKifl\u0026amp;Shiid IdOn1 MP' A(naRU'sPdivaiU5(\u0026gt;dk (QTidbrMtt Mngw OsiitacclWondt 1ii*e* ma DBom, Mooa. anvaaear-- aaakMcr tdIv K VIA nCu aanirdu dii iaopeitocaarar *b4abC \u0026gt;a- rgarceubnrtdc iMaruas ta bnada cUv*n lmb uwnvcka ivaa ianf hlaacrd- bMp4d,k hAbsnk o rn*fqlbu4Kakav oviOaPC FSadinadrrttas.uMn.wAiibk P7OM90bix32l6. INSURANCE tUa*b*vq*a gu MChu uaxolxawnB Sr/f* -axx-b anane* n Caovmvmica*n cSala Peiroyo aiXn((yW ainiad( iCMaaauia*R *y Ian- ooDdcro(gaoA co*d ed uoaro \u0026lt;Nv iioi*i* mftrrii RoraniWiloorUc aosavUagol p*en JawakvMfl TidrtM SaieCwn PraUr CM 5 RUM Sara* E\u0026gt;s SMmncalaKerMOMl'CbfNl UCm nPars^ einpuamnagr I w Mull lhio*vna iViw maxapnd 2u nlaca*r tB cao kianflvso. uvgeNc*y. ckMnbOrn,lf*l OflgkoamaeaUtbVcC (IbuWapanncr*a(a* *O(*b ood. xpirwbroA'*and\u0026gt;fnl*' Afl . bCaNnCdUabanc Tstsnp* dTdondcaa ( *n- oenomooorov mCoo mrKPoc pI rOoachootgool uOo'Co oon\u0026lt;n torur Bolw tn3-iWlO EUIo VIM Coovrnidd roono.vAnPo rIioM IP 0 STAFF PHARMACIST FULLTIME SIUONBDIIBS SVo timrtdra d aOnM r taOndO kiV,*Al vpnmyM kmnoaM aTdmp* Vmw*cnyo, lcnavnaco*y c TCtaorrmtiaocuyi *anvr*udc *p*h m*.. -CnUwOtdnyg INV*Ww Kv*p oFae wac olbsptoaudc iMla lRaotaa boawn(cuawaMA A nMMi^iu.ttcov iL *Co Mmbaacptn Halu Pmbapn- I UO(3l4l5e6-53*7 R7A5TMEIC9l5erk iFt*eH*ae} mtdy Cal 2255*0*_____ _ IEVX P1Eb ftlEnN C\u0026lt;1E oDoavDwdiyo nwKvckniaowvbnf lWCa*r FLOraSTOEL 750M41P9A5creuPLOYAOCy wc' PULPLaBidP TAiaRvTinTgI -M PEvBd WVEaHtuIyN GS CM83S.IMeFvHdtn \u0026amp;IRLS/)750AM0NTK I have openrigs lor gvts wilh good person^y \u0026amp; pleasant voMbu-larvi Age 17-over. 45 hours pet APRIYINPEISON 15ia\u0026gt;(8SMENDUXRB,lR. 11W-3PMDHET FOvYoM(aM-sA(+S*ToIiCcSr*CaOa*A* CwHo HvEaElDoEvD^ oM paru^ifl werhfdli dTnCoubrdq (v^r ramoroi tPmaril-tVi n** hours BvaasPk CbVactflccooParkd HAIvf*ts anaulOSAT, h(ubaiFdYa do uIvv* Mnlp*ardk Vnmu*l ckvoirvun. i*naa(ubrnw iPbaa (adviudkUcbUWy aF.PiAdddTid(bcda-l ewrny *S nraouvra* aNl bS r*odaao.n eWwQ (Sq Uurr*wda. dApv6eoa2i  HIGH-TECH TRAINEES oom. on /oo iosclitdro n(\u0026lt;*co*. ivoauapaeiaaaar cMsualtlM b aO a1n7a-M34a. vnnsi Ca ikawd wFuek MpauyH.a (kx-. b CkicaUi:l(501|3763a ltAvC HtXvA STvEu owii dFait,ovn.l*dMy e(u(*a-(- Baui*l*l *pprox2Oll(kflnua\u0026gt;r 50S1ilTOT-aSoT COLORADO MCDONALD'S (Cn(a*(pTr nddub a iai 5* 5'.0lo bvi e 5o1' 0m0 m.uo i bpru* ** maan irarN r*Trbura*. ^SSISminSSSS ' FODD\u0026amp; BEVERAGE MANAGER tTootf ioflap vMaui*d inv*kvv* ia xltsalnaavva* ndtc Mannd- sBnoeaum rdt Hak Hasapnodesl-so nd praoadUkounr kdn bai***p*- sBuoPx ml9ld4a3Me'aodArrotaiauninaalotGti1l*.P\u0026lt;5 Boniagl IR.AFI722O3 Now ccioGhnRgI LpLp ChOoaOhKons Iv Gia hCoocukt . EOx|Ip aVradnn ema Wp rvaficaorrtaodn i Aoauxnttoilg* OVO^\u0026amp;^noMo OoorympoooTuoo oMaceuMTBYcuuaamo benetils Call Sharon 758-3200 SMUMcCenPk SHELlINGtSKElLIKE IMniCt'SPEKSDNNELSYSTtM lpeotnro hpao*u staavnd dw ospuarrannigcac t ocr oAuccgoraurnnt Eaxvaecuakkvaan. l 3 nrcmon itet oobo( 'o*|:.-'i b2d2O*-i6afl*6 a MndJ  aeoSaptomn ECCaEa_ R_an_O_r _al Ou lTaEdL oEroMwAaiRfl KivEmT oINdGdR* aE Pcarav vcsc oonmghF sctyo n4m1 saaaioakn GTaiawui nonv vEarxsead*- lFabnMiw*o DnadnflwCdotn AaMrknasn cnssmutdnai obpoouva* knlYCalU, UcNa STS-TeiXlTES a4PACTBi6fl.OYAOCT \u0026gt;C '. F.TanbSPta/Tm iEyw^iacntlctkodim A pcty al ' ' oioonowCM.l.R.Aii' SMART MEDICAL RECORD PHOTO COPY SERVICE :Noaba(d i Kdaooddctadlraabci*v dinadomnadrutU \" Bloa imwtUoltloK\"V *M laaowk b(MF Ib5C5A0i 0v\"i*t. MF no ikonh v wwiiarida tv ioMtunBabc kS Starm^ oinn AmR72 Olo1 5 1900 an.abnn mmakta Kayc 5i an MaAonfldMK *h Ivvd k Manrukifvl Saury a lueolaOH Puta* aand r*- 88b^1 i8e2310.Uc7\u0026gt;b A*BrkTa2n2*ea3*Gar*tl PO aUPACTEMPLOY AOCY WC NJuOooUeRdH IEvY AcvSTAUMhd EOLOEl CccToRaIhCuIcAkNon ksyiMaldayr tkw/fvlaki oVrrNt* u*iqduudhau aanv|n(b*u 4hdid. iEnIflXa CUnoKddWaNw,bPaOva tl oSa n1d6i*v0k7u0r tLk.IiPoa Reek.AR722f9 STORE MANAGER Lookdig tor growth and more tram^ Qu^ National corporation expandng and wants lop notch candklales capable of feadershp Great piece u startcareel $i4.200+r9vievr m 90 days CaH Shelly 758-3200390IMcCamPk SKElUKBtSHELUMS RMEDIM'SPEDSODDFlSYSnM HilTOH = UTTLEROCK 373.SKrrtaniClerkal I CnUomoboorrroy looriy rUvooilloOdd wM U IT n*o oib Mboknkmb p hOlJ ilaAoida inval notto Rw W*|o. proano'uocMot no mloirOr moiravlclaou vl I .  odoorw LcioM oP vRioocn* omttoroeno imru.o lP vMopoOnynWv eOSapsI . UWiwtdOdmry.iLOrtiio-RfibOcikn..A RB-noco HOUDINIS PIZZA LITTLEROCK bSaEnCflk CUchnpa-licQxbaeibr U DAAOTMANEnAkMY I'lyM iCruCracaaFliT'u*FuibaCw*ud* DalaErrlry.tyb Qmovxp PPaAyYrcRaOraLpLpi flca, MOra\u0026gt;luF,ovAilOui*t*kkk/Rv* c\u0026lt;ei DvWIAaciM PBX-Svdtchbd 5'*56s0eLePs In **0 55782905 IO5$131 53,600^0 UoaeVTypci SS SPORTS-MINDED aEcwloah Fnga scfaadrvmdn eMtmanayn pi oQhrbMotnpan yv a* W4HUABt,l*. TEnoU EERxSpoNnEoErcOoCdDo.r o1r ilAmp kpmryao ip vpoa d. UocWCwnoi.wlBovridkoLrinAiOoiRooiicta*o oom rWmAN TanEdD (ux*p*^dn banecaTt.d bCbo*nlt nacOTO TIa Uiry Cteuval 595.3*01__________ a a mv*S19 wWvWk wKa/S*k1 SanP]E kRFH uRno ban*. M0*1 u9T0i0v9a dp vyaooun aanttdyd aynedu fplooo*d** *eaoanna nurucobon hit. bora** yoix opportu- OCvraoantu boanua*h Btvi.n mrtfolCu a^up hpaoaret i eo AuOawrannota*m* vtan c ooomDnOurotairmdny CaaioaSkofl 379-7000 EOE W0FROKRIM L0AMUNADNRAY06R (CSAElTtW6SEAE-N277A3M9F- 'O2NnOO'PNT) 370. Prof esinaJ-TecMcal CnUUV aHnYfDlinDa0u1 1iiC*s0EdS*dIE kNE cNb6oIdKuEcLt Dby- ddrraoalbioofclk aanhdu chkysdkrekk eS atkwiddiisv itv  Hi bnyy- (draeuker aOkkeaingan,o laacknandc Ud awwnnuiimfl duivdt EnrgT nsacIuirfylSh3 F1a.2b0iDut iAy MpicoMnn apKaiCio\u0026lt;riuia(ii oTBramna,p robrbtna*t o1n0 2 DAaikpavrtunaiaan St,t al1k0 H3a2y4 pM.Sar EOE (in*j(f( b3l*o i*myaat(Ha k(Uona nvu(oionkFaro*lpirirm*d. xFncMlMCwBylMC Sian Svio (*aah*a')Ocurt*rt( aaury 10 toeiLOPaOH.8bbckk5.A72rk6 72119 AMERICAN Employment Agency, Inc. 700 UnivBsity Tower 664-0729 NOWHena COCKASPLPOlVEWLIPVEERflYS OCANV ERS tkklGTWISPRIWGS V LOVETTE $12,480 trnntn 2020 West Srd 376-3686 CORPORATESECRETARY uiasupv TELLER TRAINEE Ereoy having weekends ott7 FnertdlyNLFI\u0026amp;aixAinlerview-ing this week. Cheerful per-sonatty nW be promoted rap-AdAym Asuanp,e Ar ai.k/( sb aBnonrsisln GCrOeHaOt company Md benefits. S900 mo Qd Rhonda 758-3200 39Q1UcCanPark SNEllIKStSKLlillG WEIIItJl'SPEIISWIIEl SYSTEM 374. Part-Tine hCusTFM. BxrvK n**d* v*\u0026lt; no km bHU I(H71'3O)7M44 O-I9vSd02MIl.iFX_c_bi_m_i0_b_k_d- LAROg BOOFWO COMPAMT loatrie nkro aw*oo aund, mkounbnuamho okofl 40K lor i SKdMiod nrua.Vimd 5 l3b1 *R1_bo_l._ P_O_ B_o_ _69_4. uBeagcNluSifEl,O cpvknainrbidarc ia(nl ab+aunndc Ur *Cb*W-( pkuiartfl eM523-2776vS23-3W6 USOMUDER^6nTaOnRcE*C!LERK uS'S^UbHE^L npoanuoanafvl uvil.b U LadnM rflrbmeakd, nwoi wairp dViMcn be* Bmaaumm d5 i9n 0a0 )lab* . imlaarKt. kbUbnuer, am hatmiwofli**.. fut/part.lm* 375851* MANAGER TRAINEE! If you have enthusiasm, personality \u0026amp; a posifive attitude, i Need You Nowl National Chain expand-ng nationwde, mgmt n 30 days possible! Company oHers com-pMe training ^ogram \u0026amp; salary durrg training for right persons No experiance nce$$ary. win USn. age 21-over. H you are tired ol being broke S want Io gal eeri-ous about your financial future, come tak to me nowl No ha vei UPLTMPEISOHDIIIY l5WREKM4EMPMIlllfl,IJI IIWSPMONLY KAKHIES NEEDED 1*0*1 S*n*cA*\u0026gt;T bTlO NRvNBEiMYSI Arkanaas oancek*s Matuaarli bon oICmdaiyM kdy l b4 aw aNcakvod*o ruti AQrokovdi saInar iflS* aUBr*yn *5lr1t*S .2A4p0p+k ePaOhoEb dnada dwirnA*n Fna aUanmiwpyu 2d9io.1il9d9 b0o Raoamav lno* Eex2o3c.Nukk\"vP* ODrkt,aAdBv7,2 I1S1t2C AAn. EPqOua i Box OpportiaWy Empiby* DIRECTOR OF PHYSICALIHERAPy SISNONBOHIS Fcuakr*-a tnour ,c hkdvv*a*n oMaurtdd abn** 1w8v vn aonm 1O dOam,k*euiPiirtUa*vyi8OS p0n(2i_12_2_3._20_4_4U_o_n. IhCOEuDa KA* *CoOv MIvB (aaiaA(dTalOnhNa il ccoacrk* Uacnks- *yCN122S.Ht9 NaOeoWnAoCfmCEaPlvTrMaQadl vria^vrorUau- dmaopl!o D Wuaanivo wO oarra* oMa aayl Sc6o0m Ea d Igoa wwooUodr Ia\u0026gt; m S uama aIosgp.Mma utomvacOKau DBaaaplkcysiksoMn (Naphon*caii(iUin*l Bvro EurXtCd SvUoEvTkrdTlO wPuPrOi iRuTclcMpTavr *v id vn wh*l you V* *or*i w * NMiiy OCtipiocipMic**k TofnlUi3p(Mhvaurd /IataoM WUbv*k(( Mv*Fdi A- o1-d6 ShOoubrn if luEaxcraaokvl*r*tl vb** oc*orm.i*m a5v5o 0o0 - y* AM kuTagvyifldiw 376-7600 aEsXpPnEwR E2N6CVEOa \u0026lt;P(M4W\u0026gt;.OP* yll5**5dO*'d ITvo cUdindOamiUliooit* 37*-0e50 X \u0026lt; o' -r-l Owl AHbrnrtiPnp'Td sEvvki,r iiianegQini\u0026lt;dirFvVinf*l*li.4Lc nRtn (JXUXAXM?T cAo Sc kcuat lw* waanaos MbSw t eiHi nModBa Mi (11b Ibi 2to voaly 4 1K TooPwhno nSaoCoajaartulMorvFn. MAZZIOS PIZZA $6-$8PerK(r DEIIYEIYDRIIERS PsovUonMsnaosN-iaSorowiOiFMm Sci*'uMioo Co* ^^aerti \u0026lt;5551 o3o.FmK SiPACTEUKOY AOCY NC' ^iva company Iws opwine tor' aFctocwoudn Ot*r tL (tno adk aoriO 2r 1 kalanbdl abratornd fbloasni fvl aannado vbtko kaouna laMMu*a l tMo w eosrdk- norm Aiar*9*oy\u0026gt;*5107lir Ca!l758^751 FOR AN INTERVIEW 12th \u0026amp; Uiwsity TELQIAHKEniNGtHiR BeayyEiper.lBdoOy. EWXP 0SE^CI. .Htaib Sac SkfSla2650avK SM.iPOYn SonwCoa.SiuoncoeB eoodUod OiPACTEMPlOY AOCT WC' E75apeCiven5n LovaADbCiara4n5lIa3 J a*PACTU\u0026gt;LOY .MC LP GAS SERVICEMAN ANppdatcoaunsi imb Wou*l:d I pMbo*n*osn\u0026gt; *a Alur la S I Saal tparly cao*rtr mda InPa vQAAlaS wSdEhR *VxIpCaE- imot E'xitdil MnaHa Iwy west MmphH.*M 71303 dSAInIRcaICpIcMrWKdtidK a An EoJdOpobrturvfy t (tpivyd (Gnro*dur*ilha voapradrwadifl IIbvc dc uIudhtv hnava aavnu Imr*. ohne*nni orvdxinMtaooroftc to*bvatieo0oaia adpMi(p*MaiArdiOtirlAatcoka*v In toPxoui- (OTtdaryd .paontdtntobdbudlt ttoa*t lkoilnMrtm. S dMtaryc eabs- mavornmNflya b Mw 5ia20 w.000 p bSUmrba dra tdrtmt y* tIaot PO bbkSgSa.FvISnldh.ilm 72903 MERCHANDISING MGR Glamorous and tiassy atmosphere Pesonnelandtxiyina lesponsMties SslecI beeuti- U gifig \u0026amp; accessoiiK al market. $17,000+ bonus plan Cal Debbie 756-3200 3901 McCainPark SKEllINttSilEllINS UlEfllCIt'SPEtSGItHEt SYSTEM OPERATOR saaks^mhvetod vafld to Uan Dau ephrbacrhtacadnagb tialyxapnainutdn eA*p phraytoaliuprt mhoAna.- EiS-l300Bippkwaod.UitoHack 12SI RlSalaTr*ill.liUMed. ___(liK .41W Pnxii\u0026gt;:Uoo\u0026lt;rfcer7llu*.-...(IJ.IK MKUUKOpertyalii..............RM dProc.' ..........M 'IoSl r-Aewpm'. .nnK .Starp!... _...A14K oEaaarnh apa'tirda deaaPryn Pmairht- kllmax*i hDl*o phtoiounra* , nMauva*l vbo* oaT a oall *a Outtom mi.a uleravnoc*v Airp pMlyu anl p Bon al txM* locabono *9716R(i!liieyPirhani -A 6524Geysr SprinEsRd tjpt:T[un.0Y FQCv .WC SOdvlidarr*dR oarknc*dlbp d4a2o4nE r a17d**.d NNOv*WLiAlWlXRWbSbAkC ACiktP 7T2ID14 p amcu MLuccvya LUmofl lHy.c laupadlUald. a l 2Blu)ea4d*gd* oUfu Mbu nO. raa iMk aUhvnifrld aa dnirta \u0026gt;mi Sc pPwhynd*a**dl Thvapirl robvevna anumbvbloia M* Odo^fkrjnlylowvk'((*hBwryol mnakvavoorama - CartpisnanwaOariaMavooBni * RWaalofMctabkofwn rpaammOawaavnanl E\"xooualndaortvc a oanvi hlouwa acsol*at' Vp luanraeO, mta a.n\" SPEtlUnSHOHUMGEt Lka to dress up and be noticed? Pretty atmosphere needs upbeat personaily to handle karning and supervision n ln^ vofume mal loca-than S17.u00+upioS4.000in bonuses. Cal Shaly 758-3200 390IMcCBinPk SHElUHBtSIlElUKE MEDICIS PERSOHHELSYSTEM wUtdrnwpi Vrvritr riCga dnadtaiOnact** *o rn Sittl dLaoiouul* ^.. MMicatiufld o euvr cHnbadiitni. CAMwL* uTc*yv Lna e*o Hnoladc\u0026gt;l UMI.^ 2M6O20^ N1 .WI3t1tt*v|t6o8b9d- S9eiPopiv DIRECTOR TRAINH ties tor you in one ol Arkansas 1 assoon Bnsworki-wde, Co benefits nciudaig stock-options and company car. Siad $19,200. Cal Tracy 223-2069OneFinancialCir. SRElUKGiSIIElLfHSUY UIEin(3'S9SI!HHElSYSnM 369.Misce)laiieo6S LONOKE/JACKSONVILLE HAZEN AREA JOBS iw andaarnai pTava ai ma Lbnbk*'bukaon*ia**H.t*ii v*a on Fabfuaty 15. ISPO. Mud hava tranapbrtaBQn and 19*:09 0tb AtmU* bSt hOar.p LOTwko T(*ln Da^ Flr*i 3w*d MllBWMHgWa 224-6060 I* OHk* M Or. No imagination required. Imagine that youre 55 or older. Imagine that you want to work. If that doesn't take any imagination, then we can help. Were Arkansas ABLE, a statewide, nonprofit agency working to help older Arkansans find jobs. Call us. Free. Arkansas ABLE 1-800-545-ABLE ProuDcskDIpkiaiaLMVioi'.. illX PetsociedAgikBtierl.....ToSlSK CaLnceioK*r.NLR!.... Tosisk raECKOWREASDHULtfEEY ViFBSlHOliTIISSIllADYQIftY! -*8605 Km 107, n Sherwood I n F'MoPnrAoCaHOInaic MEDIMLRECEPTIOKIST Happy tifice needs greal lele-phone -roice and smifeng per- O E*NoPn\u0026lt;A0Cmia MAZZiO'S PIZZA $4.M4UP FUKFQIIULA6E8! sonMty lo meet and greei $12,500+ CCaeilll Wendy 7S8-'32003901McCanPk. SMtUIMStSMELUMS tNERICHSPEIISOIIIIEl SYSTEM dPrvytkcnuuan eaai*i FMioiniOtiriulFiirn, paoidbkAoan nIvd didbmdaai 1OI3 Cal223\u0026lt;ia2i nPESEHER/PASTE-UP Fmwa todaoin ononwnnlv L rCtMom Rboucoki aefivlwn\naqiacimant CallwabOokwnaM REQUIREMENTS: BaraapomkbUlblWowwvkda aPbcknrUyi wfl rcwvBitpfn*n ayo cncauandts* r apcadmvoanV wa itbi *udci naua banadfnUf ln c bvkusikvniog avnbdcU*cd uM(*ws dayn(ur(d*y 9lb9.Ca\u0026gt;227-*684 ae0efrs.lK. 37\u0026amp;H31 IkBiM EirertemiKesri 7 WtNTED 'Ul^md^SttTwlwtv t com. \"mmvcw ai kMnoOxWT adAop*D VIe nvail p(InXjaV- nMgt oni eeaonyao alnldo do a tatmixlA * wixoooi bV*M lakron*i vA w\u0026lt;ann4 *eadk4m nxkinUo oank oa AcvHn Up(ul*l(d*a 1**o(']l wo*a(i4lk pk poila*flli* ndroaumalb PrlnlMorUtaSPMuTMhMi\u0026gt;Ahltnn .liic. LAMtMC:Tlorl*IcMv.MARrnbU*yt wW*A*NdT EcbDM Proalt abobn 1E0 kwpD (mk w laionnw ncacra*.l lkA^n- b0l0-W e*ovx Cnn\u0026amp;aAtnaca*!c acvBAAuSii^bInOa  371.llestrait dAaiKpamnUtaUtM bckoUo ktbsw O lbaCdadvaaaUnrn .rfulbabddi IV* wdtraui 668-4311aUilwUv COYS 37D.Prole$s!i)Mt-Techilc3l HARDWOOD LUMBER INSPECTORS Hardwood Lumber Inspectors for i grade sawmill. Immediate openings experienced Hardwood Inspectors. Salary: DOE. Excellent benefits. Contact: new I for MARTCO DIv. of Rov 0. Marlin Lumber Co. Personnel Dept. P.O. Box 70, Lemoven, LA 71356 318-346-7217 372. Si^ [372. Salts $$$$$$$ TELE-MARKETERS Earn 55-10 an Hour BONUS start Immediately Day or Night Available  Will Train CALL MR. TRAVIS 851-8174 EARN BIG MONEY NOW! nORH BATS CPWYSLERPLYMCHKHDAMATSU Lookfng for top Indlwduala lor a career in auto ealae. BvoAneaa Ie griMtl Wa naad good peopla knmadlaialy to handM (raillc (low. WE OFFER  Open let ael new sM used  ael bothi  Huge kiventoryl .Greet Compensation Plan  Derm Plan Ftmlahad Hospdalza-tion Inwrsncel . Oongaea Above CommiStionI Apply in Person We Need Experienced Frolesalonel Automobile Selespeople or we wWI train top Individuels. nonii BflTCS ArkonaM' \u0026lt;1 Valum* Chryilor Paolor 5502 W. 65th Street Just East of So. University Little Rock, AR REAWvyAnRiiD*nS*:vma***(nmox1ra FVoacoaQhaolnoawPaantcda a Awvda a conMali Iv BwtMii abrbmrgs Myokvr UanvwjImngv l*ac* lb n*a* lob*. SALES SECRETARY Join m Ute tun assetng Ngh oneim co-woikers. Outgomg, confideni [MSonaRy will be treasured in this beautiful. STISHMtaeirParluM 65246^Sprin$lie KlSEIOtntl lNlJOiFSRlOKMmCtlOIint WAIATRppElyS uSi P OuRrt oCnO OK 8301T0O 3WeNtm PvU2M.*3PC tom im RabtamanParhRd., LR 372.Sates AHENTION LICEHSEDLIFE/AIH AGENTS EWTb* OVuOc laa\u0026lt; lbk nirflo aOol nutriu o10n (((ina(k(iTT0 b8v fluaanktakasadc l aaavdiuan. flaar paomlaMnkurl *Wd av iomB- tpadnt*o pnadwf f\u0026amp;do llc ddoosnddkuudccaOknooknndos a S6d atmnnooiatn*a ,FF cvvoi a- UOCOI m1-E80O0E521-4519. MonJ-i 8am- r yAou- VcaPrtO laFvMu*A trRaiKo eanrdiN mCv-uo* \"*u Wup Glo(S*aIE,.O37QSpd3 5**M Cal COMMISSION SALES prestigious atmosphere $13,500. Call Wsndy 75b^32003WUcCafiFk tNElUMEUIElUIIS WEtlCt'SPERSOKNEUnTEIil ARE YOU LOOKING FOR A JOB NOW? PART TIME $600.00 MONTHLY Bundle drop route lor Arkansas Gazette Pleasant Valley, Sherwood, Gravel Ridge 2AM-4:30AM 1 days per week-requires van or long wheel base pickup with camper. CALL TOM 374-2013 TopP nToStoEhC cToS nkoalHdsr UnPdI wFE'flEbPodD oI au t9r6a4y.a3k0d93a wSOanndra Frabkt'uHri rYPCvaavlKuaidn AgancySetNo Lbwsrady.SU 714 376.TraisportatiiDrinrs Orivers  i.-i- -inif *Hllin(*tAno*niiddrA*ulvnnnlmn*gbwMiitnVjeuickljlndi rww*i ' lor moia rMormaaon I' O(ym pa ly.nago ib\u0026gt;oo4n}4 O3w3ni u'\nTEMmARIES SERVICE? aObuadcyIn Ia tcinagsa two 9b9w6a.Ss1ia2iSM_* _C_ro_s_mfl iVC*0 tMmoMto5y5 aIx0 NCVor5p GoU^^AFRxAaNcTuEtoEM Cwnhdos pno*. stot*o* *n udrrio, nMg mco vmorrlseirikiecaikmont dwlo tmo vWnia di Oidr* ct1n p wrccpavHanclr i atoa rtuiaigr pdraovgir tOmd. dg vroocuapb ueridt. aaanndc 5* 6p(Xv)d't anvoh* - sctourRrav rwdidno n uW oiep Mpvihai nadvya ttoobr lU* 4 1im* ri*r tPoOidaUido*n*a4 ytooru .Ichaat 3v7d8v.7 8b0a0d.* nad aOdv(a rvJmMdhniiy___________  AroSyOoVu Oa aU*W. AdaNrTlaTrOP WORKb *D WOo}Oulud ynoiuu* ia*cnli*bv rarpot*k* k4a-9l fhlo\u0026lt;urrf atc a*n7d ao ayomue ainioomyrdpo.ydT y* lb *a bl *1* abb** oQuura tMdaomnaa. rIk Iammo dap e-wooHnmnd hIv O yrmbup jao 3P?u6bk-?a6h(uiiafEl. oe1nc Aak fv Uk*. FbAdSnPueaO aNd ia**o**o\u0026gt;p ci*o IVir Lwmi *K flMocdkt iamnd- NorthUIMBockalv** 758.911* F\u0026gt;UOARNCDAt BtGA SWETDO M AURa CS 5A LIEVSE uOCaO9 *S0eO7K.6-.2rM7lk-^SSOK* flaeaaaon 3vablnoal WC1de*m** ro ppbrtiFWy 'Pvuenudc rwavdn Uatnr annvda ml Panv tko rn taMadi ti nKoMra 5a2a5U0*0 0ppadcpyik*W E Wvnaw kdnk tuiic\u0026gt;, o WE NEED: Oar* EnKy S*criai(oa ebokkprs GonaralOliic* -Euury Errdny Pay  YburObbdSkdIt Aro Appr*cial*d  Holiday Pay  Pu rCivamsha necpen uAau\u0026gt;*.a(dk  NEVER A FEE' Call Pam Manning, 223'3753 On* Financial CenKe Suiir3l2 SNELLING TEMPORAIlieS 11. mud k, MM d* \u0026gt;** Id. SlS.Traasportstioa-Drivers ^OVER TURtUmC oXp DvaRkIVoEnR*.S r aNgE EnDnEaD, -w Siknudc* k8. l2o6aco aP oda nrrtit*r,s .m guod b pinta**tt tio. tp taoyt i DpO lTo tpaheml Wodo toi tbnit nTOittntoarpyo drtr.u gH Uardt liCvotnI.. a^9l^4753^e9 WOAitNpTtiEcOli vE*x p5'd kIvtni^w uclo vndruuntotfrl*v. naWaoobtdta nSTernadnitOp-ovrrtsCroa HPmOa tBobx73t HazanvM.QAeiSaeBtl'akneaet WJWTIOH!ISBM8*WIFE WI*WMGy2U6DeLbTarHinCMK DCitn\u0026lt;Y3E75D\u0026lt;nlJ74U9l lv appioakon S iFtnnt. intFOwoFi 377.SttiitiasWMte(l aadudfCl vEtHvthbyPmEoPnMl. mavyaSdWataa viy- Cata35e\u0026gt;1 EXPa. Haom a Maariorl zNt uFtt/at. wpovt*re awn4. Cs (Butn*M.aiC((*Mlw* IV9A(l- 2wiro\u0026lt;o IV FH**SxKlaSbCla0fV*.EvHyTiEaaRt.eOi\u0026gt;M5tal\" OHwMarMuCMaMia CnyaWna\"*w 3l3i3la-2r7M20ra 375.Trsp9rtatiiis-Drivers THE ROAD DRIVERS I *1,000.00 Bonus I awmoalMd dUunaa io Maoopita g oSoodm ca laado vo- riMili No awaaftnar*  I IMvaMlino pmraorUvripaawo pcaale wlada 2 5a tFlvv ce11n Maamn kaMi 947*ggSw776-2190________ la dLv*a*nddlapgflC aanndi piiu**P9*arR p*rsoatMUu*erv ua rSaaeiwMdP dkaiodn ti Mca*U vnIo vmod suaclit sk nkouuBdi- rO.d af l*c bYaolai rwedn wg oarnkd a Upoh Mprnbe'h SwPrOeronM bSiaonrxd wraaanu uTrsclaot aBnol o virSrSnTg.C p'boA(drk*aans- nab*iC kO.4afrla7t2l2*.0 3PO Bb* 1621 idB* 37S.TraBspDilatioa'DriVHS III For drivers hired thru February 16, 1990, $260,00 payable quarlerty. Must have verF fiable OTR experience. Polar drivers that worked the fun year of 1989 averaged Income and benefits of $33,263.96. So can you) Call: Polar Express, Inc. Mori.-Fd.. a a.m.-6 p.m. and Sat.. 8 a.m.-12 noon II II |J-800-643-355\u0026lt;^ IZI.UtsPirts PNltrLxCui usede 1978 626 w* tMWttasaoo gpggi CM 771-7985a* tot Geibna PAHTINOOUT '78Pgi*8cTr\u0026gt;l*Ani Mk konl Mkd* lavs basatvig raw tabaig. naadars. 8M *i dagiig box irvrotifm 861-8078_____ REAFEND Chavrdd I858 Inttaddp ! 11 osar*. cotTpisM Oum to gxn SlOOHm 554-2451_____ CrkHSLXblOiiitobw tor l875Fordptt*kp nmuSOSSafMef REBULTMOTCR 302Fcid beta, goodcondbg $375. RECEIVER PtONEEH SX-750 200 wH* wilwd Merci mrea-way ipeek- an I2ii KiOwaobr bidaPb 8 caes d*ek$400CM94565 HOCtdOHD FOSGATE puneb 8 iS Loeearweroasov* iSO CM6$5-27$8bave'kewia ROW BAR, back heavy tbily. w/AKCUMLUsmib ____9125 0*667-5839_____ SMALL SLtItlOOMkdau lgDalMjnp0-up $20 CM 547-2044___ STAHTfft Retx*. 12bid.lT Ig 1957 UT Crawotet 350 g Sot * 1971 Ck*vrFuM7.942-\u0026lt;684 STOCK CARBLFCTOR tot 231 Toy V. Caditalc ewwar* pw al i SSiang* S86-2406ar*Z30ptr IP Wednesday, February 14,1990 Arkansas Gazette 7G 'C 13Z.Moti)rcy{lt$.MiiK-Bikn HOtOA 1988 ISOOQenrmg. HCtOA 19882S50 $800 CM 582-1804 HONDA'S 1968 TRX SOOSX 6 1987 Tnx-250R.Domiigoodcekaken. 337 7066aS74342 HONDA SHADOW 1845500.23008*- bid ailM. saedWit cond. pneed to *M .222-5*56 etWSpm HCaOA 19e4A$PENCA0E.8*r\u0026lt;l oay lactaycD\u0026amp;tadc ckrotia. Oethaaxtu 525-3966HWSail88 MOMktiseeFEBaNua aac^MWCM HONDA ia!(l.l2$.j Mteel bpei .Qoodcfird md SlJim ail*\u0026gt; 136. Buts tM, Bolts t44. RecreitmiiVitKlts ALLMMAAROnOUSOAT 188.9- Dotiom.w. vaur sparatraloo 5275. 868-5041 (hdSPM AUMNIAII4R 001)5120. ALtAMUM 148 6Rirn 1984 w-bb ISkp Yvnake cueMtn eaet* i ageaiM LW gapk Uuikeia $199513-2383 ^.*?3 AkUMPlUa* V BOTTOM Boal. 14 i wior w'oul P . 25 np marcury. Unrk' ShOTOun Batgum lEguage auto $450 eroonng uuttu. wwu n\u0026gt;.~ wciakaagood coat Mt kM ol 54 SO . 7*6234* SKiaoAT inii'O.MvaM ncMv* urMon S w. MM hnja MW CM 1H M 32ri3C\u0026lt;imM SOBOAf 19812011 SyNandack boa) I7onp Usraiaaar bnoatn Veaat S5WCM823-4211a787-142i MBOATgMcm tfsississxi js'SSirMJSS IM4 AvAHn. 1M wi M . trmi, povrar mmin Po Evmude bcawig c-uuw $5000 3274285Conay nm \u0026amp; U n*w oAMM. SHf\u0026gt;P ' ixihoHltTv H. mg Ik* M*. mu. mMM Ik* STARCRAFT 1979 pw  tmw I 148 Bau 00*1 wrBSiip motet CM 348-5577 348-5438 al* 6om STHVREEL.RoadRdigat 1965 21 n. hack nckxlad. tool ai. '5wi)*S^T^ geedanOMn.' \u0026gt;ro BraMM i(Mnrna\u0026gt; TKS|4)a*leviy nnaii 1^33 hl* 80Wbind $300 CM65aa3 TRALERKTCHtotCaaaito. bunogmouklSAO 37S.7C65calan)btra TRAHSbaSSON aukxnibc -cempiaitiy'eDua $125 w'wgtglv CM377-1508 Trrisine*en.GM3S0 ______CM94S-7752______ 2T.T0PS.naw bMekMtWft2 ______CM 5668450 2T-tCS\u0026gt;SCLDS law.biaaigiifiZ CM 8666450______ TLOeO 400 TRANS. $76 ACyInd* molorloAsaCciJ t Jeep good eondecii. 1 U7SOBO 'I bVOUtSWAOCNtPES SRm*.S1588fna at la 565 796-21*1 WANTED Clwy Litv 01 busu, audvana, i9W-ig63 CM 982 2305 alia 5cm WWRFDSCKT TOP \u0026gt;a 1986 Bronco 888-561* Mavs mau WtCElS CamttoBinnaRa uia*, l*i7.5250 CM753-7496 a 753-1186 l22.tetoitii!iiK,Ste(m AU\u0026gt;e C*** oaak Hon \u0026gt; 3'Oapki. 44n Krywood *up. audio ccWolcraMMnbkenaw ALPME Cea* pba CD ptey*. 3 *11 el Aipraicius. 2 empa M aoaeovg pkia2-I2iiiO\u0026lt; 2 CAR STEREOS. Kemreod t Mlaub- ah^aed wak $50 Ig beln Cal KRACOam,anS\u0026gt;oraeittU $10arin Cea8466533 LACOEHSPpeteoi w/cewverad bp W $80 ______CM7S68B26______ POCEHTSSS ApMttcg lOlMn^^ Cal RECEIYEFIPKMEER 1280 nettcciid isSwetMpgcriantid. SSM.OBO.gbada CM2269929 SPEAKER. AUTECtANSNQ andU- baaxceNM sound. $IS0g bads br ged^b^ andi speakga Cl VOLVOSTBlEOSPeAKERS UPOHne InaiNmr.SieOpMpai Sal bom Ig $80 14665454 126-T1rB,*cces50flt5 BED MATT 1985 8 law. awO. OvOk. HOMtA 19BSXLi2SSbeM'Tral fnetaeyeb baraw.mudsaelo tmnt nooim cm27-Ty H0M3A 1966 ODYSSEY. 380 ang ii geied akapf. Ctoaaai dbr le $l200 867-5091 HONDA 1986 110 Three Whear* $375 ______CM 363-4960______ HCWOA 1986 Ao MAGNA 5K ndea axe cend. S50e w'BMSUt Hdmet Dweandy. watg coobd w/evgdwe ttvjeackted sisooeeo 7367828 HONDA 1985X1-100. ooedcendtg.SSOO _______8360882_______ HOWA1984 VSOMagra. arKcaid w/apgtgiig andalwM, 31000 CM 767.4444 Hot Sptmpa HOraSA 1984 MAONA 700 lew rtub- aee m axe eetid $1000 251-2615 days* 25i-2775eng6^ HONDA 1983 XL 2001 wdi gun ahaata. geirAi.hetneL leoH. manud Sbeek taooatio.Oit'moioi $850 ceocM77i-ieo7_________ HONDA 19821 lOOGekiMig bsarateb 2i.000ir* abteo. iiaiog$2250 CM 7264449 H0tOAl962ATC200 geedeendlg $500060 CM965S8S____________ hOAOa 1961-1982 7517a Iruns. Ikx I* pa' n*ee Cal NOKIA C8 aperiar 1971. aicManl condbg raw utbryA bent bra. muel ** $9002861453 CM aketSgn (OAAVF TSOFrawecPbr. lyteM.warTBnty.aaalttniCOOin. adjIndag $26bOeOe562.2728 HONDA OASOTtaL tad dag. $250 cask _____266l9621Sagey|_____ KAVIASAia 1969 MNJA 500 WHe. 2000 rd* may bianc* w/apptovd aedl.SaOOO (iM763-6863iLR KAWASAAO1865 Nny. 900 i9D0rn.e**lraM CM 8865182 aavatiag KAWASAK11981170560 CM 5862553_ KAVASMO 1978X21000. mtn eoidv S^^7?*'**'\"*** KAWASAKI TSOlTD.waeUd *nanagod.$260 ^arefeis__ KAWASAKI4401TD ItJOOma good cendbg. $500 CaaEs-1902* 8434372 KAVIASMOiX. CM7468278Clnkxi KAWASAKI4 Wad* 1869260 Uoiav4.2Obau*ed.w/racks SSo 3262213* 3294858 KAWASHI88I4401T0. IseoOmlM $500 CMg 9665585__________ 12 MOTOCROSS BOOTS AXO. an 12 vatyw*uaed.$20 _____266l862|S*ercy) RAMPSIgiaadtuSSa wlitoreN)hl-wainalai 966 946%31x961-2507 STOCK Exnaualsysbtn. Honda 1884500ccne*pia. 5862408 ehg430^__ SUZin 1986 GSX-HSWigskol. 800 Ilk tM * tade Piduio g 4wa. 8665182 BAHETTA1906 Sugar spoil 198,140 nbeaid avc cordi idnkout*. 58,000 a bads 1a Bau boil a roai vslua cal258 9954 a2462089______ BASSBDAT IBOTCkaiipon UN loieead 510,200 CsSl6l 16 b8la85oma834-146211181 SanWiddali BASS eoiTI]uaictin,d8ylisisi.non. mnabid daH IrOtt: inoloi aida k( 2a*kWWt20q0eM6212a SASS BOAT 1985188 akmeran. bra wsi.AIXpYamana (war bdvarat 54 000Cdl562-1904 BASS BOAT 168 Ouacktit lOSkp Cnydar oumoard, utdibotia I*. \u0026gt;l m axed condkon KM tonfh Hol BASS BOAT 1973 OuacIKt 15k BSIpUetcmi. stuc cendlttn 4665707 0ey*g636-268Snd*s BASSBOAT. i965Pie*aD n-ISOQT Jekraeii. 1224134 20F.2biaawaas. axe cond. Mes Dan 30hrs ueed Cal 687-2071______ BASSBOAT l980RAiaER36\u0026lt;V. 175 Cin aloMooa.3nionOiaoio.aaa t3N OakM itM. tlt.OOO bm CM32691'20 _____ BISS BOAT vatycMgi Mdat modd. bi-haul. 56 HP marc. boDiig molg. Kada. WOO cM8356613 SASS 6 SKI 168 bbd glau, aktat (Midlaka. nSimrwiBtasilaB^tie MOi aid*, ar* viaaa loadad.' ns^oi OoallQiaMaiTicnay 53495 279 2091 BATUMR I9H 198 Cuddy CnxMi. 22580. V4.1 '0. am/kn aWao. dapdi bioar daarna oraloni ya axe cond vary poodcondbon. 930. CAkPEH Wt I WB pek-up. ova cab, 2 U door* al back, geadcoiAalunanyn 060085-9790 CAAPffl CU Fbataan, nca. kls LManpPrtbiiMSISO SKI BOAT Laraon 198 leSnpOKM. hO. latl naw uphoMKry. Mt. mag rmaam. IARR Ma ow vi\u0026amp; SKI BOAT Naw 238 Taka. op*n bow. SHOP v. o*d*0. looiown *: onnp VO. \u0026gt;o*o*a, lontown n w'OrMM WU1004MS197SO,* lwicHMMMMOa7MS26-\u0026lt;Aa SMB0ATv*\u0026gt;6it*a* H.^n we* maaeidMiaad SOkpMgnnanm POwgMt bsn.vsrynee $32tS ColWMH Sto no be new. wMt tboug be*. \"VI da^ i40rp-iz0 185 It. cuelom letWOO ife-aoeg SKITLeEFimSBotlMtso yeaewvatniandMa leenaw. VMMr viVriMrM**. kfc* M*. i*^*AS..on\u0026gt;S?t m' ^^ei2?5u7 TEKA TrnCMnCruwiv'UOtMy 8h*ad,aioo*on4 [ gyrtmly Badpriar' 2)11016. ikanew. I to5867 VCNTune 1977Bm\u0026gt; Bom ism. On. 1*. 70l Joknoon. CtieOMSIS Tyg 400bp. kflW tiigk spd crua*. cempiate n-) axM vaa*. $69,000. 674-0265P.636-8483N H5 WANTED 14 Fiilbellem Beal, bke nan. aaOo kai. kva waa, an. Va CaanapncaaogW Caat^637g WANTED 1987.58 MASTERCRAFT mMlar ItOo'lroUi i90.iTtjalMioi\u0026gt; nou a. daar aid irwp 0812364030 TiOQt Motor Homt. 44 Otiiiti moiot 231110 500 CM 227-5642____________ TRAK 1984 Tta A l cgiOtg w.'sgie ctah. tor md* d tgd value ngoodekepe 5e5-73e0g 847.3684 TRALER Smvzntdlepdlh* traCeedimg.aR.w.'M epcira.ttl00.0 753-S249 TRIiLER srWhtsi.lepdDH lot Cotcntian. 33n. a I a* ectone.$4100 CM7S3-5249 TRALOR SrWhea.tepdla raCcaaiiig.33Lw'M Cpbgi*$6IW CM753.5249 TRAva TRALER 1980 SOII.hPyMk egtarad utsd tor only 3 otrt. truei aM $8850 CM 772-2757______ TRAVEL TRAAER 22tr. axcMskl cenktg CM 225-4837____________ TRAVEL TRALER, 1883 26 kdy lal cgilaiad,iioxe egid.atttntgo O' aligmeopgiiiggDd* The Otmg iiHnti bi* ii{ta Biuair* ^rlgmaabM 01 to tafia aaiyg M EaenMd*iiiudaeraiiMmn*go- 0^ a catblMd clttck g bd bend man moun eqjd to al Med 5t* el tb gopoad end aubied to ma cendkotM Al M6ara mud ceMetm to me re- oxemara M Via Aiktnea* Slab Lt- canaira L*ir ig Gengd Conataeta* aelleimr Acl ISOgma 1965Gengd No Bddg may wardraw be bd wlhn 30 deya alW the aebid dob g me openngVMraol PiepoM anM be auotnltad g term aepgad bi Engne* and adaeeaed lomeundaraanad DR -EHAY MOODY FOR TK BOARD OF SUCATDN, TEXARKANA ARKANSAS SCHOOL DiSmCT TEXARKANA.ARKANSAS ey Jmi L Moody Ed D. Dapuly Supembindatil Tugkan* Atkanus Senpg Owriei Ne 7 Such Dodaae money DATED Febnidvi igSOOenddR Udton Unted StaH* Mamnd Id Da a*tsmD*DictdNkeii**s______ NoticeToBidders The Unveraly ol Aikarta* Board d Tiuaiaat sMea aadad wtaan Csd* to ramera eatirig door* ano bamee end ralM tea eney aeot* \u0026lt;1 me Fia Azn B(jldrig,Feraiteule. Azkszaea ToM ceneoered bda naat M tecanad n li*OkcadBuaii*a*Akais,Aamii*- Dttuxi SdittigRoem 321. FawtlapiM AR ra teM tan 230 p m Fdxiary 28 1990 al wticn line btoa viO M opened and laed dcaid Add Dondd 5w d total Did pnee muel tottottoi bd Spaekcattoiia may Da ootamaa m maPwehan Seebg. OIbca Ol Buai- naasAflaza $2i AMrmababgBuld- NoticeToBidders The OMOw baud bill miy be ooiauiad and wd oa epenad on ma staled dtb* and bmae al ti* Unmrsity N Atkantu 1a I taped SoencaL Purenump 01- bee. Weeoiark BuaMng Fia Fioa. Room 111. \u0026lt;123 Wut Metkhem Sbetl.lilMRock Ar722C6 Bd OociAnenia nay De aeciaad at ma aoovaadacaa A Bid Bend n me emeurii 015d m* aeeompanieacnod e8U.9Mi63 Seeled OiOa wk be lecdved ural 130 p la. Faoruan 20. 1990 al UAMS 4120 Wtat Markham SUMI LitW Rock. Aikanaaa W me loaorieig FLanan M bba. atxipmera. and iTMle- nab leiatal duct Ira ibinpa. conbN dampaa inermoelalf and 20KW EMcmeducinaaWiuinMcerkNvi*- *19. pnaanahe bpiig enOavdcaiee Pabr8ia3.acpo*ai*iiiu*tb*'*c*nad - - by EAPiC't Wad Uanipin al9c* by iSOpmanMarcn 12. i990 Apacaten* lid labucaona may b* pctad to at EAPC's Wsal Mnpn Otte* bcalad d 600 Wad BrcMuay SuM2 VlaalMaireka lyieanau Fumang w any asiwc**. wken bagm J(dy 1, 1890 nd not kucaad a ma* imn ol 5100 000 a sn aqudty tvo- latad ameuiii ka a ptooram piarinad igiaubianonayaa________ Requests For Bids Nobe* a tmitn swsn mat ma imoa- sdnaduHlaccapltadsimd lOOQ A M enmadawsllMadlamapacnaaaae MlgtMMgiMW OPEHM3DATE IMMEfl.lTEU MK* baoa ai g orr^va V vaAie. \u0026lt; buckgamelataalet 772-6699 TRAVELTRALER igaS.LeyWi. 2*n,.CH^.lvdyms new TRAVEL TRALER igSBPtdMt 358 idilenlaia6.tea*r poaiiQ.soo I Ite. eardg Azk itxa* I CM332-8158 TRAIiElTRAUR. l989.8X35,ibolai \u0026amp; antiira Wga i88\u0026gt;gtialat gaidtn lub ig rma 59.375 Cal772-3ao TRAVEL TRAI.QA 228 Araioial *4* Now 6. vary Maan. v k.ia^ O3a-Ui3 WANTED ai praam a awon 2630 lael. mud oa ii goodcendl, w8 nay tep0M\u0026gt;t,cM2662l63a79i38 WANTED pantlaMaaHeina EwnotOomeaec l65nuOcab Cel8465S76Caba_________ WANTED smwhed. 21-23 leal mid 08 m^^ood^xiM^iMI Ply lep Oom Legal Notice NOTICE 0* Ru: UAKMQ ANO PUB- UCtCARN3 A oplc haating nu Oaan 881 *1 lOOOAW.MitcnlS. igSO.iilbanng RookiNo l.FiaiFloa.AikinaMPiiO- c Sanrea Cemmdagn BuMng lOOO CenaatSUal. Uda Roca. Atkinaas.ri Dockd Ne 9(HI15-R Ie conedd adbcken N r*v*aM to the Aikeneat Ou Ppemt Saiely Cede lo cemptr wdimaU 8 Oaoatbnara0*Ttanepa- taaoia I966and i968regulMenlW aiorM to me mrimum leddai sabty AJ tiakctciMi nabiai oa\u0026gt; pvOae utkbw and oma aixxopnab parbea are aivaed bpropoia atbbkona a rew aiona to lna Arkanau Gaa Ppdiia SaletyCoda Suck prepoaed itbd ad- dkon* a atnandnentt r ma tarn M mg. Fayellavile. AR 72701 g cal 5ai\u0026gt;575-5314 TnaUnrrarMytaaarva* me ngm to raiiel gy g M D(a* and wawegvlgmebbes_________ NoticeToBidders SaaMd bd* wj be tecanad gd lOOOam.Pediwy28.1980 dma Norm Line Rock wtsb Wsi* utacy. 701 Wed 28m. Norm LMe Roi. AR 72114 tot Da purdaMd Ont new tu tg pickup Duck igig wad beg. neevy Arty rag burp*, automatic vanamaig. 6-cygilg. dandeidliee pgarsberiig.Wiae Speotcabona m*y ba ooidnad st aaio aadaes Th* n^ a r**tvd to (fl|KI*nyaMbeM.iiv4i0*giipirt. to wgra Iiloiindtli o Did* lac***) g award Ism* *pg*lelr NoticeToBidders The urmgMy ot Izkgs** Board d Ttuato** ihMas sssbd wltg bd* to latM 162 laDW arm cnai* 11 Otack iMwMwon: 10 Mdon* aCM c fira 5/107 EducMon: UiMftO ot ArtiMi Id I xMoBcadriga I BulM al Iha iWUaacdScv Notice To Bidders Sadad b* wd oa lacavad m ma PurcMtrnd vncnrassiRAve. mALEn i9e$. biOar daama cvaloni cold  oOmSOx^'iaarnMida WlXWSS7RAV1.7RaAEn 1905. 3io.o\u0026lt;oeoB5ira53a_______ a^^ToSSS?' ?JL52ffiSS2!SS^'*\" JfSS amiCXAFT 190Bonr^. leillT '  ..... v.arw 7 5 Qan 24/0 a. Dv brido* marun- AKn..n.n.mL-..A ... wr#CBAOqLaatiaroamd*aarEx. V-dnva Ti Qan. 2-*rc'a. i loOv aoirooAd. aaaaig 1 74snBinoo4e3Ni*\u0026gt;i! %aSSs BOAT l98717n6*)\u0026lt;nd.iidudM eaOdr san*Fore*.balg ooemaioi $7800 Cai 37*-8223 OMwMii 7am. BOAT 13)*ilQk*\u0026lt;no* Uwig oo*IDakg(***MlMwel S^ . CM867-771lflua***i** 230 HP. owe rbodd/oulboad. u- caum conot. cai 823-9885 a 62*-7il9,Hol5ongi________ YAIAIHA 1985 250 Tn-Z Mo mola IMBaaiibapiifs.SSOO cai2*t-31?2 tDla2*i-3375(Hl WtfCBAOOi-aaliaiokresdMatEa- eMani lowitaaege 22itttg Saaoea $17,000 234-24du.234-8r5aMegiie- IW.FfyaMvla ifll aMarad. bda mus b Kanaaa Totwcoo- IM lacMd \u0026lt;1 (It eDAT. iee 361 Ramar. marcury nidloi. 1909 10 137. BeatiaREqolpnKit tppUB'/ nuLER w wnng Poal up w,(,w\u0026gt;T ,vwe Hang*t Itai yalar Oaan, laadylsoo 73l-3\u0026lt;68 dait tv 7414728 ritmia daytorZaiOTSi^ 6CNTA 1988 Stu Betti, 45ne Mdeuty motor $800w/Va4g dM354-346l CENTURY 18n ,iogd'eulbeg6w/ Mk^mp* glee an* 8 pm cM CENTUtY 18n .itoeetd'oiaboarow' bat*, sup* gee. elbt 8 PM cM 525-49M^ Cebdugii. 1978 (Tarciuaw.lotthrs.pood COkLSSSOO CU2244iM COIBALTI968C CW. ISR.w'Mndem bto btTtt itHir. 12018. blue raw Cal ggjmBSpmkPF g229-32S38 COLBOLTSkiBoet igri new nbtig.aUasey*. Muelseb' ______CM585-5638 CONCORD 20' Sb Boal mm cotidb bg garapakapt.SSOVSnaiccnMt. opg bow. 81*00. St841l8S* oroo mgyeiibM.SIZ.SOO B669852LR CORRECT KRAFT 1948. daaac. n at ai*. axcaaam cmxMoo WlNNEDW3t\u0026gt;l988L89riaioLX SKin.UclisInkiat.aiac dioeka dopboii* 547-3M7 vrpEBAIJO 1970 Motoi Homa 248 32500 Cd\u0026lt;2.2l72oi 942-3515 tkar 5pm I CMS3*-T6a3 145. UtiBtyVeMcIts llttirm ot cemtngb ntal ba toed nth ta SacrabiY r-  f----- grdDalaa2O0p yol maConmaPon Ipm.MtrcnS 1980 OOca ol Buanaaa Afltaa Adnnm , Okparunani Arkan*** TaoilAviniy.niaMMa.Liill 1000 8 81 Fab 20.1990101 IAerol8aR\u0026lt;*d- a(dVl5att.B9OOC3O Daw* and Cd apaoteaton* at* on m nia Pmcri*^ Otpartmant aid may ba *8018007 i**oor*OM Dddir* iponraquaal Ike Utbvsi*^ teienas me nga Ip teiaclaiiy g al txa encl vdtua Mg- nStM (gptigBidand ISeopiaataoursd) U panas mbnuimg gopoaad amand- menband'g wnlig eomnsnis uno wan to spadi at Da heating shM nody me aactetary d Via cottviieiig g' g bdaaMarckIZ. 1990 btsraeladDengiarMytuOmicdin- matw n vMng g eialy at Da naagg FgDat mtonnabg may be obtamedm wngg g cebng Jg Sender*. Stam lay d the Commtsnn. lOOOCtrHr SbMt p 0 Bg C-IOO. Ude Rock AiKansw mta. Pnoti* l60i) aon Biddne Room 321. FayatUvOa. JW no Wai Owl 2 M 9 m. FatvMry Azkan*** TacktAwaiaily By Bkalovdati AoarcyPifcmaangOIICd NoticeToBidders Sadad Nda w6 ba taeairSd at *18 Commci 086*18*8. Ckr FV. 330 Mam Sbaal Nam Lna Rock AR 7211* und Tuasday. Faeruaiy 27. 1990, 300 pm on 8(8 pattuda ol aama'laladMKM aoNo 90^7 Notice A vartad Conedn * foOoOii m Ram wu Hadm ma Unlad Slalu Dis met Coot. Eaalam Ddncl ol Atksn- aaa. Oy n Udao Sialaa M tmtiia aginaaSI.SUMaiU 5 Curraricydo lAknA. ia lOOn IK* (Mm* Al *,* Bvg-zVunggecfacsaynmr, $l.450.csl372-6*09 BUCCANEER BOAT MOTOR, Shp,ruta.$100cask ^1962(S*Mey|__ EvnRUDE 1984 2 nenapow*, laru- gd ga* (ar*, ueed leas Dan 2 bows SoOwdl ^3-6282________ svnnuoEsni _______866^ DA$TANKS(2),68ds,rTatetw/John. sgEwirudanookixa $45060 Ikin- mi^00pm Hid*, sup* 80, works gealSSOOBO CM eM(l3 altor 5 EQlPMENT TRkLER 7X16 Undom oxa.lad bud 875X185 epYWU 60 m cnan bmo. bust on leaWig 181*8.51 OOO.cM 6474255 U06LE HCUE AXLES. 1 w/aMcbic bosk tasew/bas. 5175 952-5975 itgr\u0026lt;s862.MIHlty* TRALER 7x1* gooSbstlM aswS luek. wot OK. $3S0 ______CMA563632 U7LITY THALER. *t8. good SUd ....w ugnaapriio.Mnewvmod. A-ith*pi USOcian 8363028 LEGAL NOTICE January li 1990 The CWk ol ma Courl ha* awed t witriiil kx me w- ra.yianliHailiaOoalloryoo.P.OOO Ib i:focaioee-2ii2  OEfTMOdMUOS NEW 96 112*1.790 lS\u0026gt;*ii,4 TOimSl.bU 26HF|l6tO Pwanor* at ilk AM WAC Sarwewa * a**r uwowy SPLAWN MARINE, MC. 763-6721 Advertisement forBids Nooca  OaiaOr Mran trial.  anoa to *0 ordai ol n* Oary a and Want Coricanyc hanaa*. aadidbdlw .wv.KeaaeLoiii iiiiaiomli.il- tn* CJy AdmnsBabon I IIDOam KMviyi t3. avidoaiaoarraio ai Buklrg unM . 1990 talix- oeeracnAET25 i ' PvtyBarpa. ialcii(l.\u0026lt;OI naw carpd. racanoy iorad. ( niMo(.U.950. cal834-7236______ ELDOCRAFT 1977 akyn data 5M1. 16*1 eShapEvnruda EwiruMaoino. La*v*M*e_______ Irrawat.EaMlCR.ataamoaN I SUZUKI 1985 GXBTSO ita 5 nlMa 8794723 eXBTSO lad 8 od aaal auction, took* Prand naw. aduB onnad 53300 378 2344/863- CAkPEHSHELL iEICaiivio,$25OOeO. eM9e62l82ilbi6PM l2lCnreria KC Dniauata, 4'-\u0026gt;ii M re8dbMw'eovsr8,bedg CM 968 MWallaUii Ffi* piau carrpg Skea lohtg\u0026gt;ig or loyota, g posabb smal etruck ewp. bed olMr Csl 988-5000 eh* KRACOM'bnSigeacau tiOiim CHM^SOi LABRA tot im^Neu PebiCM 118761726 lOUVERSEAAGaA MsCanate Z-28's6boc's. hesthedow epoi*,lkeiiew $80 CM753-7496a 753-1186 LT235'85Ri8i0P)rbr eeid4,goedb8a6. _____950 C\u0026lt;Ba6l 437_____ PAg^O^ PABTiiQOUT eeaebe ~~ ply cet*. M pen* evMbbb. CM72F5412______ PORSaSEVPEEU 826* 824 Tube i6i7,8rKeagVMi^^ ROOF RACK wd Meat *Wo8aireitSa^ SET OF I4'bim UedbaMUD, , _____$25cain3T6080i  STOCK WXELS8IRES tgToyesabuc* 566-2468 elbt43C\u0026gt;vii TREI* 16Wiad*,iri*daby Rsaaigg. 11-225. be naw. $125 OBOgbede CMS668164_____ TRES, ku*. T2a675R15. VI'VI mil baled wzkeea $5 aedi a $ Ig $20 ______CM 822-1475______ TRES iSn. 1441 6l3n komSSM 912 50 CM 5668104 T\u0026lt;lES4PI68Rl4lbila. SUZUKI ige7i*L250. xecend.hka new, $1200 CM3*B-2^ 1966 SUZUKI Cavd Cave IX, toaded wI enema8 bgkled sccawonee, raw Utotin nrgh lews, 2yeg unMnled mN ofiitti bwmlee 3640019 $UZUUi853wk*.giyitack Staal rack, ran bait Ma. 5550 CM 224.5210 SUZLMQASIankSaut. appiwtii8liwl973modd 550 tbadodst CM8354544 WANTED l970a7iPhnioiAn Fury *, iwingot p*it*ct. inu*l ba raaaciMbwPtica. 835-5153 WATEnEO.kiigau*. aicaiaiilcoiiawon. $16SeM96655B5 YAMAHA 1967 BAZME l-wked* uc cond. radio ataxp 110 Loadad w/many8xb*aiK30OOeO8869851 YAMAHA VENTURER 1984 am/lm 20.000 ndaa.tkanaw. 53000 cal 327-8288 YAMAHA MROOO1982.18.00081188. adwg 5900 567-50*7 anylmaalw 3 YAMAHA 1982 MAXM. TSOCC.mudaM ______CM 5860685______ YAMAHA 1979 750 ^al, exc cond .raw brae, akan ana,$800 ______CM 753-06 KI______ YAMAHA 1974 500. blua, onya.OOCnnlaa $700 ____e*sn CM 753-1794 YAMAHA 535 VHAGO MaDat aikla taoa. bM haanat. 150011111. $2000 CM742-3687 YAMAHA PRESEASON SALE Wamual maka loom lot ma 1990 modabsoal 19eeandpnoiya*i rnodoN ol Yaman* motcrcyda* wd M lold al DEALERCOST wanavt varRia. Yiago, XT. YZ. FZR. MAX**. FA2EFRA\u0026amp;W. YSR . and ROUTE 88 II Bl 0*aw (ww Otr*ugo**l86teia*(v8b8 ouaad evb me Dkoa so seme EVIMMIE MOTOR 3kp. rboard. good cord. 0818364329 FeERGLASSSKhBOAT.good in8.S200awdva\u0026amp; la good wadinatiiacraia Cal 843.572a F5CHCR 8ASS BOAT Coil try momanaon aua ad lor 8185881 dadaiiAnariaa* KflCURT ncRSTOR. IZV.Iool con- Vol. UoPng moioi 5150 OBO Cal 697-58Q6W7.58O6*d21Zor 150 MOTOR : laiOBOgaliarOpni MOTOR l(WCUy.197720lp. MHk eMcbie *WI 6 gu Wk $675 CM 821-4539 t40.SailligCratt taCDRCDOR 1989, 28 8.3 *aM. lal. layaqupmanl. Oarai.SHRmolDr.Oer- nafing M tooia. ni*Mn*M and labg an6 partotmmg m* n*c****n( wotk iv cerMaLictigielWaaimMWTtooltiiant PWII AddboM Al in* bm* m* bd* rc*rid w* b* puMcly op*n*d ano r*addou6 m m* Ceunea Ckambd* b ma Qty workganarMycontdlsol Conabucton a\u0026gt;a 6\u0026lt; loolddtnalst i 24 loot wM 1*^ raUorcad conaala aaslad akdga sWaga lank and Nock and bnek oiowat bidding, eomplata wim NOwdS, pump, and otrisrappiil*- TRES 2atua*d Yekehema, mdAOM. 16671X113, 915000m CM 634-6821 TR4LER 1*701 aameineuivad.oMMLtk* ____new $80 758-4851_____ TRUCK LADDER RACK upngnipeeb, M iiehM 6 Tt iKhet aoert. 119.' owMIOPMngm.SSO CM798-2606 TRUCK TRES 3BF Ooodncn.TAM Mtiaai tedala. 3ixi05mi5LT US each tab ol Ma MH CM 6634367 SNmrS CYCLE HirY.TT.IIUSSniVlLE 966.7233 134. Blcydes, Scooters BatE.boy'a 2*n. lOspead eruccond, ____$65eaWi 225-8602 BKE Hoya 2511 lOapaed.axecoiKi i66cnk 2268602 BKE QrM24ii lOapaad.SSScasn CM226B502 * USED TRES. bwirlM.P3D5(78fll4 $M 83*-7726arMt8pik__ WANTED 8.000 m. etacbic. Wan g Udi**) wrim 6 a* oa cnewoMi 1885 Baz*.CM 3267374 WANTED btl kaM landg tot 1940 DodoaCctSlalon Wagon, laavmad mt mt.areirv7m.5n4irwvv MtESMnm ladM.SipaaO.i 9t25CM227.5Ur CAM4CN DALE BugDOt' bksbalK. ate cond 550 CM *368780 LADESBPEStpasd.Saaii Fmion xHnbaOyM*! Ooodcetn $40 CMi267902 131.ghigtSpoft8Cwt|iii|i TRALER Ig taee ceia. enxeaad. 8X29 I25II oca). DWA. akm aUd barm. 8000m Skip ade tamp apace $3500 42*4119 iJsiSSl 132. Motorcycles. Miii^ikes DAVtSON I973avgmiig gand nmu. $2400 g bada Kgtne (I4r*a' Touibaie g etiyDuie d8iMlv8iue^65i-7283 POtRVPEEUn Sunk'1987230 undvSIXbn $1460 CM 387-2368______ FOUR WHEELER Hgide 1966 125. acbe sbrt tinnmi. ba new 51500.7324)1568.5cni HkllEYDAVDSON 1979 FU\u0026lt; S*500a*aM auliMie ooaoam CalE\u0026lt;5-3532 rClkCNT Ai* taro FEBRUARY 22.1990.56*. CLEANS - DERMCCE / CEODORANT Fa kiv* iVomiabon cM AtkaraH Stale mvertly Pmneaiig Oeperl- mert 501972-20M TIM dapetvnanl lesenu me nNx to teaaanyaMbds WM odd my hand Bt* 8*1 day M FaOnjeiy. 1990 ARKANSAS STAIElMVStSTY. SY BdFanei.DiaaaaPaqMang Sheriffs Sale NEVADACOUNTYCOLPTMOUSE PRESCOn.AFKANSAS FESnUARYl5.1980 lOOOAM FOR SALE Oue 10 Darkncicy. tie itptoveo 5 act* cornnarod propsrlv Iiaal atWe a*r) ncaled al me ikenacton el Ar- keneea H^wrays * and 53 n Soum Nmaos Counly Ansrae* Tkeprop- artyaapptoeiialdt lEnMas toulhel F\u0026gt;iacet1. Arkintas end to mlat SoutMoatpiHDpa AtkaraM Ptopsdy PCAda* me IMoimg in- Pared I Conuemencedaeviai 8ascump83 3l3ii|R Pared 2 Truck atop luim* Dey* PacdSApamarM-ducUx Pir^4H*d*lC*tlW Pet^SOIK* 2.050*08 Patcd6R*lMiatit 3690*08_____________ Trustee'sNotice OIO*MuaAl\u0026gt;0M*n*on Cornnjaiy DmnilopiiMnI Houamg As- ItSIknca \u0026amp;ant Rapw* 1o 813 \"E IWmFMsilIQwuMa* 59.795 30 Spackcaketi* may ba sactied bom 28 1990 at vikch me bda wa Oa opened and read doud AbsoctidN Sm ol told 0(6 price mud eecompeny bd Spackeaaons nay be eoiasiea n m* Pwchiumg Seeeon. Olte* ol Buet- neaa A8aia \u0026amp;i AOmiHbiionSukd- Bw. Faveneviae, AH 72701 w cM 501-575-5314 TheUrmeraaytMervat *ie rt/me taiaci any a M lads and wsniarylonnatlies NoticeToBidders Sadad bda wk 08 recanad uma 1000 a m. Faorvaty28 1990. al ma North LdM Rock Waale Waw uaHy, 701 Watt 29m. NOVI LUM Rock. itR 7211* kx m* purenau ol ona naw Reboec Sacbend SmvaRoddar FLackcakona may Da oolarad al aaid adaass The ngb a teaarved to reiact ary a al OOa mvmoMbiiplrl, to warve itetiiatkae m Oida racewad, gewerdlamaaapaaleh______ NoticeToBidders The below Ulas bda may be obumed and w6 be epamad on ma slalad dab* *18 Commie* one* Tn* ngK 1 a*rv*d by me Ctty ol Norm LtSI* I lo Imao any or a\u0026gt; Ixda. n vmola or n part M avdto atm* Mparalaly. a lo warranianiialdaa n Pdarocawad ToddLaiaon.CNactorolComiTirc OO^W Yg May Lou Yog Property I ygDoNaTekebrnaMUAeeg ilThaPrePtmiiSeidYgIM RenamLiwHFgAth'OelcMncv WhchThgExaliAiklAziAcbMTe Ceaeci K MeySa Bretidil Aobtsl Yg wrarau g Jun* K). igg.Batbda BM trtooltrl * D*8d d True! m bwx el Uraxi Modem Mortgage Cg* paebgwncnwuteegdedgJuie ,* 24. iges.mmetedeitibtecerded' NoticeTo Bidders The OaKwt aatao cds may 08 ooiaiad and wa ba opansd on me suw) deat and Mas el Da Unrraitay oi Atuensaa la Meibcei 3canc*i. Packaeiig OH hca Waabtatk BvMng. Fiat Flea. Room 111 4120 WMI MaHtham SVad.LiBM Rock,AH 72205 8 01 B$-Laoadery Suoptaa 2-22-9a,i3apin 8Ot75-LaOaaloiyEo*xnaiil 2-2e40,230pm *Di64-Dlkc8Fum*tira 2-22-80,200pm 80192. FsMricmgaij*io*VMy 2-2680,2 Wp th__________ NoticeToBidders Sselad bda wl Da tacarrad at me . uvwu Co^. Aikantn. u msbu- ment No 6634072. .\" -........ .,g. ..u 66W72. Wkch we* a(-n-iS aanad a* ewdanead by Aaaoinsril or*\"-0 Dead d Trust. Mad tor record g De-X^ camo* 29. 1969. ae mebiinenl Ne * '*1 ol Reapondetil too m* gopsrty nu Deen arresbd The RasponoanL $1,853 OOmU S Ctxiencywwaaued Dy DM una Rot* Pobce oapglmani pursuanl to an arrasl and aspatta an iwesbgaben M pe*a\u0026gt;Ns (bug aebdy pyTiiiomyNuii* AnyclaiiMtitg.iig to aai] geperty muel Ha b* dtm vii Dm dark el m* uniad Stataa OMinci Court. Euletn baDiCl ol Arkansas. wiM MtifiOI Daya 8lW puDlcebgi a tn* holice and aaid aamatii snal serve tb* atiswg wiDmi twenty [20) deyt BiHr bl* Wng ol me aem. * gOMded by Ue M) ol me SuppM- metiW Rdee tor Cetlaii AOmireDy end UeramtCbiiis CaHR Biatils. UMM Slabs Cuabcl Oat*. Eastam Darnel ol Aikanaaa Ldtltoa .Ath 122I1S Notice Notce a ngiOyduan as gondad tor nagbgi 607.TaNI Acta 1930 mt) 7000 Bulbt*) Knrra* end H Surgubl mabiments vaka $22,700.00, v Da vMuelhataol, 880804'3/671X16* ma Eoaaena (if 16 USC 545 CaM No 7200540032, gi6 59 Naie Kniuaa, 25 BuHarly KmraL 3 Sanoiu Knvw. and the leDowing Counlarlau \u0026lt;erna 2,369 8H Cape, 454 T-ahitt. 1$ All Dou, 1 'Btt\" Rasa, 24 Lou* Yiitlon nanocags, 105 HaeOand*, 254 Sun gUaau. 1$ Swaelabtta, 258 HoHi walckes, 34 Aude 7apaL lOSnoex WelOi Ct8M, 80 Seugage Stomas. i2OCanCoMis 10ucciPutta,\u0026lt;due $25,714 00. g me v*lu ttigaol. aeizad 3/23/88 mid* Vie govenn* ol 18 USC 15658(e) Igwebbonol 18 USC 1526 and 15 USC 12*1 Va SMiOibitde KnvM Act. Caae No 86200340006 *8 btnf haW n Iba and am** al lOa Unrrarai^ d Aikanaaa tor Uaocal Soanoa*. PurUmng Ol- acB. WaaOnani Bidang. Fiat Floor Rom 111 4120 Wnl Martham Sbad.LXla Rock.A* 72205 BdOocumanl* may Da I*cix8d at ma abevaadaaaa A Bd Bond p Ika wnount ol 5* mud accompany aachbd BdSMWI*9 SaaWd blds w8 08 lacdrad lyiH I3O p... F8l\u0026gt;iii8ry 22 1990 al UAMS, *126 Wut Markham SIraal. liKM R^. Arkaraa* lei IM tolowng Furrurn al Moor. aewpmanL aid mata- nad lo ramov* acpromtbh 1.297 apwe leal ol New en acoual^ and T135*. I aquara laal noor laa codanno Uoanioam* 1B(M.IJe.05A.i 23 ol ma Barton Raaaarcn Sixidno on ma mkr campus o* tn* Urirarsih ol AikarsMlotMadcdScMticu____ NoticeToBidders SoaMdadswdbarscaMduiH 130 p m. Fatnwy 21.1990. al Sial* Butd- ng Sanica*. Otlna or cona*oclioii. Sula7W. lOISBuMng. 1515 W 7yi Cornmarcal OMezn.nna/* aaalalaiacordaM wv.....uDapartiiiarl. CdyHal. 300 Man SVa*t. N^ UIM Rein, ah 72il4.iinU2Upm Tuat^.FaOru. ry 20.1990 on ma puicnaaa ol Mma aladbainv UNO IDaaO Tratald N 3 taw Sidco Uta* lo new Speckcabota mey 0* eecured bom me Commetc* Dtiei The ngM a reserved by ma Ciy a Noin Lne Rock lo 10)^ any a M Ddt. m oneie a  petL a award lame sepeiatsly. a to Todd Larsg, Dractor d Commerce endOoygiYiietlailtdebg______ NoticeToBidders Sesbd bantb iscenac m me Pgehem Depatlmgl, Arkantei Teen UntrdtHy, Ruacebkle, unU 2 OO pm Fg w. 199Olg$c\u0026gt;siidciabo- leleryEdupmenl 8900035 Dslass end bd spepkcMone an on He m Da Pucnaasig Oepsiviieni and PutaaLCouib. AHwie**. and WlMteaa. Batbata Fay SM le now me preaanl blM hoiOv M add property locdedm^iiaakiCeunsy morapdbe- ffldeactl\u0026gt;eaaslelowt ii.RepblN 1 AdanttAddkonle IlM^'olLil 2218^81: rMUrta Rora. ArHanaa*. and l22iiO.L*Hock.Aii(anaat wnaau.VaiamayUlarianltinat ' c*m m inW8*l si ma nd aopariy' - 1 baanbatadijpenBddHrancy.srd V/mm. me imdera[gadli..~, upemlad subaUule irualee m Da place d ma orgsid Truetaa, upg ma coriangeiiev and m ma menial aumo- t nTedbyeadbenebcatv.and , Whgeai.DdauaiiMocaraamtik . paytiMtitgaKdiideOlaibMai.andme *2 aame(iowVMreloreivlie*rdue. aeid' , dataull Omng n ina amount ol 342.819 13 PaMnea pki* nl*i*sl. coal*. tndalMmayt laa* anca July 1 1989. and ma owl* andholdar ol lad d*dl naa i tqua*l*d the urdiraignad to sal sad pioparly lo *5*ly lad rdaOl- NOW. THEREFORE. NOTICE IS HEREBT OrvEN mal cn Match 12. 1990, m* Iwm daaenbad tail piop- SIroel. bile Rock. Arkaraa* la Da Piouide M aba.maiaral* and aoM- aotia* cempleta la mdalaaai ol verb cel binds m 36 lodge looma end me eenWarca lOom el Queen waahiiie SWePark.Mona.Arkensas. SBS 90-103 Bd doananl* may De sociied al me ebov* eddraw A Bd bend m the amoiDI ol 54* sliM aceompstiy each bd The munsi taaarvoe me ngn to rRoel any a M beta and waive assy NoticeToBidders Saded no* wa be recerred m tn* ot- tce ixid 100 p m. Fabruwy 26.1990 on tapMciig Md iialalelion ol amuw pipe Delal*iidapae*c*liorMateon isaamePutcnaasigOKce Hsrdaison Sum Uvrstsey. Aikaddphe. Aiken- au Bd tarns rnay be secured Dy re- sponebie bddda upon toatod kom mePuicnesmgone*.HSU A5*i8d Bg^^ 180**6 Mtn ta D(d Bd No ipairaeuial Tha Unwataily laeatvat tn* ngkl lapci any a al bda and watva mla- attywdbtsoldalZOOpm aimabotii.  doaoimaPuiastxCotmryCourmeu**. Aikansas 10 tha ivgnaal bddw In cash Tha *da *\u0026lt; kdrduisn al mlar-.''. ad* n m* propdly. yidudng moM oL .. a]a*anobinheldirvapi*wciu*o*w*. sadooparty * WITNESS my n*id In* 8m day ol -. Aikinau TackUnrratdly BySkaLovdkSS ______AgsricyPacnainoOiiicMi Public Notice Ba lYoiirdd mal ma Aikansu Soaid ol Exams** ii Ptyckolbgy n** ma- Plan* and apaolcakona ata on Ba m ma oHic* ol ma Q*nr*i Managd 01 CMikawla bt^andWaW Coniw. Wasiul Sbaal. Cwkavk*. Arkan*** and 11 tn* ate* N McGoodiyn. VM- taiiM and Yau*, me, ConauUmgEngr Jtnitri. 1990 B FflAMCUACKev. Odtncl Anyona darnwig ngra oi roai. tttftwrtfiWtbtnoitMiQttctti pandad ma toanaa Iopracoca PaycMl- W \u0026lt;1 maSMaol Arkanaa* ol Aidy SuaSTFTUTE TRUSTEE FORUNON NATI0NALBA7K OF ARKANSAS lorn panl miiat am. 511000. caa 377-8^ or 800-10*8 oay  WiriOJOKliOnFIlO anal Iwanly day* Hom dala ol Irtl UTTLEROCK.ARLANSAS -I By RosantiaHsnry m BFRAWIIiLiCKEY.JRPA ' \u0026gt;! i555UruANnordinua ptaiaiiabor ol Dm nolco lo Ma dam sid ped bond m ma sum N 55.000 60 n 10 porcanl ol tha vakta ol Dio daiiwd aoparty. MiKtim* a ewsr. but nd Msa 8*1 $250 omaniMa. ma voovlr w* 08 dadaiad lortsitsd 00 mens. i990aiddapo88dojiiac- cadancawitnavi JodH ktsh.Dsbict Diacla ol CusWiw, New Onoei*. la 1908. 30 Tip roaaan iraw. UoMroiada aolino mo. lor. HumnwiaM ICfl SupaiOa* HumnwioOKO VCF .5*700lBa-2525 F19CR MARNE aunnum ban boat SOhpmwcury.UISinm. being mola Cdmcist*N*oidp8d.247-34ir nSHNQ BOAT 14 dun Hamollom. carpd 6 mlvd auls. mda botlom 6 nr^moWw/ \u0026gt;***. 9 9 Evn 912005854*08 BSHnGBOAT D*ag I4D wrlik 20ttt Mgeury, 3 raw yvmg s**b 2 Aziciigiiatt't^Wr^es 7M $1800 FiatNe BOAT 14h dumnun gik. UDap meig, 6 ii*l* new swivd web OBO Al lg $650 CM 586$220Pi88OB__________ FISH8IG BOAT tl D dun Id COt- Um.ggM* mda.ceil deck,a\u0026gt;*e luf. evmei seels, vaMi. 16\" Uee. b* raw $1.09! CM 565-8886 FlStdlO 60Ay 14 It. Meitttg fl mm. 15 H irailg. $1,200. ciD 847-0448______________ F1S0 BOAT. lewe. 14)1. tenivV lem beocm. i8ii ade.kaweL cgpet 2s**l*.DkhpEi\u0026lt;iiiide TM.WbMg $1.295 5fe-3578 FBH 6 SM BOAT SUrcien. 1962 tSO OSM V. a*k mg vaiosnesd. lop. tow. itt cov* Tonp Umcari, paege ekx- sja.urnacdsle $*6WfcMOT-3i20 FISH 8 SKI Movina mud * Cneeun 19681811k YamskePtoV 160 lyrHil gangvurty $10,900 834-7335 26FTNAfiEMRtV90NM. SALBCATsaepee sab. ktbt.neea.iio.Ooo ______CMe6l-i422______ SAL BOAT22nCltytMt alEogab Marva. badgabuy C81935.3B71 SALBOAT SarlatiaSSlI.maii. 3fbL2lpntttkat*.$B5( Ca\u0026lt;37l-0700g 771-4480 .... Rolrig H*a Dnva. Fayalt*- vPa. ArkvM** 7OT03 Cop*aolmaa ITK.OF.\u0026amp;n Blnpww. ISkpMarrg motors 1900.CM 37698l0CW2862975Saatcy GuaSSTHOIL 17n *10boal.excebkt cgdttg matda 6 mi $2,850. cal 635-9205 HOUSEBOAT 1977tab*g.36n 256 ntttc Mr.fdMiaad.aeitr.itoa O.aoMcendSlS.OIXINbnHatp* kCnarPbitaaxlCM579b2i9 HOUSEBOAT 1954HcldayMetttttn 388. MA. 225no. ganaiaioi. a* an^.WCHJiCtmi tlt.m ondpa.IZlCH/ac'dMa 9 C*iaa^1ioi757-r821 HlTRA SPORT Bau 60*1,1876,120 Ip mow, Jemnaa beBtig mola, papa aapk 5 Iasi*, nan rrarymng. 52750cm John 227-63'3______ docuinerila may be obtamed bom the oKca ol laM angmeart lireugn Maren 6 1990 upoi teoiiad. and upon tie peytiiMl ol $50 00 la platM and $50 00 la apacdicaiiaia. a lotR M $ too 00 . wkicn lana lelundMie The cetibaclera aw maka aucn - 144. REcreatioailVehicles NRSTHEAM 290 gooO concttg O' tda $ Put. $8500. g wd egad* _____bad*.642-3i28 AMSTHEAM TRALER ETIeng. 8^ centbig. $5m CM 8665827______ AllMA UTE 1965 Oils A mgg icna 30'long. 19.7861141.vsrygood cetidwn. n \u0026lt;\u0026gt;atWii Vlage. pwrad byngsmok* 257-4223______ ALLMAUTE HOUMYRAA\u0026amp;ER U'o K. 14.000 mMt.wi U c I option*. 00*1 r mono, caa BEFORE YOU BUY CHECK OUR ARCES COLEMANPOPUPS LAYTON THALERS SANOPPEHTRALBtS MALLAHDMOTORHOWES H-LDTRALERS TIC BESTFOR LESS OALESCAWPMOCENTER AVCBLUFF 536-8800 CAkPEH Oaan w\u0026lt;a cmbueMi. \u0026lt;v Mb numbaroua cupboard S alaaga nk n* bat oorl4-polty, 5800 000. 555-7308* 647-3W4 CAMPER l976P4Byma 2411. kkyadi-cpiiiaiiMtoei g.canbdhsd daepaei CM 327-3349______ CAMPERTRALEH 18770ulenaaR Smwkad-SOtt.ac-avuirig tad IK*. $6.250 CM753iM64 CAliPEFtlSOev* Luukwer- i96gveebend 28n.iaed8(l. d**pe6 QuMkrtDuRVPszkg i'*0r(nphwev4!*xl2166ktiMey CtUPCK. 1972Yak*w8gn C8l889lSf*B8r2om CAHPINO TRALER. 1980. Road JETBOAT SkMitoon. 208 annainM 2roSr,Xi^.Sa1fI*5S-i^ vaSA.Domnaiaioiyiipw/piaoaa. W.9O8I3D Caa66*4707 LOWE BOAT I4n. I4ip Jdtttg mo- kx. \u0026amp; nelrsnnrl b* el ntn $2200, 742-5355*IMrepm lUXtffYBOAT 32lt,Cne*tn,Sangar Ton aoarp. 18*1 speed ctua* com- PMbSexMVb.STOOOO. 574-0288tD)-6364483-(Nl Uoteat-I Tntuelg I2HI. D conbebO aotnoinotoi 5150 Cs\u0026gt; 887-5805 nMCw-io-u (tn QardailZIZe MOTOR TlmpEvvvuOs. goodcendl^. $175 MOTOR TbnpEvmde. goedeonpben.$l75 motor: Marmiy.l r 2CIm '.5*7S 241-386981181 eivn____ PARTY BARGE 20H.7arM8lOliy *\" mKE!? aoluoaiifaifi.Kiiietaia ___________________ aahrg.lotaol^atSH^ SCHWHN lOipatd. 8xb8i^b^,560 SCDOTEH, clulda acoow m r*d v\u0026lt;k**,KScasn 20rgritbk* 525 cash CM 2254502 SOVEHEiaN lOwaad goodeoidlon 4731568 Maylewa SUZLNmeddH nohaadlgMi re *0*5200 ______C**M42-iS06 SWNtCALENTEOrand iOipd btaM n*w P*ii 5190. w\u0026lt; Mka bid oOv CM 6437580 135.AitOMlive Wated swEiOAT tsrtipwpauivai uppai. no lialar or Bioior.' *. egvg ne^epge tie. g**ea.2 Ig pee betHe J3S 886-3*80 Pubiic Notice Ricpdtd* ata oang aoughl Oy EuMm Afkanaa* Pnvata ViOMrj CoimcA me (ElFCJ lor |0b Pamiig 8anBC8Liid8t Iha Job Tianng PorV*slve Acl (JTPA) Tha Acl ptcMdM lot ma aslabldiiiwii ol pogtami to ptipaia enduHO. un- ampdyao tum and aduU lot ma M- ba 10108 and to a8d icb nnmg lo acoiotncdry 06*drnl*980 nMudu- aMwkolacabamaraloamGioviiisrl EAPiC (8 aaakiig ptepotda W am- ptoymarl Vamo aarvea* Ie mdiudit- aM n Ika Int counly aiaa inal ma sgucyMrva* Crll8tidan.Cie88.l*8. PhEpadidSi Fimicia To dually, marastad pailM* musi kava ma aOnnabiiira ca(*)*lyaiid Hcd USaRoCk. AR 72201 STATE OF AHMNSAS COWTYOFnjLAaO 1 .aNo^PuCM.onmaBmaayol [50*1580-6329 apaoMnandaaxtaaMmaaMoima --------------------------------- OwM DOM. $3885 g roasiklz bka bada-n 582-5878 EOULamO TRALEH laTCH corromH Mbicttaabiacerrg.taadS bsr*.$2Sd CM753-6417______ FanD1872STEPVAN.AS abiii. 6 eit. 8og skapa OMl Ca^-2W FRANKLNTiKidTral* 1868 38R.b(Pb8xd. Dadbuiy CM327-5783 OOLOffI FALCCM 1875 2ID. dnOM axaLcararamad led ac. luByioadM. exYs clean Nev* beg g toad $4450 CM 763-7421 Wt 1866 Pac* Arraw 2711 CbuAakiiii.sda iulb*d. acMCa.Mirtanlv bkaab iTttdacg1*badeii.S85-3D30 kaaa MOTOR HOWE igrsi wenc a* lo WnlaiiM manaakeo wdh 11 conabor* to ba anceurlatad Each bd mud ba accetiipaiiad by an aceaolaNttlalininiN\u0026amp;iddatawab- Icakens Tkaimiuianianitiilmabd- dll a staMmari ol MdcaMm wd oa Imiiiaftaa laprmpacina btddait w\u0026lt;ti aandap*c*icayon* Manaandapac* EacnbOmudl 10* accompamad try an accapidw term ol proposd guaraNy m m* aineiml 84* to \u0026lt;I Mal bva ewY el *18 nkoia bd. and such bd a O' caalMr* Chae* and ba auB- MC110 Via cendaotM aowdad m ma LisbiicaaMloSipaar* Bda mud ba maos ifun Via Nbe* proposal shaalscenlaiiadnbiaapao l-cabona. and suck ptopesai snoot* snal hol b* ivnevoo itom mo toman- dorNmoccntracldocumotils Albd* dial ba aodad and ma orvdepo* ad- droasod to UM Ckarmon Board ol CaimaaaiNr* OartyMo bgN and WaW Company. Ped Otlea 5n 99. C***to. AttaiMU 72830 Al Nd* skM 0* Many marntd on tn* outada ol th* oiivdopa spaoiyng mat 1 a a bd la coMbucIni ol WiaiawaMi Tiut- rnaia PWa tMMra. Cbbkaraa. n- Kanaas. ba Ima W eptrmg N Nd* and *M iMma and cumanteonbacla'* lc*ii**nunib*i ol ma bddd Al bddar* imal ba Kanaas imda mo Mm* a AM 150. Aikanaa* AMa ol 1856.**anMndsd TnoeaataaCaiin**oraisi88*rv*8 tiangtil lorayaclanyandaieaMaiidlo wM any rtormaaaaa n Ha propoaal rtoiyiiaaaaa daamadiopanmaoaoiiwaaaol rnaCommapon TliaCeiiirHmonrur. mat '88rv88 ma ngr* to vnmnoid ma awHdng ol Via contacl Mr a panod not 10 8x0880 50 day* alMr ma iacai OatadViM 15mda\u0026gt;olJaiiuaiy,J99O irMarowmil^jSaotjUiv____ Advertisement For Bids AflIWSASSTATElNVERSmr JObESBOAO.AIVUtNSAS iDodji^ Notice of Filing ARPUCATIONFCRRETALSEERPER- OFFPREMSES Noaca I* naraby givan vial ma under- aawo iiaa laad vima Oapaiynant oi aEm Bawaga ConOol ei m* state ol AzkanaM kx a pgiM to aai bag H ratg bom Db gemaaa daaatoad a* l4710Ce(ibMRd .LdbAeck.PUatki Tha uidaraigned aiale* mat ra a a dtisan ol AzkanaaA ol good mxal chartcHt. Vat ha naa lavg baen cen- YClad el * tdony g pm* ome iwok- arnord Dipeude. mat no ictnM to De* Dy va uaioaraiarad las been icMked wdin bre yean led Md. eno Dal Dm imdaragnad ha* n*v* bean CQiMCted ol weblng Da Mrra ol Dia Stab gailyem*Slab.rdaitreloDia tw ol dcokoK bavaagu lopSca- aon a w paimi to b* laauaa la opwa- bon baginng on th* 22nd d*y N March. im.ddMaxpraonSia^ Iron deyeiAmt, 1990 ALANC SPRNGEH The Country Saae SuOsenOad and aiucm 10 Delaa me irMi2moiyor7 KATEKHAMO volFabiuaiy. 1900 ktrCotiYiaasuaiEiQrK^ 1692 Notice of Sale Nobe*  nsraby gtran m Oendd R UsHon. UmM SI*lM kWikd la m* EasHm Oidiicl ol Ajkaii***. pussuanl to * udgmanl anlsrad 11 a cmI aclton ewiong m m* umao Siala* Disbic) Court la tn* E*8l8m OdVica ol Ailwi- ** nW*d umao SUU* c* Amine* V BirGa8Lmii**.C*u8*Ne LR-C 80528. iid*8l*tpubtcy^ tom* n/iaal odoar at ma EMl soiyio 9iraai Ooti ol ma PdaakiCouily Coixmouaa. lima flock. Aikantaa or Maren 12^ REAL ESTATE LaaPliikettMcCeniack - 1 NeWyPuNc MyCemmiebonExpiru - t-31-92 .1 WEEKLY Every Saturday. Only in the Gazette. eoniroialomaiidpai mandaladByJTPA 1 auoi program* a* PioppaaM nami M poilmarkod no NNimanUatdi I2. iSgO ordTamd- Idea Ailey Wednesday in Food Oily in the Gazette PBOFESSIONAI.\n\u0026amp; BUSINESS SEBVICES To Place Your Ad Call 371-3y : 262.PititlRR. PiRerkugliR 4rkok8di8*on8bl88liii8i8orlnt 8 Exl panlno. homa ispus, carearby. SUomwindow* C8I483-2828 BXTERI0R/INTSII.PAIRnH6 WaRtapa, serna c srpanby, 20 Yt* sxp Id a.cudomatcenbacH 1t6.AccoutiaE.B6Dkkeep)ii IB3.BBR\u0026lt;lgzerl6rsler I9M. al900am, me totovimgde- aonbM tad gepatly m PubduCoAiay Alkanes* LOI W7, stonewall SueOMSON. PHASE IV-e  me City a JackKinvia* iiPula8luCouriw,Arkan8aa ma UkUd Suiat Marand wd ac- ceM ma lugned and batt bo oHerad tot cadi g M a *adi g 30 dmo * pureiwsad g credl. Va puchai* al saiOaab wH Da r*a*8d todre Detidal vaiBbol iDtbp* annum bom dab ol pgentM unM paid, anm apaevM Metz, to aeewe Da paymaza a va pgeneae price, and e ben wt be '*- Iwad g ead and to lurVar sacua auenpucntMmgtty DATED Jaruary  1990 0end6 H Meig.lbiiHdSialieMarBnelkxma EaalaiiiOalnaaAzkanaM Notice of Sale Mobca a laraby gtto mat Dondd H Unto, Utubd Sttb* UdDbi tot ma Eaatam Dama ol Arkanaa*. pursuanl lo a Ndgmenl anbrad n a cn aebg pendng m ma unaad Stabs Cbdrcl Coul tor ma EasHm DatRI* Arksn- M*. Btiiaad Umlad Slalae d Aznenca V Bda 0 HowaL d *L Cauaa Ho LR-C-86a\u0026lt;6 wd aM al pubic auctdi to Da bgnaal bdl* d Ila Ead Bpmp Sbaal do* d Ua Pdadu Ceuny Courvieuw, Ulla Roc* AzkansaL g Uetek ig 1980 al 6 06 a tn, ma lei- touig 6eegbe6 teal piepgty m Pir ia8k(Ceudy,Atkaneu Pari d me E'n d VttNH'4 d Saebg*, TowiMhp 3 Norm. Rgige 11 Wad. Pulaski Counly, Arkanaa*, mae gibcu- BULLDOZER WORK, backno* and k\u0026gt;aOar.aavl.drT8iidcoroi848vioik Cal Am 455-5300 loa flaaaonaOta ndtexidun* gapge tatoa CM56618S7 Sadao gppeaaM wd b* tacarrad Of tiltrou la Lbivara4v \u0026lt;i ta Pw- ctitamg Oeoattnata Azkanaaa Slab invanely, Jenaebao. Atkataas wiH lOODam FaPrudyZZ. ttgoBdNe 556 Ur kstidiiig and lacadng 'iva 15) Accgdkxi Fadnis Psribcra g Arkati- le* Stab UnvaraAy CampuL Jenaa- bge. Aiikaiaaa. al Mkai Ma and Diac* ta PtepOMB n* M pobbciy epenad did r*a aloud Aly Ptepotda tactivtd atur la Ma rd dile d opanmg rrS ba ratwnad A bd betd n me eirauiti ol 6t mual accompaiiyDid The Own* esawnas ra etibgabg lo ccapi me Uwtet aanyaaendie- gvet ma tidi to ttpcl any a al OMa Fg kxtar iiiernaig CM Arkarttl Stab Utmgtfy. PuoitKno Dapart- rnan.S01-672-20K AIKANSAS STATE UNMERSDY BT BdFatar.DrecMrplPwtfaamg FePridtyS. 1980___________ Advertisement For Bids A REPLACEMENT RtiPSOCATNO CHLLER FOH COLLcSE. 4j- JUtaCn HOH SCHOa. TEXARKAHk AIKANSAS SCHOaOSmCT NO 7 TEXAFKAHk ARKAI^ 180. Brick Md CeHeii) Work A-' BLOCK. COMCSETl ROCK and BRCX SnM or Wpa LM u* PM 4 OMV Cd 8854125 IBI.Cniiet MdRBiStrvke CARPET OfANED $ deodontad $4 5Spetnm^a|MC(ai CH and Exlaroi npua* paring, cirpartat wotk roodng. diaat tock 183. CHd Core hooaalrraang I Caa 7714797 182. BiiHilMiHd ModeriilzifiK AHTyp** Il Hama hnpraVMiuarit* ARUMSAS'BEST SBHKCIISPCCIU iCKiaaiMMS4999a ndoaxyaa 8 ga* ^as ioa^'b8tn*. \u0026gt;00\" palm Homa imciev*n*il*ol any Rrd Son* WltBPAUinRB* CriLOCAHE N MT H0ME4*en4(i (acaguib* taba bmakled-tunch 6 arMckagoMdad, Ibgnu ataa.moing Oli IV nH CM6B-7705enyWiM CldVSTIAM GRANbuD^R HAS epanra Maren Id ig 2 cMdtan 2  yjytaold 20iiabp. 2261313 Motng naa aim wakmg win ckkben 41 hg ngna 825 (U eWd bitt* kttdl SSSittkie mad* 228-0847 OFF FAftP ARK. enudeatenmy noma 24 m  and 25 v*gi tot Otepm* wdeema CM 663-3007 aiiylme WLR  O\u0026lt;0CAHE  ini taim 94. I(*f. wk aecag 5 lYatiM $4S/M. 5 loaomitiait b8*itMeM224.|i*i 304* OHM work I2 jva experience leenee 6 bxided naiHeriid 6 Ce\u0026gt;\"- meroM 9467324 lb KveeauiiaMa 289. Prolessiolil Services Suy wvi aeeny g nm Mendey 1 Fnday Vk.Hle P 0 BOX55382. LStaRock.Ani )2\ni5 tndiciia be* ***m*t**. m* 20 yi* uoakS* 582-6208 DiBtoRsnnnnm FIUHCINEMMIABU SOB.RHlilg 8 oVdr odia* good oMd W.OOO PARTY BAROE 24n. 118Jokn*on. Upper deck axe cond $4500 CM 5* 14190*5367325 alt Som PAHTYSAAGE 1966 Nbasnkbxma. Sin 9Ctip MaaM oaboorO 4ii wttty remdnkO Oh beat, motor \u0026amp; bdbr U3004S4*u*da88-43230ey* PARTY 64RGE. 1980 ibMraCniMt, 4anp Huan, boal ad uid. $8950 CM834-i626alW5oniiiraa PLAYCRAFT PONTOON 24n bhje 6 wkla alinrium Gioovf. Iwn 6 ruri- nuig bgba. W Ikxaaperrg mgevry axe Mkd $3500922-1*75_____ tmRMMaWMT BASS BOAT Rariog 1988 3S0V I5lbp Ewbuda. 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OVi .laadyto 00.5189 CtIJilPitn naat graat cono moo tii I 355-^(Bidlar5pmEudM* OanaiaiaAalirtatiaaM 269.MorliBadSto(i|e PROYLER 1980.28n.d*\u0026gt;6 eniarinlTi*io*d* Ch$a recpn3.$8000 79*-2*82Saaan STHWtCEk.Prewi* 2*n.Mi~ oer**ii*d.kccatid.w/liick6 *i*c*cM koekup*. $5500 CM787-63011101 Sang* ma U amoinl olyincr \u0026gt; pa laliAid^ purcnaaa wiH pad. an appiovad maUamoimlolyincriiaiPaiBaAida^ wiu adn Io Oora 508 OdO*!* upon lakyn off auraiV: 10 aaoia Hi* pa^nanl ol ma plvd pi0|O manuaH irO iddirda n (CuiarkNO noa ctlaraa pudM pnea. and a wn wE M rt- REMOMSLIM-MOME imprevenwils-ReemAddltlena 2^*xo(8icu8icoii7s:'4 686 2070 bTHEHl^Y NoJobToo^as IVMAKCAN* maaFra* E slinalat EXPERT MOVERS, apacitknig  kotiaa apetbraraa, dbee. para and padwi8^66a-0446 VZC LAST A VAHtTY dmoaorowMa tot ideiimaCaaa'adt You'rabgMie Ind omdhne mat K** yow talffr jualkeapteadiis' \u0026gt;aadnggraaa8nmAng 83*-01S7 - Lewi Mertenence win * oaMnakted tougceisao-igogazzi-'Tut Wednesday, February 14,1990 Arkansas Gazette HAPPY BIRTHDAY CHANDRA From: The Rhodes \u0026amp; Stephenson Families AUMY^^ALWAYS HAFPYVA^miC SOAY' ILOVE YOU.TEBi Jimmy \u0026amp; Jajon I Love Yoa L Both 1 * AU MY LOVeEe NuOAWPADN OALWAYS Mn Thndvt IsttN I Lm yM. L Twteilrte. J X. .X ALLUYLOAVLEICOEN BVRAYALENTN TK SOAY MRONBIWANY HAPPY VALfNTM S DA, LOMCU TUXSeEASAPNOTOOPNSEK OS EMANUEL r Bimv ValtMbei Eta\nMbUkt \u0026amp; frutaMker , Uit. Mtn Anita! nur. i.Mi^ a unilA AiaAAMMA iM) A...lb.~l lliipn U\u0026gt;, laXc 0AM4FJCH 'IIILCOEVOEY YOOUUN.PULYEALSFEE B' E SWEETCfEAMSaASY LOVE MAMIK . HAPPV VAUS'HNE'S DAV! WE LO'T. VOL, ^JXAHK a RICiC him: Hippy ValnltM Dit rw lal^ HAPWPYlSVHAYLOENUTWPSet-ESHOEAfYlE.O\" ALE LOVE.DEGBE TOnLAAPUPRYAV.AXLMEANTTHTAC'NS OIHAYT\u0026lt;S Y HOVE YOU. TO* UI 01 MTyO LOxrINeONnY VPlEMRMRIYiW , Dey LOVE YOU, BEVERLY AUOIKLOTRVAECOYN AVLAMLAENHOAm ESOAY MCMANDOAO VitraliiK'} Day JanalhaB \u0026amp; April Le. Hon my HOAEPSPSYE V.LAElEONI.T StPCE NSCOEARY. TAUKV MrOY.KnSTC TlOOfYrEA,i TSROAtCtYrA ALL OLR LOVTEA OLMNA VDAGLEE N1WS DA Y SHANANOKAYLON LWOnVaEl wYeO hUi mveov e eT iDmR wEAoMfd csocmenee liiuye\u0026lt; I 1 U) YOW k umii. X MKIHICHY HTA0NTVHV6A BLEESNTTMIONME' ESVOCAAY. I ILOVE YOU. TERI HAPPYXVRARLEYNT1BTCHS OAY. lOliE.CUKIKAREN VOUARNEOAUGORETAXTRW fE HAPPYVAlENTIC'SOAV SHALAMMAIAKASSC Oanwy ( DiMBhii 1 CtuilM * Tny * Din YOUO AfR MEY T UWf EUtI QHT , Lo\u0026gt; McuKile. HAPPY .YALBNTK'S OAYI ' AUUYLOMVAERMGAWRUETNUC SOAY I will always love you. Love, Sir Stud 0. VDIw. YdoLuO rVE*yeO miFoOden mEvyE MRei s eer HKwrVMaMfie Oei'Love.AOGPI AUMYLOVEVA\u0026amp;NTM'SOAY PELOANYEU T t TO AN UiLMOtvtenmtMwil M} UOU ^WEvSaElMbJWUSSERc-tS MY I Love You, .SUSAN IRB1G V mom y JACeUETTl JEorNcFlEonv.eJsEoKfEmR\u0026amp;ylJAfeM E BE HAPPY Dear Bobbie. Happy Valentines Day! You will always be number ! one in niy heart. DAO.YOUMCTX HAVPEW AE GTR\u0026gt;ECAATR DTAOYP. L ROOVSEE O auEOR Yl Carl I ANN, HAPPY .VALENTINE'S DAV LOVE, ' VERNON Miss Cross, the Church Tower Bell Ringers of Trinity Cathedral Love You and Your Change Ringing Tintinabulations! Be Our Valentine Please iCRRAnEV WALAELKNETRX ASLOL MAYYL OVE ON 9tAn0N BRYANT KJ Happy Valentine's Day! ^Mama Lot\u0026gt;es Yoi Stay Suieet! . BEHl.ioMeeve'ed. FndcneiirdhNeilieyou . C To the Classified Staff. Inside \u0026amp; Outside Rep's, You are a Great Team. Happy Valentine's Day Marlene HAPPFYrVedAdLiEe GHTPIiHveEi' SDIV LnOiinVsEw'Sl JllOdeUrt KFVMVRCtAUiQ eO wCewnn iMiye e*i ABCSTTRENlOOlVetrYinOmUA.SNTOePHONC un nil' mwmiHt rua*u M *U n  m KaC mt\u0026gt;U Htfn IMt). IWUl MW AOUOUNYNlAOtVAETNOEN VAtENTrCSDAY HAPSPTYEVPAWL\u0026amp;EXNATWVESRO AY LOVEMAAAA Yvette, Love You Forever ^harle^ TO A VERT ^TOAL PERSON * HTAOPAPYI LVAMLOENST^eOeSROEANY '8OO\" ALicr umm I xirnn 6 FM. CvUClMXLESt KUP nf UFt FANOA GEOFFREY. ALWAYS LOVES ANITA. HTOAPTPHVEVLKOLYEEHOTPMUSYOIAPYE'  i lOVEYA.NafM TO ZHAACPHPAYRVYA. NLCATNHTATeN'.S \u0026amp;O GALYE'N DA ILOVE YOU. TERI * BAYRORUYD URAWMEUIOSW WHEOLOOWVEUTOO-iUi . VOuPnA ANR CKLAUNBSAS FKDEIHCK Going Home WouW ' 8e the Best VUenflne'sj Oty Present] J Love You, Wooflle X AU MYJALWOVAEN.OAALWAYS DALf/wmennciAv HAPPYVLAOLVEEN JTANNE SDAY i AU MYLOVEM^ENTPE SOAY To my fivorile glrU \u0026lt;1 Mu, Jxnene, J^y, 1 Mloy and Cris \u0026gt; .Hippy Vdaiines Dav^ Love. Chuck 5 AINLOOVIAEL YWOAUY BSAvBnYX. ' HAPQPEYRYRAYLCEONLIWTOSNOAY aLETTET WMITjHec YTOTUE JnUiSeTe HTETEEPBS ILOVE YOU VANESSA JUM \u0026amp; MUI KOlf YOU U M HI THOUWn . (OMIMBALWAn j V. ItOHWU. X. WB aHAPPVVAL^THE'SDAY HAPPYrVOAR.CEGMETRTTC SOAY LOVE.CAHJi VZUJIALOMV.JE0 HYONBU A8RUA NOY JOYCEHUNTER HAPPYVAL*ENmESOAY MOLCOVUEE.MtC SMCOTT HAFPLYMVAIAlEUNBTHEeRS OAY ILOVE YOUfKLPS John, Did yoo know ihii you're my hero? Yoo de no*! Go Dbinoindl Love Alkiyi.  Lorie 3w.e IA su.srvew. ewOuTnhte s eurcah e, WooMoed e, rbru. bt*ul Raby Macon, Tht Macon jamily woalJ like to ex^u bow much wt love you. and how much we apbreciatt all the umei that you've been then for . Your love is lomtihing we'U wprr takt for granlcii. ygluiliius Day lii. ? 4\n^ r \"r i\u0026gt; 02/084iU * 12:17 301 374 7609 L R School Dlst -\u0026gt;-\u0026gt;-\u0026gt; ODM @002 kr *' J \u0026lt;|j . .Jii a i. r A  r-. TO\nFROM: THROUGH: SUBJECT\nLittle Rock School District 810 West Markham Street Little Rock, Arkansas February 5, 1991 72201 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for 5^^ Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools 'Dr. Herb Cleek, Deputy Superintendent Information on Central International Studies Magnet Please find listed below the information you requested concerning the racial breakdown of the international studies program at Central High School. As you know, all students at Central do participate in the international studies program. . magnet status can be described as a \"school within a school\" Central's not arrangement. Students wt^o reside in Central's attendance zone have the option of participating in the international studies program. Likewise, students who live outside of Central's' attendance zone may transfer for the purpose of participating i the international studies program. in  It is important to be aware of this arrangement because it helps to explain the high enrollment in the international studies program. Approximately 175 seats were reserved for students from North Little Rock, Pulaski County, and other neighboring districts (according to the TriDistrict Desegregation Plan), however, the program is also open to attendance zone stude nts. Another point^of clarification relates to how students in the international studies prog-r am- are i--d--e--n---t-i-f--i-e--d--.- Students in the international studies.program must take an internationally oriented curriculum. They are required to select one foreign language (levels I-VI) each year from a choice of the following  Classical Greeks French, German, Japanese, Latin, and International studies students must also take Global languages: Spanish. Insights (social studies, grade 10), American History International Studies or Advanced Placement (grade 11), International Relations/Contemporary Issues or Advanced Placement European History (grade 12), and English International studies Advanced Placement (grade 12). In addition to the required courses, t', 1____1 .1____ are offered for students in the international studies or at least 12 elective courses program. JI \u0026lt;1 t5? I 1  fj s M J .fi * 02/08 91 12:18 0301 374 7609 L R School Dlst ODM @003 p i, 4 * z T -r Central l.S. Program page two These courses The I I are also available to other Central students. racial breakdown of students taking required international studies courses is listed below. The racial breakdown of students taking international studies electives is also provided for your information. Students taking tecruired and el(ar-ri required elective courses are only counted in the required courses section. Required l.S. Courses Black 363 students White - 400 students Other - Total - 26 students 789 students 46% black 51% white 3% other I S' Slactive Courses Black White Other Total 212 students 100 students 2 students 314 students 68% black 32% white J 7 Please let me know if you need more information. cc/ Estelle Matthis02'08-91 12:17 0501 374 7609 L R School Dlst ODM 0001 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 374-7609 DATE TO FROM SENDER'S PHONE SUBJECT Special In ions hojl i^umber of Pages (inclutie cover page) 1 Tax Phone Number^71-D/M Speed Piel . FOR Data JROCESSING OFFICE USE ONEY Transntined By___ Pole Time R 03{90 T* .'T * * * * *  T T n' I i' T T T '  *t*P*^'^A^'T-tA'T^A'T^'^T^^^AAiT^AtA^^A^A'pA^^^ X X X X TRANSACTION REPORT P. 01 FEB- 8-91 FRl 12:12 START SENDER ^X TIME \"AGES TYPE NOTE l\\'O9 u'i 374 7609 2' 04\" 3 RECEF/E IK I I I X X X X X  H   '  UI unuuoYOYx,u, **\u0026gt;.B ruxi \u0026gt; M \u0026lt; luirt.x.'i HxxtOifYxn.n^^ruuxjfXDi'i.trtxxyxiKXHand Delivered Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 February 14, 1991 TO: Ann Brown, Office of Desegregation Monitoring FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent SUBJECT: Information on Central International Studies Magnet Program Please find listed below the information you requested in your February 8 memo. The number of tudents from PCSSD and NLRSD (M-to-M transfers) or other school districts who participate in the program. North Little Rock School District 1 student Pulaski County Special School District - 4 students Legal Transfer student (from Bryant School District) Exactly which courses (subject and grade level) are included in the l.S. program, both required and elective? Required Courses Elective Courses A. B. Global Insights 10th E. Amer. History l.S or AP International Relations/ Contemporary Issues or A? European History r^nglish l.S, or AP 11th 12th 12th Students must also select one foreign language (levels I-VI) each year from a choice of: -Classical Greek -French -German -Japanese I -Latin -Spanish A. B. C. D. E. F. G. H. I. J. K. L. Global Studies 12 th World Geography - All grades World History - Global Economics 11th \u0026amp; 12th All Physical Geology - Ail Drama 11th \u0026amp; 12th Global Insight.s AP European History Comparative Govt. International Relations/Contemporary Issues Foreign Languages* ATLAS* C. 1 A *Can be an elective or a required course, depending on student's schedule. **No students enrolledMemo to Ann Brown February 14, 1991 page two 2. What is the definition of an \"International Studies Magnet Program student\"? Any student attending Central High School who is enrolled in at least one required International Studies course and one foreign language course. This definition is consistent with the information provided in the third paragraph of my February 5 memo. 3. Is a student who is enrolled in only one l.S. course (required or elective) example, counted as an l.S. magnet student? For is a student who takes a Spanish class (but who is\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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