{"response":{"docs":[{"id":"gsu_labor_22100","title":"Resident and CRC officials","collection_id":"gsu_labor","collection_title":"Southern Labor Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","United States, Georgia, Fulton County, Atlanta, East Lake Meadows"],"dcterms_creator":null,"dc_date":["1940/1985"],"dcterms_description":["Established in 1946 as the educational arm of the Southern Conference for Human Welfare, the Southern Conference Educational Fund (SCEF) became a separate organization in 1947. Originally based in New Orleans, Louisiana, its office later moved to Louisville, Kentucky, then to Atlanta, Georgia. SCEF was a leading proponent of integration and civil rights in the South, but internal disputes and financial problems led to its demise in the 1980s. The records of the Southern Conference Educational Fund span 1958-1985 (bulk 1970-1981). They include correspondence, notes and minutes from SCEF Board and Interim Committee meetings, financial and fundraising information, reports from SCEF chapters, information on various SCEF programs and activities, court documents, and correspondence and indexes related the SCEF newspaper.","Resident and CRC officials"],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Housing Projects, 1978, undated","Southern Labor Archives","https://archivesspace.library.gsu.edu/repositories/2/resources/462","2","Series 4: Photographs, 1940-1985","Southern Conference Educational Fund"],"dcterms_subject":["Public housing","Civil rights","Community development","Atlanta Community Relations Commission"],"dcterms_title":["Resident and CRC officials"],"dcterms_type":["StillImage"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/labor/id/22100"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: L1991-13_02_23_005, Series 4: Photographs, 1940-1985, Southern Conference Educational Fund, Southern Labor Archives, Special Collections and Archives, Georgia State University Library, Atlanta, Georgia"],"dlg_local_right":null,"dcterms_medium":["photographs"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"fqr_asm0656_1578","title":"Ideas on civil rights at the Federal level and CRS and CRC","collection_id":"fqr_asm0656","collection_title":"Seymour Samet Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1940/1990"],"dcterms_description":["Ideas on civil rights at the Federal level and CRS and CRC"],"dc_format":["image/tiff"],"dcterms_identifier":["asm0656000146"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["University of Miami. Library. Special Collections","Seymour Samet Papers","ASM0656"],"dcterms_subject":["United States. Community Relations Service","Intergroup relations","Social action -- United States","Human rights -- United States","Civil rights -- United States -- History -- 20th century"],"dcterms_title":["Ideas on civil rights at the Federal level and CRS and CRC"],"dcterms_type":["Text"],"dcterms_provenance":["University of Miami. Library. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.miami.edu/cdm/ref/collection/asm0656/id/1578"],"dcterms_temporal":["1940/1990"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright. Copyright is held by the creator. For additional information, please visit: https://digitalcollections.library.miami.edu/digital/custom/copyright-guidelines"],"dcterms_medium":["document files"],"dcterms_extent":["1 document","3 pages"],"dlg_subject_personal":["Samet, Seymour, 1919-2014"],"dcterms_subject_fast":null,"fulltext":null},{"id":"nypl_civil-rights-congress-photograph-collection","title":"Civil Rights Congress photograph collection","collection_id":null,"collection_title":null,"dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Civil Rights Congress (U.S.)"],"dc_date":["1946/1955"],"dcterms_description":["Photographs recording the activities, causes and individuals connected with the Civil Rights Congress (CRC) during the period of its existence, 1946-1955 as well as a few posters, fact sheets and photo album. Collection contains images of individuals, including defendants and their activities with regard to the cases supported by the CRC such as the Communist Party \"17,\" Rosa Lee Ingram, Willie McGee, the Rosenburgs and the Trenton Six. Conferences like the Amnesty for Smith Act Victims Conference (1954) and the Bill of Rights Conference are represented in the Collection as is the \"concentration camp\" for leftists and political dissidents at Tule Lake, Calif. in an album with views of the guard tower, barbed wire fence and barracks. Important individuals associated with CRC like William Patterson, National Executive Secretary, Ben Davis, lawyer, communist and Smith Act defendant, and Paul Robeson, supporter who was also defended by CRC, figure prominently in the collection. Other persons such as Smith Act victims Claudia Jones, Pettis Perry, Marion Bachrach and Elizabeth Gurley Flynn, to name only a few, appear in various folders, as do Richard Nixon, Tom Clark and Dashiell Hammett. The CRC activities visually documented are chiefly picketing for various causes, demonstrations, most notably at the Lincoln Memorial in support of Willie McGee, by forming human chains around the pillars, and public addresses, in one instance on a street corner, possibly in Harlem. There are also interesting images of women supporters waiting in an office and a living room for a jury verdict, assembling in a train station and at the Office of Paroles and Pardons. Other images record meetings, and the stoning of cars and the resulting damage to them from the Peekskill riot."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil Rights Congress (U.S.)","Communists--United States","Political activists--United States"],"dcterms_title":["Civil Rights Congress photograph collection"],"dcterms_type":["StillImage"],"dcterms_provenance":["Schomburg Center for Research in Black Culture"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digitalcollections.nypl.org/collections/civil-rights-congress-photograph-collection"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["black-and-white photographs"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"ffc_crlsa_p15415coll1-1039","title":"Bryan Simpson : Transcribed Interview","collection_id":"ffc_crlsa","collection_title":"Civil Rights Library of St. Augustine","dcterms_contributor":["Samuel Proctor Oral History Program, University of Florida"],"dcterms_spatial":["United States, Florida, 28.75054, -82.5001"],"dcterms_creator":["Simpson, Bryan","Colburn, David"],"dc_date":["1977-05-24"],"dcterms_description":["Interview with Bryan Simpson, federal judge who presided over many St. Augustine civil rights court cases. Recounts his involvement in the civil righs movement. Focused on his protection of the protesters, and views of civil rights leaders. Also expands and shows the brutality of L.O. Davis and the KKK.","Civil Rights-St. Augustine 2A Interviewer: David Colburn Interviewee: Judge Bryan Simpson May 24, 1977 sjm S: There, there are two or three main sections which you may have gathered from reading Mr. Ku.!rl'stler's connnents, also from other sources. The, the first, the first things that happened down there, do you want me to start off with that? Or would you rather ask me questions? C: Well, I was just going to ask you, the first one I was just going to ask . S: you was, were you involved in any of the 1963 goings-on? That was before­!/( Iv ,/, iv~ {\"-f-;l· 1A,.,.., I Well, that was, that was when they took, they got h.a.ilillg and beati~ piv •. everything. C: Right. S: Well, that, that came out, they never brought any action in this, in the district court, United States court, with reference to that. C: I see. S: But it came out in the following spring, in 1964, in the suit against L.O. Davis, the sheriff, which was one of the main, the main pieces of litigation. That styled Andrew Young v. L. (), Davis ------ _____ §: C: Right, the ambassador- S: Ambassador to the United Nations. But he was, he was an assistant of Martin J~'$ Luther King~at that time. And he, he was, he was arrested and beat up on and all sorts of things, so they, they, one of the early suits was Young v. Davis, one of the main suits. The early suits were numerous arrests for, this was about Eastertime in 1964-- C: Uh huh. Right. 2A Page 2 sjm S: Early April, I guess, or late March, 1964. C: Late March. S: Attempts to integrate eating places and motels, to a limited extent, but more, more eating places than anything else. And that's when Mrs. Peabody, the, the mother of the then governor of Massachusetts, Endicott Peabody, she wa.s amcmg the ones arrested and she'd been wrfttf:'J.1 up in her, that week, about her reasons for going down there. They, there were, oh, I don't know, a couple hundred arrests, I would guess, I don't want it to come out and be sure about it on paper. And they sought, Kuifi.stler, William Kutfustler and s,·l)'l()n,..., Tobias f:i~a:tt\"\" from Miami, they were representing these plaintiffs, they sought, they filed petitions to remove all the cases involved in these aA::1rests·, wfti'Cli were, I· guess would oeen returnable to the county (court .Jof' the county judges court. I'm not certain which. Judge Mathis, John Mathis was the judge of that court. C: Right. S: And I had hearings for two or three days and determined that the cases weren't removable under the statutes which had been stood. Apparently, Kuenstler apparently looked to ·the fact that later they, I was reversed for the remainder of those cases. But that was because they, the court of appeals applied the '64 Civil Rights Act retroactively. C: Oh right. S: @ ~--~~~~~~~-- opinion on that appeal and I had, at the time, at that time, I, my recollection is, and it's filed, you'll have to ferret it @ I out. But my recollection is that I permitted a Sl1.f)\"\" 5££2 (?) bond whileFhe, ~ \\ f I while the refusal to, while my dismissal of the case was in this court, was 2A Page 3 sjm pending and that, that held them up, you see. They didn't go back at that time. C: Right. S: And they, those cases now,they'd arrest them, they'd be, typically they'd be a mixed group, two or three white ladies and a couple of colored ladies. Now Mrs. Peabody, she had the, she had the wife of a black Episcopal bishop somewhere in New England. C: Yeah, Massachusetts. S: Massachusetts, I guess, with her, and one, I don't know, one or two other ladies, maybe another minister's wife. They, they were, they were arrested for trying to eat, for going in and sitting down in a restaurant to eat. C: Uh huh. S: I c\u0026J\u003e 0·17 And there were, that, that was more or less typical i-rt/those offenses and there was no special violence involved at that time. C: Did you handle many cases like that before the St. Augustine confrontation? S: I never had anybody try to remove a, try to remove one of those things. It C: was a new concept. I think in Kubstler' s chapter he says that I was1 At ,;vc/~.141. t!J) He spoke to me and came to my office to me before the hearing and I told' him I'd be interested to heatjvhat they had, see what they had to develop. That this was something new to me, that they could remove these, this type of case. And so, after hearing them a day or so, and hearing thei~ arguments- (What do you want, Ken? It'll keep, but thank you very much. Give the bank- ,..,-~·~ v.:_-\u003c book and stuff to Mrs. -- • Thank you, Ken). Well, I've lost the thought, I'm sorry, but-aJ You were talking to Kuenstler about the- 2A Page 4 sjm I I ' /~.;,_·; _.,.. ,.. -;'',7'.VI, hIi /11 ~7- C', / ;f•.(; 7 r 1~1,v-~.:.!: S: And the hearing. And they, they have some, they got hassled around a little bit at that time, they got shoved around in the jail and first agreed to, they had a , as I recall a, a representative of a Miami r;;; ol::\u003ending company or some out of town bonding company -!At., .f,~Jl-r _,who said they·' d take them and then the next morning kicked that, released the people, rciv . @ and then the next morning they wouldn't even - fl.c.-v $for1r/ • 'U±d 5,fflaf'\\ and Bill Ku~stler around in the office a little bit and so on. That, that's I think you've covered that once that I know about. That was covered pretty thoroughly in the testimony in that case. Then later they started, it would have oeen in late May, they, they started marching down there and marching at night. C: Right, right. S: C: S: C: S: And that, that is the basic, the~ march~ Hi 5'°'\"c \\,f\\ [( d'wi:~, - then they were told by, told by the sheriff and the chief of police and so on that they couldn't march anymore. And they, then, we had this, had this suit involving, and that was, that was joL1':5 v. Davis- Right. and the, the incident fl,v/,rJq (\\;i Robert~\" I heard testimony for several days in that case about Dr. Cleaver ~{~1 not Cleaver- Jle-.r.,l.,.1@ Robert .HaJ..e#, yeah. q /ill~ Dr. Robert Ha:-1-ay_ being beaten up and when they were bod of(« f'..I(·,, ,.,uf,,,~, trying to spy on somebody aincl appare1tdy- he and one or two other blacks ·:·· were trying to spy on c, t l?t r\u003c n1 cc J, 11n and they caught them and they rou~h 0 ' 1(1 } l\\ LU '.'-) gave them a pretty/time. And if I recollect, 1 1it doesn't appear in this couri but perhaps in the St. Augustine local state or county court, they, 2A Page 5 sjm C: S: 1L.1 they wouldn't make any CC!)C' against {iJ., ll c 111 people .. ~made J-4 some --Ct1-SC'-) --against ~against the blacks- Right. ' •, J-/.1-'i /,.111 @ That was the, well, that's when, that's how, that's how the Hale~ thing came in, that incident came in. And there, there was a, there was another thj_ng that came out during that, during r: hi's story about h±s case, sJ~rised that that hearing and Kue1\u003cstler and ' .6) I would ask £., (}. 15avis when he was on the stand about these special deputies that he had. Well,- C: I was wondering that myself. S: Well, you know, I guess time' s gone by enough . to talk about this a . little bit, but the FBI has spies everywhere and lately I've heard it said back in later years, C: S: So this was a, these, these people told me, had told me, had come and told me that, that they had information. I couldn't reveal source or talk about it, of course, but I had informa~ion from some\u003e. one or two of K.lan the older agents in the FBI office that some ~eople from Jacksonville MAtlvc.~t were messed up in with Davis and.Mi.hu.se-and everything down here in St. Augustine and,,, )said that he had, he had Klansmen, their information was that Klansmen were his special deputies. And they said that they've im­it-ported the Klan down there, they.· called ~something like the- C: Ancient City Hunting Club? S: Ancient City Hunting Club, or Gun Club or something or other, and that was what I was trying to get out of Davis and then I finally, finally 2A Page 6 sjm Davis come back the next day and bring me a list of deputies and that's /.,. M1\tlvc..'-/ when Hoss M:i:riuseJ.s name came up, for example. I told him, \"I want to know,.know about those deputies.\" And he didn't seem to know anything about them. He estimated he had twenty, or thirty or forty and I said, uMy information, you have over a hundred.·Get me a list.\" And he brought · .' a list, and it weighed like a hundred and forty or fifty, and he said those were the ones that he had deputized during the, during the Easter-time, that that wasn't all the special deputies. He didn't know how many special deputies he had, no idea. Well- C: How did one get to be a special deputy? S: Well, he, he, he testified in that proceeding that anybody that'd come in and volunteer, he'd make them a special deputy. He hadn't, he claimed not to have any list of questions. fhe. /,~.I . and so. on, and there was · ow:f' no, no control ~hem. Now remind me to talk about the, the deputy sheriff Lance matter after I get through, because that comes into this. Lance was one of those special deputies. Nothing, nothing very concrete came out of that. The1the, going back to the, well, this was in Andrew Young's proceeding that, that the special deputies matter came out. And it's very involved and I, there was another connection, there was a connection, ,J\"c.c./::3.cJ'JllJ!f! .. @ or thought to be a connection between a bunch of Klansmen, the a.e.tual a r:. .:r rec id I; bunch of Klansmen that I tried in late June and up, r wonld sall it?2July the fourth of 1964. It was either Saturday or Sunday and we had the trial going(/NC/, ,,(or,t! and the jury said they wanted to stay and work on the fourth or on Sunday or both, whatever it was, and they came in with a , they couldn't agree and I had to declare a mistrial. These people were charged ·------- ------------------------------------ 2A Page 7 sjm with dynamiting the home of, out in Lackawanna of the first one, of the only little black child that had gone to Lackawanna school, gone to the, that had happened a year or two before, two or three years before mayfie. But under the integration order, one child put in the, put in the Lackawanna Primary School, the elementary school in the fall. He was a little first grader. They, they had the women parading out there f/,~f @l 4 ./(hrt~ -~ti /v !A·,;~ ru(lr1-t. //, and they had signs up, \"Niggers '/ \" / I?;\\) , {./h·•'\"S V:.W C:·~rhafl1/:,, Q1./(,{f/; •. .:J\" \"·.'1The little six year old kid couldn't read, you 0 /ii! know, but it must have been a fi 11s/e..;v !;_·;to him, what the sign said. So I finally this group, they got together and we tried these people for dynamiting that house and we had, we had, I can't think of his name, I 1 . {ttt l! 1.1 :7( (\"(i.'.I .(;.,/, ./ rw-μ.., an experienced man from Indiana or Ohio, Kentucky, Missouri, somewhere right in that part that was a, he was an accomplished /(o'Sf.Cf'--4115 dynamiter. He, he pled guilty) {))'1\\\\io.u1 ~)fl1t\".!I,;,\"~· He pled guilty and ·-' he pled guilty, and testified in the first trial against these people. Now, after the mistrial, I tried my ·best to, I told the U.S. attorney, I said,\"I'm going to try it again.\" And he wanted to try it in the fall. I said, well, I said,\"Maybe this doesn't have anything to do with it, but you're a Democrat and that Lyndon Johnson's running here in this fall election.\" I said,\"You try this thing a month before the election, it will bring a lot of, bring a lot of racial feeling, bring a lot to the surface that might react unfavorably on the President.\" And I said, \" He's,he's a Democrat and that might interest him.\" And so they didn't try it until -{: 1ter, after the election. Finally~hef~ried it in November and the people fi;;, -....;:... .. -\"\" were acquitted. They had a , they had a ---------- dry run, and ----------------------------------------------- ···- 2A Page 8 sjm this government witness wouldn't, wouldn't testify and we, I let him use the, I let him use his prior, tes.timony at the prior trial and that was, that was one of the points on the appeal, whether, whether he could testify again or not. And then, then he brought, pushed con-viction proceedings which I decided against him and he claimed that the FBI had made him promise all kinds of things, you know to, to get his plea of guilty set aside. It turned out, he was the only one, only one that got it. These local Klan types, they, they got away, but there was there were indications that you couldn't, couldn~t ';t\"eally put your finger on at that time and it'd oe impossible to put them down in very concise order now, wi:th the time passed and my memory being what it is, But that, these people were tied in with the Sl, A1Aci1,1S}i11'.e.- hb'c.h, and old Davis, and this, I'm not clear on this in my mind, but Davis arrested, v1ere. the Florida East Coast strike was going on and there w~ome rewards out for people that were connnitting acts of sabotage against the railroad, putting dynamite all over it and blowing up the trains and so on. They had big rewards. This William whatever his name was, Davis had him and he thought he had gotten himself a, and q 11M/t/t-1 I think Mi~use was in with him, I don't know, but they thought they had captured him. The East Coast saboteur. And it was all linked in together with this Klan trial that this fellow was a witness in here in Jacksonville and I'll get, get, they were, the FBI was monitoring the Jacksonville Klan thing and that's how they got up·enough.evidence to indict these people for the dynamiting of the house out there, the parents of, the mother of this little boy, and also they, they were getting some feedback in there about\\ St. Augustine thing 2A Page 9 sjm from the same, same thing going on, see and it tied in with the, tied in with the dynamiter. Well, the, let's go back to Young, Young v. Davis. r;Q #7\u003e fbtN 1.{) :I brought another, f I Now that went on for several days lf11d brought this suit and we had, we had a hearing and I told him that, I said,\"I'll get this out as quickly as I can, but I'd like to ask for committment that you don't demonstrate during the time I have the case II on the advisement bench, it turned out to be about a week or ten days, nine or ten days, I forget, the order came out on the ninth of June. And they agreed, they went out to confer, and they agreed to that. Then \" rf~'I -/-J E ir.f,,, ft_,.n,;e. '~~· I enjoined the marchers. I, I enjoined them-first with the marchers. Davis, and Dr. Shelley was lhe t»~ Voe= l\\r'\\c\\ 1'-1\\fC- .forcw.Jlcn )~.c d\\ie\\ o\\ ~,.,l1c:,\u003c'.'s r....,_;r,(' ~-'-'-\"'----,11-..\u003et..J:;;;._-,~'---'----'.;..o..~ C: ~~~ S: Stuart Virgil, Stuart, yeah. And of course, one thing, we got hot to start bringing in these people march at night and the people in pickup '1:\u003e trucks with bicycle chains and ax J:;l..(i\u0026.J ·~nd ball bats and so on would assemble on the square and ,V, 0~ ,tln-11 @and fight them and they brought the Florida Highway Patrol down there. We had another, another bi.g hearing about that I recall . t:16Mf //1;;v t; 1tL. And I refused to t II ti to them ----------- @ C: There must have been a lot of.pressure on you then, because I think Ol I everybody was, well,Jithe whites were hoping you'd put a ban on the demon-strations. S: Yeah, yeah, right, well, then I, I got, I don't know where that file's 2A Page 10 sjm here or not, but I have stacks of you know, poisonous, poison pen mail, threats and everything else. I wonder with these people coming in and they would assemble from, they weren't all of them, they weren't all of them, many of them localj, A0,,_,d;•·' people. They'd get a couple of pickup trucks loads eorrJ\u003e ,\\,orv\\ Oc?l b , Cr\"'~''[.: ui 1 c. Pzd:'.1..+l:c·, ._:1(,rl2 or ::::::,;,: u.)\\crt\u003c: o vc\u0026 Jk{,\\ 'c( t6Y1\\J.. Q·Y~Cl ~t·~t\\_\\:d f) ('1.-/t:t,,. (fl\"C(; .,..,, '\";'t'! ·~\"',f':.1~l't•·'\" .C: I was wondering what you, you hear ~lot of St. Augustinian people say that there really wasn't a St. Augustine protest, it was people from outside. Did you have that feeling too? S: Well, it was people, it was people from outside. King, King went in there, King started it and King was, King was tickled to death to get out of there with a dog bone, really. I couldn't, all I was trying to do, the main thing I was trying to do was to get a biracial committee formed down there and let them deal with these blacks. And you couldn't get anybody that would agree. They wanted to have a secret committee they wouldn'·t, wouldn't let-1-)n/y Ari\"'' f;:, f;j And, well, Pope the senator, he came over and talked to me rcnJF-one night about what to do, and I said,\"~, you can take the lead in this thing.\" No, he couldn't do that. You'd have to have some, if you're going to lead you have to have somebody to follow you and so on, see. Well, finally, a banker there, can't remember his name­C: I'm, I'm not sure which one it was-Frank Har\"old? S: Frank Hatold was one, and then the other man, the other banker who's- C: Wolfe, was it Wolfe? S: Wolfe, yeah. And they finally got some sort of conunittee, they got some sort of a, at least a front of a committee together. And what, what saved the situation, I, I, what, you see the first thing, the first thing that people like, people like King would want, would be to make, they're making 2A Page 11 sjm a, they're making a protest and they're making a non-violent protest, I \u003cf} lJ··A1,·-{ tr.If -f}iQ, w~PIFN S but they won't al~ys wil:l-:i:ng bodies to get beat on and to make as much noise as they can; C: They get the publicity- S: They want, they want, the thing they'd want would be if you could, to say, well, the state of Florida can't have it. Get the President to send troops in or something,see, which, which would have been a, which would have been a bad mistake /N, /N, ~St. Augustine - people y I they wanted everybody to go away, and just play like it didn't h~ppen. C: Why do you think King went there? Do you have any-? S: Well, I'll tell you why. Because I think what triggered it was the /lay_/ '\"f f(_y Civil Rights Commission in, I'm not sure but what they included that ~ incident in their report, but theys they, their report that they filed in the fall of 1963, it said St. Augustine was a tinderbox and so on, and that it had to, something had to give, and thaS ~hat people weren't, blacks weren't getting a claimed to be the fair shake and that it was a terrible thing, for what c: (1tf IN flflle.,r'/c1-.- ® oldestA.permanent white settlement or whatever they called it. And I think that's what called it to, to these outsiders' attention. It was HosrA Williams and King and Young, they had four or five others of these black non-violent, you know, students, southern- C: Southern Christian Leadership Conference. S: Yeah, the slicks and the snakes. They had another one Southern Non-Violent which are snakes, I think, I don't know, they had a nickname for all of them. But, that's what brought it on. The, the situation as far as the Civil Rights Act was in '64, was passed and signed, right about the first 2A Page 12 sjm C: S: of July and that's right when things came to a head. I had issued a 5-~0 tJ Cill/Stt ~ order against the government for- Banning the marchers? I ,-;_) flt he.~ k b\u003eI 1srn£J b~~~i~~' the marchers. I thought that there had to be -- Mvo'fl/(fr we1Jlten days ahead lo slow n'''~F @on a certain date, why, it should be held in contempt. I thought maybe things would settle down a little then. Couldn't have a , you know people say,government ignores +de.,\"{ 14-ttle court orders and.so on like that. Vot.. eol /o -le.Irr. 5:'01»F ~ u ~ /JJF//ft'.~D· ON ffi.;;_,~,c, n.l. t/ir.t, Or yoiA. i~lS 1 /c.co .... Q'\" a ~ql;:.I' !~;?'\" re4/ f41 cf,jCYJkN0t;1, C: Are you and Bryan~ weren't you and Bryant-fairly good friends at that time, or is that? S: We had been friends, yeah, he pad, he practiced law in.Ocala and I, when T came on the district bench in 1950, I used to go twice a year, and hold court down in Ocala for two or three weeks, whatever it is. They have a courtroom, courtroom down there and we had an Ocala docket and I'd go down and meet all those Ocala lawyers pretty well,and Bryant was a Rotarian~a ~ itlfWluo\\ Rotary Club down there, Ci11d J'd 5U'Orn121fKdN~, we, we LA)Crc -fr1cn~l(,.I· (pi; ~.~~~~~- __,, He, he had one of his close friends here in Jacksonville during that week or ten days we're talking about call me and ask me could he, he and I talk unofficially, and I said, \"Come on over, I'll meet you at 'Your friend's house.\" And we had a meeting one night about two hours, trying to figure out where, where we were going, where we were getting to. We, we were not, we thought differently, but we were not unfriendly, in a personal sense •• , C: Uh huh, sure. 2A Page 13 sjm S: ••• at all, see, and I was trying to help them, I was trying to help them figure them, figure things out. One way is to, to get passed off with the-well, the thing they were, the thing they were protesting about getting into, getting into motels and restaurants and everything was covered by the Civil Rights Act. So now the next, the next thing was, they started trying .to integrate those motels and restaurants with the force of law oehind them with Title Two of the Civil Rights Act to back them up. And so we had a bunch of those cases. C: I wonder if I could back up just a second. S: Yeah, yeah. C: Do you think what King was concerned, do you think it,· he was trying to use St. Augustine to get the Civil Rights Act passed? Did you sense arty of that with Young? S: I don't- C: Was trying to pressure S: I, I don't know that King thought that way. C: Uh huh. S: King was, King was a, he was a terrific inspirational leader, you know, and he, I can hear him now. \"I have a, I have a dream,\" you know, there, when /?:/1 the, at the Washington Monument -~1{.·t hat peri. od. He, he was, he was a .terrific inspirational leader, but I don't think he was much of a thinker and a, and a planner and I, I would question whether he, but that may have, that's certainly ~ possiblity. Now I wouldn't like to think that he was simply going all over and trying to stir up as much interest and concern for the plight of the blacks as he could. I, I, maybe they, course he was, ------------ --- ' --- 2A Page 14 sjm course I'm sure he examined the passage of the Civil Rights Act. I, I don't know, he probably testified up there. I don't know that, I don't think they would call him in, but you know there was a good deal of testifying, testi-mony about people say, this, talking about Title Two testimony, people say well, the department of black, Department of Justice lawyer- -Break- C: Yeah, I was going to ask you , one of the other questions I was going to ask you. You, were sharply critical of Davis for the conditions in his jai1.. Now I wonder if you might, how, how did you know that conditions were that bad then? S: There was a suit, when that was, I tell you, there was a suit, and I'll try to think of the name of it. It's one of these cases, when, after the first of July, when, when they, when they started making these steps to integrate the various restaurants, and getting, those people getting arrested, again, you see, they1 f/.rsr NrRE , these were locals. I suppose they were being di-rected from outside, but going in and try to, go and sit down and-I'll tell (:\"\"\u003e, I . / . ~ ,.1. ,,Mf rvcN. · you one of those instances - _/,·r1r. ,/ or /iJc/rr/ .;... -r/.t hr'J-11:·;\u003c·1 :And, as I recall, there was also some marching and demonstrating about this same time, and when this, these, these problems brought on a , they brought on a lot of, a number of arrests and they, I'm not sure which and I couldn't tell from the testimony whef~ff~e£:~-af@, the jail set bonds or whether he had a direction from Matthews the judge to set bond, whereas the people that were, outside people that were demonstrating and trying to, trying to integrate, trying to integrate restaurants and motels- C: Uh huh, right. 2A Page@ sjm S: We were setting bond a hundred and fifty, two hundred, three hundred C: S: C: S: C: S: dollars then. That was a cinch for them. Now these local people, they get done arresting them in, in July there, so they were setting bonds at three thousand, thirty-five hundred. Good heavens. Out of sight f.or these people. Well- They brought a suit that, that they claimed that the excessive bail; t1NOke Iii£ (DJ . //mrr:c/r .. wt- wif/..excessive 'Dail, and also cruel and unusual punishment under the Eighth Amendment by the way they were treated in the jail. And that's when I criticized· the jail conditions in the, in tlie order in that, in that case, in which r~ Were they that bad, just out of curio;sity? They were pretty bad. They, they had a, everybody was, blacks and whites, males 01.M,idt They'd keep themVthere in the ball and say that was {f)_ They sent them he had a, he had a compound where [Ji and females - '1-.rl,./la./fi.ad to stay. chain in July all day, and they'd to court so they'd let them have exercise, they'd stay out there if it was hot, they'd stay out there if a thunderstorm crune or whatever. And then you had them packed in like sar-dines in some places at night and that sort of thing. C: I see. S: That was the, that w~ the basis a{ {~(i-..@I, let me, I think •••• •- -'-___I f .1111 \u003c;/1;:' 1P J ,,.,,~,..' . J'l~1•1L \"f b-'· +h.f f\"~.pf~.,.,t:r /\\Brock. Now Brock was the, Brock was the - C: Here's, here's a reference to it-o S: Brock was the man that ran the M,tl.nson Motor Lodge. 2A Page 16 sjm C: Right. S: And he was the one that was pictured throwing acid in the pool colored people jumpi11g·in the pool and him running around to throw acid in it, and so forth. I, now this may be, ~in4v. Matthews may be the, the- -V-C: It says here in, in Freedman's book, that you, that there were two cases two suits referred to you and it said that in the, in the second opinion, you described the, the high bail:requirements and then you also described the conditions in the jail. S: Yeah, well now, does that, does that have a footnote citation or anything to- C: It doesn't have any,. I don't see any reference- S: Any reference to the name of the case, well, it's one of these. C: Reference to the case. Somehow the Plummer case rings a bell, but I wouldn't swear to that one. S: Plummer, it might be Plummer. She was a, she was one of the local protesters, and it may have been, that may have beenfoven brought in her name. Well I think it may have been, I know that Vance, the sheriff- Here's, here the, the 11/l contempt scene against Vance came up\\/the Plummer case,'cause here's, here's Q~/@ 18 the, here that material is, the .f.e1H; findings and the addition -In /;M fact. That went on, that went Supreme Court somewhere, about my right to turn, turn in his badge fv,,. 0,,/at,7 \u0026 C: Uh huh. That's where Strom Thurmond denounced what you did on the floor of the Senate. S: Yeah,I think, yeah it was in- C: 'Cause the court upheld you, didn't it? 2A Page 17 sjm S: Well, yeah. My, my court upheld me, the fifth scdor upheld me, and then the, then the, the Supreme Court and I'm, I'm not certain whether they heard it on the merits and upheld me, or, or whether they denied a petition for certain, and that's the way it- but anyway my good friend, Justice Black -.hi\u003c,~ rY . -k\u003c!l\"1(l~ y (' ct ·~a biting, sharp dissent about em:rtYt.o..ok-ht'lif over the, usurp1~~ was of functions of state and everything, well, this fellow Lance ~) wtt\u003eI' \\..j.· p....rd one of these vdt,.01ker ci.i.evltS He wo11 ld.a.!..V°~d that's all in that stuff there. -K-im-b-al-l -- was one of f.eli7 ef thri.ocal (nurse or she worked the people, I think, one of in some /rl4Ybt- ~ or in some I clerical capacity, I don't know, she ••• This Plummer, Plummer against Brock was the suit where they compla\\i.ed about the, the refusal to serve, see. C: Uh huh. S: A number of places, we took testimony about him and- C: Right. S: They, the testimony all was that, we _-_. ___ __,f.~h'-'\"\"~~-r~1 because the, the Ancient City Hunting Club and Gun Club when the M~sy people were running around threatening ..vl...t vr:, $(..(.,, • I think what it amounted to, ·the result was an injunction enjoining them to serve and enjoining these other people from interfering with- C: Right. S: People who wanted to be served. C: That was after the passage of the Civil Rights Act, wasn't it? S: That's, that's right, that's right, that's right and that's what the Plununer case basically was. 2A Page 18 sjm C: Uh huh. S: And then Vance, there was some, some white person, some white man from outside and I don't know what his, whether he was a preacher, lawyer, r;,_,,,, otfr1.~t'f:. K somebody came in down there and this colored man named ~-bm:k; I know they call him Thunderbird- C: Uh huh. S: The colored people, they'd call him Thunderbird, I found out his name. He met the man and·he drove him to this eating place, the Chews, run by same people called the Chews. C: Chews, right, Chew' s Restaurant. S: Well, they had a different name then, I believe. But anyhow, he, he followed them and chased them all around, all up and down back streets, and finally, he, he said something to him while he was there, and then when he left, he followed them. Well, it wasn't any, there wasn't any reason for this volunteer deputy to be doing that for any reason except ~r~ to intimidate Thunderb~ and that was the basis for telling him that he'd have to turn in his badge 1and he probably violated a Civil Rights That's Plummer, that's, there's got to be, King v. Mathis, maybe this is the one. I'm trying to find the one where what you asked about, where they, where the jail con-ditions- C: Right. S: Things get away from me. I thought I never would forget any of this. It C\u003eV\\ wentAfor the,the ••• this was not setting bond, I guess. King v. Mathis. C: That wasn' t, wasn' t the Young v. Davis, was it? 2A Page 19 sjm S: Young v. Davis, the original Young v. Davis was the, and here's that \"I! I file, was the, was the J-,-w_1_n_1·_r._e._.',c.._.c_c_.( -~--o-\"-{:-·o:..._.-;:,_;: :_·' -'\"'_c_I~ ··,_n,.,tt_-__ (j C: Right. S: Now, it may have, I don't think, I think they would have filed another Crn.rrJ e. II suit. Here's one hotel, Williams 0-5011\u003cs1 £..::...,:i.c-ft , I don't know what that is. That, that's just a aflooj!'f_ ;f;,sf(7)¥ewis Con\"'ell, proprietor, ii . and individual doing business by the name of Santa Maria Restaurants, so that's just M11n0Jhor DllC o)'.Hic integrating. There were, there may be a, +~v f l1't: ci ,... (!i}) there were maybe a dozen separate ones of those cases, p.r-Gbab±-y fifteen JI . I • I ' /I 1/ I lj or more in which similar orders went out, ./-/.,\"-1 ~ i.Jt,Af c,(( lr11;{.1 nr,,,4, welt+ J,.. M-1 [Jf1i•N? , io rot\u003eic a I flio•e- Cflf(J- \u003eon?r:1 .. 1'ii.'N!:, - hnu: s-omcwhutr .@ vf:Rj fa'j • • • f haf s ,'w ,,-rfo-r-rv c- _... somewhsx:.e. C: You know, it really seems in looking at the events that went on, that,J.1\\f\\1 you really kept the lid on events there that if, if they, if it hadn't been- S: Well, somebody else, I, I don't know, another judge might, might have just said, well this is, all this mess, and swept it under the rug. I, I didn't feel; my conscience wouldn't let me do that. But ~ou kno'.A), h1;,.,\\fo- ::(.O,;~cl 1;,!(S u.ou Cid c1 La•r L.1J:,c h•\\ you don't want, you wish you never picked i:-t' up, but ') © you.can't let go. This was a~======:___ C: Davis had no restraint on h:im from, 'cause Shelley was pretty much agreed with what he was, mayor- S: Yeah, well, Shelley was the mayor and, and Davis was of course a different chain of command, but they were all working together. C: Right. 1/rr\u003c.\u003c;)i I S: Grego~y Stewart was the- 2A Page 20 sjm C: Was the police chief, yeah. S: Was the police chief, but, we had, there was a lot of dealing with, two or three hearings on, where the highway patrol people had come in: and they had them in there. They had a bunch of them, the governor did, ~f1/~11:J1\"d~i,.ror-clrJf!iJa\"'{they~~~:_r{.n' t maintain the, couldn't maintain ® order, 1-/rU'J fo · ' \"·\"' · · · an injunction against banning marches after tlli's, J:'~ t!F.clar:, , I just can't, can '·t put my finger on what I'm looking for. I know that it's· here. C: That was, when they came up to, and questioned you atrout thei'l'.' aO-i;I.ityto control events the'l:'e, wasn't that when you saitl tlla,t tll'ey ouglit to start arresting some of those other people instead of..,.. .and the two most, the one aoout the marching and the other one and this one about the, the economic violations by the~ C: Yeah, here's the reference to the 90 degree temperatures and . the storm and the fact that he kept them in the compound during these times. S: - /le, hE/j h1rrr /-,;r • I don't remember whether it was a man or a woman 11 1 I .;hf 1 CqVfJ,'I; fir Jzer/ ·ll; .• j') ilV e:• ,,p/uu: tJif.FJAsit down. They had one cripple in there, too. ii C: One polio victim, right, on crutches. S: Was that a woman or a man? C: Yeah, it was a woman. And then you have the reference to the sweatboxCS. 2A Page 21 sjm S: Well, that, that's the one there5' that's al()1tf f/ie, El~Jdh cu'\u003e1rf'J0\"1{JV/.rtfJ C: Right. S: thing of sort. You know, you get mad as the dickens when you come along the street and somebody's run the windows up and left, left a little old dog in the hot sun- C: Right. S: . 'And then you think about human ·beings and I think I said in there . .(/,~.( ./6, ·s i\u0026l{,.,c, ~.A lvrt1t•a CttVr! V11.:sf;.,? /.-r. 6 s I v v f.; 'but these weren't, these weren't {orc(11U: rs or even people from other states, they were -------- ------ hometown. 11\\i•J\\~, H_f CY\\_(. And there was then, they'd be_ lV\\ Jk~ fuff\\',Cd\\('I 0-::pl;.,\\S\\.-, -T':lw::.;., f:,rccl IS 1.PhC1c .\\:.{ ·~~vtv'c.\\iun L»o-:. \"' ,,\n.rd. -::L cd,.cl l.C•v\\CC -ror Z1. V\\c\\ - C: Right. S: And had a hearing on, on that, because, he wasn't, of course he wasn't -r .... f//e. ''1rt/c · tfli ~ + C: S: 1 -/h £17F on this, he wasn t defendable and waen II I' t?d .1. M\"'·\"'' nNV rff;lM'ttr/e- or er, - vo re.sine... f T , • tlv ro.v1ElJ-r· '.// t ·ll)rrc people, but he was, I said he was in, acting as-e-OURSelor.\\hne f,,;:::,,., ;, I t(_J} cf. I. ·.,ow .,,,.l'\u003c.~ ' f ({1 • ~ .. ,,, t:t\"' \"5..v£ /,;..., 6 ~ ·That was one of the points in the appeal, whether or not he was, whether or not you could punish him for contempt when he, when he was \u0026 I. 1i1\u003e1ci'\u003eJ,.,.e ,.rf _.,,... (.;.11,, ,_ '1 think JJr.r 1~ .. ~·~~- c Ci f~ (Alf\"J{l 5li /.1. ~he opinion of/:,r;11:r:d /Hr. Lance and as I say, I c.01,,td ~oo\\c I{ can't, I can't recall when the_, when the, whether J~.__.c_ S:up.-c.\\\")'1..£. ~~ the\u003e t;; on-ftrtl'J or ,),r/lu1 I crt\u003c'l\" i! . fAt:t of:,,w black filed the strongest sentences in (J:•r e...t\"rc11tl I Yeah, I've read it, I can't remember either, to be honest with you. J A I .(,/ C:r·n Tlr i\\ procedure ;n;. \\f ··1 f , r11 '-' l _ 2A Page 22 sjm C: S: Right. And it's some of these things, somewhere. ,w• -/r'a c·tI \u003cl.j::;.:,- Now, for some reason, an~I don't know why, there's a, and these are all filed, but, there are a bunch of, I don't know why I had these Xerox copies, and these are simply Xerox copies of the Supreme Court slips. And I suppose they're all the different-1964, about that time. against Maryland, Bowie against the City of Columoia. Several copies of the same thing. Whatever, they're, they're, if they, if nooody wants them, throw- them away, because they're, they're in the books now anyway. C: Uh huh. I'm sure they'll be glad to have those. S: Well, they, they, if they don't want them, they can throw them away then, they're not much value to anybody, they're just, but they were, I wanted 6'l IJNclfhts· l1:/s ~Er /d/,1,( r::.'_J f./A:\"1r: them at the time for some purpose that I can't even recall.A I had a huge @' /,{ / ' I/'~( \\.J.fr or ~of') y' file of them.a1rt!/1 ,.,,4 /,.// n,,/ fr/Irv what they re going to do to you. I C: Uh huh. S: That's my first wife, she's dead now, but she knew how to handle them. ,1 /21\"-Y S't\\I. She'd say, \"Yes, thank you, so nice to call,\" and,~ I~' tt\"May have your name and who's calling?'' And then say, \"We appreciate having your views\", or something like this. I told her just be polite, e;J ,;{r f'fi,\" lui /! p,,,., •. they'd hang the phone up, they'd get so mad at her for- C: Being nice. S: Being nice to them. They told me that, this is an aside. During this time, when they, I guess it was when the.people were coming in from outside. I had a friend in Ocala who called me up one night. He ran a big truck stop and had waitresses there, and one of his waitresses was married to L __ 2A Page 23 sjm C: S: @ somebody ------------- right next to him said, \"You better :r :Si1l~J watch out, those people are going to try to kill you.'·' A \"Can you tell me 61 who they are?\" He said, No.\"J,,5e;a;dm .. il.o\u0026f;q~i \"I don't know what to do.\" I ' \" fJ:) ' (JNJJNi said, \"I guess t-~.s4 acf,,.,\u003c~ v,, .. c .. .J r/ill. 0 · The FBI came to ilee me. They had some communicated threats from up in Georgia. and Montana. ________________(! !;_}_~· They had the names of these people. I said,\"Well, can you give me a picture of them? They got an arrest record, can tell me.\" fforrl ovtl?, I had some doubts about it· r.llfr ic.; · /fo.;~~1·~; · · ~(,fr'· · ·hJo or fArf!O- - (1.irt(J /,;/lrc1 ;'.;'c;r S'\"''\"\"'i\"(i. Uh huh, right. -------------- fii;;i .. ..__ ....... several repeating rifles , and a couple of shotguns, I said,\"You want me to put one at each window loaded and then if I hear anything go to that window and shoot, or what do you think I ought to do?\" _Cl£11 , \"Use your c: Si..rC, own judgement.\" Aside from, it's a little hard on your family/\\ this sort of thing is hard on your family. /1)0 .fl1'N£ EvFf? · @ · . I never (I will understand why they want to kill the judge, anyhow. · · · ~------- @ ---------------~·There's some newspaper things here, too, now I'm going to stop talking and let you ask me questions. rc\".Cllii1. C: I just wanted to ask you about,Vy~u answered most of what I wanted to ask you, I just wanted to ask about Kue!h.stler and Simon. What, what sort of lawyers were they? How did you find them? Both of them are very activist lawyers 2A Page 24 sjm today. I was wondering how they were back then. S: Yeah, well, I'll tell you, Kuenstler was the soul of i.Jlticz.-\\ conduct :Mb'L @ in the courtroom, very professional. So was ~ Simon, all through C: S: this and somewhere along the line, I think Kue%:stler changed, between this time and the time that he took part in the Chicago Seven trial and some of the Rap Brown business and all of that, I, I think that the symptoms changed constantly. He, he got into this thing, as he ~ells in his book ,+ there, that he got into it pretty much by, started intoAby accident, and got interested and kept on going. And at that time, he was, he was, I think a different person, now, I, I say this Because ·we have a, how long · have you been at the university? Five years. \\\"i\\CI'.) b:! it;\\• This may have been a little before then, butA~here was a, some trouble in (11'C\\ 9\\r\u003c';'.I Gainesville,f, I think it was the wife of a professor down there, and she and the, encouraging some activity on the part of black people. I, it's, it's kind of out of my mind and I didn't sit on it, there was an appeal and I suppose that it was, I don It know whether it was' was ::J;,,/,p Crir51,,.rf/ lJ Ao ttJ.,S ml/ @; 1'\u003e1~Y J -- // (:,· or after Arno, after Arno was on there or when maybe it W\u0026S MIJE: brrrJ Ir::-\u003e; IJ1iar/r\u0026,,/ ,~ \u0026 I just don't ·remember. \"'iThey had an appeal ·:fa.AF or0urd hEtff i·t was with . . . , - . '• ' 0 ' ..... ' .... ~ . I a panel of 011\" co~rt. -1/)fi Co.,{ cff{1'l1'''\u003eby then ~~lrthe Court of: Appeals. They· had ...:._ _ .::::=::::=::::==========-@-= -------5/i:/ir;-. s:tt 'he-Pe in Jacksonville in . ~~;:01 this Gainesville case __-_ -.::.::_-.::.::_-_- \"_~ This i'S something I couldn' t imagine Bill Kuenstler doing in the time that I had all these contacts with him over that five or six months. He had, here again, the FBI came and told me they didn't know who to, who to tell. I wasn't going to sit on the 2A Page 25 sjm panel, but I was a li'~t 1.\u003c.1'f resident ~ judge and there was three judges @ coming in from outside and so -------- told me. They hadn't had somebody for a little meeting that they had in Gainesville with these these appellants, the people who appealed the case. They'd been, whatever, whatever rights they were trying to enforce fA~//iifYThey'd been turned J-down by the district judge and they were appealing and they told me that Ku~stler had, had appeared at the meeting two days befo~e of the group in Gainesville. I can't rememoer what it was all about now. And he told them, he said, \"I want you to come to J·acksonvi'lle · -111~1/ ·a 5t;u// ' I ti v,,~ ttrtI '''/lt»' , ru ' JI J· / (1P ON{ I t•'r // - H.e sa1\"·d' 1.~Mak· e S\"v \"me no 1··se. II v Well, the iuea of an ethical_lawyer wanting to try to intimidate or influence a court that way, that, that was shocking to me/.Jr1/fI) JJttf§r ./Jr I(.,,,/,.\"/ /; /'./Olv ../--'1t; //flcmv{'y Griffin Bell was on the panel and I told Griffin about it, and I said, \"Griffin, I'll tell the marshal to have some extra men in the hallway and I'll tell the FBI to have some extra people, we'll have a few people in the courtroom and tell the marshal when, when the seats in the, it's a real small courtroom q,r ;r ,,,._,1,-e r.f.;.,t ~ when the seats are in there filled, not to let anybody else in _..::::::::==:=:=:=:=:::::::~re;J.,=~ny other sug-gestions, let me know. But the information is that they're going t~come //'I _•t .I ./ U\u003e· I ii l. CC!••, rO •..., ~'-\" in and try to raise a disturbance and rrrc.{,• \"' ,·/ i /~,/:Mr around the court- ® house and so ----,,- ---- said, \"No, ,So, , ~' 'If you I don't think anything e!\"::e. hear anything~ why call else ----- me,\"·and this was Thursday or Friday before they were to start the session on Monday and Tuesday, Monday or Tuesday of the following week (I;;:/ they did. They (,iJ came in (t!lf;t1 !/....,, There was I.Jo! and it was one other 2A Page 26 sjm regular judge, it was old judge Phillips, R.A. Phillips who was former chief judge of the tenth circuit. He was up in his eighties, he lived down at Lakeland and retired, you know, and he'd sit about, would have court about once a year, cl @) -------~-·-~ :f C1: Jv (•Nr.dc/ CCWPf' t11) I u Jcafso1\u003euil/c _, ' :E-i\u003er a year or two before he died. And he was there, · :r Yt!'l·~1Efn6ra G,-,·({.r, J 0! ,1~q·: . .. ; lh t\"~{ (f_,\"i) fra .... 3 f'.[ ato, . ../ (u',l.i pi,;IJ.-,1.1 \u003c'\"''i - Ari ervrr J1l,1 ' 'What, what re you, what' re u , ; you going to do , ,r( 1,;f,r·f ,,irl\" J 1 'v !':'~; ~'c, · \"\"\" ./ /)/I , h //,;.~ \u0026 6 ~ --\"-~,,~{~~~~-===========~under control, see~------~~~~~~~· But that, that to me is a, that to me is a-· C: Yeah. S: Is an indication of a, of a change in a man~ ov.f/ook · · , and he, he, he got so, he was no longer, he, he was no longer disinterested attorney re-presenting a client, but he was part of the movement h:im,self and acted, acted like he maybe wished he was black or something, you know, so he could protest and all that. He, he'd take on a coloration of Rap Brown or Stokely Carmichael or somebody- C: Uh huh, right. S: Rather than be, hold himself aloof from it. And he showed some of that in the, in that- C: Chicago Trial. S: Chicago Trial, yeah. C: Did, did this fellow Earl Johnson come before your court in any of these cases at St. Augustine? S: Peripherally, peripherally and I, I'm sure, I was a witness in one or two of them, and we had, we had some matters involving an instance of, they I I L 2A Page 27 sjm C: S: J,,h · ~ c,or.i1.J\"\" they would, this .fr/:~~ •. /;lci/l:,,, l' 'kind-bf judge, he'd. try to hassle these \u003e out-of-state, out-of,state lawyers. You know, he'd make a practice of:-1';..J Florida, t wru/./ /,_s-lr1 i /o yr1.1,)rr And they, they would __.A...·. 1~0-1~1.r:_._r~::~·c~I_@ I I see. some of my friends who were in a l'J1rr /;MJ - Florida Bar at that time, v that if, if, the day that c·/ J.,{r(r. /flt,;,1rj2~ . -GatyJ. t/zr '//;fh Or I .;.)..' \"'O'-..J_J,..___--_-_-:_-:_-::.==--~..,... \"\"'o'--i\"\"\"'~\"--.(1-_._fV\"'\"..o. .m \"'----®-r_Jacksonville . to Tampa· t-,u11lcl volunteer their services, come in and help the people that needed help in the court h.. JF.1p~1r: :., .dac: c110~1~ •• with things that these out.,..of..-state lawyers ~ ,_ I· was· ;;f~,:f.b'ij ~ enforcing the:i;r rules about, you know-, any· i;rules about you can't appeal because you're not a member of, member ·of the Florida Bar or some .... thing. But I said, \" (),.,/,, if you don't, 1 111 have, I'm going let, I) let them in the cases, __ e There, there was a, that summer of '64 and maybe the next year, too, they had,they had two or three organi-zations,_ __l_ a_wy_._e_r_s __ for constitutional, something LC, I don't know, they had initials, and, and there was a fellow named Arnstein that was here for two or three weeks and ~g.rnstein ended up the permanent man tlf/C\"I? llV ) · ( (PVJ). • • • f~ h h d f LC 11 otusi'uNC\\ \"\"\" 'M1ss1ss1pp1 or t e same, ea o , 111t: Lawyer' s Con-stitutional, now I don't know what the rest of it was, and then there was another organizationaA/11/r/;,~,;n«'rc/ Melvin Wolf, if I recall Ji)..O-l·fi (,Jty//:· from New Jersey or Manhattan and New York and Washington -----------·- They, they would come.in relays, they, see this, this, these guys would give their vacation time, they'd take their 2A Page 28 sjm vacation time and come down here and, and pay their own expenses and try to handle these cases for these, these people that were protesting and acting out their protest by trying to integrate +Ji,·;.\u0026( ·' 4tvrlt:o .And they, well, - C: I'm just, I'm just curious as to why, I mean there was, there were a S: lot of judges hearing cases in the South at this particular time, but why, what was it about your background or your education or whatever, that made you render the decision that you did, that, that, that pro-tected the rights of the demonstrators, whereas so many other judges were finding against them. I, I don 1 t know, I canr t answer, except to say that, th· atT·c.4~£ ·tz c, 1,o ctl Io '•'8 tt.l:t,. .I Ji my concept of,I mean the first case with any racial overtones that I C\"'r.l Y'fh1r.1,iI, riJ b~t :i1~\\' nteres t e d , I was __,C_1...:..r \"\"'C~1.A.. ..1. _I. _\"r'--.-.u...\"r \"''' --\"I· .......'. .. _ and thi. s was· pre- Brown, it was back at the time of the Virginia case where they said they had to let blacks ride on the I .,t •' But they had, they made a police case on the black .f..-wfrc? ~l''\"the railroad s ta tio n he re in Jacksonville --'-r-'-·i-'_,.1.1~·.,,.f\"\"~' ~~~_../ \u003c..:..' __;•::..;.~·-'-, ,_{_-\"4,._1;....;1·{ ,'--'./ ,\"\"\", --\"'.,J~/,..:..,: /;..;·, -..._. _.lj....._.). . ,\"\"'''\"'\"1' .._r.._.tJ'--------~- 1 \\ And I don' t know if ;./- cv~r appealed T?tre./tn d . ../:'. ~h a. tever O· r/t/ __-- .L./1 I1 f I/ f'\"{\",l f'''' . ,.-;.I · L1·1/r 1,· , \".·· ··. ,• /•, ( t7-/,;.1 ,J1u 11. ,1. c; • v p @'' fnrl J;/,Nfat or another black lawyer, at that time ;~; r /.C Per. : II l/r~i { o/~•,r;;•f from the police court from the municipal court throug1},the /.-\"':,_/ to the circuit court. And ---====:::..-~~'--JIU~~/.6.~~€~.___:===:=::=::::::::::::::=::=:=:==:=:::__~ 7 / I think they fined, fined the man or fined the two of them fifty apiece for fining someBody a hundred dollars. And they had paid it and then tried to take it to court. ( And t/tEJ ON I-hr /l/fl,'i!J I suggested 2A Page 29 sjm C: S: to the - tJ! -1-Af\u003cfjlv, fnrge tNs c?N oor.\u003e/v,J/ o/y ,,zmv#7 had A I , / //lfilkd 0/11£ of #r k.:.-vct1s,J:hought about this, but it seems to me that, I've r T\\ got a grave question about whether I can hear, hear this, because it seems to me that they're attempting to ~?+$¥1~,~~·'H.__L~~~~ -I.fir: y wF/lE 5ftJ~FiJfcfur or five hundred dollars, they /'mJt? £1EC\u003c',/,Ar. \u003cCr-·ifEA!CE5(!) ' ; there, what is there to appeal?\" paid the fine, what is . /t'lir !Mi And I sai• d, 11 I . /· zi n,,•,. .~ ;;,nI ,. ., :J,1•... J,, , p~in.i on @ t?b(lul ,J/f1~ t1r..1ll{?TYou'll come back a month later or two, sometime after z; 1 unc h and gi· ve meo,, t~:ltJP ffU.s0 1.1 ':f\"r/.; r ,..i4i ,1. \" S o t h ey· came b· ac k and t h ey ~ --~--~~~~~~~--~--~~~~~~---~ something's already done, you know, like a man that's electrocuted and wanted to appeal, what, what, what's he got. Right. to.(~~('£ 'vr Iii · @ So, I, Icu11901/1d/t that s bt:/fllg rf::'/,'r:vFD that I, not having to, not having to stick my neck out- C: Right. S: I'm only a circuit judge and, and I was appointed a circuit bench in 1946 and had to run again in '48, I don't know whether it was before or after elections, I had to run. He, he just, it was right about along that time /' II L {./J•f @ (.JcL.,£E.·-1-;-=====:__I.f7:'£.F\"J.l~f'.:...,lfZU.r££ftl,7Wl~!QO£.!fl\u0026'.J:......:.P..:.::..C1~\"- you know. · effect on me, and that's the, that's the attitude of elected officials. I've had, I've had school officials, elected school board members come and tell me,\"You've got to, f d ;+· . We've got to have somebody to blame.\" C: Right, right. S: /Je r;d ·fo eyo telling people next election that damn son of a bitch (I (! down there in the Federal Court made, made us do it. We didn't want, we 2A Page 30 sjm to mix your children with those blacks, but here we are\", see. And that, ©· t h· at ' s sort o f , an d 1' t ' s sort o f a ;I, 1,gt.z.- {qir[ atti't u d e, i' t' s t h e way, customs @rd · ®.:alk to older people and say, \"W~ll, these people outside they don't understand what we know about them down here in the South,\" and all that kind of thing. C: Uh huh. S: And, and we gradually wake up tf 5 VtJtf ao 7 0 fl/rt o.afi .lf,11-I i'/1;1Jd z; @ Now I think, .. A-f/;······d,·J/·/ _/ 7 v;:;i.. cro111 fJL?\"/ air ,.:1.1/ .,.~ c;/ y~\"'\" w,./t1.,5lo..,!0'-there 's not much,), not much doubt about what the Supreme Court means when of ow cc/.lsM .. -1.'lt~ t11..J .fir /Jw.t or r?li'F 41,.,y,e( ;t.;4_r, they write a case like Brown, and some of the other rcici(j/ cases. That you're going to, if you don't There used to be, there was a ~hC Atlanta Constitution- C: S: Uh huh. In the late nineties or eatly 1900's. Well, his son, John Graves, second -',';) /'.t ~-:\"~:\"{ ((j·· ____ .._;:;_;;;_,.-_---_=-.-.-,-- ---second ---·-----·~·-- • 'But he was editor of Jacksonville r,' .T ') ~} for quite a few years_ _~ ~-=-~-'-'ffi~~~E,~bJ~·~/,~,~J1tL'---------·He had moved to a 0£ 'ioVf\" 0 paper by the time this happened. I knew him (,c\u003e'?\u003c well ---\"--------------------~h~'~r'.~hw'fp·---1(;.;~J.acksonville,. John would say to me, §' ______ __,--....,--··--- he said, he said he didn't mind people -----'-----------------------------~ /,.,]1 so /1.·u;v fqe-IJm~1 ..f..'t)n V/ running to meet him. C: Well, thank you. I appreciate it","Ku Klux Klan -- Ancient City Hunting Club -- Ancient City Gun Club -- Southern Christian Leadership Conference (SCLC) -- St. Augustine City Jail -- Monson Motor Lodge -- Andrew Young vs. L.O. Davis, et al. -- Arrest of Mary Peabody -- Integration of Monson Pool -- Civil Rights Act of 1964 -- Klan Rally -- Florida Spring Project of the SCM and SCLC"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights--United States--Florida"],"dcterms_title":["Bryan Simpson : Transcribed Interview"],"dcterms_type":["Text"],"dcterms_provenance":["Proctor Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://civilrights.flagler.edu/cdm/ref/collection/p15415coll1/id/1039"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Flagler College is not the copyright owner for this item, nor can the College provide a copy of this item. Please contact the contributing organization to obtain a copy and permission to reproduce this item."],"dcterms_medium":["transcripts"],"dcterms_extent":["30 pages"],"dlg_subject_personal":["Simpson, John Milton Bryan, 1903-1987","Colburn, David R.","Kunstler, William A.","Hayling, Robert Bagner","King, Martin Luther, Jr., 1929-1968","Young, Andrew, 1932-","Peabody, Mary E. (Mary Elizabeth), 1891-1981","Mathis, Charles C., Jr.","Manucy, Albert C.","Manucy, Holsted, 1919-1995","Lance, Charles","Stuart, Virgil","Williams, Hosea, 1926-2000","Brock, James, 1922-2007","Plummer, James"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_746","title":"\"Quarterly Update to the Office of Desegregation Monitoring (ODM) and Joshua,'' Planning, Research, and Evaluation, Little Rock School District","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":["2004-12-01"],"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","Educational planning"],"dcterms_title":["\"Quarterly Update to the Office of Desegregation Monitoring (ODM) and Joshua,'' Planning, Research, and Evaluation, Little Rock School District"],"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/746"],"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":["documents (object genre)"],"dcterms_extent":["342 pages"],"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 (LRSD) QUARTERLY UPDATE to Office of Desegregation Monitoring (ODM) and Joshua received DEC 1 - 2004 OFFICE OF DESEGREGATION MONITORING December 1,2004 LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF V PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO.l ETAL., DEFENDANTS MRS. LORENE JOSHUA, ETAL., INTERVENORS 111 KATHERINE KNIGHT, ETAL., INTERVENORS Planning, Research, and Evaluation (PRE) Little Rock School District 3001 South Pulaski Little Rock, AR 72206 LRSD QUARTERLY UPDATE TO PPM AND JOSHUA DECEMBER 1.2004 Introduction This is the first quarterly written update by the Little Rock School District (LRSD) and its Planning, Research, and Evaluation (PRE) Department which is done in accordance with the District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). The organization of this report is that of the Compliance Remedy: A. B. c. D. E. F. LRSD must promptly hire a highly trained team of professionals to reinvigorate PRE. 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 program. 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. PRE must (1) oversee the preparation of all eight of these step 2 evaluations\n(2) work closely with Dr. Ross and any other outside consultants . . and (3) provide the outside consultants with any and all requested assistance and support. . . [These requirements relate to evaluation products. PRE will address them in future updates.] . . . PRE must notify the ODM and Joshua in writing of the names of those eight programs. In addition, after PRE and Dr. Ross have formulated a comprehensive program assessment process and reduced it to a final draft, PRE must provide a copy to the OD and Joshua at least thirty days before it is presented to the Board 99 for approval... by December 31, 2004. G. PRE must submit quarterly written updates on the status of the . . . four step 2 program evaluations . . .during the 2004-05 school year and the four step 2 program evaluations that will be prepared during the 2005-06 school year ... to ODM and Joshua on December 1, Mar 1, June 1, and September 1.. 99 H. I. J. K, L. [ODMs responsibilities.] [Joshuas responsibilities.] [Four step 2 program evaluations due to the Court October 1, 2005 and four more due October 1,2006.] [Compliance Report due October 15,2006.] [This Compliance Remedy supersedes earlier one.] Page 2 of 2LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 Status as of December 1, 2004 A. Hire a highly trained team of professionals LRSD changed PREs position in the organization. Previously in the Department of Curriculum and Instruction, PRE now reports directly to the Superintendent. To cany out the 2004 Compliance Remedy, LRSD added three new professionals who have knowledge and experience in assessment, evaluation, and statistical analysis to the PRE team: This action brings the number of PRE staff to seven. As of November 1, 2004, the PRE staff consists of: Karen DeJamette, PhD, Director, began September 27, 2004. Dr. DeJamettes Ph D., from UCLA, is in Education Policy. She has over 10 years experience in the field of educational research. Prior to joining LRSD, Dr. DeJamette evaluated school reform partnerships for Education Development Center and onsite school assessments for Arkansas Department of Education. She served as the executive director of the Arkansas Division of The National Faculty and as Research and Evaluation Director of the Galef Institute, where she focused on the development and implementation of qualitative and quantitative research methodologies to assess public school performance. I I Maurecia Malcolm, MS, Statistician, transferred from Curriculum Coordinator with the Magnet Schools Assistance Program to PRE on October 4, 2004. She earned the Bachelor of Science Degree in Art Education from the University of Arkansas at Pine Bluff and the Master of Science Degree in Administration and Supervision from Henderson State University. Ms. Malcolm is currently a Doctoral Candidate at the University of Arkansas at Little Rock. While in the doctoral program, Ms. Malcolm has studied Qualitative Research, Advanced Statistics, Advanced Research Methods and Techniques, and Scholarly Writing. Her research interest is in Teacher Efficacy and Student Achievement. Prior to her position as a Curriculum Coordinator, she was an Elementary School Principal with the Camden Fairview School District. As a principal, she was responsible for program initiatives, implementing and developing quality educational plans, program evaluations and assessments, and leadership skills and development. Ms. Malcolm experiences in the field of education have been broad, and she has served in such capacities as strategic planning, technology leadership, effective communication skills, team building, curriculum design, cultural diversity, and desegregation strategies. She is currently a trainer for the Arkansas Leadership Academy Bill and Melinda Gates Foundation. During her career Maurecia Malcolm has also served as a classroom teacher. She is currently certified in the areas of Art Education K-12, Elementary and Secondary Administration, and Curriculum Specialist. James C. Wohlleb, MS, Statistician, began his current position October 1, 2004. He earned his masters degree from the University of Texas, where he studied human nutrition, epidemiology, and statistics. His experience has been gained in program evaluation, public and professional health education, research design, and multivariate analysis with the University of Arkansas at Little Rock, University of Arkansas for Medical Sciences (UAMS), Tulane University, Page 3 of 3LRSD QUARTERLY UPDATE TO PPM AND JOSHUA DECEMBER 1,2004 University of Texas, and Baylor College of Medicine. He continues to review behavioral research for the UAMS Institutional Review Board (IRB) and medical research for the Arkansas IRB. While with UAMS, he administered educational programs for a range of groups from lay people in the Arkansas Delta to physicians in Arkansas and in Russia. With Tulane University and UAMS, he developed the Master of Public Health Program for Arkansas. He brings to PRE skills in data collection and management, statistical analysis and interpretation, presentations, and publication. Ed Williams, PhD, Statistical Research Specialist, earned his doctorate from the University of Arkansas in educational research, with an emphasis in vocational rehabilitation and a cognate in special education and a M.Ed. from the University of Arkansas in Rehabilitation Counseling. Dr. Williams is an Arkansas certified teacher in grades 7-12 social studies, a Certified Rehabilitation Counselor, and a Licensed Professional Counselor (LPC). Dr. Williams has conducted applied research at the University of Arkansas at Fayetteville, Arkansas Children s Hospital, University of Arkansas at Little Rock, and in his current position with the LRSD which he began in 1998. Dr. Williams has experience in student assessment and designing and conducting formative and summative program evaluations, and interpreting and communicating complex data. Dr. Williams developed the Equitable Allocation Worksheet to insure compliance with section 2.9 of the 1998 Revised Desegregation and Education Plan. Finally, Dr. Williams has made oral presentations at local, state, national, and international conferences and workshops and has a number of peer-reviewed publications. Yvette Dillingham, MA, earned a Master of Arts Degree from the Ohio State University in Special Education K-12 with an emphasis in Deaf Education. Her undergraduate degree is from the University of Arkansas at Pine Bluff in Special Education. Mrs. Dillingham is an Arkansas certified teacher in grades K-12 special education, and has elementary principal certification. She was a classroom teacher for four years and has previously worked for the Arkansas Department of Education in the Student Assessment Office as Program Manager. Her duties as Program Manager included coordinating the state's norm- referenced assessment program, and providing in-service to Arkansas public schools on the interpretation of test data and using the data to improve instruction. She has also presented at local and state level conferences and workshops. Other positions held while employed with the Arkansas Department of Education include Program Manager of the state's Home School Office, Public School Program Advisor in Federal Programs and the Professional Licensure OfBce. Mrs. Dillingham currently coordinates the administration of the state- mandated assessments for the Little Rock School District. Irma Shelton, Administrative Assistant for PRE since 1993, has become familiar with all the programs and staff involved in educational programs of the LRSD. Prior to her employment with LRSD, Ms. Shelton owned and operated Truett Shoes, a retail business with revenue in excess of $1 million. Previous experience was with the University of Arkansas at Little Rock, as assistant purchasing agent, and in its Mathematics and Statistics Department, as office manager. Page 4 of 4LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 Melinda Allen, MA, Testing Assistant, earned a masters degree from Philander Smith College. She started in Curriculum and Instruction in 1973 and became a part of PRE in 2001 as Testing Assistant. She assists with all state-mandated testing. Page 5 of 5LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1, 2004 B. Devise and embed a comprehensive program assessment process. The new PRE team, with Dr. Ross assistance, has developed and shared with ODM and the Joshua Intervenors a program assessment process to be deeply embedded in LRSDs educational operations. A copy of the final draft, Comprehensive Program Assessment Process (IL-Rl), is in Appendix B of this update. C. Hire outside consultant(s) to prepare four formal step 2 evaluations. PRE has begun work with two experts, Dr. Steven M. Ross and Dr. James S. Catterall, to conduct four Step 2 evaluations this year and four more Step 2 evaluations next year. The programs which will be the subject of Step 2 evaluations this year are described in the following section of this report. The qualifications of Dr. Ross and Dr. Catterall are set forth below. Steven M. Ross received his doctorate in educational psychology from Pennsylvania State University. He is currently a professor and executive director of the Center for Research in Educational Policy at the University of Memphis and holds the Lillian and Morrie Moss Chair of Excellence in Urban Education. He joined the University of Memphis in 1974 and became a noted lecturer on school programs and evaluation. Dr. Ross has authored six textbooks and more than 115 journal articles about at-risk learners, educational reform, educational technology, computer-based instruction, and individualized instruction. He is the editor of the research section of the Educational Technology Research and Development journal, and a member of the editorial board for two other professional journals. In the 1993, he was the first faculty recipient of the University of Memphis Eminent Faculty Award for teaching, research, and service. He recently testified on school restructuring research before the U. S. House of Representatives Subcommittee on Early Childhood, Youth, and Families and was an invited panelist at U. S. Secretary of Education Rileys national town meeting on educational reform. The Court, acquainted with his evaluation skills and efforts for LRSD, recommended contracting with Dr. Ross to conduct required step-two evaluations. His curriculum vita is in Appendix C. During this first period, Dr. Ross has agreed to help draft an assessment policy, to assist the selection of the eight interventions for step-two evaluations, and to undertake one or more of these step-two evaluations. James S. Catterall, Ph.D., on the faculty at the University of California at Los Angeles (UCLA) in the Graduate School of Education \u0026amp; Information Studies since 1981, has extensive knowledge and experience with educational program evaluations. Since 1998, Dr. Catterall has chaired the National Technical Advisory Panel for Accountability and Assessment for the Kentucky State Legislative Research Commission. This panel advises the legislature. State Board of Education, and State Commissioner of Education on design and technical quality of Kentucky's multi-faceted annual student testing and Page 6 of 6LRSD quarterly UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 assessment system. In 2003, the State of California appointed him to its Public School Assessment Advisory Committee, where Dr. Catterall also serves with the Technical Design Group. Discussions began in September with Dr. Catterall about comprehensive assessment processes and his conduct of one step-two evaluation this school year. He supports PREs approach and anticipates one or more evaluations during this school year and next. Subsequent updates will more fully describe his participation. D. PRE (1) oversees the preparation of the step-two evaluations, (2) works closely with Drs. Ross and Catterall, and (3) assists them. In collaboration with Dr. Ross, PRE has selected the following four LRSD interventions for evaluation during the 2004-2005 school year. Design of the evaluations began in November. 1. Reading Recovery Program Description: Reading Recovery is one of the eight literacy programs, interventions, and/or models used by various LRSD schools. LRSD funds are used to support the Reading Recovery Program. Currently, Reading Recovery is implemented by seventeen elementary schools: Bale: 82% African-American student population Booker: 53% African-American student population Chicot: 73% African-American student population Dodd: 54% African-American student population Franklin: 96% African-American student population Geyer Springs: 88% African-American student population Gibbs: 53% African-American student population Meadowcliff: 78% African-American student population Mitchell: 96% African-American student population Otter Creek: 60% African-American student population Rightsell: 100% African-American student population Stephens: 95% African-American student population Terry: 53% African-American student population Wakefield: 78% African-American student population Watson: 96% African-American student population Williams: 52% African-American student population Wilson: 89% African-American student population Page 7 of 7LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 2. Smart/Thrive Program Description: The Smart/Thrive program was designed as an intervention for 8^- and 9*-grade African-American students who need to gain the knowledge, skills, and confidence needed for success in Algebra 1. This program engages approximately 10 percent of the total African-American student population enrolled in Algebra I classes for the upcoming school year. Last year, the program served 264 students. Participants were offered pre-algebra instruction for two weeks during the summer and 10 Saturdays across the school year. Various local grants have funded this program since 1999. Currently, Smart/Thrive serves students from all eight LRSD middle schools: Cloverdale: 82% African-American student population Dunbar\n61% African-American student population Forest Heights: 77% African-American student population Henderson: 82% African-American student population Mablevale: 81% African-American student population Mann: 52% African-American student population Pulaski Heights: 57% African-American student population Southwest: 94% African-American student population 3. Compass Learning Program Description: Compass Learning is a computer based program that helps to develop skills in reading, writing, and spelling. Compass Learning is designed to help teachers manage student performance, personalize instruction, and connect communities of learners. The theme-based lessons and activities take a cross-curricular approach and offer a real world context for learning. The Compass Management system assessment is either automatic or customizable. A Technology Specialist assists classroom teachers with any technology question or need. Currently, 21 elementary schools, two middle schools, and 1 high school utilize Compass Learning programs: Elementary Schools Bale\n82% African-American student population Booker\n53% African-American student population Brady: 78% African-American student population Carver: 52% African-American student population Chicot: 73% African-American student population Fair Park: 75% African-American student population Fonest Park: 20% African-American student population Franklin: 96% African-American student population Fulbright: 26% African-American student population Geyer Springs: 88% African-American student population Gibbs: 53% African-American student population Mabelvale: 80% African-American student population McDermott\n62% African-American student population Mitchell: 96% African-American student population Otter Creek: 60% African-American student population Page 8 of 8LRSD QUARTERLY UPDATE TO PPM AND JOSHUA DECEMBER 1. 2004 Rightsell: 100% African-American student population Rockefeller: 67% African-American student population Stephens: 95% African-American student population Wakefield: 78% African-American student population Williams: 52% African-American student population Middle Schools: Cloverdale: 82% Afncan-American student population Henderson. 82% African-American student population High School: Accelerated Learning Center (ALC): 92% African-American student population 4. Year-Round Education (YRE) Program Description: Commencing the school year in early August and ending in late June, the YRE calendar shortens the traditional summer vacation to the month of July and observes additional, short vacation periods throughout the school year. Thus, students separate from LRSD curricula for several shorter periods and experience less lengthy interruptions in their education. National research indicates that while YRE costs more, students achieve as well or better than in traditional calendars and exhibit more positive attitudes toward school\nand parents and teachers express satisfaction with it. Currently, five schools operate on YRE calendars: Cloverdale: 77% African-American student population Mablevale: 80% African-American student population Mitchell: 96% African-American student population Stephens: 95% African-American student population Woodruff: 91% African-American student population Page 9 of 9LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 The table combines the interventions for evaluation with their sites percentages of African American (AA) students. Sites Accelerated Learning Center Bale Elementary____________ Booker Elementary__________ Brady Elementary___________ Carver Elementary___________ Chicot Elementary___________ Cloverdale Middle__________ Dodd Elementary___________ Dunbar Magnet_____________ Fair Park Elementary________ Forest Heights Middle School Forest Park Elementary______ Franklin Elementary_________ Fulbright Elementary________ Geyer Springs Elementary Gibbs Elementary___________ Henderson Magnet__________ Mabelvale Elementary_______ Mann Magnet______________ McDermott Elementary______ Meadowcliff Elementary_____ Mitchell Elementary_________ Otter Creek Elementary______ Pulaski Heights Middle School Rightsell Elementary________ Rockefeller Elementary______ Southwest Middle__________ Stephens_________________ Terry Elementary___________ Wakefield Elementary_______ Watson Elementary_________ Williams Elementary________ Wilson Elementary_________ Woodruff Elementary_______ Percent AA 92 82 53 78 52 73 82 54 61 75 77 20 96 26 88 53 82 81 52 62 78 96 60 57 100 67 94 95 53 78 96 52 89 91 Reading Recovery Smart/Thrive COMPASS Year-Round Education X X X X X X X X X X X X X X X X X Page 10 of 10 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XLRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 F. Comprehensive program assessment process final draft to the ODM and Joshua at least thirty days before its presentation to the Board for approval, by December 31,2004 PRE and Dr. Ross have fashioned a comprehensive process to assess LRSD programs for the indefinite future and furnished a final draft to ODM and Joshua more than a month in advance of its expected approval by the LRSD Board of Directors on December 18, 2004. G. PRE will submit its second quarterly report on or before March 1,2005. Page 11 of 11LRSD QUARTERLY UPDATE TO PPM AND JOSHUA DECEMBER 1.2004 Appendices A. Reinvigorated PRE Resumes of PRE Director and Statisticians  Karen DeJamette, Ph D., Director  Maurecia Malcolm, M.S.  James C. Wohlleb, M.S.  Ed Williams, Ph.D. Page 12 of 12LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER I, 2004 B. Comprehensive program assessment process O O Comprehensive program assessment process (draft IL-Rl) Evaluation Standards, Joint Committee on Standards for Educational Evaluation C. Outside consultants Commitment to LRSD evaluations by Dr. Ross Dr. Steven M. Ross curriculum vitae Dr. James S. Catterall curriculum vitae Page 13 of 13LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 Little Rock School District Planning, Research, \u0026amp; Evaluation Resumes Karen DeJamette, Ph.D., Director Ed Williams, Ph.D. Maurecia Malcolm, M.S. James C. Wohlleb, M.S. Page 14 of 14Dr. Karen DeJarnette 16 McGovern Drive Little Rock, AR 72205 Phone: H 501.954.7343 Cell 501.425.3109 Email: dejarn@aol.com WORK HISTORY 2004-current Planning, Research, and Evaluation Director, Little Rock School District, Little Rock, AR 1 am currently serving as Director of Little Rock School District's Planning, Research, and Evaluation Department. I lead a team of 7 staff members and various external consultants to conduct formative assessments and summative evaluations of District-wide and school-specific instructional programs. We also assist District personnel to compile and analyze data for a variety of purposes. 2002-2004 Site Developer, Education Development Center, Newton, MA I served as Site Developer to facilitate comprehensive school reform partnerships in Arkansas, Mississippi, and Louisiana. Specifically, I assisted public school administrators and teachers to build leadership skills, effective teaching practices, and organizational management. I also conducted data analysis and provide formative assessments of organizational change. 1999-2003 Research Associate, DCLA and The Galef Institute, Los Angeles, CA I consulted with UCLA staff and the Galef Institute to conduct formative and summative assessments of Different Ways of Knowing comprehensive school reform partnerships in California, Nebraska, Connecticut, and Massachusetts. 2001-2002 Academic Monitor, Arkansas Department of Education, Little Rock, AR As a consultant to the Arkansas Department of Education (ADE), I served as Monitor for schools determined to be in Academic Distress. 1 reported directly to the Director of the ADE and my responsibilities included data analysis to prioritize needs, formative evaluation of professional development and instructional programs, and monitoring school assurance/compliance to Arkansas standards. 1999-2001 Executive Director, The National Eacultv, Pine Bluff, AR My directorship focused on the facilitation of collaborative school reform efforts between The National Faculty, University of AR faculty, various public schools, and State and local educational agencies. Specifically, I was responsible for professional development program design, overseeing implementation of training Page 15 of 15sessions, and conducting formative evaluations of teacher growth using qualitative and quantitative data from teachers and students. 2001 Research and Evaluation Director, The Galef Institute, Los Angeles, CA I served as director of research and evaluation, working with local personnel employed by public schools in 14 states. My responsibilities included contributing to program development, writing grants, monitoring program implementation, data collection, and writing formative and summative evaluation reports of grant-funded programs. 1996-1997 Policy Advisor, Options For Youth Charter Schools, Los Angeles, CA I served as policy advisor for a consortium of four charter schools. My responsibilities included grant development, program development, ensuring alignment with local, state and federal policies, and evaluation of schools. 2002 Educational Consultant, University of California, Los Angeles, Los Angeles, CA I served as a member of a UCLA evaluation team. The team was contracted by various organizations to conduct external summative evaluations of school reform partnerships. I reported directly to Dr. James Catterall, Assistant Dean of the UCLA Graduate School of Education, and performed various research and evaluation tasks. 1992-1993 Assistant Professor, University of Arkansas, Pine Bluff I served as an assistant professor in the art department. My responsibilities included teaching studio and art history classes. I also developed and monitored art education partnerships with local public schools. 1991-1992 Instructor, University of Arkansas, Little Rock I served as an instructor in the art department. My responsibilities included teaching studio and art history classes. 1992-2004 Additional Program Evaluations-Individual Consultant Contracts\nYoung Artists/Young Aspirations (YA/YA) in New Orleans LA St. Francis County Community Development Center in Fonest City, AR Very Special Arts in Atlanta, GA, Tree People in Los Angeles, CA California State Parks in Los Angeles, CA, Arkansas Arts Council in Little Rock, AR Arts and Academics in Helena, AR Page 16 of 16EDUCATION 1993-1997 Ph.D., Education Policy Analysis, University of California Los Angeles, Los Angeles, CA 1989-1991 Columbia University, New York, NY M.F.A., Fine Arts, 1985-1989 B.F.A., Fine Arts, Pratt Institute, Brooklyn, NY 1980 High School Diploma, White Hall School District, White Hall, AR RESEARCH, PUBLICATIONS, AND PRESENTATIONS My research and evaluation interests focus in two areas: 1970 organizational change, and 2) arts-infused learning. school and 2004 1997 The Arts, Language, and Knowing\nStudents Know More Than They Write. (This manuscript is in preparation for publication by Heinemann Press and focuses on the relationship between arts-based teaching and learning and increased academic achievement for adolescent learners.) The Arts, Language, and Knowing\nAn Experimental Study of the Potential of the Visual Arts for Assessing Academic Learning by Language Minority Students. Research study completed in 1997, presented at the American Educational Research Association conference in New York City, 1997. 1996 1997 Visual Expression in the Assessment of Student Learning. The Elementary School Journal, 1999. (DeJamette with James Catterall) Look What I Know: An Investigation of the Utility of the Visual Arts as an Assessment Tool. Research study completed in 1995, presented at the California Education Research Association conference in Lake Tahoe, 1995. Page 17 of 17P.O Box 195035 Little Rock, AR 72219 Home No. (501) 416-7810 (501) 447- 3382 Work No. Maurecia Malcolm Professional Profile  Broad experience in educational leadership, designing, implementing and administering programs for effective schools.  Creative problem solver with ability to drive education improvement, resolve conflict, improve morale and consistently exceed professional growth for improving teaching and learning for all students.  Consultant in areas such as strategic planning, technology leadership, effective communication skills, team building, curriculum design, cultural diversity and desegregation strategies. Trainer for the Arkansas Leadership Academy Bill and Melinda Gates Foundation.  Seminar leader for principals and superintendents, providing hands-on technology experience in educational leadership.  Demonstrated strong leadership skills in principalship at the elementary level. Experientially and academically prepared for educational leadership, grades K-12. Education Doctoral Candidate (2002- Present) University of Arkansas at Little Rock, Little Rock, Arkansas Major in Educational Administration Dissertation - Teacher Efficacy and Expectations of Student Achievement Master of Science in Education (1992) Henderson State University, Arkadelphia Arkansas Major in Administration and Supervision Bachelor of Science (1985) University of Arkansas at Pine Bluff, Pine Bluff Arkansas Major in Art Education Page 18 of 18Professional Experience 2001-Present Middle School, Little Rock, AR Cloverdale Magnet Curriculum Coordinator 1999-2001 Camden Fairview Whiteside Elementary, Camden, AR Principal 1996-1999 Camden Fairview Whiteside Elementary, Camden, AR Assistant Principal 1993- 1996 Camden Fairview Junior High, Camden, AR Teacher Art Teacher 1989- 1993 School, Hampton, AR Special Education Hampton High Art Teacher 1988-1989 Arkadelphia Human Development Center, Arkadelphia, AR Institutional Instructor II 1987-1988 Grady High School, Grady, AR Art Teacher Gifted Talent Coordinator Page 19 of 191986- 1987 Chidester Elementary, Chidester, AR Teacher - Sixth Grade Professional Development  Teacher Center Committee Representative, Camden Fairview School District  Smart Start/High Yield Strategies -Teaching  Pathwise Mentoring Training for Principal  Smart Steps to Technology Leadership .n  Gates Grant - \"Grand Gathering  Smart Step Growing Smarter Conference  Step Up To Writing, Writing Primary (Grade 4) Benchmark  Curriculum Designer / EDVision  Coach/Facilitator for Arkansas Leadership Academy  Technology Training - SPSS Software, TAGLIT, ACSIP (Arkansas Consolidated School Improvement Plan), APSCN (Arkansas Public School Network), EDDS (Educational Data Delivery Systems), SEDL (Southwestern Educational Development Laboratory -Active Learning with Technology), NCA (North Central Accreditation), NORMES/E-GUIDE (National Office for Rural Measurement and Evaluation Systems)/ (Enterprise Guide)  Classroom Walk-through  NCLB (No Child Left Behind)  MPH (Measuring Performance Honors)  Teaming  Curriculum Mapping  Block/Master Scheduling/Student Registration/Scheduling Professional Organizations  Arkansas Educational Association/National Educational Association  MSAP (Magnet School Assistance Program)  AAMLE (Arkansas Association for Middle Level Educators) Page 20 of 20I James C. Wohlleb EDUCATION Master of Science (M, S.) University of Texas Health Science Center 1982 Houston, Texas Master of Divinity (M. Div.) Harvard University 1973 Cambridge, Massachusetts f Bachelor of Arts (B. A.) DePauw University 1968 Greencastle, Indiana EXPERIENCE Statistician, Planning, Research, \u0026amp; Evaluation LITTLE Rock School District Arkansas 2004 to present Little Rock, Clinical Assistant Professor of Public Health TULANE UNIVERSITY MEDICAL CENTER Louisiana 1994 to 2004 New Orl-eans, Assistant Director, Area Health Education Center Program UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES (UAMS) 1991 to 2002 LITTLE Rock, Arkansas Director Delta Health Education Center Arkansas 1991 to 1994 Helena, Assistant to the Director Epidemiologist Arkansas Department of Health 1990 1984 to 1990 LITTLE Rock, Arkansas Research Associate UNIVERSITY OF ARKANSAS AT LITTLE ROCK 1984 through 1990 Little Rock, Arkansas Evaluation Consultant Diet Modification Clinic, The Methodist Hospital 1982 to 1984 Houston, Texas Epidemiologist University of Texas School of Public Health 1981 to 1982 Houston, Texas Consultant, Infant Nutrition Center Baylor College of Medicine 1980 Houston, Texas Research Assistant, Human Ecology University of Texas School of Public Health 1978 to 1980 Houston, Texas Administrative Assistant, New England Enzyme Center Tufts University School of Medicine Massachusetts 1976 to 1978 Boston, Research Assistant, Biochemistry and Pharmacologj 1975 to 1976 Page 21 of21Tufts University School of Medicine Massachusetts Boston, Data Analyst Eunice Kennedy Shriver Center for Mental Retardation Massachusetts Boston, 1974 to 1976 Biochemical Technician, Clinical Genetics Childrens Hospital Massachusetts BCJSTON, 1973 to 1975 Research Assistant, Neurosurgery Massachusetts General Hospital Massachusetts 1971 to 1973 Boston, Field Education Assistant Supervisor Harvard University Divinity School Massachusetts 1970 to 1971 Cambridge, Chaplain Assistant Peter Bent Brigham Hospital Massachusetts 1969 to 1970 Boston, Draftsman Detailer Frigidaire Division, General Motors Corporation Ohio 1962 to 1964 Dayton, PUBLICATIONS AND PRESENTATIONS Wohlleb, J.C., Anderson, A.A., Harvey, S.S., Cranford, C O Introducing an MPH in Arkansas. The Journal of the Arkansas Medical Society, October 2004. Wohlleb, J.C., Anderson, A.A., Jones, J., Harvey, S.S., Cranford, C O : Three approaches to education of public health professionals in Arkansas. American Public Health Association, San Francisco, November 17, 2003. I Wohlleb, J.C., Anderson, A.A., Harvey, S.S., Cranford, C.O.: Cross-boundary graduate education: Arkansas MPH program. American Public Health Association, Philadelphia, Pennsylvania, November 12, 2002. Wohlleb, J.C. and Harvey, S.S.: Development of a Regional Master of Public Health Program in an AHEC Program, National AHEC Workshop, Little Rock, Arkansas, April 2002. Wohlleb, J.C.: History of the Arkansas-Volgograd Partnership. Second Russian-American Conference on Tuberculosis, Volgograd Medical Academy, November 2000. Cranford, C.O., Lewis, Y L., Wohlleb, J.C., Ward, H P.: Developing the interdisciplinary- education network. In: Catalysts in Interdisciplinary Education: Innovation by Academic Health Centers. D E Holmes and M. Osterweis, eds. Association of Academic Health Centers, Washington, DC, 1999. Wohlleb, J.C., Harvey, S.S., Cranford, CO, Anderson, A.A : The Master of Public Health Prouramfor Arkansas. The Journal of the Arkansas Medical Society 1997\n94: 155-159. Page 22 of 22Johnson, R. D., Howerton, D.L., Enger, J.M., Wohlleb, J.: Violence prevention: An evaluation of the Prothrow-Stith curriculum. AAAS, February 18, 1995, Atlanta. Elders, M.J., Barnes, A O., Wohlleb, J.C.: Adolescent health: Are we willing to pay the price for inaction? Policy Studies Re view 1994\n13. 177-186. Wohlleb, J., Truax, K., DeAngelis, S.: Primary prevention of oral disease in the Mississippi Delta. American Public Health Association, November 1, 1994, Washington, DC. Easterling, W., Leist, J., Wohlleb, J.: Implementing a statewide continuing education delivery system using the Area Health Education Center model. Alliance for Continuing Medical Education 19th Annual Meeting, February 3, 1994, San Diego Leist, J., and Wohlleb, J.: Effective information dissemination through Area Health Education Center networks. Alliance for Continuing Medical Education 19th Annual Meeting, February 2, 1994, San Diego. Acton, P.A., Farley, T., Freni, L.W., Ilegbodu, V.A., Sniezek, J.E., Wohlleb, J.C.: Traumatic spinal cord injury in Arkansas, 1980 to 1989. Archives of Physical Medicine and Rehabilitation 1993\n74:1035-1040. Mattison, D.R., Wohlleb, J., To, T., Lamb, Y., Faitak, S., Brewster, M.A., Walls, R.C., Selevan, S.G.: Pes-ticide concentrations in Arkansas breast milk. Journal of Arkansas Medical Society 1992\n553-557. Wohlleb. J.C., Ricketts, T., Hawes, M.L., Siegel, C., Jenson, K., Herriage, E., Berry, D.: The role of rural hospitals in professional education. American Public Health Association, November 11, 1991, Atlanta. Wohlleb, J.C., Hunter, CF, Blass, B., Kadlubar, F.F., Chu, D.Z.J., Lang, N.P.\nAromatic amine acetyltransferase as a marker for colorectal cancer: Environmental and demographic associations. International Journal of Cancer 1990\n46. 22-30. I. li Thomasson, B., McCluer, S., Hickman, P., Wohlleb, J., Robinette, R. . Epidemiology of traumatic spinal cord injuries in Arkansas. American Public Health Association, October 24, 1989, Chicago. Wohlleb, J.C., Dennis, L., Cunningham, V.A., Eatmon, J.M., Lindburgh, S.: Healthy Beginnings: Prospective evaluation of an 11-county pilot intervention for maternal and infant health services in east Arkansas. American Public Health Association, November 16, 1988, Boston. l To, T., Mattison, D.R., Faitak, S.E., Wohlleb, J.C., Walls, R.C., Brewster, M.A., Selevan, S.G., Hom, R., Lamb, Y.: Arkansas breast milk pesticide concentrations following 1986 dairy product contamination with heptachlor. American Public Health Association, November 16, 1988, Boston. Stehr-Green, P.A., Burse, V W., Wohlleb, J.C.: Persistence of heptachlor in serum of people consuming contaminated dairy products. (Letter) Lancet 1988, 2: 570-571. Stehr-Green, P.A., Farrar, J.A., Burse, V.W., Royce, W.G., Wohlleb, J.C.: A survey of measured levels and dietary sources of selected organochlorine pesticide residues and metabolites in human sera from a rural population. American Journal of Public Health 1988, 78'. 828-830. I' Page 23 of 23Stehr-Green, P.A., Wohlleb, J.C., Royce, W., Head, S.L.: An evaluation of serum pesticide residue level and liver function in persons exposed to dairy products contaminated with heptachlor. Journal of the American Medical Association 1988\n259: 374-377. Wohlleb, J.C.: Heptachlor contamination in Arkansas. Heptachlor Workshop: Heptachlor Contamination of Breast Milk: Health and Scientific Issues. Ferndale, AR, March 25, 1987. Stehr-Green, P.A., Schilling, R.J., Burse, V.W., Steinburg, K.K., Royce, W., Wohlleb, J.C., Donnell, H.D.: Evaluation of persons exposed to dairy products contaminated with heptachlor. (Letter) Journal of the American Medical Association 1986\n256: 3350-3351. Foreyt, J.P., Reeves, R.S., Darnell, L.S., Wohlleb, J.C., Gotto, A.M.: Soup consumption as a behavioral weight loss strategy. Journal of the American Dietetic Association 1986\n86: 524-526. Wohlleb, J.C.: Maternal supplementation and postnatal growth: A review. Archives Latino- americanos de Nutricion 1983\n33: 642-648. Wohlleb, J.C., Pollitt, E., Mueller, W.H., Bigelow, R.: The Bacon Chow study: Maternal supplementation and infant growth. Early Human Development, 1983\n9:19-9\\. Green, L.W., Mullen, P.D., Quillian, J., Gordon, R.A., Wohlleb, J.C., Benedict, M.E., Emerson, O.B., Martin, C.E.: Measuring patient drug information transfer: An assessment of the literature. Report prepared for the Pharmaceutical Manufacturers Association. University of Texas, Houston, TX, 1983. Reeves, R.S., Foreyt, J.P., Scott, L.W., Mitchell, R.E., Wohlleb, J.C., Gotto, AM.: Effects of a low cholesterol eating plan on plasm lipids: Results of a three-year community study. American Jourttal of Public Health 1983\n73: 873-877. Wohlleb, J.C., Pollitt, E., Mueller, W.H., Bigelow, R.: Maternal supplementation and postnatal growth. Presented at the XII International Congress of Nutrition, August 1981, San Diego. DeMark, W., Wohlleb, J.C., Smith, E.O., Garza, C.. Illness and growth in infants of two socioeconomic groups fed human or artificial milk. Baylor Infant Nutrition Research Institute, Houston, TX, 1981. Mueller, W.H., and Wohlleb, J.C.: Anatomical distribution of subcutaneous fat and its description by multivariate methods: How valid are principal components? American Journal of Physical Anthropology 1981\n54: 25-35. Wohlleb, J.C., and Razavi, L.: Dermatoglyphic laterality, sex chromosome mosaicism, and temporal-lobe epilepsy. In: Dermatoglyphics: An International Perspective,]. Mavalwala, editor. Mouton Publishers, The Hague, 1978. I' Latt, S.A., and Wohlleb, J.C.: Optical studies of the interaction of 33258 Hoechst with DNA, chromatin, and metaphase chromosomes. Chromosoma 1975\n52: 297-302. Razavi, L.M., Reed, T.J.E., Wohlleb, J C.: Descriptive Statistics of Fingerprintsfrom the Files on NYSIIS. Terminal Report, N.I.L.E. Project NI-71-128-G, 1973. Wohlleb, J.C.: Research on prisoners (Letter) New England Journal of Medicine \\973: 289 325. Page 24 of 24SELECTED GRANTS AND CONTRACTS The Master of Public Health Program. Assisi Foundation, Memphis, Tennessee, 2000- 2004. Scholarships for Master of Public Health Program from SHARE and Murphy Foundations, El Dorado, 1999-2001 (with Tulane University) Tuberculosis Project with Volgograd Medical Academy, to the University of Arkansas for Medical Sciences, 1999-2001, from Health Research, Inc., Albany, NY (grant from Fogarty International Center, National Institutes of Health). Arkansas-Volgograd Partnership\nTuberculosis Project, to the University of Arkansas for Medical Sciences, 1997-1999, from the American International Health Alliance (contract with US Agency of International Development). Scholarships for Arkansas Master of Public Health Program, Entergy Corporation, 1996- 1997. The Arkansas Master of Public Health Program, to the University of Arkansas for Medical Sciences, 1993-2002, from Tulane University Medical Center, School of Public Health and Tropical Medicine. Projects in the Mississippi River Delta of four public health graduate students, to the University of Arkansas for Medical Sciences, 1992 and 1993, from the W. K. Kellogg Foundation. Training in HIV and AIDS, to the Delta Health Education Center, 1991-1993, from the National Library of Medicine, National Institutes of Health. Delta Health Education and Training Center, to the University of Arkansas for Medical Sciences, 1990-1995, from US Department of Health and Human Services Health Resources and Services Administration (director for principals Joan Faubion and Charles Cranford). Injury Prevention Program, to the Arkansas Department of Health, 1988-1990, from the US Centers for Disease Control. Attitudes and knowledge about HIV-AIDS in Arkansas ascertained through random-digit dialing, 1988, National Center for Health Statistics. PROFESSIONAL SERVICE ACTIVITIES Instructor, College of Public Health, UAMS, 2002 to present Secretary, Academic Senate, UAMS, 2002 Co-chair, Human Research Advisory Committee for Behavioral Sciences, UAMS, 2002 to present Member, Advisory Board, Pastoral Care and Education Program, UAMS, 2001 to present Member, Human Research Advisory Committee, UAMS, 2000 to 2002 Page 25 of 25Member, Obesity Taskforce, Arkansas Department of Health, 2000 Representative, Institutional Advancement Officers Council, UAMS, 1998 to 2001 Coordinator, Tuberculosis Project, Volgograd Medical Academy, 1997 to 2001 Member, Arkansas State Commission on Child Abuse, Rape, and Domestic Violence and of Rape Committee and Victims of Crime Act Committee, 1996 to 1998 Coordinator of capstone projects. Master of Public Health Program for Arkansas, 1995 to 2003 Member, The U. S. Pharmacopeial Convention, Inc. Patient Education/Consumer Interest Advisory Panel, 1995 to 2000 Editor, UAMS Rural Health Progressive, 1993 to 1998 Administrator, Master of Public Health Program for Arkansas, 1993 to 2003 PROFESSIONAL MEMBERSHIPS American Public Health Association, 1978 to present Medical Care Section, Continuing Education Liaison, 2002 to present Arkansas Public Health Association, 1984 to present\nExecutive Committee, 2002 to present Association of Fundraising Professionals, 1995 to 2003 Council for Advancement and Support of Education (CASE), 1998 to 2002 History of Medicine Associates (Arkansas), 1996 to present\nExecutive Committee, 1999 to 2002 Medical Library Association, Government and Legislation Committee, 1994 to 2002 Medical Library Association South Central Region, 1994 to 2002\npast chair. Research Committee COMMUNITY MEMBERSHIPS Rebsamen Fund Board of Directors, 2003 to present Member, Arkansas Economic Developers, 2002 to present Planned Parenthood of Arkansas and Eastern Oklahoma, founding board member, 1998 to 2003 Planned Parenthood of Greater Arkansas, Board of Directors President, 1995 to 1997 American Red Cross Arkansas Chapter Blood Services Committee member, 1987 to 1991 Our House (homeless shelter) founding board member 1988 to 1990 Ozark Mission Project, United Methodist Church, steering committee 1986 to 1989 The Rotary Club of West Little Rock, 1985 to present\nPresident, 1998 to 1999 First United Methodist Church, Little Rock, 1984 to present Contemplative worship music committee chair, 2002 to present Stephen Minister, 2002 to present Missions committee, 1999 to present Representative to the Arkansas Area Russia Initiative, 1998 to present Child Development Center, Budget Committee, 1998 to 1999 Chancel Choir member and teacher, 1984 to present PERSONAL INFORMATION Birth date and place: May 3, 1946, Dayton, Ohio Married to Cynthia Jane Stabler, 1967 to 1977 Daughters Sara Wohlleb and Beth Adel, bom 1970 in Boston, Massachusetts Married to Mary Elizabeth Remmel, 1989 to present 1018 North Arthur, Little Rock, Arkansas 72207-6302 501/680-9244 (mobile), 501/686-2585 (facsimile), wohllebiamesc@aristotle net Interests: Tennis, religion, history, and travel Page 26 of 26F Vita Ed R. Williams, Ph.D. Little Rock School District Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 501-447-33861 Fax: 501-447-7609! ed.williams@lrsd.org Educational History 1. Doctor of Philosophy 1995 University of Arkansas - Fayetteville, Arkansas Specialty: Vocational Rehabilitation Research and Education 2. Master of Education 1992 University of Arkansas - Fayetteville, Arkansas Specialty: Vocational Rehabilitation Counselor. Deafness and Hard of Hearing 3. Bachelor of Arts 1972 Upper Iowa University - Fayette, Iowa Major: Political Science/Secondary Education Minor: Psychology Certifications Teachers License, #483665503, Social Studies, Grades 7-12, Valid through 12/31/2007 Licensed Professional Counselor (LPC), #P9702006, Valid through 7/1/2006 Certified Rehabilitation Counselor (CRC), #27328, Valid through 3/31/2007 Sign Communication Proficiency Interview (SCPI) rating of intermediate Current Employment Statistical Research Specialist: Little Rock School District, 1998 to present Analyze, interpret, and compile reports using test and other District data. Provide research support, statistical information and interpretation, and disaggregate data. More specifically, authored the evaluation design for the Districts English as a Second Language (ESL) Page 27 of 27 bF Compliance Plan and Charter School. Authored or co-authored the School Board approved evaluation agenda reports. Authored data analysis reports for the Districts Divisions of Curriculum \u0026amp; Instruction, School Services, and Student Assignment. Present workshops to a wide range of audiences on using test results and other data to improve instruction. Assist with various tests administered by the District. Use SPSS, ACCESS, EXCEL, and other specialized software to gather, analyze, and publish data. Implement the assigned portions of the Districts Compliance Remedy order. Previous Public Sector Employment Assistant Professor: University of Arkansas! Rehabilitation Research and Training Center (RTC-311 for Persons who are Deaf or Hard of Hearing, 1997-1998 Conducted applied research to enhance employability for persons who are deaf, late deafened, or hard of hearing. Conducted training and dissemination activities to bring project results to key professional and consumer groups. Taught within the Universities graduate programs in rehabilitation counseling and independent living. Project Director: Successful Transition to Employment for Postsecondary Students with Disabilities (STEPS), University of Arkansas at Little Rock (UALRl, 1994-1997 Provided career and personal counseling to students. Developed and taught a 4000/senior level career development class. Trained various state agency personal and UALR faculty/staff. Recruited and organized advisory councils. Supervised project marketing and publicity, collected and analyzed evaluation data using SPSS, presented at national and international conferences, and traveled the state to present at various consumer groups. Project Manager: Arkansas Children's Hospital, 1994 Established and maintained field sites for the project: Assessment of Rural Adolescent Alcohol Use. Coordinated: (a) collection dates\n(b) appointments to collect extent data\n(c) data entry\nand (d) data analysis. Consulted: (a) to maintain validity of project\nand (b) to determine predictor variables for project outcomes. Graduate Assistant: University of Arkansas, 1992-1994 Identified, established, and maintained field sites. Collected and analyzed data through developing statistical programs using SPSS. Wrote reports, journal articles and gave conference presentations. Research Associate: Transition Project, Little Rock, Arkansas, 1992-1994 Page 28 of 28Scheduled 112 parent and student interviews statewide. Collected data utilizing a face-to-face interview format. Interviewed parents and students on their perception about the transition process. Entered \u0026amp; analyzed data and wrote progress and final report of findings. Client Advocate: Client Assistance Program (CAP), Little Rock, Arkansas, 1992-1993 Assisted and advocated for individuals with disabilities in their relationships with projects, programs, and facilities providing services under the Rehabilitation Act. In addition, provided clients with information on available services and benefits under the Rehabilitation Act and Title I of the Americans with Disabilities Act (ADA). Peer Reviewed Grants Planning Dunbar-Hunter, 2004-2005 (2003). Arkansas Humanities Council and the National Endowment for the Humanities. $5,240.00 Mouth of the Cache (2003). Arkansas Heritage Commission. $4,900.00 French Migration into Arkansas (2001). Arkansas Heritage Commission. $1,770.00 Dye Workshop (2000). Arkansas Humanities Council and the National Endowment for the Humanities. $2,500.00 Cultures in Contact (1999). Arkansas Humanities Council and the Rockefeller Foundation. $2,000.00 Dean Shostak: Colonial Musician (1998). Arkansas Humanities Council and the National Endowment for the Humanities. $ 1,500.00 Individuals with Disabilities: Potential, Accommodation \u0026amp; Style (ID:PAS), (1997-2000). U.S. Department of Education Office of Special Education and Rehabilitative Services (OSERS), Postsecondary Education Programs for Individuals with Disabilities, Model Demonstration Projects to Improve the Delivery and Outcomes of Postsecondary Education for Individuals with Disabilities (CFDS No. 84.078C). $403,886.00 Music and Militia (1997). Arkansas Humanities Council and the National Endowment for the Humanities. $2,000.00 Peer Reviewed Publications Roessler, R., Shearin, A., \u0026amp; Williams, E. (2000). Three recommendations to improve transition planning in the lEP. Journal for Vocational Special Needs Education, 22(2), 31-36. Geyer, P. D. \u0026amp; Williams, E.R. (1999). The role of technical assistance centers in addressing employer concerns about accommodating workers who are deaf or hard of hearing. Labor Law Journal, 50(4), 280-288. Page 29 of 29Williams, E. R. (1998). Essential functions worksheet. Journal of Rehabilitation Administration, 22(2), 123-128. Williams, E. R. (1998). Developing awareness and sensitivity to communication barriers encountered by people who are deaf or hard of hearing. In S. Totten \u0026amp; C, Johnson (Eds ), Preparing middle level educators: Practicing what we preach. Williams, E. R. (1998). Personal Perspective - Disclosure of a disability during the job interview\nAvoidance of deviance. Journal of Postsecondary Education and Disability, 13(1), 75-76.. Williams, E. R., \u0026amp; Akridge, R. L. (1997). Test-retest reliability of the responsible assertion scale (RAS). Vocational Evaluation and Work Adjustment Bulletin, 30(2/3), 44. Williams, E. R. (1997). Work personality profile: Validation within the supported employment environment. Journal of Rehabilitation, 63(2), 26-30. Williams, E. R. (1996). Middle school teacher attitudes towards the placement of students with disabilities. Current Issues in Middle School Education, 5(2), 73-85. Williams, E. R., \u0026amp; Akridge, R. L. (1996). The Responsible Assertion Scale: Development and evaluation of psychometric qualities. Vocational Evaluation and Work Adiustment Bulletin, 29(1), 19-23. Andrew, J., Getch, Y., Bellini, J., \u0026amp; Williams, E. (1996). University support for doctoral education in rehabilitation. Journal of Rehabilitation Education, 10(4), 319-330. Williams, E. R. (1995). Interpersonal problem-solving training: Job maintenance through acquisition of interpersonal problem-solving skills. International Association of Special Education\nEmpowering children with special needs (pp. 36-38). Whitewater, WI: University of Wisconsin-White water. Schriner, K. F., Bellini, J. L., \u0026amp; Williams, E. R. (1995). Implementing IDEA\nlEP meetings in demonstration and nondemonstration sites in a systems chance state. Rural Special Education Quarterly, 14(3). 36-42. Other Publications Boone, S., Watson, D., VanBiervliet, A., McGee, S., Lefebure, H., \u0026amp; Williams, E. (1998). Multimedia job accommodations curriculum for persons who are deaf or hard of hearing: Annual report one. (NIDRR Field Initiated Grant: H133G70104, 1997-2000). Little Rock, AR: University of Arkansas RRTC for Persons who are Deaf or Hard of Hearing. University of Arkansas Page 30 of 30I Williams, E. R., Tuttle, C, \u0026amp; Dahmen-Jones, D. (1997). STEPS: Equal employment opportunities for people with disabilities class 1CD1. Little Rock, AR: University of Arkansas at Little Rock. Williams, E. R. (1996). Validation of a work behavioral rating instrument for people receiving supported employment services (Doctoral dissertation. University of Arkansas at Fayetteville, 1995). Dissertation Abstracts International, 57(03), A. Williams, E. R. (1996). How to use the Essential Functions Worksheet. Point of Departure, 2(2), 5. Williams, E. R. (1995). Postsecondary education options and services in the state of Arkansas. Little Rock, AR: University of Arkansas-Little Rock, Educational and Student Services. Williams, E. R. (1995). Resume assessment and training (RAT). Little Rock, AR: University of Arkansas-Little Rock, Education and Student Services. Williams, E. R. (1994). Student evaluation of school-based transition activities. Fayetteville: Arkansas Research and Training Center in Vocational Rehabilitation. Teaching Activities Professor, Rehabilitation Education (RHAB) #5453, Psychological Aspects of Disability, University of Arkansas-Fayetteville, 1998 Adjunct Professor, Rehabilitation Education (RHAB) #5453, Psychological Aspects of Disability, University of Arkansas-Fayetteville, 1997 Adjunct Professor, Teacher Education (TCED) #7337, Life Adjustment for Persons with Severe Disabilities, University of Arkansas-Little Rock, 1997 Instructor, Personal Awareness (PEAW) #4124 Leadership Practicum: Equal Employment Opportunities for People with Disabilities, University of Arkansas-Little Rock, 1995-1997 Instructor, Personal Awareness (PEAW) #1200 First Year Experience, University of Arkansas- Little Rock, 1995-1997 Lecturer, PSYC #3320 Intro to Applied Psychology, and Teacher Education (TCED) #5300 Disability in Peoples Lives, University of Arkansas - Little Rock, 1995 Lecturer, Rehabilitation Education (RHAB) #5433 Medical Aspects of Disability, University of Arkansas, 1994-96 Page 31 of 31 liLecturer, RHAB #3493 Vocational Evaluation, Assessment \u0026amp; Placement, University of Arkansas, 1994-96 Lecturer, Curriculum and Development (CID) #3151 Survey of Exceptionality, University of Arkansas, 1993-1994 Presentations at International, National, and State Conferences Williams, E. R. (1998, July). Get that job: Tips for success in the job interview. Paper presented at the annual Association on Higher Education and Disability (AHEAD), Las Vegas, NV. Williams, E. R. (1998, July). Critical thinking. Invited presentation. College ONE summer orientation program for students who are deaf. University of Arkansas at Little Rock, Little Rock, AR. Williams, E. R. \u0026amp; Geyer, P. (1998, July). Who do you call? Ghostbusters! Addressing employer concerns about workplace accommodations. Paper presented at the biennial conference of the National Association of the Deaf (NAD), San Antonio, Texas. Watson, D., Anderson, G., Boone, S. Williams, E. R., \u0026amp; McGee, S. (1998, June). Success in the workplace for people who are deaf or hard of hearing. Paper presented at the biennial International Convention of the Alexander Graham Bell Association for the Deaf (AGB), Little Rock, AR. Geyer, P., \u0026amp; Williams, E. R. (1998, June). Using job-forecasting information when making career decisions. Paper presented at the biennial International Convention of the Alexander Graham Bell Association for the Deaf (AGB), Little Rock, AR. Williams, E. R. (1998, May). The role of technical assistance centers in addressing employer concerns about accommodating workers who are deaf or hard of hearing. Invited presentation, Kentucky Department of Vocational Rehabilitation, Frankfort, KY. Williams, E. R., \u0026amp; Boone, S. (1997, November). ADA: An overview. Invited class lecture. Orientation to Deaftiess, University of Arkansas at Little Rock. Geyer, P. D., \u0026amp; Williams, E. R. (1997, September). Working in \"Hot Jobs\": A career strategy for adults with disabilities. Paper presented at the annual conference of the National Rehabilitation Association (NRA), Tulsa, OK. Williams, E. R. (1996, July). To disclose or not to disclose.... Paper presented at the annual conference of the Association on Higher Education and Disability (AHEAD), New Orleans, LA. Page 32 of 32Williams, E. R. (1995, November\n1996, March, September, November). Leadership through chaos. Paper presented at a workshop sponsored by Disability Support Services at UALR on leadership training, Little Rock, AR. Williams, E. R. (1995, October\n1996, March, September). Improving your GPA by maximizing your learning strength. Paper presented at a workshop sponsored by Disability Support Services on learning styles. Little Rock, AR. Williams, E. R., Queller, S., Smelser, A., \u0026amp; Serebrini, R. (1995, October). Supporting students with disabilities in post secondary education. Paper presented at the Transition: Investment in the Future conference. Little Rock, AR. Williams, E. R. (1995, August). Assessing and enhancing the social problem solving skills of deaf adolescents. Paper presented at the fourth biennial conference of the International Association of Special Education, Brighton, England. Williams, E. R., Jones, C., McNamara, M., Koslowski, L., Bhattacharyya, A. (1995, June). Enhancing assertive behavior. Paper presented at the Foundation for Rehabilitation Counseling seminar on Counseling Skills that Facilitate Client Empowerment, Newport Beach, CA. Johnson, V. A., Williams, E. R., \u0026amp; Boone, S. E. (1993, June). Empowering people for interpersonal problem-solving. Paper presented at the annual conference of the Southwest Regional Rehabilitation Association (SRRA), Dallas, TX. Johnson, V. A., Williams, E. R., (1993, June). Get that job: Skills for success in the job interview. Paper presented at the annual conference of the Southwest Regional Rehabilitation Association (SRRA), Dallas, TX. Current Association Membership American Educational Research Association (AERA) Community Service Board member, Arkansas Urban Gardening Educational Resources, Inc., 2002 to present Assistant Scoutmaster, Arkansas School for the Deaf, 1991 to present President, Early Arkansas Reenactors Association, 2001 to present Member, Pulaski Enterprise Council, 1996 to present Volunteer, Dunbar Adult Gardeners, 1998 to present Page 33 of 33Previous Private Sector Employment Owner: Insty-Prints, Little Rock. Arkansas. 1988-1990 Sales calls, sales presentations, customer prospecting, delivery of merchandise and follow-up. Planned production schedules, trained all employees on counter sales techniques, use of all equipment, including desk top publishing and printing press. Ordered all supplies, completed all financial and tax reporting. Financial Planner: IDS Financial Services. Inc.. Little Rock. Arkansas. 1987 Prospected and interviewed clients. Developed financial plans to fit the needs and resources of clients. Developed sales presentations and closings. Responsible for all customer follow-up. Store Manager: K-Mart Corporation. Troy. Michigan. 1972-1986 Trained and supervised 100 employees. Bought merchandise for stores generating $11,000,000 in sales. Acquired expertise in federal and state employment laws. Enacted hiring and disciplinary actions. Conducted bi-annual evaluations of all employees, held weekly and daily organizational meetings. Planned all local sales promotions: (a) newspaper ads, (b) good news promotions and (c) local fund-raising events. Prepared sales, expense budgets and weekly cash audit Page 34 of 34B. Comprehensive Program Assessment Process Comprehensive Program Assessment Process (draft IL-R) Little Rock School District Evaluation Standards Joint Committee on Standards for Educational Evaluation Page 35 of 35PROGRAM EVALUATION AGENDA Purpose The purpose of these regulations is to provide guidance to the staff involved in the evaluation of programs required in the Boards Program Evaluation Agenda. They do not necessarily apply to grant-funded programs if the funding source requires other procedures and provides funding for a required evaluation. Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Board-approved Program Evaluation Agenda will be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994). The Program Evaluation Standards, 2^ Edition: How to Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) Prospective, controlled, suimnative evaluations are at one end of a spectrum of activities that review District operations. Other activities in this continuum include formative and less formal and rigorous evaluations, regular and occasional assessments, and fast or brief snapshots. As rigor and formality diminish along the range of reviews, fewer standards apply. Examples of how the standards apply are found following table, adapted from The Program Evaluation Standards, pages 18 and 19\nChecklist for Applying the Standards The reader should interpret the information provided in this table with reference both to the Standards (cited above) and the peculiar circumstances of given program reviews. Double plus signs (++) indicate that standards are fully addressed. Single pluses (+) mean that the standard is a concern but not necessarily fully addressed, and zeros (0) point to standards not usually applicable. Not all summative evaluation will fully satisfy every standard, and other examples may observe more standards than indicated here. Note, however, that all reviews fully observe human rights and impartial reports. 1 Page 36 of 36Checklist of Evaluation Standards for Examples of Program Reviews ______________standard_______ Ul Stakeholder Identification_________ U2 Evaluator Credibility_____________ U3 Information Scope \u0026amp; Selection U4 Values Identification_____________ U5 Report Clarity _______________ U6 Report Timeliness \u0026amp; Dissemination U7 Evaluation Impact_______________ Fl Practical Procedures_____________ F2 Political Viability_______________ F3 Cost Effectiveness_______________ Pl Service Orientation______________ P2 Formal Agreements______________ P3 Rights of Human Subjects P4 Human Interaction_______________ P5 Complete \u0026amp; Fair Assessment______ P6 Disclosure of Findings___________ P7 Conflict of Interest______________ P8 Fiscal Responsibility_____________ Al Program Documentation_________ A2 Context Analysis_______________ A3 Described Purposes and Procedures A4 Defensible Information Sources AS Valid Information_______________ A6 Reliable Information____________ A7 Systematic Information__________ A8 Analysis of Quantitative Data A9 Analysis of Qualitative Data______ AIO Justified Conclusions___________ Al 1 Impartial Reporting_____________ A12 Meta-evaluation Summative evaluations -H- ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ Page 37 of 37 Informal Assessments -H- 0 + + + 0 + + + + (F + + ++ ++ + V Formative Evaluation Process (School Portfolios) ________0 ________+________ + ________+________ _______++_______ ________+________ ________+________ ________0 ________+________ ________+_______ ________0 ________++_______ ________0 ________+_______ +_______ -I- ________0 ________+_______ -H- + + + + 0 + + ++ \"o' Snapshots 0 0 + 4- + 0 -I- -l-l- 0 + + 0 0 + + \"o 0 + + + + + + +Program Evaluation Procedures The following procedures are established for the evaluation of programs approved by the Board of Education in its annual Program Evaluation Agenda: 1. The Planning, Research, and Evaluation (PRE) Department will recommend to the Superintendent annually, before the budget for the coming year is proposed, the curriculum/instruction programs for comprehensive program evaluation. The recommendation will include a proposed budget, a description of other required resources, and an action plan for the completion of the reports. Criteria for the proposed agenda are as follows: 2. 3. 4. 5. 6. A. Will the results of the evaluation influence decisions about the program? B. Will the evaluation be done in time to be useful? C. Will the program be significant enough to merit evaluation? (See Joseph S. Wholey, Harry P. Hatry, and Kathryn Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass Publishers. 5-7.) The Superintendent will recommend to the Board of Education for approval the proposed Program Evaluation Agendawith anticipated costs and an action plan for completion. For each curriculum/instruction program to be evaluated as per the Program Evaluation Agenda, the Director of PRE will establish a staff team with a designated leader to assume responsibility for the production of the report according to the timelines established in the action plan approved by the Board of Education. Each team will include, at a minimum, one or more specialists in the curriculum/instruction program to be evaluated, a statistician, a programmer to assist in data retrieval and disaggregation, and a technical writer. If additional expertise is required, then other staff may be added as necessary. An external consultant with expertise in program evaluation, the program area being evaluated, statistical analysis, and/or technical wnting will be retained as a member of the team. The role of the external consultant may vary, depending upon the expertise required for the production of the program evaluation. The team leader will establish a calendar of regularly scheduled meetings for the production of the program evaluation. The first meetings will be devoted to the following tasks: Page 38 of 38A. Provide any necessary training on program evaluation that may be required for novice members of the team, including a review of the Boards policy IL and ail of the required criteria and procedures in these regulations, IL-R. 7. B. C. D. E. F. G. Assess the expertise of each team member and make recommendations to the Director of PRE related to any additional assistance that may be required. Write a clear description of the curnculum/instruction program that is to be evaluated, with information about the schedule of its implementation. Agree on any necessary research questions that need to be established in addition to the question, Has this curriculum/instruction program been effective in improving and remediating the academic achievement of African-American students Generate a list of the data required to answer each research question, and assign responsibility for its collection and production. All available and relevant student performance data should be included. (See Judge Wilsons Compliance Remedy.) Decide who will be the chief writer of the program evaluation. Plan ways to provide regular progress reports (e.g., dissemination of meeting minutes, written progress reports, oral reports to the Superintendents Cabinet) to stakeholders. (See Joellen Killion (2002). Assessing Impact: Evaluating Staff Development. Oxford, OH. National Staff Development Council (NSDC)\nRobby Champion (Fall 2002). Map Out Evaluation Goals. Journal of Staff Development. 78-79\nThomas R. Guskey (2000). Evaluating Professional Development. Thousand Oaks, CA\nCorwin Press\nBlaine R. Worthen, James R. Sanders, and Jody L. Fitzpatrick (1997). Participant-Oriented Evaluated Approaches. Program Evaluation: Alternative Approaches and Practical Guidelines\n153-169\nBeverly A. Parsons (20021. Evaluative Inquiry: Using Evaluation to Promote Student Success. Thousand Oaks, CA: Corwin Press\nand Joseph S. Wholey, Harry P. Hatry, and Kathryn E. Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA\nJossey-Bass Publishers.) Subsequent meetings of the program evaluation team are required for the following tasks\nPage 39 of 39I to monitor the completion of assignments\nto collaborate in the interpretation and analysis of data, to pose any necessary new questions to be answered\nto review drafts and provide feedback to the writer\nto formulate recommendations, as required, for program improvement, especially to decide if a recommendation is required to modify or abandon the program if the findings reveal that the program is not being successful for the improvement of African-American achievement\nto assist in final proofreading\nand to write a brief executive summary, highlighting the program evaluation findings and recommendations. 8. 9. 10. 11. 12. A near-final copy of the program evaluation must be submitted to the Director of PRE at least one month before the deadline for placing the report on the Boards agenda for review and approval. This time is required for final approval by staff, for final editing to ensure accuracy, and for submission to the Superintendent. When the program evaluation is approved for submission to the Board of Education for review and approval, copies of the Executive Summary and complete report must be made for them, for members of the Cabinet. The program evaluation team will plan its presentation to the Board of Education on the findings and recommendations. The Director of PRE will prepare the cover memorandum to the Board of Education, including all the required background information: A. If program modifications are suggested, the steps that the staff members have taken or will take to implement those modifications. If abandonment of the program is recommended, the steps that will be taken to replace the program with another with more potential for the improvement and remediation of Afiican-American students. B. Names of the administrators who were involved in the program evaluation. C. Name and qualifications of the external expert who served on the evaluation team. D. Grade-level descriptions of the teachers who were involved in the assessment process (e.g., all fourth-grade math teachers, all eighth grade English teachers, etc.). When the program evaluation is approved by the Board of Education, the team must arrange to have the Executive Summary and the full report copied and design a plan for communicating the program evaluation findings and recommendations to other stakeholders. This plan must then be submitted to the Director of PRE for approval. Page 40 of 40 AT 13. Each program evaluation team will meet with the Director of PRE after the completion of its work to evaluate the processes and product and to make recommendations for future program evaluations. (See Joellen Killion (2002).  Evaluate the Evaluation. Assessing Impact: Evaluating Staff Development. Oxford, OH: National Staff Development Council. 46,123-124.) I I Approved: [date] Page 41 of 41 fl Evaluation Standards Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Board-approved Program Evaluation Agenda will be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994). The Program Evaluation,Stand^ds. 2\nEdition: How to Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) They are as follows: )Dd Utility Standards The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. These standards are as follows: Stakeholder identification. People involved in or affected by the evaluation should be identified so that their needs can be addressed. Evaluator credibility. The people conducting the evaluation should be both trustworthy and competent to perform the evaluation so that the evaluation findings achieve maximum credibility and acceptance. Information scope and sequence. Information collected should be broadly selected to address pertinent questions about the program and should be responsive to the needs and interests of clients and other specified stakeholders. Values identification. The perspectives, procedures, and rationale used to interpret the findings should be described carefully so that tiie bases for value judgments are clear. Report clarity. Evaluation reports should describe clearly the program being evaluated, including its context and the purposes, procedures, and findings of the evaluation, so that essential information is provided and understood easily. Report timeliness and dissemination. Significant interim findings and evaluation reports should be disseminated to intended users so that they can be used in a timely fashion. Evaluation impact. Evaluations should be planned, conducted, and reported in ways that encourage follow-through by stakeholders, so that the likelihood that the evaluation will be used is increased. Feasibility Standards Feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal.  Practical procedures. Evaluation procedures should be practical so that the disruption is kept to a minimum while needed information is obtained.  Political viability. The evaluation should be planned and conducted with anticipation of the different positions of various interest groups so that their cooperation may be obtained and so that possible attempts by any of these groups to curtail evaluation operations or to bias or misapply the results can be averted or counteracted.  Cost-effectiveness. The evaluation should be efficient and produce infonnation of sufficient value so that the resources expended can be justified. Page 42 of 42Propriety Standards The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results.  Service orientation. Evaluations should be designed to assist organizations to address and effectively serve the needs of the full range of targeted participants.  Formal agreements. Obligations of the formal parties to an evaluation (what is to be done, how, by whom, and when) should be agreed to in writing so that these parties are obligated to adhere to all conditions of the agreement or to formally renegotiate it.  Rights of human subjects. Evaluations should respect human dignity and worth in their interactions with other people associated with an evaluation so that participants are not threatened or harmed.  Complete and fair assessments. The evaluation should be complete and fair in its examination and recording of strengths and weaknesses of the program being evaluated so that strengths can be built upon and problem areas addressed.  Disclosure of findings. The formal parties to an evaluation should ensure that the full set of evaluation findings, along with pertinent limitations, are made accessible to the people affected by the evaluation, as well as any others with expressed legal rights to receive the results.  Conflict of interest. Conflict of interest should be dealt with openly and honestly so that it does not compromise the evaluation processes and results.  Fiscal responsibility. The evaluators allocation and expenditure of resources should reflect sound accountability procedures and be prudent and ethically responsible so that expenditures are accounted for and appropriate. Accuracy Standards , Accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine the worth of merit of the program being evaluated. Program documentation. The program being evaluated should be described and documented clearly and accurately so that it programs is identified clearly. Context analysis. The context in which the program exists should be examined in enough detail so that its likely influences on the program can be identified. Described purposes and procedures. The purposes and procedure of the evaluation should be monitored and described in enough detail so that they can be identified and assessed. Defensible information sources. The sources of information used in a program evaluation should be described in enough detail so that the adequacy of the information can be assessed. or Valid information. The information-gathering procedures should be chosen developed and then implemented in a manner that will ensure that the interpretation arrived at is valid for the intended use. Reliable information. The information-gathering procedures should be chosen or manner that will ensure that the developed and then implemented in a information obtained is sufficiently reliable for the intended use. Systematic information. The information collected, processed, and reported in an evaluation should be review systematically so that the evaluation questions are answered effectively. Page 43 of 43Analysis of quantitative information. Quantitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Analysis of qualitative information. Qualitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Justified conclusions. The conclusions reached in an evaluation should be justified explicitly so that stakeholders can assess them. Impartial reporting. Reporting procedures should guard against distortion caused by personal feelings and biases of any party so the evaluation reports reflect the evaluation findings fairly. Metaevaluation. The evaluation itself should be evaluated formatively and summatively against these and other pertinent standards so that its conduct is appropriately guided, and on completion, stakeholders can closely examine its strengths and weaknesses. Page 44 of 44C. Outside consultants Commitment to LRSD evaluations by Dr. Ross Dr. Steven M. Ross curriculum vitae Dr. James S. Catterall curriculum vitae Page 45 of 45-THEUNiVEFStlYOF MEMPHIS Center tor Researct: in Ediicaticnal Policy A Tennessee Center of Excellence 325 Browning Hall Memphis, TN 38152-3340 Office: 901.678.2310 Toll Free: 866.670.6147 Fax\n901.678.4257 www.memphis.edu/crep November 11, 2004 Dr, Karen DeJamette Director, PRE Little Rock School District 3001 S. Pulaski Little Rock, AR 77206 Dear Dr. DeJamette\nreviewed the document entitled, First Quarterly Progress Update, prepared with I have reviewed the document entitled, irsr i^uaneriy riugicss upuaiu, respect to the new Compliance Remedy (Memorandum Opinion, June 30, 2004, add. 64-67). As an evaluation expert and past and present consultant to the Little Rock School District, I am satisfied with its content and endorse it as representing an accurate portrayal of accomplishments to date and a viable plan for addressing the requirements of the Remedy. 1 look forward to working with you, PRE, and other district leaders in completing the evaluation studies described in the document. Please feel free to contact me if any additional information is needed. Sincerely, Steven M. Ross, Ph.D. Faudree Professor and Director Center for Research in Educational Policy A Tennessee Board of Regents Institution An Equal Opportunity  Affmative Action University IBRIEF VITA Steven M. Ross 224 Eagle Spring Cove Cordova, TN 38018 PERSONAL DATA____________ Home: (901)755-6654 Office: (901)678-3413 E-Mail: smross@memphis.edu EDUCATION The Pennsylvania State University The Pennsylvania State University The Pennsylvania State University B.A. M.S. PhD. 1969 1972 1974 Undergraduate Major: Graduate Major: Psychology Educational Psychology ________________________PROFESSIONAL ASSOCIATIONS________ American Psychological Association American Educational Research Association Mid-South Educational Research Association Association for Educational Communications \u0026amp; Technology International Congress for School Effectiveness and School Improvement Fellow Member Member Member Member Instnjctor Continuing Education Instnjctor Psychology EXPERIENCE Evaluator Assistant Professor Associate Professor Professor Senior Researcher Director Mitre Corporation Educational Psychology Educational Psychology Educational Psychology Center for Research in Educational Policy Center for Research in Educational Policy The Pennsylvania State University Lock Haven State College, Lock Haven, PA McLean, Virginia The University of Memphis The University of Memphis The University of Memphis The University of Memphis The University of Memphis COURSES RECENTLY TAUGHT Theories of Learning Individual Differences and Learning Educational Statistics Educational Research Computers in Education Thesis Writing Educational Assessment 1973-1974 Spring Semester 1974 Summer, 1974 1974-1979 1980-1985 1985 - Present 1995-2001 2001 - Present Undergraduate Graduate Undergraduate and Graduate Graduate Undergraduate and Graduate Graduate Graduate________ HONORS AND DISTINCTIONS 1. 2. 3. 4. 5. 6. 7. NDEA Fellowship for graduate study at the Pennsylvania State University, 1971-1973. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971. Distinguished Teaching Service Award, University of Memphis, 1980. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. Elected Fellow, Division 15, American Psychological Association, 1986. Visiting Scholar. National Center for Research on Improving Postsecondary Teaching and Learning. University of Michigan, Summer 1987. Distinguished Research Award, University of Memphis, 1987. Page 46 of 46r i 8. 9. 10. 11. 12. 13. 14. 15. 16. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980\nno longer eligible) Memphis State University nominee, CASE Professor of the Year Award, 1989 Superior Performance in University Research (SPUR) Award, University of Memphis, 1990, 1991, 1992 Distinguished Research Award, University of Memphis, 1993. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 Editor, Educational Technology Research and Development, 1993-present Editorial Board, Journal of Education for Students Placed At Risk. 1995-present Editorial Board, Computers and Human Behavior, 1994-present Invited testimony, U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families, Committee on Education and the Workforce, June 26, 1998. ___ _ 17. Invited panelist on comprehensive school reform, discussion with Secretary of Education Richard Riley, 18. 19. March 16. 1999. Lillian and Morrie Moss Chair of Excellence in Urban Education, 2001 Provosts Professorship, 2004-2005, The University of Memphis SCHOLARSHIP Publications in Refereed Journals Books Book Chapters Papers Presented at Professional Meetings 122 7 28 224 SELECTED RECENT PUBLICATIONS Ross, S. M., \u0026amp; Smith, L. J. (1998). Improving school achievement and inter-group relations for children placed at risk. European Journal of Intercultural education, 9(2), 141-154. Smith, L. J., Ross, S. M., McNelis, M, Squires, M., and others (1998), The Memphis restructuring initiative. Analysis of activities and outcomes that impact implementation success. Education and Urban Society, 30(3), 296-325. Stringfield, S., \u0026amp; Snively, F. (1998). Scaling up school restructuring in multicultural multilingual Datnow, A., Ross, S., , --------=-r-------------- - oazox -nc qkv contexts: Early observations from Sunland County. Education and Urban Society, 30(3), 326-357. Ross S. M., Smith, L. J., \u0026amp; Casey, J. P. (1999). \"Bridging the gap\": The effects of the Success For All Program on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement, 10(2), 129-150. Momson, G. R., Ross, S. M., \u0026amp; Kemp, J. E. (2000). Designing effective instruction (3*^ ed.). New York, NY: Macmillan College Publishing. Ross S M Alberg, M., Smith. L., Anderson, R., Bol, L., Dietrich, A., Lowther, D., \u0026amp; Phillipsen, L. I xwww,  O _ _____I____*rUA KAAmrkhie eff\u0026gt;kr\\/ 9f VAar (2000). Using whole-school restructuring to improve Teaching and Change. 7(2), 111-126. 1 I, r\\., UWI, W., IWI   I  - I  educational outcomes: The Memphis story at year 3. Ross, S. M., \u0026amp; Seidel, S. (2000). The introduction to the NEA Teacher Education Initiative. Teachirig and Change, 8, 5-9. Nath LR \u0026amp; Ross S.M. (2001). The influence of a peer tutoring training model for implementing cooperative groupings with elementary students. Educational Technology, Research and Developmerit, (2), 41-56. Ross S M , Sanders, W. L., Wright, S. P., Stringfield, S., Wang, L. W., \u0026amp; Alberg, M^September 2001). Two- and three-year achievement results from the Memphis Restructuring Initiative. School Effectiveness and School Improvement, 12, 323-346. Page 47 of 47 iBol, L., Nunnery. J., Ross S.M. \u0026amp; Alberg, M. (2002). A comparison of Teachers assessment practices in school restructuring^ ' . n i_ z_..1. DIxLz t A\\ models by year of implementation. Journal of Educational Research for Students Placed at RJsk, 7(4), 407- 423. Reynolds, A., Ross, S.M., Rakow, J.H. (2002). Teacher retention, teaching effectiveness, and professional preparation: A comparison of professional development school and non-professional development school graduates. Teaching and Teacher Education. 18, 289-303. Ross, S. M. (2002) (2002). Developing Capacity for Scaling-Up Comprehensive School Reform Models: Aggregate Results for Provider Teams Receiving Capacity-Building Grants (Prepared for OERI). Memphis, TN: The University of Memphis, Center for Research in Educational Policy. Ross, S. M. \u0026amp; Hom, R. A. (2002). Introductory Statistics: An Individualized Approach Third Edition. Boston, MA: Pearson Custom Publishing. Ross S. M. \u0026amp; Lowther, D. L. (2003). Impacts of the Co-nect school reform design on classroom instruction, school climate, and student achievement in inner-city schools. Journal for Educational Research on Students Placed at Risk, 8(3), 215-246. Ross, S.M Ross, S.M., Stringfield, S., Sanders, W.L., \u0026amp; Wright, S.P. (2003). Inside systemic Elementary school reform: Teacher effects and teacher mobility. School Effectiveness and School Improvement, 14(1), 73-110. Ross, S. M. \u0026amp; Morrison, G.R. (2003). Experimental research methods. In D. H. Jonassen (Ed.), Handbook of Research for Education Communications and Technology, 2 Ed. Mahwah, NJ: Lawrence Erlbaum Associates. Ross, S.M., Stringfield, S., Sanders, W.L., \u0026amp; Wright, S.P. (in press). Fourth-year achievement results in the Tennessee value-added assessment system in restructuring schools in an inner-city district. Education Administration Quarterlv. Lowther, D. L., \u0026amp; Ross, S. M. (2003). When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom. Educational Technology Research and. Development, 51(3), 23-44. Monison, G. R., Ross, S, M., \u0026amp; Kemp, J. E. (2004). Designing Effective Instruction 4*^ Edition. Hoboken, NJ: Wiley \u0026amp; Sons. Ross, S. M., Nunnery J. A., Goldfeder, E., McDonald, A., Rachor, R., Hornbeck, M., \u0026amp; Fleischman, S. (2004). Using school reform models to improve reading achievement: A longitudinal study of Direct Instruction and Success For All in an urban district. Journal of Education for Students Placed At Risk, 9 (4), 357-388. Ross, S. M., Morrison, G., \u0026amp; Lowther, D. L. (in press). Using experimental methods in higher education research. Journal of Computing in Higher Education. McDonald, A.J., Sterbinsky A., Lowther, D., Ross, S.M., Redfield, D., Apodaca, M., \u0026amp; Martelli, S. (in press). Demonstrating comprehensive school reform. A review of two longitudinal studies. The International Journal of Educational Policy, Research and Practice, 4 (4). Ross S.M. \u0026amp; Gil L. (2004) The past and future of comprehensive school reform: Perspectives r\\Ud5, O.IVl., w VII, J I  iw  - --  , from a researcher and practitioner in Christopher T. Cross (Ed.). Putting the Pieces Together, Lessons from CSR Research (pp. 151-174). Washington, DC: NCCSR. -----------------------------------------------------------SUMMARY OF INTERESTS ten years, I ------------------------------- During the past have worked extensively with school districts, both regionally and locally, to develop and Page 48 of 48 I* evaluate programs for improving student achievement. The primary focus of these studies has been schools predominantly serving disadvantaged inner-city minority children. Currently, I am working on the formative and summative evaluation of Comprehensive School Reform (CSR) projects at schools in various states. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and other school districts and of professional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI). Page 49 of 49 INAME: Catterall CURRICULUM VITAE James S. ADDRESS: 1840 Deerhill Trail Topanga Canyon, CA 90290 (310) 455-2720 University of California Graduate School of Education \u0026amp; Information Studies Los Angeles, CA 90024 (310) 825-5572\n825-0267 EDUCATION: Ph.D. Educational Policy Analysis/Finance Stanford University, 1982 M.A. Public Policy Analysis University of Minnesota Hubert H. Humphrey Institute of Public Affairs, 1973 A.B. Economics (with honors) Princeton University, 1970 EMPLOYMENT: UCLA Graduate School of Education \u0026amp; Information Studies 1995 to present: Professor of Education (appointed Assistant Professor in 1981) 1996-97 1995- Elected Chair of the Faculty Associate Editor, Educational Evaluation and Policy Analysis, a journal of the American Educational Research Association. 1993-97 Assistant Dean 1 Program leadership and development responsibilities include: Chair, National Technical Advisory Panel for Accountability and Assessment Kentucky State Legislative Research Commission, 1998 to present. This panel advises the KY legislature. State Board of Education, and State Commissioner of Education on the design and technical quality of Kentucky's multi-faceted annual student testing and assessment system. I Appointed member. State of California Public School Assessment Advisory Committee. Also Member of the PSAA Technical Design Group, 2003 to present. UCLA Principals' Leadership Institute. Core faculty member in assessment and statistics for school leaders. Head, Division of Administration, Curriculum and Teaching Studies (1988- 90\n1992-94) 1989 -1991 Elected Chair of the Faculty Page 50 of 50II 1978 to 1980 Courses taught: Organizational Theory and Leadership Policy Analysis in Education\nPolitics of Education Educational Planning and Change Research and statistics for School Leaders Evaluation of Teaching and Learning\nDirector, Center for the Study of Educational Policy, Palo Alto, California. Editor, The School Choice Forum. 1977 to 1980 Institute Fellow, Institute for Research on Educational Finance and Governance, Stanford University. Ford Foundation Fellow in School Finance, Stanford University. Research and Teaching Assistant, School of Education, Stanford University. Three years teaching economics of education\ntwo years teaching school finance seminar. 1976 to 1977 1973 to 1976 Instructor of mathemabcs, Oregon Episcopal School, Portland, Oregon (1/2 time). Consultant and writer, Oregon state school finance reform project, Salem, Oregon (with Prof. Larry Pierce, Department of Political Science, Univ, of Oregon (1 / 2 time). Principal and Assistant Director, Summer Programs\ninstructor of mathematics (7 through Calculus AB), economics and sociology\nvarsity tennis and girls' basketball coach\nhousemaster. Shattuck School, Faribault, Minnesota. 1972 to 1973 1972 Chief Committee Consultant, Taxation. State of Minnesota House of Representatives, St. Paul, Minnesota. Researcher and writer. State of Minnesota Tax Study Commission. 1970 to 1971 Program Officer, Budget and Fiscal Planning, New Jersey State Department of Higher Education. Page 51 of 51PUBLICATIONS: BOOKS AND MONOGRAPHS \"The Arts and Learning\nNew Opportunihes for Research.\" Washington, DC\nAmerican Educational Research Association / Arts Education Partnership (2004), \"Critical Links: The Arts and Academic and Social Development.\" Washington, DC: Arts Education Partnership, National Endowment for the Arts. (2003) \"Champions of Change: The Impact of the Arts on Human Development.\" Washington, DC: The National Endowme. nt for thce, Arts, the 5M acArthur Foundmatioonn,F tFheim GdE Fanudn dfh, pa nAdr ttqh eE Adurtcsa Etiodnucation \"The Partnership, 1999 Kentucky Instructional Results Information System: A Technical Review.\" With W. Mehrens, J. Ryan, G. Flores, and P. Rubin. Frankfort, KY: KY Legislative Research Commission, January 1998. \"An Assessment of Student Content Knowledge in Urban Environmental Issues.\" Lm Angeles, CA: Tree SSSlllCllK VI -------O~ --------------------- , , 1 I*, I A 1100'7 People, Inc. / County of Los Angeles Department of Public Works. April IW/. \"Assessment of the Oak Hill School Curriculum.\" Eugene OR\nOak Hill School. 1996. \"Different Ways of Knowing, Report of the Three-year National Longitudinal Study.\" Los Angeles, CA: The Galef Institute (1995). \"Different Ways of Knowing. 1990-91 Field Test.\" Summary Report of Program Effects on Teachers and Students. Los Angeles, CA: The Galef Institute (1991). \"Discovering What Schools Really Teach. Designing Improved Coursework Indicators/ (With L. .  \u0026lt;r- y-s_______ aL_____ 1 Carba Monica CAl' TnpRAND 11 V V I lal i-zCI IVV13 iwtti ly j v i. a .q ....p  - Mr\u0026gt; McDonnell, L. Burstein, T. Ormseth, and David Moody). Santa Monica, CA: The RAND Corporation, 1990. \"Reducing the High School Dropout Rate in California.\" (With David Stern, Charlotte Alhadeft iand Maureen Ash.) (Berkeley, CA: Institute for Governmental Studies, University of California) 1986 (Research Monograph, 120 pp.). \"Economic Evaluation of Public Programs.\" (Ed.). San Francisco: Jossey-Bass, 1985. \"Education Vouchers.\" Bloomington, Indiana: Phi Delta Kappa Educational Foundation (Fastback Series), 1984. \"Tuition Tax Credits: Fact and Fiction.\" Bloomington, Indiana\nPhi Delta Kappa Educational Foundation (Fastback Series), 1983. -resting in the Nations Schools and Districts\nHow Much? What Kind? To What Ends? At What C^ts?\" (With James Burry, Bruce Choppin, and Donald Dorr-Bremme.) Los Angeles, CA. Center for the Study of Evaluation Report No. 94,1982. 'The Linkages Between Policy and Planning: An Exploratory Study\" Anaheim, CA: Orange County Department of Education, 1982. PUBLISHED POLICY ANALYSES \"Activities to 1P -l-a-n-- -a--n--d- I-m---p-l-e--m---e--n--t -t-h e Re.p or_ting of School Dropout and Retention Indicators.\" Report to the United States Congress, PL 110-297, April 1989. \"Los Angeles Schools and Tomorrow's Workforce\" Los Angeles, CA: Los Angeles 21X10,1988. \"Social Capital and the Improvement of Instruction.' Administration and Leadership. 1988. .\" California Commission on Public School Page 52 of 52 I \"School Reforms and School Dropouts in California: Tracking the Linkages California State Department of Education, 1988. \"An Assessment of Audience Needs for School Reform Assessment Information.' United States Department of Education, Office of Educational Research and Improvement, 1988. \"School Dropouts: Policy Prospects.\" Report for the Policy and Planning Center, Appalachia Educational Laboratory, Office of Educational Research and Improvement, United States Department ot Education, 1986. \"Dropping Out of School in the North Central Region of the United States: The Dimensions of The Problem -P , . ! ____inoo n.Ji/n, C'ontral R (Xxinnal F.o VlCStlonsl Based on Available Evidence,\" 1988. Policy Report, North Central Regional Educational Laboratory. \"Dropping Out of School in the North Central Region of the United States: The Costs and Consequences of  * P. . . r_____I. Krx^..i-u Dzat-rmnal PH 11 rafifina1 1 .annratorv. School Leaving,\" 1988. Policy Report North Central Regional Educational Laboratory. \"School Dropouts: Policy Prospects.\" Charleston, WV: Appalachia Educational Laboratory. \"Testing and Excellence in Education: Some Questions About Costs and Benefits.\" (With D L. Baker and ]. L. Herman.) Los Angeles: Center for the Study of Evaluation. CSE Report 288,1984. -The Costs of Instructional Information Systems.\" UCLA Center for the Study of Evaluation, Evaluation Systems Project Report, 1982. \"Proposition 13: The Campaign, the Vote, and the Immediate After-effects for California Schools,\" with Thomas Thresher, Stanford University, Institute for Research on Educational Finance and -Tuition Governance (IFG) Program Report 79-D5, March 1979. Tax Credits for Schools: A Federal Priority for the 1980's,\" IFG Policy Perspective Stanford University, spring 1981. \"Schools in the Aftermath of Proposition 13: Perspectives, Prospects, and the Impertinence of the School in ine/Miei iiidiii VI 1 I vipvoitiMii xw. a --------- , , , m-ro Voucher Pundits,\" Center for the Study of Educahonal Policy, Program Report, February 1979. \"Passing the Baton at the State Department of Education.\" Education, W, winter 1983. Los Angeles, UCLA Graduate School of Education. SELECTED ARTICLES 'The Costs and Benefits of Large-scale Assessment.\" journal of Education Finance, winter 1989. \"Still Up and Running After All These Years: From Practice to Theory on Sustaining Funded School *  .. I . __ -inna Programs.\" Chicago Policy Review, Winter 2003. Involvement in the Arts and Human Development: General Involvement and Intensive Involvement^in Music and the Theatre Arts.^' Fairfield, CT: The GE Fund and the MacArthur Foundation, The Arts and Learning: Champions of Change Research Reports, 1999. Also forthcoming, Washington, DC: Americans for the Arts Monograph series, fall 1999. The Chicago Arts Partnerships in Education: Summary' of 1993 to 1999 Evaluations? With Lynn A. caRO Aris rdruieisiiivs in i-uueaiivM.. * - . ' , Waldorf. Fairfield, CT: The GE Fund and the MacArthur Foundation, Champions ot Change Research Reports, 1999. \"Does Experience in the Arts 1998. Boost Academic Achievement? A Response to Eisner.\" Art Education, July \"Involvement in the Arts and Success in Secondary School.\" Washington D. C.: Americans for the Arts. Monograph Series V. 1, No. 9, January 1998. \"Risk and Resilience in Student Transitions to High School.\" American lournal of Education, 106/2 (February, 1998), 302-333. Page 53 of 53\"Where excellence and prep^edness meet: Increased course at^r^k students.\" (With n.:\n\"rM^yv7he High School loumab 80/2 (December/January 1997). \"The Emergence of Private Postsecondary Education in the Former Sovi^st Republic of Azerbaijan.\" (with _ . 1 . X i-.i__rAii/'ni-inn S iQMn. .S-b. Raymond McGhee Jr.). International Higher Education, 5,1996, 3-5. \"Making Drama Special: Developing Drama Practice to Meet Special Education Needs.\" (Review Essay). t .r r____I. T^lia/i/ra fi W/1nr/]hf^n - vol. 1(1). 1 TzO. With Sherry Kerr. Research on Drama and Theatre in Education, Vol. IH). 1996. \"Cognition, Community, a. Theater in Education: ' and Assessment\nToward Integrated Inquiry on Drama in Education.\" Drama and ' Contrary Research, John SomeA, Ed., North York, ON, Canada: Captus University Publications, 1996,147-158. and the Arts: A National Endowment for the Arts. \"The Fourth R: The Arts and Learning\" (with Jaye T. Darby). Teachers College Record, 96(2), 1994. \"Marketplace Education Revisited.\" Business and Economic Review, 40(2), Jan-Mar 1994,11-16. \"Theory and Practice of Family Choice m Education: Taking Stock.\" Economics of Education Review 10(2), 1992. \"A Reform Cooled Out: Tests Required for High School Graduation.\" The High School |oum.ab 75(1), 1991 (November). \"Los Angeles Schools and Tomorrow's Work Force.\" Education, 5(5), winter 1990,18-20. \"School Dropouts: Hero Today, Here Tomorrow.\" UCLA |oumal ofEducahon, 4(1), spring 1990. \"Estimates the Costs and Benefits of Large Scale Assessments: Lessons from Recent Research.\" loumalof Educational Finance, 16(1), summer 1990,1-20. \"Standards and School Dropouts: A National Study fjests Required for High School Graduation.\" American lournal of Education, 98(1), November 1989,1-34. \"Contemporary Reforms and the Equality of Educational Opportunity.\" 1 ICl,A lournal of Education, 3(2), spring 1989, 27-36. With and Without High School Diplomas.\" (With D. Stem, I. Paik, \"Labor Market Experience of Teenagers \" a V i Economics of Education Review, 8(3), 1989,233-246. \"A Group Counseling Dropout Prevention Intervention: Some Cauhons on L .. . . t . A_________r* J.,Pocoarrh Intimal. z4(4l lyo? High Schools.\" American Educational Research lournal, 24(4), 1987, 521-540. Isolating Adolescents Within \"A Process Model of Dropping Out of School: Implications for Research, Policy, and Practice.\" The Urb^ Educator, 8(2), Spring/Summer 1987,23-38. \"On The Social Costs of Dropping Out of School.\" 19-30. The High School lournal, 71(1), October-November 1987, 'The Supplv and Demand for Private Education: Raking tte impact of Tuition Tax Credits\" (Review Essay), lournal of Education Finance, fall 1987, 205-215. \"School Completion Indicators for Education Monitoring Systems: The Long Road to Satisfactory School bcnooi statistics.\" The Urban Educator, 8(2), Spnng/Summer 1987, 23-38. \"Vocational Potential.\" (Review Essay) Science, 2(6), 10 April 1987. \"The Effect of Alternative School Programs on (With David Stem.) uul P. on High School Completion and Labor Market Outcomes.\" F.ducational Evaluation and Policy Analysis, 8(1), spring 198b. Page 54 of 54\"America's Presbge Schools: Boot camps for Upper class Survivalists or Academic Citadels?\" Review of Educabon 12(3), 1986. \"Proposition 13: Effects on High School Curricula, 1978-1983.\" American lournal of Education, 93(3), May 1985. \"Polibes and Aid to Private Schools.\" Educabonal Evaluation and Policy Analysis, 6(4), winter 1985, 435- 440. \"Notes on the New Politics of Education.\" (With Milbrey W. McLaughlin.) Education and Urban Society, 16(3), May 1984. \"Assessing the Economic Outcomes of Vocational Education.\" Studies in Educational Evaluabon, 10,1984. \"Public and Private SchcKils: Evidence on Tuibon Tax Credits.\" (With Henry Levin.) Sociology of Educabon, 55, April/July, 1982. Kappan Special Report, \"Some Hypotheses on Voucher Plan's Failure to Attract Support from Interest Groups.\" (With Michael W. Kirst.) Phi Delta Kappan, May 1980. \"Here Comes the Voucher-A Trojan Horse?\" California School Boards, March 1979. \"Perspeebve: A Year on the Finance Treadmill.\" California School Boards, March 1979. BOOK CHAPTERS \"Cost Benefit Analysis and Faculty Productivity in Engineering, Science, and Mathematics teaching.\" Chapter in book Assessing Productivity in Higher Education based on ongoing work with Worcester Polytechnic Institute (MA) studying reforms of teaching in introductory engineering classes using group projects, peer mentoring, technology, and reduced use of faculty lecturing. Additional contributors include William Massey and Henry M. Levin (1998). \"California Education Policy for the 21st Century: Betting Heavily on Reduced Class Size.\" (with Marilyn Korostoff, Ed. D.). Chapter in California Policy Options, 1997. Los Angeles, CA\nCalifornia Business Forecast and the UCLA Anderson School of Management. (1997) \"Competency, Certificabon, and Authentic Assessments.\" (With Lynn Winters.) Chapter in H. J. Walberg and W. Steven Barnett (Eds.) Advances in Educabonal Productivity/Cost Analysis for Education Decisions: Methods and Examples. Greenwich, CT\nJAI Press, Inc., 1994. \"The Promise and Prospects of Keeping Students in School.\" (With David Stem). Chapter in J. Simon and D Stipek (Eds.), Exit Age. New Haven, CT: Yale University Press, 1991. \"The Educabonally At-Risk Children: Demographics, Consequences, and Policy Prospects.\" (With E, Cota Robles.) Chapter in Henry M. Levin and Robert Polkinghorn (Eds.), Accelerating the Education of At-Risk Students, 1993, Rockefeller Foundation. 'Tomorrow's Workforce: Over Credentialed and Underprepared?\" Chapter in Can California Be Competitive and Caring? Daniel Mitchell and Jane Wildhorn (Eds.), Monograph and Research Series 49, pp. 181-217. UCLA Institute of Industrial Relations, 1989. 'The Politics of Education Reform.\" (With Harry Handler.) Chapter in: From the Campus: Perspectives on the School Reform Movement, S. Cohen and L. Solmon (Eds.), New York: Praeger, 1989, pp. 188- 201. 'Tuition Tax Credits and Issues of Equity.\" Chapter in Public Dollars for Private Schools: The Case of Tuition Tax Credits, Temple University Press, T. James and H. Levin (Eds.), 1983. \"Resource Indicators for Mathematics and Science Indicator Systems\" Indicators for Mathematics, Science and Technology Education. Santa Monica, CA: The RAND Corporation, 1988. \"School Completion and Dropout Measures for Mathematics and Science Indicator Systems.\" Indicators for Mathemabcs, Science, and Technology Education. Santa Monica, CA\nThe RAND Corporation, 1988. Page 55 of 55\"Private School Participation and Public Policy.\" Chapter in Comparing Public and Private Schools, 1. T. James and H. Levin (Eds.), Falmer Press, 1988. \"A Theoretical Model for Examining the Costs of Testing.\" Chapter in Costs of Evaluation, Marvin C. Alkin (Ed.). Beverly Hills: Sage Publications, 1984. \"Fundamental Issues in the Costing of Testing Programs.\" Chapter in Costs of Evaluation, Marvin C. Alkin (Ed.), Beverly Hills: Sage Publications, 98. CONSULTANC1E5/ADV15ORY APPOINTMENTS: Expert Witness in judicial cases: Liberties Union vs. CA Secretary of State (Prop. 187,1998). Separation of Church and State vs. State of Iowa (1986). Westminster Christian Academy, CA (1990). American Civil Americans for the vs. Kwak vs. Whillock et al. (San Diego, CA), 2001-2001. Board of Advisors, Performing Tree of Los Angeles. 1999-2004. Board of Advisors, Sage Hill School, Newport Beach, CA 1998- Board of Trustees, Wildwood School, Santa Monica, 1988-91. Lead Designer and Advisory Board Head, Riverside (CA) School of the Performing and Media Arts. 1997- Research Advisor, Davis Foundation Program for the Improvement of Teaching in Engineering and the Applied Sciences, Worcester Polytechnic Institute, Worcester, MA. 19%- Member, Advisory Board, The Charter School of Education, California State University at Los Angeles, Alan Mori, Dean, (1997-). Member, Advisory Board: RAND Corporation \"Arts and Public Safety Project,\" Sally Ann Law and David Mac Arthur, Principal Investigators (1997-). Advisor to Project Marte - NASA/JPL collaboration with LA Artist George Yepes and the Lennox CA Schools to create a mural for permanent installation at JPL to commemorate the Pathfinder Project. Evaluation of student science learning. Chair, Research Advisory Board, Annenberg Trust/ Galef Institute National Initiative for the Arts and Learning, $10 million, 1996-2000. Galef Institute, Los Angeles, Senior Advisor. Founding Member, Los Angeles Learning Centers Design Team, New American Schools Development Corporation. Principal Consultant on Education, Los Angeles 2000 Committee, The 2000 Partnership. Consulting writer for California State School Superintendents Wilson Riles and Bill Honig. Consulting writer for U.S. Secretary of Education, Lauro Cavasos (1989). Chair, Final Review Panel, United States Secretary of Education's Field Initiated Studies Program, 1987. Member, U.S. Department of Education Task Force, Educational Data Improvement Project, 1987-88. Page .56 of 56I Appointed Member, Task Force on Instructional Improvement: Panel advising California State School Superintendent Bill Honig on the development of the School Accountability Report Card mandated by Proposition 98, Fall 1988. The RAND Corporation. Consultant under long term contract. Participant in the Design of Education Quality Indicator Prototype Systems. Manuscript reviewer. North Central Regional Educational Laboratory. Consulting economist on Children at Risk in the Midwest. Technical Assistance Development Systems. Design of cost analysis components of research studies (in support of federally funded early education programs). Wildwood School (Santa Monica, CA). Consultant to the Board of Directors on board policy and practice, evaluation of the school head, and school evaluation. Oak Hill School (Eugene, OR). Consultant to the Board on school curriculum and organization (1996). American Educational Research Association. Louisiana State Department of Education\nFlorida Educational Research Association. Training of evaluators in economic analysis. CIVIC AND VOLUNTEER ACTIVITIES: Member, Board of Trustees, Wildwood School, Santa Monica, CA, 1987-90. Head, Strategic Planning Committee. Member, Board of Trustees, The Keys School, Palo Alto, CA, 1979-81. Music in the Schools: Demonstration and performance in local elementary schools with my daughter (cello and violin). Charter member. The Topanga (CA) Symphony (1982-present)\nmember. The Topanga Brass (1988-present). HONORS: I 2003 2000 1988 1987 1977-81 1977-78 1971 California Arts Council Award, \"Outstanding Arts Educator of the Year. (One of 15 recipients across the State of California.) Named a \"Kentucky Colonel\" by Governor Paul Patton, State of Kentucky (the highest award for public service Kentucky awards for non-citizens involved in Kentucky public affairs. Named as one of the Los Angeles Times \"88 for '88,\" Civic Achievement Award. One of two recipients in the field of higher education. The Susan and Mark Greenfield Award for Applied Research Learning and Achievement. Awarded annually to the UCLA faculty member whose work is judged to have had the most significant influence on educational policy or practice. Ford Foundation Fellow in School Finance, Stanford University School of Education. U.S. Department of Health, Education, and Welfare fellow, Humphrey Institute of Public Affairs, University of Minnesota. Omicron Delta Epsilon (national economics honor society). Princeton University. PROFESSIONAL SOCIETIES: American Educational Research Association Learning and Human Development Division Arts and Learning Special Interest Group Page 57 of 57i Neuroscience and Learning Special Interest Group American Educational Finance Association ADDITIONAL INFORMATION: Birth date: February 20,1948 Family Married to Rebecca Catterall. Children: Lisa, 1973\nHannah, 1984\nand Grady, 1987. Recreational Interests: music (cello, guitar, bass, baritone horn), cooking, cartooning. Tennis, sailing. Page 58 of 58\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_305","title":"Compliance court orders","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":["2000-03/2001-09"],"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","Pulaski County Special School District","Educational law and legislation","Education--Evaluation","School administrators"],"dcterms_title":["Compliance court orders"],"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/305"],"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":["documents (object genre)"],"dcterms_extent":["68 pages"],"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\nif Hz- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS CASE NO. 4:82CV00866SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. received DEFENDANTS I) KIRS. LORENE JOSHUA, ET AL. SE^P 6 2001 INTERVENORS KATHERINE KNIGHT WRIGHT, ET AL. Office Of OeseSREGATIOSJ MOJifTOR/iMS INTERVENORS THE JOSHUA INTERVENORS RESPONSE TO THE PLAINTIEFS MOTION TO CITE JOSHUA COUNSEL FOR CONTEMPT OF COURT The Little Rock School District, through their counsel, Christopher John Heller and John Clay Fendley, Jr., filed a motion on August 23, 2001. Therein, they renewed by reference an earlier motion which had been dismissed by the Court on August 17, 2001 without prejudice The crux of the LRSDs motion is that Joshua counsel, John W. Walker, violated the following ruling of the Court: My ruling is that he is entitled to FOI requests and he is entitled to that information. If he needs to talk to one of your clients, he ought to go through you, thats true, he needs to go through you, so you will know what your client is saying to Mr. Walker. And I would favor you in that Regard, even though you are a public institution. The present motion certifies the Districts belief that Attorney Walker violated the courts orders... by appearing at the office of Dr. Bonnie Lesley on the morning of August 23. 12001T There is no other contention in the renewed motion for contempt. The respondents, therefore, respectfully submit that the court has not entered an order prohibiting Joshua counsel or his associates from appearing at the office of any school district official in either of the three school districts. The District submitted the affidavits of Dr. Bonnie Lesley and Ms Anita Gilliam, Dr. Lesleys secretary, to support its motion. Neither addresses the issue of whether Mr. Walker violated a court order by appearing in the building. There is no question that Mr. Walker appeared at the buildin\nig- It again submitted no affidavits in support of its earlier, now renewed motion. Accordingly, the Court is called upon to address the issue of whether Mr. Walker is in contempt of court because he appeared at the Ish IRC on August 23, 2001. The issue for the future is whether he is in contempt whenever he enters upon a Little Rock School District property without the prior approval of either or both Messrs. Heller and Pendley. The Court has not entered such an Order. Accordingly, there can be no contempt upon which to base a show case order because there is no antecedent Order denying entry upon LRSD property to the representatives of the Joshua Intervenors. The relief that is being sought is inconsistent with the claimed violation, i.e. appearing at the office of a school official. The relief sought, in addition to sanctions, is that Mr. Walker be refrained from any communication with District personnel and that he be ordered to submit all requests for LRSD documents to counsel for LRSD. There is no authority for such broad relief. Nor is there a brief in support of the motion. The Court is asked to treat the other brief in the dismissed motion for contempt as its brief for this new action. That is, of course, inapposite. But however it is viewed, there is no basis in law argued for denying class counsel entry upon the very 2school premises that he is directed by the Court of Appeals, and expected by this Court, to monitor. As Judge Wollman noted in his concurring opinion in the November 14, 1991 Eighth Circuit decision vacating her honors opinion: I view the continuing presence of the Joshua Intervenors as a powerful force to insure that the several school districts adhere to their commitments to desegregation. Little Rock School District v. Pulaski County Special School District, et al., 949 F2d 253, 259 (8' Cir., 1991). We submit that our presence is required both 1 to fulfill our class representative obligations and to assure that class concerns regarding implementation of the court orders will be effectively addressed. Messrs. Heller \u0026amp; Fendley would, and by their motion seek to, effectively limit, if not end. Joshua monitoring of the parties agreement. That is another way by which they advise the LRSD that it may be brought into compliance. In other words, keep Walker out of the schools and the case will end. They are badly mistaken. The rule of law governs rather than the identity of the litigators. Joshua counsel submit their own affidavits in order to demonstrate their actions and their respect of the Court and its Order, mindful at the same time, of what appears to be the never ending defiance of law by Little Rock School District officials. Joshua requests that the Court schedule an evidentiary hearing upon the motion and thereafter dismiss it. .espectfully submitted. J^htW. Walker, P.A. 4723 Broadway Little Rock, Arkansas 72206 J501-374-3758 501-374-4187 (fax) By: CERTIFICATE OF SERVICE I do. hereby state the foregoing response has been sent to all counsel of record on this 4* day of September, 2001 via United States mail post^e prepaid. Joj W. Walker - Bar No. 64046 4 I 2001 IN THE UNITED STATES DISTRICT CTT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION a LITTLE ROCK SCHOOL DISTRICT PLAINTIFF No. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOi DISTRICT NO. 1,ETAL. )\u0026lt; '^ECEiWD DEFENDANTS MRS. LORENE JOSHUA, ET AL. SEP S 200^ INTERVENORS KATHERINE KNIGHT, ET AL. OFHCEQF desesrkaiionwww^ INTERVENORS STATE OF ARKANSAS COUNTY OF koMke. AFFIDAVIT OF JOY C. SPRINGER ) )ss. ) Comes the affiant, Joy C. Springer, under oath, and states the following: 1. I am employed by the law firm, John W. Walker, P. A. I direct and engage in that offices school desegregation monitoring activities regarding the three Pulaski county public school districts. 2. I have regularly visited the Ish Instructional Resource Center (IRC) at its present location since it was established as a part of the ongoing monitoring responsibility of the Joshua Intervenors. At times, I have attended meetings at the IRC both at LRSD ofBcials and at my own initiative. My meetings with IRC staff have usually been professional. J. On some of my monitoring visits, I have been accompanied by other office staff of John 1W. Walker, P.A., including Mr. Walker himself. We have all been generally welcomed, upon our meetings and visits, by LRSD officials. 4. I have personal knowledge of the following facts which occurred on August 23, 2001. On the morning of August 23, 2001, Mr. Walker and I went to the IRC office for a monitoring visit. Prior to our arrival, we discussed visiting with Ms. Joanna Harris, who is in the Little Rock Comprehensive Science and Math Achievement offices (LRCSMA), to obtain a schedule of their activities for the year and to obtain Dr. Bonnie Lesleys vitae which we had requested on August 20' and August 22\"\" 5. Mr. Walker and 1 rode to the IRC together. Upon arrival to the building, Mr. Walker received a telephone call and he was on the telephone when I exited the vehicle. 6. I entered the building and signed in shortly after 8:00 a.m. There was no one at the reception area. First, I decided to go into Ms. Harris offices to say hello and obtain the information that Mr. Walker and I had discussed obtaining. Ms. Harris had not come into her offices. There was no one in her offices. 7. I returned to the hall area, sat down and made some notes. I noticed Ms. Anita Gilliam exit from the offices of Dr. Bonnie Lesley and we (Ms. Gilliam and I) exchanged greetings. 8. After approximately five minutes, Mr. Walker came into the building. We went into the reception area of Dr. Bonnie Lesleys offices and were greeted by Ms. Anita Gilliam. I heard Mr. Walker inform Ms. Gilliam that we were there to pick up a copy of Dr. Lesleys vitae. I heard her indicate that she placed it in the mail the previous day. Mr. Walker then said, it should be no problem for you to give us another copy of it. Ms. Gilliam, then, after a pause, gave us a copy of the vitae. 28. After a quick review of the document, Mr. Walker then asked, Is this all of it. And he further stated I am sure her vitae is more extensive than this. Ms. Gilliam left the reception room, went into Dr. Lesleys office and closed the door. While we waited for Ms. Gilliam to return, I observed Mr. Walker take copies available to the public of the standards and benchmarks for grades one through eight. 9. Ms. Gilliam came out of Dr. Lesleys office and informed us that Dr. Lesley was talking to district counsel and that she, Ms. Gilliam, would get back with us shortly. 10. As Mr. Walker was leaving the office and I remained in the office, Mr. Walker then asked Ms. Gilliam if there was any information to supplement the instructional divisions agenda items that were on the school boards agenda for that night. She did not answer. Mr. Walker then left the office. 11. Ms. Gilliam went into Dr. Lesleys office again and closed the door. I sat down and waited for a few minutes for Ms. Gilliam to come out of Dr. Lesleys office. Ms. Gilliam did not return. 12. I left the reception area of Dr. Lesleys offices and joined Mr. Walker who was in the hallway. We took our usual course for monitoring and circled the building. 13. While we were on the math and science hallway, I saw Ms. Gilliam come over to the hall as if she was watching what we were doing. It appeared that she had come over to follow us around the building. I have not previously observed her follow us around the building during previous visits to the IRC. 14. I returned to reception area of Dr. Lesleys offices about ten minutes later at which time Ms. Gilliam told me that the agenda was all the information that was available. I did not Jask to speak with Dr. Lesley. However, Dr. Lesley came out of her office and volunteered that she may have copies of the grant proposals and that I may already have them too. She looked at a piece of paper and said they are not on the list of documents that we have provided you and I will get them for you later. I then asked her to let me understand what she was saying. She repeated it and I wrote it down. No other information was requested of Dr. Lesley by me. 15. Mr. Walker was not in the reception area of Dr. Lesleys offices at the time that Dr. Lesley volunteered the information regarding the grant proposals. He was still in the hallways of the building. 16. When I left the reception area of Dr. Lesleys offices, I met Mr. Walker in the hallway and we went into the LRCPMSA offices again to see if Ms. Harris had arrived. Upon learning that Ms. Harris was not there, we began to leave the office. As were leaving the office, Ms. Gilliam came into the office and asked if she could help us. Mr. Walker said no, and that if he needed help he would ask for it. He then offered to show her the items which he had in his hands which he obtained from the districts display tables and the reception area of Dr. Lesleys offices. 17. Except for speaking to people, Mr. Walker initiated no further conversation with anyone in Dr. Lesleys offices or the IRC. As we exited the building, Mr. Walker asked me who the lady was coming into the building. I told him I thought it was Ms. Dillingham. He spoke to her and asked if she was Ms. Dillingham and she said no. We then left the premises of the IRC. 18. With respect to the events which occurred on August 16, 2001 at the offices of Ms. Jo Evelyn Elston, I am also familiar with the facts surrounding that encounter. 19. When we arrived at Ms. Elstons offices on August 16, 2001, there was no secretary 4in her reception area. In early June, 2001, when I visited Ms. Elstons offices, there was no secretary present in her outer offices. 20. I was the first person to walk into Ms. Elstons office and as I did so, I said hello in order to gain the attention of Ms. Elston and Dr. Terrence Roberts. 21. Asi entered the office of Ms. Elston, Ms. Elston and Dr. Terrence Roberts were seated at a table at the back of her office. As I entered the office, both Ms. Elston and Dr. Terrence got up from the table and greeted me and they subsequently greeted Mr. Walker and \u0026gt;! Ms. Caldwell who came into Ms. Elstons office behind me. Mr. Walker, Ms. Frances Caldwell and I were invited into the offices of Ms. Elston after I got Ms. Elstons attention with my hello. 22. After exchanging greetings, Ms. Elston exited the room and returned with several chairs in order for Mr. Walker, Ms. Caldwell and myself to be seated. 23. Mr. Walker immediately indicated to Dr. Roberts that he was required to go through District attorneys in order to ask questions of District administrators. Mr. Walker indicated to Dr. Roberts his concerns regarding African American student enrollment in Advanced Placement (AP) courses and that he (Dr. Roberts) should inquire of District officials including Ms. Elston regarding American African enrollment, recruitment, success and failure in AP courses. Mr. Walker asked Dr. Roberts to specifically inquire regarding the African American student failure rates in AP courses as a result of current district initiatives. Mr. Walker did not tell Dr. Roberts that all African American students in AP courses were flunking. 24. Mr. Walker did not ask Ms. Elston any questions. She volunteered information as Mr. Walker told Dr. Roberts what his concerns were regarding African American student 5participation in AP courses. 2^ On Saturday, June 30, 2001, while on my way to lunch with Mr. Walker, I phoned Mr. James Washington on my cellular telephone, as I have routinely telephoned him on numerous occasions at home, to advise him that it looks like we would not be having a cook-out at my house anytime soon because I would be working weekends as a result of Mr. Walker having filed objections to rhe Districts motion for declaration of unitary status. Mr. Washington had previously suggested that I invite liim over for a cook-out at my house one weekend. I also told \u0026gt;) him that we could not discuss the case with him without going through district counsel. Mr. Walker asked me to allow him to say hello to Mr. Washington, I handed him the telephone and he did so. I heard him tell Mr. Washington that he was not to discuss matters involving the case without going through district attorneys. I did not hear what was being said by Mr. Washington. In addition, I did not hear Mr. Walker suggest to Mr. Washington that he testify that he feared for his job, if called to testify. 26. I have no personal knowledge regarding the allegations involving Dr. Don Stewart. I have prepared and read the foregoing statements and they are true and correct to the best of my knowledge, information and belief. li / 'Y C. SPRINGER SUBSCRIBED and SWORN to before mele day of August, PUBLIC lOl. MY CO^MMlSSION EXPIRES: ! jsaoooiii),. 6 i %1 4 1 \\ I FILED  /--! r'r-A i SEP 0't 2001 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSASIES W. McCORMACK, CJ WESTERN DIVISION H\n:. LITTLE ROCK SCHOOL DISTRICT PLAINTIFF y. NO. 4\n82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ETAL. J!' MRS. LORENE JOSHUA, ET AL. g^ECEIVED DEFENDANTS KATHERINE KNIGHT. ET AL. STATE OF ARKANSAS COUNTY OF SEP - 6 2C01 INTERVENORS OBI 13 INTERVENORS AFFIDAVIT OF JOHN W. WALKER ) )ss. ) Comes affiant, John W. Walker, under oath, and states the following: 1. On August 23, 2001 at approximately 5:55 p.m., I received a copy of Plaintiffs Motion for Contempt wherein the LRSD sought to have me cited for contempt and renewed its earlier motion to have me cited for contempt. It did not, however, seek a show cause order. Despite there being no show cause order entered by the Court or sought by plaintiff, I respectfully request the Court to set this matter for evidentiary hearing and I submit the following statements as if there is an Order entered by the Court to show cause why I should not be cited for contempt. 2. The August 23, 2001 motion relates to events of that day and is supported by two -1-J. 4. 5. affidavits, one from Ms. Anita GilEam and the other from her supervisor, Dr. Bonnie Lesley. The first motion, though renewed, is still without affidavit or evidentiary support. I wish to reply, however, under oath and do so as follows: On August 20, 2001,1 wrote Mr. Clay Pendley , Friday, Eldredge \u0026amp; Clark and the co-counsel, Mr. Chris Heller, also of that firm, at least three letters and I spoke with ' Mr. Pendley at least on one occasion for approximately twenty minutes. I attempted to call him a second time but was informed that he was unavailable for my call. The first letter. Exhibit A, addressed the issue of our request for information from school principals and I note that we offered twenty additional days to respond to that FOIA. I also note that I wrote in that letter with respect to district officials whom we sought information from that if we seek opinions from your primary administrative staff members, we will get them either in that form [without depositions] or ... by interrogatories. I received no response to this letter from Mr. Fendley. I then wrote Mr. Fendley requesting, a copy of Dr. [Bonnie] Lesleys vitae noting that I was addressing this request to her as well. See Exhibit B. At approximately 2:25 p.m., I informed Mr. Fendley that I would seek to obtain a copy of the 2001 budget document from the district, for possible use at the school board meeting on August 23, 2001, and I noted if you determine that I am not entitled to this information. would you kindly inform me . .  Mr. Fendley did not respond to this letter either. See Exhibit C. Not having heard from Mr. Fendley or Dr. Lesley on August 22, 2001, I wrote Dr. Lesley a two sentence letter. Exhibit D. I asked would you please provide me a -2-copy of your vitae by return fax. Thank you for your cooperation. Mr. Pendley was copied with the letter. I did not receive the requested fax response on August 22, 2001 from either Mr. Pendley or Dr. Bonnie Lesley. Neither of them interposed an objection to my obtaining the information. 6. On the morning of August 23, 2001, shortly after 8\n00 a.m., I and Joshua Intervenor Monitor, Ms. Joy Springer, went to the Instructional Resource Center IRC located 9 at 30* and Pulaski Streets in Little Rock. We discussed obtaining information from Ms. Vanessa Cleavers office and obtaining a copy of the vitae of Dr. Bonnie Lesley. I followed Ms. Springer into the IRC building by approximately five minutes. When I entered the building, Ms. Springer was seated in the hallway in front of Dr. Bonnie Lesleys office. We both went into the outer office of Dr. Bonnie Lesley and I spoke with Ms. Anita Gilliam, Dr. Lesleys secretary. The only conversation that took place in that office at that time concerned my request for a copy of the requested vitae. I did not see (lay eyes on) nor talk (exchange words with), Dr. Bonnie Lesley that morning. Ms. Gilliam informed me that Ms. Gilliam had mailed Dr. Lesleys resume to me the day before. Her two page resume is attached as Exhibit E. Upon seeing that it was only two pages and that it only cited her educational background and work experience, I asked Ms. Gilliam if she had another one that was more comprehensive. My request for Dr. Lesleys vitae was made in order for me to be able to review some of her writings. I had no other way of being informed of her ideas regarding remediation which were being reflected in the policies she was submitting to the LRSD Board for approval. Her resume appeared to be different from those of other -j-) 7. 8. 9. 10. professional employees. Her e-mails reflected that she has written extensively and has had other experiences which equip her to be Director of Instruction. The resume that I was given did not appear to meet the District standards. Ms. Gilliam did not engage in any substantive conversation with me at that time or at any time. I did not seek any information from Ms. Gilliam other than the resume of Dr. Lesley and any documentation that Dr. Lesley intended to present to the school board later that evening. Ms. Gilliam did not respond to me or in my presence to this request. I received on August 22, 2001 an agenda from the LRSD for the next days board meeting. On the agenda there were several pohcy proposals from Dr. Lesley: IVA with five pages of an administrative regulation IVA-R\nproposed revision to administrative regulation IKEC-R3\nCredit by Examination with five additional pages\nprogram evaluation agenda for 2001 -2002, three pages\nweighted credit for university studies courses at Hall High School, two pages\nproposed revision to administrative regulation IKC-R: Grade Point Average and Rank in Class, six pages\nand, a grant proposal - Teaching United States History, one page. While I was in the office, I asked Ms. Gilham if there was any additional information which was available which supported the enumerated items being submitted by the Instructional Division which were on the 6:00 p.m. agenda that day. I never received a response from Ms. Gilliam to my question. Before I left Ms. Gilliams office, I picked up copies addressed to parents and guardians of standards benchmarks for grades 1-8. I left Ms. Gilliams office and walked down the hallways of the IRC. There were pubhc pass outs on the tables -4-11. 12. 13. 14. which involved the districts schedule, the LRSDs Comprehensive Partnership for Mathematics and Science Achievement, the PRAXIS Series Tests at a Glance for approximately fourteen different programs, and several communications to parents. Dr. Lesley has given an afhdavit in support of the districts motion to cite me for contempt. Dr. Lesley indicates that she spoke with me personally. I make this determination because she speaks in terms of a they said which includes me. In paragraph four of her affidavit, she appears to indicate that I had a conversation with her. It is clear, however, from a full reading of her afSdavit, that she neither spoke with me nor laid eyes upon me on the morning of August 23, 2001. I state that I never saw or spoke with Dr. Lesley on August 23, 2001. The most that can be said of my activity in Dr. Lesleys office was that upon being informed that the requested vitae had been mailed the day before, I asked Anita for another copy of what had allegedly been mailed\nthat upon being provided the copy. I asked if it was a complete copy\nand I asked if there any other writings that supported the departments agenda items on the school board agenda of 6:00 p.m. that day I could have. When I returned to my office I wrote Ms. Ann Marshall, ODM Monitor, a letter complaining about the districts response and asking her help: 1 am writing this letter to enlist your offices assistance in helping to ensure that the LRSD is fully responsive to citizens requests for information. If the district will not provide full information on something as simple as a resume, I believe that speaks to the districts general inclination. Exhibit F. A copy of this letter went to Dr. Lesley and to Mr. Chris Heller. After the school board meeting on the evening of August 23,2001, it appears that Dr. -5-Lesley updated her vitae. Her letter dated August 23, 2001, Exhibit G, begins as follows: You came to the ISH IRC on August 23, 2001, and requested immediately of my assistant a copy of the resume that we had mailed to you on Wednesday. It appears that the letter dated August 23, 2001, was written after that date. Today, August 27, 2001, I received Exhibit F in original form from Dr. Lesley. She now indicates that she has updated her curriculum vitae to a point where it is now 27 pages J n long and that in order for me to get it, I will have to pay the district $6.75. With respect to the proposals that were for discussion on the board agenda for August 23\"'*, she has informed me that to review the document and get a copy of it would cost $11.00\nfor the Technology Challenged Grant Proposal, $4.50. I may then obtain the documents, apparently without going through Mr. Heller and Mr. Fendley by bringing a check for $22.25 to Ms. Gilliam. 15. 16. In Dr. Lesleys letter of August 23as well as in her affidavit. Dr. Lesley does not indicate that I spoke, or sought to speak, with her personally. She acknowledges that I only sought to obtain a document that was or could have been readily available on request to anyone, of which prior notice that I was seeking it was given to her counsel. On August 17, 2001, the Court denied LRSDs motion without prejudice to cite me for contempt. During the telephone conference, the Court indicated that it would be prudent to, and in fact, ordered me to go through, or at least tell the attorneys what [I was] doing. This would prevent misconstruction of my conduct. The Courts Order which was received by me in the morning mail on August 23\"* is -6-) 17. 18. 19. 20. 21. slightly different from what was spoken during the telephone conference. The Court  s Order which was intended to. clarify her previous Order . . . directs counsel for Joshua Intervenors to go through counsel for the LRSD when seeking information from the district or district officials and personnel that is pertinent to the case and to inform counsel for the LRSD prior to contacting district officials and personnel about matters that are not currently before the Court. Exhibit A reflects that if we sought opinions from the district administrators we would do that by interviews or by interrogatories. Exhibit B indicates that I informed and went through Mr. Pendley in order to obtain information from Dr. Lesley, i.e., her vitae. Exhibit C reflects that I went through Mr. Fendley on August 20, 2001, in order to obtain a budget document which was on the August 23, 2001 agenda. Exhibit D reflects that, after informing and upon not receiving a response from Mr. Fendley on the third day, I requested from Dr. Lesley a copy of her vitae by return fax. Mr. Fendley interposed no objection to this request. She did not reply. When it was not received by return fax as requested on August 22, 2001,1 simply stopped by the LRC to pick it up. Nothing else happened other than that I requested from Anita Gilliam any information that her office had to support the policies to be presented in the public forum later that night and that Ms. Springer and I made a routine monitoring visit of the IRC. For years, the school district has taken the position that it has provided us, in advance of school board meetings, the proposed policies or regulations and back-up information before they were presented to the school board. Dr. Lesley and Dr. -1-J, 22. 23. Carnine have previously indicated that it was their belief and purpose that I should have, and that the district would provide such information to me at least several weeks, before the proposals were presented to the school board for action. The districts counsel were aware of this commitment. Moreover, the districts counsel were aware that I intended to appear at the school board meeting on the evening on August 23\"*. See Exhibit H. I wrote Mr. Heller that day, August 23, 2001, asking if he perceived the Courts Order as restricting any discussion between me and the board members later that day. See Exhibit H. The LRSD filed a motion on August 16, 2001 seeking to cite me for contempt. It now renews that motion. In doing so, the district has failed to provide either affidavit of other evidentiaiy support of the allegations in the motion. The renewal of the motion does not make it legally sufficient to put me on notice of what it is that I am specifically charged with having done. I proceed, however, to respond by this affidavit to those allegations under penalty of perjury. There are three allegations stated in the first motion. I address them seriatim: a) To the allegation that I confronted Ms. Jo Evelyn Elston with allegations that all African American students in advanced placement (AP) courses were flunking, I deny that allegation. Dr. Terrence Roberts, a consultant recommended by the Joshua Intervenors, was in a meeting Ms. Jo Evelyn Elston at approximately 11:30 a.m.. August 16,2001. I was scheduled to meet with him during the day. I had previously written him and informed him that I would like to be involved in your meetings with Dr. Washington and Dr. Lesley. See Exhibit 1. I was unable to meet with him -8-during his meetings with either of those persons. When I caught up with him he was at Ms. Elstons office. Ms. Elston invited me and Ms. Springer into the office. A law clerk named Francis Caldwell, who accompanied us to the meeting, was also invited in. During the meeting, I informed Dr. Roberts that I was not to elicit information from any district officials and then I proceeded to tell him some of the concerns that we had regarding the treatment of African American students that I wished for him to address with Ms. Elston and the other administrators as he sought to work with the school district. My conversations were primarily expressions of concern to Dr. Roberts regarding his role in relating to school administrators. I did discuss with him the treatment of African American students not only in advanced placement but in the district as well. At no time did Ms. Elston indicated that I interrupted any meeting and she appeared to welcome my discussions with Dr. Roberts. Ms. Elston and I have been personal friends since college, and we are neighbors. Dr. Roberts has provided a written statement regarding the alleged events. See Exhibit J. (The signed copy from Dr. Roberts is being submitted to the Court). b) To the allegation that I called Mr. James Washington, LRSD Ombudsman on\\ June 30, 2001, and suggested that Washington testify that he feared for his job if he told the truth, I deny having done that. Mr. Washington did not testify at the Court hearing that he feared for his job if he told the truth. MT. Washington, however, has visited my office on scores of occasions in response to complaints that we have directed to him in his role as Ombudsperson. During several of those meetings he complained about his treatment by the district and that he did not feel that he had the -9-) 24. 25. full support of Mr. Junious Babbs in the execution of his job duties. At court, as I recall his testimony, he confirmed that lack of full support. He indicated .shortcoming.^ with respect to his office space, staff and limitations upon his investigations, especially about complaints that emanated from Pulaski Heights Middle School. Mr. Washington, I believe, says different things to different people at different times depending upon his view of the advantage to be obtained by such expressions. c) To the allegation that on July 19, 2001 I attempted to intimidate Dr. Don Stewart by walking into a closed door meeting in his office, I deny that. I am not certain of where Dr. Don Stewarts office is located. I went into a room where he and Mr. Junious Babbs were present, which may have been his office, exchanged a few pleasantries and left. I do not recall either of us being seated. Absolutely nothing took place where I sought to obtain infonnation^ verbal or written, from a school district ofiBcial. I further suggest that any intimidation or intended intimidation of Dr. Don Stewart is impossible due, if for no other reason, to Dr. Stewarts high degree of self-confidence to say the least. I do not believe that he will testify, under oath, by recitation of any factual scenario, that I have ever sought to intimidate him. With respect to both motions for contempt, I deny that I either have contempt for the Court or have acted in a manner contemptuous of any Court Order, Court Directive or Code of Professional Conduct. The contrary is true. The district acknowledges that as counsel for Joshua, I have a duty to engage in monitoring activity regarding class activity. The motion for contempt, I believe, is an -10-attempt to frustrate our monitoring. I have read the foregoing statements and they are true and correct to the best of my knowledge, information and belief. jo: W. WALKER SUBSCRIBED and SWORN to before me ^ay of , 2001. MY co: :SSION EXPIRES: NotaSypublic -11- cout\u0026lt;^ i i i ) ) 0 I J 1 John W. Walker, P.a. ArroENBYAr Law 1723 Broadway Little Eock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WAI,KF,B. SHAWN CHILDS August 20, 2001 Mr. Clay Fendley Friday, Eldredge \u0026amp; Clark First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 OF COUNSEL EGBERT McHENRY, PjL DONNA J. McHenry . 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mchenryd^wbelLiiet ) Dear Clay: In that you have taken ten days, and in that the information that I am seeking is readily accessible, you may have 20 additional days to respond to the FOIA involving the principals. I will agree to a protective order regarding personal student information provided by FREPA. In that the LRSDs motion to be declared unitary is not a trial on the merits of the case, and in that no discovery schedule has been approved by the court, I can not agree to the procedure you suggest. There are several reasons for this. The most compelling reason, however, is that the information 1 request has routinely been provided upon request in the past\nand that we have not requested to use the FOIA in the past for these purposes. We now use the FOIA to make sure that the district is clear about what we need and to give the district officials time to obtain it without interference with their jobs. You lawyers interrupted the process when you decided you wanted to scrutinize each request that came from us. To us, that means that you not only want to review the matter but to structure the response as well. Clay, the documents we requested to review need not be examined first by you if they are public documents. We dont even need to copy many of them. We are entitled to see them even if the purpose is unrelated to your motion. You make things more difScuit and then try to blame us for having done so. ( With respect to the federal rules, we will request that you make available witnesses without depositions. If we seek opinions from your primary administrative staff members, we will get them either in that form or either by interrogatories. !ry truly yours, i ihn Walker JWW\nlp cc: Ms. Ann Marshall JOHN 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 OF COUNSEL ROBERT McHENRE PA. DONNA J. MoHENRY 8210 Henderson Road LrrrtE Rook, Arkansas 72210 Phone\n(501) 372-3425  Fax (501) 372-3428 Email: mchem7d@swbell.11et August 20, 2001 Mr. Clay Fendley Friday, Eldredge \u0026amp; Clark First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 Dear Mr. Fendley: I intend to request a copy of Dr. Lesleys vitae and am informing you of same. If you have it, would you be kind enough to forward it to me. In that I dont imagine that you do, and it should not be a controversial matter at all, I am forwarding this request to her as well. Sincerely, I W. Walker JWW:lp cc: Dr. Bonnie Lesley Ms. Ann Marshall John W, Walker. P.A. Attorney At Law 1723 BEOADWAy Little Rocs, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER SHAWN CHILDS OF COUNSEL EOBERT McHENEY, PA. DONNA J. McHENEY 8210 Hendesson Road Little Rock, Arkansas 72210 Phone\n(501) 372-3425  Fax (501) 372-3428 Email\nmchenrydl^wbelLiiet August 20, 2001 Kir. Clay Fendley Friday, Eldredge \u0026amp; Clark First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 Dear Clay: It is now 2:25 p.m.. August 20, 2001. I intend to appear or having someone appear on my behalf at the school district to request a copy of the 2001 budget document which the district has prepared. We have been provided these copies in the past but have not been provided one this time. Perhaps it is an oversight. I have tried to call you by telephone in the last few minutes after having spoken to you for about 20 minutes on another matter and I am informed that you are unavailable for my call. If you determine that I am not entitled to this information, would you kindly inform me whether this information is otherwise available to the public. Siaeerely, D^ri Walker A JWW:lp John w. Wiker, P.A. ATTOENBYArLAW 1723 Broadway Lotle Rock, Arkansas 72206 Telephone (501) 374-3758 FAZ (501) 374-4187 JOHN W. WAT,KER SHAWN CHILDS August 22, 2001 OF COUNSEL EOBEST McHENEY, EA. DONNAJ. McHENRY 8210 HEioiBssoN Road Little Rock, Arkansas 72210 Phone\n(501) 372-3425  Fax (501) 372-3428 Email\nmohenryd^wbelLnet Dr. Bonnie Lesley Little Rock School District 81^0 West Markham Little Rock, Arkansas Dear Dr. Lesley\nWill you please provide me a copy of your vitae by return fax. Thank you for your cooperation. Walker nVW:lp cc: Mr. Clay Fendley Ms. Ann Marshall f \u0026gt; Resume Bonnie Alexander Lesley Home Address: 232 Trelon Circle, Little Rock, AR 72223-3920 Office Address: 3001 S. Pulaski, Little Rock, AR 72206 Home Telephone: 501/868-4289 Office Telephone: 501/324-2131 Home E-mail: baleslev@aol.com Office E-mail: balesIe@irc.lrsdLkl2.ar.tis Educational Background Ed. D., Aug. 1989 to- Baylor University, Waco, Texas 54 Graduate Hours University of Texas at El Paso, El Paso, Texas M.A. mEngEsh, Aug. 1968 West Texas A\u0026amp;M University, Canyon, Texas B.A: in English, June 1962 With Honors University of North Texas, Denton, Texas High School Diploma, Valedictorian, May 1959 Hedley High School, Hedley, Texas Work Experience June 1998Present Associate Superintendent for Instruction Little Rock School Distric Little Rode, Arkansas Dec. 1995March 1998 Associate Superintendent Kansas City, Kansas Public Schools Kansas City, Kansas June 1993Dec. 1995 Associate State Superintendent for Curiiculum/Standards Delaware Department of Public Instruction Dover, Delaware Oct. 1991June 1993 Associate Superintendent for Curriculum/Instruction Austin Independent School District Austin, Texas June 1986Oct. 1991 Assistant Superintendent for Curriculum Waco Independent School District Waco, Texas iAug. 19S1June 1986 Director of Secondary Education Ysleta independent School District El Paso, Texas ). Aug. 1979Aug. 1981 Fall 1965Spring 1979 J Fall 1964Spring 1965 Fall 1962Spring 1964. Supervisor of Secondary Language Arts Ysleta Independent School District El Paso, Texas Teacher of Enghsh and Creative Writing Eastwood High School Ysleta Independent School District El Paso, Texas Reading and Elementary Spanish Teacher Scotsdale Elementary School Ysleta Independent School District El Paso, Texas English, Mathematics, Reading, Spanish Teacher Silverton Independent School District S Everton, TexasJohn W. Walker, P.A. Attorney Ar Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (601) 374-3758 FAX (501) 374-4187 JOHN W. WAT,KER SHAWN CHILDS Via Facsimile - 371-0100 August 23 , 2001 OF COUNSEL aOBEET McHENRY, PA. DONNA J. McHENRY 8210 Hendeeson Road Liitle Rock, Arkansas 72210 Phone: (601) 372-3425  Fas (501) 372-3428 Ematt: mchenryd^-wbelLjiei: Ms. Ann S. Marshall Office of Desegregation Monitoring 124 West Capitol Avenue, Suite 1895 Little Rock, Arkansas 72201 Dear Ms. Marshall\nAs you know, I have been seeking information from the Little Rock School District. You also know it is my behef that the District does not provide full or accurate information, at least to us, upon request. We have some substantial evidence of that already. Yesterday, I requested a copy of Dr. Bonnie Lesleys resume or vitae. You received a copy of my request. She provided a resume, a copy of which is attached. The resume is three pages. The resume is an example of an attitude: give them something, anything will do\nbut dont give them all of what we-have. Dr. Lesley surely provided to the Little Rock School District a far more extensive resume that she provided in response to our request. Perhaps, you have seen it. Surely, the Board of Directors had more than what she provided to us. I am writing this letter to enlist your offices assistance in helping to ensure that the Little Rock School District is fully responsive to citizens requests for information. If the District will not provide full information on something as simple as a resume, I believe that speaks to the Districts general inclination. Sincerely, /^nn W. Walkdf JWW\njs Attachment cc: Dr. Bonnie Lesley Mr. Chris Heller An Individual Approach to a World of IPdiowledge August 23, 2001 MB 27 an Mr. John Walker 1723 Broadway Little Rock, AR 72206 h Dear Mr. Walker: I You came to the Ish IRC on Thursday morning. August 23, 2001, and requested immediately of my assistant a copy of the resume that we had mailed to you on Wednesday. She provided that to you. Then you and Ms. Springer requested copies of the grant proposals that were referenced in the Board agenda book for the August 23 meeting. I told Ms, Springer that we can provide those but that I dont have copies in my office and would have to get them from others. Then you told Ms. Gilliam that the resume I had provided was not adequate, that you wanted a more complete one, with lists of my writings. I asked her to tell you that I would have to update what I had, but that I would be happy to provide that, although it will be very long. I stopped what I was doing this morning and spent the necessary time to update the full curriculum vitae that you apparently want. I also secured from the other offices copies of the United States History grant proposal and the Technology Challenge grant proposal. The curriculum vitae is 27 pages long, so the cost for that document is $6.75. The United States History grant proposal is 44 pages, so the cost for that document is $11.00. The Technology Challenge grant proposal is 18 pages, so that cost will be $4.50. That is a total of $22.25. If you will bring a check made payable to the LRSD for that amount to Ms. Gilliam, she will provide you with the copies of the documents that you have requested. YojleFs Connie A. Lesley, cd. D. Associate Superintendent for Instruction BAL/adg cc: Chris Heller Clay Fendley Dr. Kenneth James 810 W Markham  Little Rock, Arkansas 72201  www.Irsd.kl2.ar.us 501-324-2000  fes\n501-324-2032 John W. Walker, P.A. Attorney Ar Law 1723 Broadway Ltttle Book, Arkansas 72206 Tkt,EPHONE (501) 374-3758 FAX (501) 374-4187 JOHN W. WAT,KER SHAWN CHILDS August 23, 2001 OF COUNSEL ROBERT McHenry, PjL DONNA J. McHENEY 8210 Hendbsson Road Little Rock, xArkansas 72210 Phone\n(501) 372-3425  Fas (501) 372-3428 Email\nmchenryd^wbelLnet Mr. Chris Heller Friday, Eldredge \u0026amp; Clark First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 Dear Mr. Heller\nDo you perceive the Judges Order as requiring me to inform you that I intend to have a discussion with the board members today during the board meeting. Please let me hear from you by return fax. ySi^cerely, W. Walker JWW:lp cc\nMs. Arm Marshall 1 /OHN WALKER, PA. Attorn^ at Law 1723 Broadway Litde Rod:, Arkansas 72206 Telephone (501) 374-3758 Fax (501) 374-4187 FAX TRANSXnSSION COVER^ SHEET Tax: Re: Sender: To: YOU SHOULD RECEIVT [ (induding cover sheet)] PAGE(S), EXCLUDING _ THIS COVER SHEET. IF YOU DO NOT FECETVE ALL THE PAGES, PLEAEE CALL ''\u0026lt;(501)S74-3758\u0026gt; The information contained in this facsimile message is attorney privileged and confidential information intended only for tire use of the individual or entity named above. If the reader of this message is not the intended recipient, or the employee or agent responsible to deliver it to the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this communication in error, please immediate notify us by telephone, and return the original message to us at the above address via the U.S. Postal Service. Thank you. Tarsnee J. Roberts, PhD. P.O. Bos 96- Pasadena, CA 91102 (626) 644-4956 August 17, 2001 Mr. John Cia^' Fendley Friday, SIdredgs \u0026amp; Clark ) 2000 Regions Center ''i :\u0026lt;aP.-cirif .AA\"R 72201 Mr. John W, Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 Dear Mr. Fendiej' and Mr. Walker: It was brought to my itlentioh this momiug by John Walker that a mos: tica to eke Mr. Jolin WaOsef ip contempT of court was made by Mr. Clay Fendley, representative of the Little Rock School District. ?y^_ w^ijrwr p?i\u0026gt;Vtdcd ulC With thfi iiiOuOu, J apl addrSSSing thS facts in paragraph 2 of the motion i i I was present with Ms. Jo Evelyn Elston when Mr. W'sikw -asri twtj ijf iliil iSSGClixLcS wcr 1X1 VilCU into her ofSces. Mr. Walker did not barge into Ms. islstons oiSoe. Mr. Waik-er cognizsnt of .-4 Lerexcre, he addressed his ststeiiiniits to ixi ord^A to Ci^'xfy heipg discussed between Ms. ilston and mysi t:? j i Please coxitact me if addxtii Sincerely, LiXLVXXXXCXtXV.^^ i I I Terrence J. Roberts, PlhD 'J I Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (I922-I994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR., P A. JOE D. BELL. P.A. JAMES A. BUTTRY. P.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 III. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.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. P.A. WILLIAM THOMAS BAXTER. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P-A. JOSEPH B HURST. JR.. P-A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S SHAFER. P.A. WILLIAM M. GRIFFIN III. P-A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL HI. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR., P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A HARRY A. LICHT. P.A. SCOTT H. TUCKER. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE. SUITE 103 FAYETTEVILLE, ARKANSAS 72703-4811 TELEPHONE 501-695-2011 FAX 501-695-2147 JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P-A. JOHN C. FENDLEY. JR.. P.A. JONANN ELIZABETH CONIGLIO. P.A. R. CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOR. P.A. TONY L. WILCOX. P.A. FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR. ALLISON I. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE B. TIDWELL MICHAEL E- KARNEY KELLY MURPHY MCQUEEN JOSEPH P- MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN OF COUNSEL B S CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE, P.A. JOHN C. ECHOLS. P.A. A.D. MCALLISTER 208 NORTH FIFTH STREET BLYTHEVILLE, ARKANSAS 72315 TELEPHONE 870-762-2898 FAX 870-762-2918 JOHN C. FENDLEY, JR. LITTLE ROCK TEL 501-370-3323 FAX 501-244-5341 fndlyfc.nt September 21, 2001 received ( ria Facsimile \u0026amp; Mail) Honorable Susan Webber Wright United States District Court SEP 24 2G01 600 West Capitol Avenue Little Rock, Arkansas 72201-3325  QffICEOr ^^SESHEGATIONnOfilHQ RE: Little Rock School District vs. Pulaski County Special School District No. 1, et. al.\nMrs. Lorene Joshua, et. al.\nKatherine Knight, et. al. United States District Court Western Division No. LR-C-82-866 Dear Judge Wright: Enclosed please find Plaintiffs Motion to Compel and Request for Expedited Hearing. This motion concerns discovery propounded by Plaintiff to the Joshua Intervenors. Joshua has advised that they will not respond absent a Motion to Compel. We respectfully request that this matter be set for an expedited hearing at the courts earliest convenience. Thank you for your time and attention to this matter. Sincerely, JCF/bgb enclosure(s) cc: Mr. John W. Walker Mr. Sam Jones W. 'JWs. Richard Roachell s. Ann Marshall Mr. Steve Jones Mr. Sammye Taylor F:\\HOME\\BBrown\\Fendley\\LRSD\\wright lt.wpd IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ETAL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL PLAINTIFF'S MOTION TO COMPEL AND REQUEST FOR EXPEDITED HEARING Plaintiff Little Rock School District for its Motion for Compel states: 1. received SEP 24 20C1 Q55ICE\u0026gt; PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Plaintiff served the Joshua Intervenors with written discovery by mail on August 9, 2001, making Joshua's responses due on or before September 11, 2001. Joshua has failed and refused to respond. 2. Plaintiff contacted Joshua concerning responses and was advised to file a motion to compel. 3. A copy of the written discovery served on Joshua is attached hereto as Exhibit 1. WHEREFORE, Plaintiff prays that Joshua be ordered to provide full and complete responses to Plaintiffs First Set of Interrogatories and Requests for Production to the Joshua Intervenors Regarding Joshua's Objections to Unitary Status on or before October 1, 2001\nthat an expedited hearing be held on this Motion at the Court's earliest convenience\nthat Plaintiff be awarded its costs and attorneys' fees expended herein\nand that Plaintiff be awarded all other just and proper relief to which it may be entitled.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501)376-2011 BY: yCnnstopher Heller (#81083^1 ZJohn C. Fendley, Jr. (#92182) 2CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following persons by fax and mail on September 21, 2001: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-7388 Little Rock, AR 72201 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Sammye Taylor Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Or Cnristopher Heller I' tj' Uohn C. Jr. Fendley, F \\HOME\\FENDLEY\\LRSD 2001\\dcs-mot-coiiipel wpd 38'9-0! 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,ETAL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS PLAINTIFFS FIRST SET OF INTERROGATORIES AND REQUESTS FOR PRODUCTION TO THE JOSHUA INTERVENORS REGARDING JOSHUAS OBJECTIONS TO UNITARY STATUS Comes the Plaintiff, Little Rock School District (\"LRSD\"), and submits the following Interrogatories and Requests for Production to be answered within thirty days in accord with Rules 33 and 34 of the Federal Rules of Civil Procedure. GENERAL DEFINITIONS AND INSTRUCTIONS tr (A) \"you\" or \"your' Shall mean the Joshua Intervenors' LRSD class representative and counsel for the Joshua Intervenors and any person (as defined below) acting on their behalf\n(B) \"person\" Shall mean any individual, corporation, partnership, joint venture, firm. association, proprietorship, agency, board, authority, commission, and other such entities. II (C) \"communicate\" or \"communication Shall mean every manner or means of disclosure, transfer or exchange, and every disclosure, transfer or exchange of information whether orally or by document or whether face to face, by telephone, mail, personal delivery, or otherwise\nII (D) \"document' EXHIBITShall mean any original written, typewritten, handwritten, printed or recorded material, as well as all tapes, disks, non-duplicate copies and transcripts thereof, now or at any time in your possession, custody or control\nand, without limiting the generality of the foregoing definition, but for the purposes of illustration only, \"document\" includes notes, correspondence, memoranda, business records, diaries, calendars, address and telephone records, photographs, tape recordings, videotapes and financial statements. Without limitation of the term \"control\" as used in the preceding sentence, a document is deemed to be in your control if you have the right to secure the document or a copy thereof from another person or a public or private entity having actual possession thereof. If a document that is responsive to a request for identification or production is in your control, but is not in your possession or custody, identify the person with possession or custody. If any document that is responsive to a request for identification or production was. but is no longer, in your possession or subject to your control, state what disposition was made of it, by whom, and the date or dates or approximate date or dates on which disposition was made, and why\n(E) \"identify tt (i) As to a person (as defined), shall mean the person's name, business and residence address(es), occupation, job title\nand, if not an individual, state the type of entity and the address of its principal place of business\n(ii) As to a document, shall mean the type of document (letter, memo, etc.) the identity of the author or originator, the date authored or originated, the identity of each person to whom the original or copy was addressed or delivered, the identity of such 2The singular includes the plural number, and vice versa. The masculine includes the feminine and neuter genders. The past tense includes the present tense where the clear meaning is not distorted by change of tense. If you do not answer any Interrogatory or Request for Production because of a claim of privilege, set forth the privilege claimed, the facts upon which you rely to support the claim of privilege, and identify all documents for which such privilege is claimed. INTERROGATORY NO. 1: Please identify all persons who participated in the preparation of the responses hereto. INTERROGATORY NO. 2: Please identify the Joshua Intervenors' LRSD class representative and the date on which that person became Joshuas class representative. INTERROGATORY NO. 3: Please identify all persons who performed monitoring for you during the term of LRSD's Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 1: Please produce all of your monitoring reports that were shared with LRSD during the term of LRSD's Revised Desegregation and Education Plan. fNTERROGATORY NO. 4: Please identify and describe in detail all areas of noncompliance and bad faith implementation communicated by you to LRSD during the term of LRSD's Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 2: Please produce all documents pertaining to areas of noncompliance and bad faith implementation communicated by you to LRSD during the term of LRSD's Revised Desegregation and Education Plan. 4INTERROGATORY NO. 5: Please state whether you received a copy of LRSDs Compliance Plan dated June 10, 1999, on July, 1, 1999, and if not, please state when you received a copy of LRSDs Compliance Plan dated June 10, 1999. INTERROGATORY NO. 6: Please identify and describe in detail all communications between you and LRSD pertaining to the format or content of LRSDs Compliance Plan dated June 10, 1999. REQUEST FOR PRODUCTION NO. 3: Please produce all documents pertaining to communications between you and LRSD pertaining to the format or content of LRSDs Compliance Plan dated June 10, 1999. INTERROGATORY NO. 7: Please identify and describe in detail all communications between you and LRSD pertaining to the format or content of LRSDs Interim Compliance Report filed March 15, 2000. REQUEST FOR PRODUCTION NO. 4: Please produce all documents pertaining to all communications between you and LRSD pertaining to the content and format of LRSDs Interim Compliance Report filed March 15, 2000. INTERROGATORY NO. 8: Please identify and describe in detail all racial disparities revealed by your monitoring during the term of LRSDs Revised Desegregation and Education Plan\nand for each area of racial disparity state: (a) When you became aware of the disparity\n(b) When you communicated your knowledge of the disparity to LRSD\n(c) Whether LRSDs response to the racial disparity complied with the Revised Desegregation and Education Plan\nand if not, why you did not invoke the process for raising compliance issues pursuant to Section 8.2 of the Revised Desegregation and Education Plan. 5REQUEST FOR PRODUCTION NO. 5: Please produce all documents pertaining to your response to the preceding Interrogatory regarding racial disparities. fNTERROGATORY NO. 9: Please identify and describe in detail all incidents of racial discrimination in the imposition of discipline which occurred during the term of LRSDs Revised Desegregation and Education Plan, and separately with regard to each such incident, please state: (a) (b) (c) When you became aware of the incident\n''Yhen you communicated your knowledge of the incident to LRSD\nWhether LRSDs response to the incident complied with the Revised Desegregation and Education Plan\nand if not, why you did not invoke the process for raising compliance issues pursuant to Section 8.2 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 6: Please produce all documents pertaining to your response to the preceding Interrogatory regarding incidents of racial discrimination in the imposition of discipline. INTERROGATORY NO. 10: On average, about 85% of LRSDs suspensions are of African-American students (See Compliance Report, March 15, 2001, p. 24). Please explain how much of that 85%, if any, you contend results from racial discrimination by LRSD and identify all facts and documents with support that contention? REQUEST FOR PRODUCTION NO. 7: Please produce all documents pertaining to your response to the preceding interrogatory. 6INTERROGATORY NO. 11: Please identify and describe in detail all incidents involving student discipline which you referred to the LRSD Ombudsman\nand separately for each such incident, please state: (a) When you became aware of the incident\n(b) When you communicated your knowledge of the incident to the ombudsman\n(c) Whether LRSD's response to the incident complied with the Revised Desegregation and Education Plan\nand if not, why you did not invoke the process for raising compliance issues pursuant to Section 8.2 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 8: Please produce all documents pertaining to your communications with the LRSD Ombudsman. INTERROGATORY NO. 12: Please identify all facts and documents which support your objection to LRSD's compliance with Section 2.5 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 9: Please produce all documents identified in the preceding interrogatory. INTERROGATORY NO. 13: Please identify all facts and documents which support your objection to LRSD's compliance with Section 2.5.1 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 10: Please produce all documents identified in the preceding interrogatory. 7INTERROGATORY NO. 14: Please identify all facts and documents which support your objection to LRSD's compliance with Section 2.5.2 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 11: Please produce all documents identified in the preceding interrogatory. INTERROGATORY NO. 15: Please identify all facts and documents which support your objection to LRSD's compliance with Section 2.5.3 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 12: Please produce all documents identified in the preceding interrogatory. INTERROGATORY NO. 16: Please identify all facts and documents which support your objection to LRSD's compliance with Section 2.5.4 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 13: Please produce all documents identified in the preceding interrogatory. INTERROGATORY NO. 17: Please state whether you contend that the \"Program Evaluation Agenda\" and/or the \"Assessment Plan\" set forth on pages 53-57 in the Interim Compliance Report filed March 15, 2000, complied with LRSD's obligation under Section 2.7.1 of the Revised Desegregation and Education Plan. If not, please: (a) identify and describe in detail all facts and documents supporting your contention\n(b) state when you determined that they did not comply\nand, (c) when you communicated to LRSD your belief that they did not comply\n8(d) why you did not invoke the process for raising compliance issues pursuant to Section 8.2 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 14: Please produce all documents pertaining to your response to the preceding interrogatory. rNTERROGATORY NO. 18: Please identify and describe in detail all programs, policies and procedures proposed by you pertaining to LRSDs obligations under the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 15: Please oroduce all documents pertaining to programs, policies and procedures proposed by you pertaining to LRSDs obligations under the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 16: Please produce all documents received by you in the ordinary course of business (as opposed to in response to an FOIA request) during the term of LRSDs Revised Desegregation and Education Plan pertaining to your participation on LRSD committees or in LRSD activities. REQUEST FOR PRODUCTION NO. 17: Please produce all documents pertaining to your invoking the process for raising compliance issues pursuant to Section 8.2 of LRSDs Revised Desegregation and Education Plan. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 37$=2^H------------. BT Cfiristopher Heller 1083\nJohn C. Fendley, Jr. (#92182) 9CERTIFICATE 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 August 9, 2001: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm 11800 Pleasant Ridge Road, Suite 146 Little Rock, Arkansas 72222-7388 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Sammye Taylor Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 F HOMF FES'DLEY LRSD OOr.des-unilan ini-rfp-Joshua-OOI wpd 10 iristopher Heller 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,ETAL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF PLAINTIFF'S MOTION TO COMPEL AND REQUEST FOR EXPEDITED HEARING Joshua has failed and refused to respond to Plaintiffs diseovery requests served by mail on August 9, 2001. Fed. R. Civ. P. 33(b)(5) authorizes the party submitting interrogatories to move for an order compelling responses under Fed. R. Civ. P. 37(a) where the party to whom interrogatories were submitted fails to respond. Fed. R. Civ. P. 33(b)(4) prohibits the party to whom interrogatories were submitted from responding to a motion to compel by raising objections to the interrogatories. It provides, \"Any ground not stated in a timely objection is waived unless the party's failure to object is excused by the court for good cause shown.\" (emphasis supplied). Similarly, Fed. R. Civ. P. 34(b) authorizes a party submitting requests for production to move for an order compelling production under Fed. R. Civ. P. 37(a). Accordingly, Plaintiff prays that Joshua be ordered to provide full and complete responses to Plaintiffs First Set of Interrogatories and Requests for Production to the Joshua Intervenors Regarding Joshua's Objections to Unitary Status on or before October 1, 2001Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501)376-2011 BY\n/ Christopher Heller (#8108 w (./John C. Fendley, Jr. (#92IK) Fendley, (#92182) 2CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following persons by fax and mail on September 21,2001: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-7388 Little Rock, AR 72201 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Sammye Taylor Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 istopher ihn C. Fendley, Jr. Heller  '/j dlev, F\n\\HOME\\FENDLEY\\LRSD 200l\\des-inol-compel-bn wpd 3RECESVED SEP 2 4 2001 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO.4\n82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS JOSHUAS ANSWERS TO PLAINTIFFS FIRST SET OF INTERROGATORIES AND REQUESTS FOR PRODUCTION REGARDING JOSHUAS OBJECTIONS TO UNITARY STATUS 6/^'  /.' bra.r~, r fNTERROGATORY NO. 1: Please identify all persons who pailicipated in the preparation of the responses hereto. ANSWER NO. 1: John W. Walker as counsel for the Joshua Intervenors and Joy C. Springer, Monitor. INTERROGATORY NO. 2: Please identify the Joshua Intervenors LRSD representative and the date on which that person became Joshuas class representative. ANSWER NO. 2: The Defendant LRSD is aware of the class representatives. There have been no new or additional persons identified as class representatives. INTERROGATORY NO. 3: Please identify all persons who performed monitoring for you dming the tenn of LRSDs Revised Desegregation and Educational Plan. ANSWER NO. 3: The following persons performed monitoring: John W. Walker, -1-Joy C. Springer, Kirke Herman, Carolyn Cooley, Margaret Freeman, Lorene Joshua, Delois Sykes and Frances Caldwell. REQUEST FOR PRODUCTION NO. 1: Please produce all of yom monitoring reports that were shared with LRSD during the term of LRSDs Revised Desegregation and Education Plan. RESPONSE NO. 1: The Joshua Intervenors counsel, in response to and at the request of Superintendent Les Caimne and District counsel Chris Heller, in an effort to be cooperative with them did not publish any monitoring reports of the concenis which he had with respect to LRSD Plan implementation between 1998 and 2001. See the written commimications from Heller, Camine and Walker - Court Exhibits 558 and 566. INTERROGATORY NO. 4: Please identify and describe in detail all areas of noncompliance and bad faith implementation communicated by you to LRSD \u0026amp; term of LRSDs Revised Desegregation and Education Plan. ANSWER NO. 4\nPlease see Joshuas Opposition to LRSDs Motion for Unitary Status filed herein. The Agreement entered between Little Rock School District and the State of Arkansas regarding the 20 million dollar' loan forgiveness. Also see the notes and files of Superintendent Les Carmine, District cormsei Chris Heller, Jrmious Babbs, James Washington, Sadie Mitchell, Marion Lacey, Linda Watson, Brady Gadberry, Victor Anderson, Bonnie Lesley and Gene Parker that contain correspondence and other documentation from Joshua. There is a partial list of items in the March 15, 2001 Compliance Report. In addition, undersigned counsel had numerous conversations with -2-Superintendent Canijne and District Attorney Heller regarding noncompliance issues at Rightsell Elementaiy School involving discipline, lack of academic achievement, segregation of boys from girls as a punitive measure\ndouble funding, maintenance and proper staffing, equipment and materials at the Incentive Schools\nthe proposed closing of Mitchell Elementaiy school\nthe closing of Ish School under the guise of it not being a repairable facility and later being refurbished to house the new Ish bistmctional Resource Center\nPulaski Heights Middle School involving disparate tieatment of African American students and staff, disparate discipline, lack of academic achievement, use of racial sluis and racial epitaphs by staff, assault of students by staff and discriminatory learning environment\nHall High School involving discriminatory learning environment, dispai ate discipline, lack of recognition of academic honors and lack of academic achievement\nCloverdale Middle School involving discriminatory learning environment. dispar ate discipline and lack of academic achievement\nthe creation and implementation of Office of Ombudsperson\ndiscriminatory practices involving the removal of the principal at J. A. Fair High School\nthe promotion of Gayle Bradford to School Services and of other principals who engaged in discriminatory conduct toward African American students and/or staff (Faith Donovan, Nancy Rosseaum etc.)\nMabelvale Middle School involving discriminatory learning environment, disparate discipline and lack academic achievement\nDunbar Middle School involving disparate discipline of students including the use of resource officer in investigation and detennination of discipline decisions. assault of student by staff member, use of racial slurs by staff and lack of academic -3- achievement\nForest Heights Middle School involving dispaiate discipline, discriminatory discipline practices\nWakefield Elementary involving the quality of education being delivered and discriminatoiy learning environment\nForest Park Elementary involving discriminatory learning environment, discriminatoiy practices regarding the participation in field tiip activities, racial comments by members of the PTA\nMeadowcliff Elementary involving dispaiate discipline\nWestern Hills Elementaiy involving retaliatory treatment of staff member who complained about lack of and poor implementation of lEPs and education of African American students\nRockefeller Elementary involving disparate discipline of students and staff\nHorace Maim involving discriminatory grading practices. discriminatory discipline rules established at the school level, disparate discipline practices, assault of student by staff member\nCentr'al High School involving discriminatory practices in student participation in extr acunicular- activities- cheerleader tryouts, homecoming queens, mock court, student council, disparate discipline practices. one race AP classes and favoring white students in these classes, lack of academic achievement and favoring white students irr awards and activities\nParkview involving discriminatory practices in counseling services, disparate discipline, discriminatory practices in student participation in extracunicular activities (band and choir). discriminatory teaching assignments, lack of academic achievement\nMcClellan involving unequal facilities, staff, leanring evironment, resources, and staff use of racial epitaphs\nseveral incidents of discriminatory assigrrment practices\nnumerous incidents of the Districts failme to properly implement lEPs of African American students\nand Safety -4-and Secmity Director Bobby Jones staff use. REQUEST FOR PRODUCTION NO. 2: Please produce all documents to areas of noncoinpllance and bad faith implementation communicated by you to LRSD during the term of LRSDs Revised Desegregation and Education Plan. RESPONSE NO. 2\nRefer to response given in Interrogatory Answer No. 4. Documents are located in files entitled John W. Walker m the offices of Junious Babbs, Superintendent Camine, Sadie Mitchell, and other central office administrators including the offices of Ombudsperson, James Waslungton. Copies of these files have been previously provided to counsel for the District. Also refer to Coml Exhibits 556, 557, 558 and 566. Also see attached documents. INTERROGATORY NO. 5: Please state whether you received a copy of LRSDs Compliance Plan dated June 10, 1999, on July, 1, 1999, and if not, please state when you received copy of LRSDs Compliance Plan dated June 10, 1999. ANSWER NO. 5: I obtained with difficulty and only after repeated requests of the plan from District officials. Superintendent Camine and Junious Babbs acknowledge that the compliance plan was not provided to cormsei for Joshua Intervenors until after a request was made for it along with the compliance handbook.. See Coml Exhibits 559 and 562. (Plan was received shortly after the date indicated in Babbss letter of August 31, 2001, Coml Exhibit 562.) INTERROGATORY NO. 6: Please identify and describe in detail all communications between you and LRSD pertaining to the fomrat or content of LRSDs -5-Compliance Plan dated June 10, 1999. ANSWER NO. 6: There were no communications between the parties regarding the foimat or content of the Compliance Plan. District officials and other compliance committee members developed the plan without input from Joshua. District officials did not request any input from Joshua although Joshua sought on many occasions to be involved in the process. REQUEST FOR PRODUCTION NO. 3: Please produce all documents pertaining to communications between you and LRSD pertaining to the foimat or content of LRSDs Compliance Plan dated June 10, 1999. RESPONSE NO. 3: Refer to response given in InteiTOgatoiy Answer No. 6. INTERROGATORY NO. 7: Please identify and describe in detail all communications between you and LRSD pertaining to the foimat or content of LRSDs Interim Compliance Report filed March 15, 2000. ANSWER NO. 7: There were no communications between the parties. District officials and other compliance committee members developed the content and format of LRSDs Interim Compliance Report filed on March 15, 2000 without input from Joshua. REQUEST FOR PRODUCTION NO.4: Please produce all documents pertaining to all communications between you and LRSD pertaining to the content and format LRSDs Interim Compliance Report filed Maich 15, 2000. RESPONSE NO. 4: Refer to response given in Interrogatory Answer No. 7. INTERROGATORY NO. 8: Please identify and describe in detail all racial -6- disparities revealed by your monitoring during the tenn of LRSDs Revised Desegregation and Education Plan\nand for each area of racial disparity state: (a) When you became aware of the disparity\n(b) When you communicated your knowledge of the disparity to LRSD (c) Whether LRSDs response to the racial disparity complied with the Desegregation and Education Plan\nand if not, why you did not invoke the process raising compliance issues pmsuant to Section 8.2 of the Revised Desegregation and Education Plan. ANSWER NO. 8: Please refer to the Joshuas Response in Opposition to LRSDs Motion for Unitary Status filed herein. Also see InteiTOgatoiy Response No. 4. District officials and members of the compliance committee withheld and refused to share the quarterly reports which were produced by the School Services division of the District. These reports were indicative of the racial dispaiities that remained present in the District. Also see the notes and files of Superintendent Les Camine, District counsel Chris Heller, Junious Babbs, James Washington, Sadie Mitchell, Marion Lacey, Linda Watson, Brady Gadbeny, Victor Anderson, Bonnie Lesley and Gene Parker that indicate dates of communications. Joshuas counsel was continually misled and misinformed by LRSD school officials including Camine and Heller regarding desegregation accomplishments. In addition, the Distiict did not regularly provide the semester by semester discipline statistics. The Joshua Intervenors counsel did invoke the process for raising compliance issues pursuant to the revised plan which he had with respect to LRSD -7-Plan implementation between 1998 and 2001 involving several issues, however, in response to and at the request of and from Supeiintendent Cainine and District counsel Chris Heller and upon promised of fair and adequate remedy thereof, he did not follow through on the compliance issues that were raised. Joshuas right to contest in a vigorous manner the Districts release from court jurisdiction after the Districts report of March 15, 2001 is independent of the number of times Joshua invoked the process described in Section 8 of the Revised Desegregation and Education Plan. REQUEST FOR PRODUCTION NO. 5: Please produce all documents periaining to your response to the preceding Intenogatory regarding racial disparities. RESPONSE NO. 5\nRefer to response given in Interrogatory Answer No. 8. Also see Coml Exhibits 556, 557, 558, 566 and 582. Also see attached documents. INTERROGATORY NO. 9: Please identify and describe in detail all incidents of racial discrimination in the imposition of discipline which occurred during the term of LRSDs Revised Desegregation and Education Plan, and separately with regard to each such incident, please state: (a) When you became aware of the incident\n(b) When you communicated your knowledge of the incident to LRSD (c) Whether LRSDs response to the incident complied with the Revised Desegregation and Education Plan\nand if not, why you did not invoke the process for raising compliance issues pursuant to Section 8.2 of the Revised Desegregation and Education Plan. -8-ANSWER NO. 9\nJoshua received notice of nrunerous incidents involving racial discrimination over the three year period. See Response in Interrogatory No. 4. Also see the files of Ombudsman, James Washington. Also see letter addressed to Superintendent Caimne with copies to James Washington and Dr. Linda Watson dated November 8, 2000, Coml Exhibit 567. There were numerous racial incidents dming this period including, but not limited to the following schools: Hall High School, McClellan, Central, Parkview and Fan High Schools, Pulaski Heights, Mann, Cloverdale, Southwest Dunbar and Forest Heights Middle Schools, Brady, Western Hills, Caiver, Forest Park, Dodd, Rightsell, Gibbs and Pulaski Heights Elementary schools. Many of these cases were referred to the office of the Ombudsman. Also see Answer to InteiTogatoiy Nos. 8 and 11. REQUEST FOR PRODUCTION NO. 6: Please produce all documents pertaining to your response to the preceding Interrogatory regarding incidents of racial discrimination in the imposition of discipline. RESPONSE NO. 6\nSee the files of Dr. Linda Watson, Student Hearing Officer and those of the Ombudsperson, James Washington. Also see Court Exhibits 567, 568 and attached documents. INTERROGATORY NO. 10: On average, about 85% of LRSDs suspensions are of Afiican-American students (See Compliance Report, March 15, 2001, p. 2 Please explain how much of that 85%, if any, you contend results from racial discrimination by LRSD and identify all facts and documents with support that contention? -9-ANSWER NO. 10\nLRSD did not adopt specific compliance standaids for the area of student discipline, or monitor such standard at particular schools exhibiting problems of racial disparity in discipline. LRSD has this obligation under Section 6 of the revised plan. LRSDs failme hr this regard diminishes Joshuas ability to segregate instances of racial disparity in discipline. Not all black children who are disciplined are not included in the discipline reports. Fmtheimore, it is our opinion that when Aftican American students engage in the same conduct as white students, the white students are not disciplined. In addition, the quarterly reports which confirm the continued disparity were withheld by Districts officials. REQUEST FOR PRODUCTION NO. 7: Please produce all documents pertaining to yom response to the preceding urterTogatory. RESPONSE NO. 7: See response in InteiTogatory No. 10. INTERROGATORY NO. 11: Please identify and describe all incidents involving student discipline which you referxed to the LRSD Ombudsman\nand separately for each such incident, please state: (a) When you became aware of the incident\n(b) When you communicated your knowledge of the incident to the ombudsman\n(c) Whether LRSDs response to the incident complied with the Revised Desegr'egation and Education Plan\nand if not, why you did not invoke the process for raising compliance issues pursuant to Section 8.2 of the Revised Desegregation a Education Plan. -10-ANSWER NO. 11: Joshua handled a number of the cases involving student discipline dm'ing this period for several reasons: 1) the Ombudsman was not allowed to do so initially and 2) the Ombudsman was often working on other matters and was not available. The Ombudsman, James Washington, has reported to Joshua that he has an ongoing investigation of race based misti'eatment at Pulaski Heights Middle School. The following cases were refen'ed to the Districts Ombudsman: 1) Millai'd Russey at Forest Heights Middle School\n2) Alex ONeal at Forest Heights Middle School\n3) Peter Robinson at Hall High School\n4) East End Students attending Pulaski Heights Middle School\n5) Earnest Rump at Soutliwest Middle School\n6) Antonio Jackson at Pulaski Heights Elementary 7) Rodriquez Roy at Pulaski Heights Middle School\n8) Maicus Walker at Horace Maim Middle School\n9) Maim Middle Schools rules regarding participation in extracurricular activities which-are driven by citizenship grades\n10) Cloverdale Middle School regarding its failure to apply appropriate discipline to a white female student, Miracle Null, for use of profanity towards to black teacher\n11) Christopher Mmray at Cloverdale Middle School\n12) Calvin Leonard at Gibbs Elementary\n13) Ewin Parchmann at Meadowcliff Elementary\n-11-14) Justin Simmons at Horace Mann\n15) Marcus Henry at Pulaski Heights Middle\n16) Quention Bellows at Hall High School\n17) Cedi'ic Beasley 18) Antonio Jackson at Hall High School\n19) Antione Bernard at Brady Elementaiy\n20) Tommy Bozemann at ALP - Philander Smith\n21) Felicia Duhail at Western Hills Elementary\n22) Brian Gray at Horace Mann\n23) April Hayes at Paikview\n24) LeeAngelo Jones at Rockefeller Elementaiy\n25) Ronald Payne at Pulaski Heights Middle\n26) Steven Taylor at Hall High School\n27) Peel at Forest Heights\n28) Clevonne Dixon at Hall High School\n29) Marcus Walker at Horace Mann\n30) ClC program implementation (suspensions expunged for white students but not for black students who participated in this program)\nand 31) Letter dated October 9, 2000 regarding disparate treatment of black students bused into Pulaski Heights Middle School. This list may not exhaustive of all incidents of racial discrimination with respect to -12- discipline. Joshua reserves the right to supplement this list. REQUEST FOR PRODUCTION NO. 8: Please produce all documents pertaining to yom- communicahons with the LRSD Ombudsman. RESPONSE NO. 8: Please refer to the files of the Ombudsman including the attached documents. The attached documents, however, are not inclusive of all communications with the Ombudsman. The majority of our communication with the Ombudsman was through telephone conferences, visits to his office and his visits to this office. Referrals were made during these communications. INTERROGATORY NO. 12: Please identify all facts and documents which support yom objection to LRSDs compliance with Section 2.5 of the Revised Desegregation and Education Plan. ANSWER NO. 12\nThe program, policies and procedm'es identified in the Compliance Plan and the March 2000 and 2001 reports ai^in terms of such a level of generality as to not be meaningful with regaid to achieving compliance with respect to the obligation. Interrogatories Numbers 9 and 11 and Requests for Production related thereto. Also refer to Joshuas Response m Opposition. REQUEST FOR PRODUCTION NO. 9: Please produce all documents identified in the preceding interrogatory. RESPONSE NO. 9: See InteiTogatoiy No. 11 and 12. See also LRSD Compliance Plan, Coml Exhibit 544. INTERROGATORY NO. 13: Please identify all facts and documents which -13- suppoil your objection to LRSDs compliance with Section 2.5.1 of the Revised Desegiegation and Education Plan. ANSWER NO. 13: Refer to responses in Interrogatories Numbers 9 and 11 and Requests for Production related thereto. REQUEST FOR PRODUCTION NO. 10: Please produce all documents identified in the preceding mtenngatoiy. RESPONSE NO. 10: Same as Inteirogatoiy No. 13. See also LRSD Compliance Plan, Coml Exhibit 544. INTERROGATORY NO. 14: Please identify all facts and docmnents which support yom- objection to LRSDs compliance with Section 2.5.2 of the Revised Desegregation and Education Plan. ANSWER NO. 14: Compliance with Section 6 of the revised plan with respct to compliance standards and the Compliance Plan should have yielded data on particpular schools by way of example allowing Joshua, ODM and the Com! to assess compliance. The LRSDs Maich 200 and 2001 reports do not provide any data with respect to this obligation. They report that policies adopted and cases are reviewed by the Assistant Superintendent for Discipline. LRSD has not substantially demonstrated that this provision has been complied with. REQUEST FQR PRQDUCTIQN NQ. 11: Please produce all documents m the preceding interTogatory. RESPQNSENQ. 11: Same as Interrogatory No. 14. -14-INTERRQGATORY NO. 15: Please identify all facts and docmnents which support yoiu- objection to LRSDs compliance with Section 2.5.3 of the Revised Desegiegation and Education Plan. ANSWER NO. 15: Refer to Court Exhibits 561, 564, and 565. See also documents attached hereto. Please refer to the testimony of James Washington dated August 2, 2001.(Testimony regarding his lack of sufficient resomces and authority). REQUEST FOR PRODUCTION NO. 12: Please produce all documents hr the preceding interrogatoiy. RESPONSE NO. 12: Refer to Answer to Inteirogatoiy No, 15, INTERROGATORY NO, 16: Please identify all facts and documents which support your objection to LRSDs compliance with Section 2,5,4 of the Revised Desegiegation and Education Plan, ANSWER NO, 16: Compliance with Section 6 of the revised plan with respct to compliance standards and the Compliance Plan should have yielded data on paiticpular schools by way of example allowing Joshua, ODM and the Court to assess compliance. The LRSDs March 200 and 2001 reports do not provide any data with respect to this obligation. They report that these cases are referred to the Pupil Services Team. Joshua contends that the LRSD has not substantially complied with this provisions. See attached documents, (Joshua requested data and counsel for the District replied indicating that no data existed). REQUEST FQR PRQDUCTIQN NQ. 13: Please produce all documents in the -15-preceding inteiTogatory. RESPONSE NO. 13: Refer to Answer in InteiTogatory No. 16. INTERROGATORY NO. 17: Please state whether you contend that the Program Evaluation Agenda and/or the Assessment Plan set forth on pages 53-57 in the Interim Compliance Report filed March 15, 2000, complied with LRSDs obligation under Section 2.7.1 of the Revised Desegi'egation and Education Plan. If not, please: (a) identify and describe in detail all facts and documents supporting yorrr contention\n(b) state when you determined that they did not comply\n(c) when you communicated to LRSD your belief that they did not comply\nand. (d) why you did not invoke the process for raising compliance issues pursuant to Sectiorr 8.2 of the Revised Desegregation and Educational Plan. ANSWER NO. 17: Evaluation under 2.7.1 was to reach all academic programs implemented pru-suant to Section 2.7. Also those listed in Section 5 of the plan, as well as others implemented by LRSD to fulfil its obligation under 2.7. Joshuas ability to respond to this interrogatory is hindered by the Districts failure to set forth one clear list of all of the programs implemented to comply with Section 2.7. In reviewing pages 53- 57, we do not find mention of the full extent of the revised cmriculum at grades 4 and above. There is no mention of evaluation of the use os SAIPs, or of the programs listed in Section 5 of the plan. Joshua contends that the LRSD has not substantially complied with this provision. Please refer to the testimony of Junious Babbs, Sadie Mitchell, -16-Bonnie Lesley and Superintendent Camine. REQUEST FOR PRODUCTION NO. 14: Please produce all documents pertaining to your response to the preceding interrogatory. RESPONSE NO. 14: See transcript of the July and August, 2001 hearings. INTERROGATORY NO. 18: Please identify and describe m detail all programs, policies and procedures proposed by you perlaining to LRSDs obligations under the Revised Desegregation and Education Plan. ANSWER NO. 18: DisPict officials and compliance committee members chose not to involve cormsei for Joshua hr the development of programs, policies and procedmes. REQUEST FOR PRODUCTION NO. 15: Please produce all documents pertaining to programs, policies and procedmes proposed by you perlaining to LRSDs obligations under the Revised Desegr egation and Education Plan. RESPONSE NO. 15: Refer to Court Exhibits 552, 554, 560, 563 and attached documents regarding undersigned counsels complaints regarding non involvement hr the development of programs, policies and procedmes. REQUEST FOR PRODUCTION NO. 16: Please produce all documents received by you in the ordinary course of business (as opposed to in response to an FOIA request) during the term of LRSDs Revised Desegregation and Education Plan pertairring to your pmticipation on LRSD committees or hr LRSD activities. RESPONSE NO. 16: The following documents and notices were sent by the -17-District without request: District officials provided Board policies to these offices after they sent to the Board for approval. Quarterly notices were received regarding NSF grant and its agenda for the meeting. Notices of the Bhacial Committee meetings. Notices regar'ding Charter School Committee and agenda. Joshua cormsei and Monitor Springer had to request many of the documents regarding LRSD committees and activities as a part of our ongoing monitoring activities. REQUEST FOR PRODUCTION NO. 17: Please produce all documents pertaining to your invoking the process for raising compliance issues pru'suant to 8.2 of LRSDs Revised Desegregation and Education Plan. RESPONSE NO. 17: See attached documents. Also see Comt Exhibits 565,567,568 and 569. Joshua further reserves the right to supplement tire answers provided herein. Respectfully submitted, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72206 (501) 374-3758 (Tel.) (501) 374-4187 fF-ax) / By: 7 alker, AR Bar No. 64046 -18- CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailedpostage prepaid to the following counsel or record, postage prepaid on this Xl day o-f- It\n2001. Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol Avenue Suite 2200 Little Rock, Arkansas 72201-3699 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Mr. Stephen W. Jones Jones, Lyon \u0026amp; Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 Ms. Sammye L. Taylor Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 in Walker -19-FILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION EASTEUR.SN. DDIISSTTRRIICCTT CAORUKRATN SAS SEP 25 2001 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l,etal.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * * * * ** ** ** ** * JAMEI By:_ DEP CLERK No. 4\n82CV00866 SWW received SEP 2 6 2001 CGHGEOf OE9E68EBSOMOIVITOHiNS ORDER On September 21, 2001, the Little Rock School District filed a motion to compel and request for expedited hearing concerning written discovery served on the Joshua Intervenors. By fax dated September 24, 2001, attached to this Order, counsel for the Little Rock School District has informed the Court that the motion and request for hearing are now moot. THEREFORE, the motion to compel and request for expedited hearing are hereby DENIED AS MOOT. IT IS SO ORDERED THIS DAY OF SEPTEMBER, 2001 CHIEF JU UNITED STATES DISTRICT COURT THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITPHH RRUIALEE 58 AAND/OR 79(a) FRCa ON BY. 4505 I (l eastern FI^ED S.DISTRICTCnii IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS SEP 26 2001 WESTERN DIVISION JAMES By:___M SMnfWnl ERI DEPCLERI LITTLE ROCK SCHOOL DISTRICT PLAINTIFF 4:82CV00866 SWW NORTH LITTLE ROCK SCHOOL DISTRICT, ET AL RECEIVED DEFENDTYNTS MRS. LORENE JOSHUA, ET AL MRS. KATHERINE KNIGHT, ET AL SEP 2 8 2001 INTERVENORS INTERVENORS vs. OFFICE OF DESEGREGATION MONITORING ORDER Before the Court IS Little Rock School District's motion for contempt against John Walker. A hearing on this issue is hereby scheduled for Tuesday, October 16, 2001, at 9:00 a..m. The deadline for the mutual exchange of witness and exhibit lists shall be no later than October 5, 2001. If the parties desire the Court to examine any documents pertaining to this hearing, those documents shall be submitted to the Court no later than noon on October 12, 2001. The Court advises counsel that it will not be available to conduct this hearing beyond October 16, 2001. IT IS SO ORDERED this i^2/^^^*^^day of September, 2001. THIS DOCUMENT ENTERED ON Chief United States District Judge DOCKET SHEET IN COMPLIANCE ' Wl onJ ,ND/OR 79(^)FR BY__ FRCP  n 3 Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A BYRON M. EISEMAN. JR. P.A JOB D. BELL. P.A JAMBS BUTTRY, P.. FREDERICK S. URSERY. P.A. OSCAR B. DAVIS. JR.. P.A JAMES C. CLARK. JR. P.A. THOMAS P. LEGGETT. P.A JOHN DEWEY WATSON. P.A PAUL B. BENHAM lU. P.A. LARRY W. BURKS. P.A A WYCKLIPF NISBET. JR. P.A JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A JAMES M. SIMPSON. P.A JAMES M. SAXTON, P.A J. SHEPHERD RUSSELL UI. P.A DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A BARRY E. COPLIN. P.A RICHARD D. TAYLOR P.A JOSEPH B. HURST. JR. P.A ELIZABETH ROBBEN MURRAY. P., CHRISTOPHER HELLER P.A LAURA HENSLEY SMITH. P.A ROBERT S. SHAPER P.A WILLIAM M. GRIFFIN lU. P.A MICHAEL S. MOORE. P.A DIANE S. MACKEY. P.A WALTER M. EBEL ITT, P.A KEVIN A. CRASS. P.A ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayflrm.com 2000 REGIONS CENTER 400 WEST CAPITOL waUAM WADDELL. JR.. P.A. LITTLE ROCK. ARKANSAS 72201-3493 SCOTT J. LANCASTER P.A M. GAYLE CORLEY. P.A ROBERT 3. BEACH. JR. P.A J. LEE BROWN. P.A JAJHES C. BAKER JR. P.A HARRY A LIGHT. P.A SCOTT H. TUCKER P.A GUY ALTON WADE. P.A PRICE C. GARDNER P.A TONIA P. JONES. P.A DAVID D. WILSON. P.A TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE. SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 501-695-2011 FAX 501-895-2147 JEFFREY H. MOORE. P.A DAVID M. GRAP. P.A CARLA GUNNELS SPAINHOUR P.A JOHN C FENDLEY. JR. P.A JONANN ELIZABETH CONIGUO. P.A R CHRISTOPHER LAWSON. P.A GREGORY D. TAYLOR P.A TONY L. WILCOX, P.A FRAN C. HICKMAN. P.A BETTY J. DBMORY. P.A LYNDA M. JOHNSON. P.A JAMES W. SMITH. P.A CLIPFORD W. PLUNKETT. P.A DANIEL L. HERRINGTON. P.A MARVIN L. CHILDER8 R COLEMAN WBSTBROOR JR ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE B. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A IPRAH JAYT. TAYLOR Martin KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS aOBBRT T. SMITH RYAN A BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN $. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN OP COUNSU. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A AO. MCALLISTER 208 NORTH FIFTH STREET BLYTHEVILLE, ARKANSAS 72315 TELEPHONE 870-762-2898 FAX 970-762-2918 September 27, 2001 JOHN C. FENDLEY. JR. LITTLE ROCK TEL 501-370-3323 FAX 501-244-5341 fendly^f\u0026gt;c.n*t Hand Delivered Mr. John W. Walker Attorney at Law 1723 Broadway Little Rock, AR 72206 RE\nLRSD V. PCSSD Dear Mr. Walker: We have received and reviewed your responses to our First Set of Interrogatories and Requests for Production of Documents. We find your responses inadequate and respectfully request that you immediately supplement your responses as follows: Interrogatory No. 2: Please provide the name and address of your class representatives. Interrogatory No. 3: Please provide addresses for the monitors identified. Interrogatory No. 4: Your reference to the files of LRSD personnel is nonresponsive. You then identify but fail to describe in detail areas of alleged noncompliance or bad faith implementation. Please describe in detail each allegation. Request for Production No. 2: Please identify the correspondence with. Junious Babbs, Dr. Les Camine, Sadie Mitchell, James Washington and \"other central office administrators\" to which you refer. Your assertion that \"[cjopies of these files have been previously provided to counsel for the District\" is not true if you mean by you. We may have these files, but we have no way of know to what letters within these files upon which you rely. b/t SMr. John Walker September 27, 2001 Page 2 InterrogatorvNo. 5: Neither Dr. Camine nor Mr. Babbs acknowledged that the Comphance Plan was not provided to you until Mr. Babbs letter of August 25,2001. In fact, Mr. Babbs' letter states, \"Y ou will find no revision in it comparable to the copy of the draft that was mailed to your attention prior to board submission and adoption.\" Do you deny receiving a draft of the Comphance Plan prior to submission to the Board? Do you deny receiving a copy of the June 10, 1999, version of the Comphance Plan on July 1, 1999? Interrogatory No. 6: As we read your response, your answer ro rhis interrogatory is \"no.\" Please let us know if our imderstanding is incorrect. Please bear in mind that this interrogatory was not Limited to preparation of the Comphance Plan. InterrogatorvNo. 7: As we read your response, your answer to this interrogatory is \"no.\" Please let us know if our understanding is incorrect. Please bear in mind that this interrogatory was not limited to preparation of the Interim Compliance Report. Interrogatory No. 8: You reference your objections to LRSD being granted unitary status. From what we can decipher from your objections, you refer to disparities in the areas of discipline, achievement and special education. For these three areas and any others revealed by monitoring, please state (a) when you became aware of the disparity\n(b) when you communicated your knowledge of the disparity to LRSD\nand (c) whether's LRSD's response to the racial disparity comphed with the Revised Plan\nand if not, why you did not invoke the process for raising compliance issues pursuant to Section 8.2 fo the Revised Plan. As to the \"notes and files\" of LRSD personnel, please specifically identify the documents to which you are referring and/or provide copies of those documents as requested tn Request for Production No. 5. Interrogatory No. 9: Please describe in detail the alleged incidents of racial discrimination in the imposition of disciphne. To the extent you reference correspondence with LRSD personnel, please specifically identify the documents to which you are referring and/or provide copies of those documents as requested in Request for Production No. 6. Interrogatory No. 10: As LRSD understands your response, you answer to this interrogatory is that you do not know. Please let us know if our understanding is incorrect. Interrogatory No. 11: Please state whether's LRSD's response to each incident referred to the Ombudsman complied with the Revised Plan\nand if not, why you did not invoke the process for raising comphance issues pursuant to Section 8.2 fo the Revised Plan. Request for Production No. 8: You indicate we should refer to the files of the Ombudsman. We would hke to be sure that his file is complete by comparing it to your file. Accordingly, please identify and/or provide copies of all correspondence between you and the Ombudsman.Mr. John Walker September 27, 2001 Page 3 Interrogatory No. 12: Your answer is nonresponsive. The obhgation under Section 2.5 was to implement programs, pohcies and/or procedures to ensure that there is no racial discrimination with regard to student discipline. The District's discipline pohcies and procedures are outlined very clearly in the Students' Rights and Responsibihties Handbooks for each grade level. Do you contend that these were inadequate\nand if so, please identify ah facts and documents which support your position and provide us copies of any documents identified as requested in Request for Production No. 9. Interrogatory No. 13: Your answer is nonresponsive. The obhgation under Section 2.5.1 was to strictly adhere to the pohcies set forth in the Student Rights and Responsibilities Handbook. Do you contend that LRSD failed to do so\nand if so, please identify all facrs and documents which support your position and provide us copies of any documents identified as requested in Request for Production No. 10. Interrogatory No. 14: Your answer is nonresponsive. The obligation under Section 2.5.2 was to purge students' discipline records after the fifth and eighth grades. Do you contend that the District failed to do so\nand if so, please identify all facts and documents which support your position and provide us copies of any documents identified as requested in Request for Production No. 11. Interrogatory No. 16: Your answer is nonresponsive. The obhgation under Section 2.5.4 requires LRSD to work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. Do you contend that LRSD failed to do so\nand if so, please identify all facts and documents which support your position and provide us copies of any documents identified as requested in Request for Production No. 13. Interrogatory No. 17: You state your position but fail to identify and describe in detail the facts and documents supporting your position\nplease do so and provide copies of any documents as requested in Request for Production No. 14. Please also identify the testimony of Junious Babbs, Sadie Mitchell, Bonnie Lesley and Dr. Leshe Carnine which you believe supports your position. Interrogatory No. 18: As we understand your response, your answer to this interrogatory is \"none.\" Please let us know if our understanding is not correct. Request for Production No. 16: Please provide copies of all documents responsive to this request.Mr. John Walker September 27, 2001 Page 4 Due to the Court's deadline of November 1, 2001, we respectfully request that the above information and documents be provided on or before October 5,2001. If we have not reached some agreement by that date, we will file a motion to compel on October 8,2001. We agree to reimburse you for the cost of copying the documents requested. We appreciate your cooperation. Sincerely, Fendley, cc: Dr. Ken James Ms. Ann Marshall John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 COPY JOHN W. WALKER SHAWN CHILDS Via Fax: 376-2147 OF COUNSEL SOBEST McHENRY, P.A. DONNAJ. .McHENRY 8210 Henderson Ro.w Little Rook, Arkansas 72210 Phone: (501) 372-3425  F. (501) 372-3428 Email\nmchemyd^wbeil-nec September 20, 2001 Mr. Clay Fendley Friday, Eldredge \u0026amp; Clark 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Dear Clay: We are not involved in litigation as that term is normally used. We are in the midst of an action where, despite our burden of proof, the district is defending its motion to be declared unitary. Accordingly, you are not entitled to inquire of us as to matters that you raise in your interrogatories. What difference does it matter regarding what we know, or knew along the way, regarding the district's performance now that you are at the end of the road for compliance, according to your motion. It really doesn't matter. The question is simply did your client do what it was committed to do now. All of the information regarding compliance is in your hands. I believe that your interrogatories are simply an effort to deflect our attention from acquiring information from you which will further demonstrate the lack of performance of the school district in fulfilling its commitments. I view the interrogatories much like I view your resistance to our e-mail requests, i.e., to place as many obstacles in the path of access to knowledge which you know, as a member of the compliance committee who also wore the hat of lawyer, shows noncompliance. The way I am feeling today, you may as well prepare your motion and that will be another matter that we will have a hearing on. Even if I provide a response to your \"interrogatories\" it will be upon the premises that we object to them because they are not pertinent at all to the issues of the lawsuit and that they are not designed to lead to helpful information to establish the district's case. Therefore, while you are in the process of preparing your motion, would you also request the court to set an expedited hearing on it as well as on your motion for contempt. We can use such a hearing date to determine the further parameters of your case before you proceed in November. It is my position that you cannot use information which was not present at the timePage Two September 20, 2001 of your motion to support your motion. Accordingly, you should soon be prepared to inform me of any additional information which you have developed since March 15, 2001, when your time at bat comes. JWW:lp cc: Ms. Ann Marshall Sincerely, J91^n W. Wl \u0026lt;77 JOHN W. WALKER SHAWN CHILDS John W. Walker, P.A. Attorney Ar Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 OPY Via Fax: 376-2147 OF COUNSEL ROBERT McHENRY, EA. DONNA J. McHENRY 8210 Henderson Road Lhtle Rock, Arkansas 72210 Phone: (501) 372-3425  F.aX (501) 372-3428 Email: niciieiir7di:^wbeil.4iet September 20, 2001 Mr. Clay Fendley Friday, Eldredge \u0026amp; Clark 400 W. Capitol, Suite 2200 Little Rock, .Xrkansas 72201 Dear Clay: We are not involved in litigation as that term is normally used. We are in the midst of an action where, despite our burden of proof, the district is defending its motion to be declared unitary. Accordingly, you are not entitled to inquire of us as to matters that you raise in your interrogatories. What difference does it matter regarding what we know, or knew along the way, regarding the district's performance now that you are at the end of the road for compliance, according to your motion. It really doesn't matter. The question is simply did your client do what it was committed to do now. All of the information regarding compliance is in your hands. I believe that your interrogatories are simply an effort to deflect our attention from acquiring information from you which will further demonstrate the lack of performance of the school district in fulfilling its commitments. I view the interrogatories much like I view your resistance to our e-mail requests, i.e., to place as many obstacles in the path of access to knowledge which you know, as a member of the compliance committee who also wore the hat of lawyer, shows noncompliance. The way I am feeling today, you may as well prepare your motion and that will be another matter that we will have a hearing on. Even if I provide a response to your \"interrogatories\" it will be upon the premises that we object to them because they are not pertinent at all to the issues of the lawsuit and that they are not designed to lead to helpful information to establish the district's case. Therefore, while you are in the process of preparing your motion, would you also request the court to set an expedited hearing on it as well as on your motion for contempt. We can use such a hearing date to determine the further parameters of your case before you proceed in November. It is my position that you cannot use information which was not present at the time izich'ibi't \u0026amp;LITTLE ROCK SCHOOL DISTRICT ADMINISTR-ATIVE DIRECTIVE: KDB Effective: July 16, 2001 continued Process for Obtaining Infornnation through the FOIA  Any citizen of the State of Arkansas may request records open under the Arkansas FOIA from the LRSDs custodian of the record.  The request may be made in person or by telephone, mail, facsimile transmission, electronic mail, or other electronic means provided by the custodian.  To facilitate the retrieval of the records, the request shall be sufficiently specific to enable the custodian to locate the records with reasonable effort.  The requester should indicate whether or not he/she wants to inspect the records or receive copies of the records. The LRSD will copy the requested records when the requester wants copies and it is reasonable for the District to make the copies.  In an effort to be responsive to the public and avoid accounting procedures that are not cost effective, the District will not charge for the first 25 pages that it copies for a citizen unless the total number of copies exceeds 25 in one calendar month. If it requires more than 25 pages of copies to meet a single request for information, or if a citizen makes additional requests for information within the month which would require more than 25 total pages of copies, the District will charge the requester 25 cents for each copy including the first 25 pages. Additionally, the District will charge the requester the actual costs of mailing or transmitting the record by facsimile or other electronic means. Special requests for electronic information will be handled as follows: 1. The District may agree to summarize, compile, or tailor electronic data in a particular manner or medium and may agree to provide the data in an electronic format to which it is not readily convertible. 2. Where the cost and time involved in complying with the requests are relatively minimal, the District may agree to provide the data as requested. If the custodian agrees to a request, the District will charge the requester the actual, verifiable costs of personnel time exceeding two (2) hours 3. 4. 5. associated with the tasks, in addition to copying costs. The charge for personnel time shall not exceed the salary of the lowest paid employee who, in the discretion of the District, has the necessary skill and training to respond to the request. The District will provide an itemized breakdown of charges-for expenses incurred.LITTLE ROCK SCHOOL DISTRICT ADMINISTRATIVE DIRECTIVE: KDB Effective\nJuly 16, 2001 continued If the estimated fee exceeds twenty-five dollars ($25.00), the District will require the requester to pay the fee in advance.  Requests must be made during normal business hours. Any requests received by facsimile or other means after regular business hours will be considered received at the start of the next business day.  If the information is in active use or storage at the time of the request, reasonable time will be established for the custodian to comply. The custodian will set a time, date, and place within three days at which time the records will be made available. To the extent practicable the custodian will do this in consultation with the person requesting the record for the convenience of both parties. If the person requesting the information does not come at the appointed time, the records may be returned to active use or storage.  In the event that the requester is seeking information regarding a third party, the custodian of the records will within 24 hours make efforts to the fullest extent possible to notify the person about whom the information is being sought. If personal contact cannot be made within the 24 hours, an overnight letter shall be sent to the last known address of the subject of the request. The District may also seek an Attorney Generals opinion about the release of the records. If an Attorney Generals opinion is sought, the records will not be released before the Attorney General has issued his/her opinion.ua/21/ui tKi 14:52 FAA DRAFT  UUJ little rock school district administrative DIRECTIVE\nEGAD Effective: October 1,2001 the use and deletion of electronic mail pi ol'telecommunications throughout istrict recognizes that employees will shift inrormation. and contact others. As staff members\ncommunity, their use of new tools electronic mail and telecommunicatii to the performance of tasks the electronic work place, the the ways they share ideas, transmit are connected to the global employees will learn to _jons tools and apply them m appropriate wavs associated with their positions and assignments. The District encourages staff to make i and contact others in the e'dricational world oectronic communication svstems exnariila tha use of telecommunications to explore systems expedite the sharing of effective practices and lessons across the District and help staff of practice by forming partnerships with others world. stay on the leading edge across the nation and around the Purpose The specific purposes of this directive are: To ensure that the District's electronic mail system, is used appropriately 0 ensure that the District's electronic mail syste.m works efficiently\nand 0 ensure an orderly and efficient process for the ree^nn^hio and purging of extraneous mail. process for the reasonable timely Inappropriate Use Xorte\" '^haviors are inappropriate and are not pemitted on the District A. B. C, Sharing confidential information on students or employees because messages are not entirely secure\nSending or displaying offensive u, uispiaying onensive messages or pictures\nssisting a campaign for election of any person to any office or for the promotion of or opposition to D. E. elections and business\nany ballot proposition including union Using obscene, harassing, or insulting language\nEngaging in practices that threaten the r. may introduce a virus)\nViolating copyright laws\nnetwork (e.g., loading files thatOTTSTTUT PKi i4:s3 rAl DRAFT Iffl UU4 G. H. I. J. Using others' passwords\nTrespassing in others'folders, documents, or files- Employing the network for commercial purposes\nor Promoting, supporting or celebrating religion or religious institutions. Hev.i.ew of Files and Communication-:\nThe Distnct's computer network is the property and responsibilitv of the I non As such network edministratom may review files and cSXniXtons Network administrators will report inappropriate behaviors to the emblovee's supervisor who will take appropriate disciplinary action Any other inannrnnri3+o ..:_i_x\n__ . . /-ktiy uiiier I Idle uiin.,ipiinary action Anv other renort-\nnf e-mail system and/or disciplinary action. may result in a loss of access to the Storing and Deletion of Electronic Messages and Files receive an extremely large volume of e-mail every day. Storage of e-maii in the Microsoft Outlook software has impact on the efficiency of the system. If a great negative or me system. If users want to save files kept in 1 1 Items,\" they must be approoriateiv personal folders or folders in , they must be appropriately stored in one of the other computer programs or drives. n will sX^ri 4 * rfft? administrators from the Microsoft Outlook software fifteen (15) days after it was sent or received^ Any mail or files sS-I h\"eX4^X\"= 5) 9ays or longer will be lost to the user ano will oe irretrievable. '\"'\"9 -ntil October 1, 2001 to allow all users ample time to clean and file any e-mail that they wish to save to folders. the^'richeroT^'^^^'^-^ folders to save e-iiidii. they snouio rererti f ft Jh/r. ? ^^site for steo-by-step directions DeoartmenV'^^^''^ needed, please contact the LRSD Information Services ucpdi Li ileni. e-mail, they should refer toFriday Eldredge \u0026amp; Clark HERSCHEl  *lUAV\u0026lt;(vx2.|\u0026lt;*4i wtuuAM H. SUTTON. P A nviOH M. EISCMAN. JR. P A JOE 0. BELL. P.A. JAMES A. BUTTRY. P.A FREOeRiCX S. URSERY. P.A. ^SCAR E. OAVIS. JR.. P.A. VMBS C. CLARK. JR.. P.A. THOMAS F. LEGGETT. PA. JOHN OeWEY WATSON. P.A. TAUL a, RENHAM III. P.A. Larry w.auftKS. r.A. A. WYCKJ.JFFNISaET.JIL. P.A. Jambs Eowaro harius. .^.x J. rruuLtP maLCOKL P.a, JAMES M. SIMPSON. P.A. JAMES XL SAXTON, P.A. J. SHEPKERO RUSSELL Hl. P.A. DONALD H. SACON. P.A WILLIAM THOMAS UAXTER. P.a. HARRY E. COFUN. P.A. RICHARD O. TAY1.0a. h.*. jOSnrii u. HURST. JR.. P.A. eulZABSTH ROBKN MURKav. P.a. CKRJSTQPKEK HELUS*. P.A. LAURA HENSLEY SMITH. P.A. ROBCHr S. SHAPER. P.A. WILUAM M. CaiFFtN JU. P.A .M1CHa81,S. MOORE. P.A QIANS $. MACKEY, P.A. Walter jh, sbel iil p.a. JUiVlH A. CXASS. P.A. ATTORNEYS AT UAW A UIMITEO LIAeiUlTY PARTNERSHir www.rrldaynrm.com 2000 REGIONS CENTER 400 WESTCAP1TOL wiLUAM WAOQSLU. /X., f.. LITTLE ROCX. ARKANSAS 72201-3433 JEFFREY M. MOORE. P A. OAVIO H CRAP. P.A.  CAIU.A GUNNELS SCAINHOUR. f.A. JOHN C PCNOLdr. JR . .*.A. JONANN EUZABETH CUNlCLlO. P.A. R. CHRXSTOPHER LAWSON. P a. GREGORY O. TAYLOR. P.A lOSS^H r MCKAV AiF.YANOlU A. UV r. TAYUJt IFRAH TONY WILCOX. r.A. SCOTT J. LaHCasteil f.a. .M. CaTLS CORLEY. P.A. ROEERT V, OBACH. JR.. P.A. J. use uhOWN. P.A. JAMBS C aAKCR. JR.. P.A. Marry a. ljoht, SCQTT H. TUCKER. P.A. OUY ALTON WADE. P.A PRIGS C. GAXONCX r.A. TONIA P. JONES. P.A OAVtO o. WILSON. r.A, telephone 501-378-2011 PAX 501-376-2147 3125 NORTH FUTRALL ONIVE. SUITE 103 FAYETTEVILLE. ARKANSAS 727a3-|11 TCLSFMONE 501-405-2011 FAX 501.405-2147 nUN C HICKMAN. r.A. EETTYJ. OCMOKY. r.A, LYNOA M. JOHNSON. f.A. JAMES W. SMITH. r.A. CUFTOXO W. FLUNXUTT. T A. OANtEL L. liEXMNCTON. F.a. .MARVIN L. CHILOQU X. COLZMAN weSTAROOIL JR. ALLISON J. CORNWELL ELLZN M. OWENS JASON . HENOREH ftftucz a. noweLL MICHaSL S. KARNEY XRU.V MURPHY MCQUEEN MaXTIN a. kUkSTEN aXYAN W. OUKE losvrnc Kicwoi.s MOAEAT T, SMITH *rAH A. qowmak TIMOTHY c. EZELL T MICHELLE ATOR Karen s. halsext Sarah m. cotton fHlLlF a. -MONTCOMEXY taiJTEN J. UCGINS alan g. aavAN 20B NORTH FIFTH STREET BLYTHEVILLE. ARKANSAa 72316 TELEPHONE aro.7B2\u0026gt;zaa PAX a70.Ta2.2S18 I'lF in'iUNdCL 8.S. CUXRX WILLIAM L. TERRY WILLIAM L. PATTON. JK H.T. LARZaUlXC. P.A JOHNC. ECHOLS. P A, A IX. .wCalIJSTSR September 12, 2001 JOHN C. FENOLEY. JR. LITTLE ROCK TEL iai-37Q.332S FAX tonUlayOlwc.nat ( Via Facsimile/l^'Iail) Mr. John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 Dear Mr. Walker\nWe are in receipt of your letter dated September 12,20(Jk We agree that our communication on this issue should be in wnting. Accordingly, please provide us a written proposal for a Protective Order. We will not make any e-mails responsive to your FOIA requests to principals available for your review until we reach an agreement on a Protective Order, Sincerely, JOO JCF/bgb P:\\HOM8\\0 BrDwntFenOlcjMJLSC^wwker Itwpd John C. Fendley, Jr. iwriurxcLr:. l_MU) r irxi'l bll SEP 'Ml 11:56 DI THE UNITED 5IAES DISTRICT com EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ETAL. DEFENDANTS MRS. LORENE JOSHUA, ET AL, INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS JOSHUA INTERVENORS REVISED REQUESTS FOR ADMISSIONS PROPOUNDED TO SEPT. LES CARNINE Come now the Joshua Intervenors, by and through undersigned counsel, for their Request for Admissions Propounded to Superintendent Les Gamine, as Chief Compliance Officer regarding Little Rock School Districts compliance with the Revised Desegregation and Education Plan, state as follows: REQUEST FOR ADMISSION NO 1 You did not establish a committee of staff members to regularly meet with the Joshua Intervenors in order to discuss compliance issues. REQUEST FOR ADMISSION NO. 2: You represented to the public, Little Rock School District Board of Directors and the Joshua Intervenors that the commitments of Revised Desegregation and Education Plan had been met. REQUEST FOR ADMISSION NO. 3: You did not ask the Arkansas Department of Education to assist the Little Rock School District in meeting its obligations under the Revised Desegregation and Education Plan between March, 1998 and March, 2001. REQUEST FOR ADMISSION NO. 4: There is no writing from you which reflects i II ^*4X0 I wrii_i\\crc. UMU) f IKri fell HMJ/U4 SEP 28 01 11:56 at you requested the Arkansas Department of Education to monitor the Little Rock School Districts compliance with the Revised Desegregation and Education Plan. REQUEST FOR ADMISSION NO. 5: You and District counsel, Christopher Heller requested the Arkansas Department of Education to forgive the Little Rock School Districts indebtedness to the Arkansas Department of Education of the 20 million dollar loan. REQUEST FOR ADMISSION NO. 6: You and District counsel, Christopher Heller represented to the Department of Education Director, Ray Simon, that the Joshua Intervenors approved the Districts efforts to obtain loan forgiveness. REQUEST FOR ADMISSION NO. 7: You and District counsel, Christopher Heller represented during the negotiations with Arkansas Department of Education on loan forgiveness that you and counsel Heller were authorized to represent the interest of the Joshua Intervenors. REQUEST FOR ADMISSION NO. 8: The subject of loan forgiveness was inappropriate for the Little Rock School District Board of Directors to address in an executive session under the Arkansas Freedom of Information Act. REQUEST FOR ADMISSION NO. 9: The Little Rock School District Board of Directors never passed a motion or resolution regarding the Districts requested loan forgiveness to Arkansas Department of Education. REQUEST FOR ADMISSION NO. 10: Neither you nor the Little Rock School District Board of Directors ever determined in a public meeting of the Board that the remediation of achievement disparities as contemplated by the original Settlement Decree and the rulings of the Court of Appeals was impossible to achieve. REQUEST FOR ADMISSION NO. 11: The Ombudsperson did not have any role in the development of policies, programs or procedures wilh respect to the Revised Desegregationwriurxcr. UHW riKI'l bll Ha4ZU4 btH iib 'W1 ll:b7 and Education Plan. Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 (501)374-3758 (501) 374-4187 (fax' By: CERTIFICATE OF SERVICE I hereby certify that a^py of the foregoing has been counsel of record, on this of September, 2001. MUtd acuveiTed to the following Mr. M. Samuel Jones, HI Wright, Lindsey \u0026amp; Jennings 200 West Capitol Avenue Suite 2200 Little Rock, Arkansas 72201-3699 Ms. Ann S. Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Mr, Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones Jones, Lyon \u0026amp; Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Mark Hagemeiemr Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Joi . Walker i_HW r iKfl fall Hk)l/W4 bhH 28 'UI 11:56 J^OHN W. WALKER, PA. Attorn^ at Lok 1723 Broadwe^ Little RjocE-Arkansas 72206 Telephone (501) 374-3758 Fax (501) 374-4187 FAX TRANSMISSION COVER SHEET ''Date-. To: 'Pax: 2,'JI-OIOD Pz: Sender: YO U SHO ULD RECEIVE ] (including cover sheet)] PAGE(S), INCLUDING THIS COVER SHEET IF YOU DO NOT RECEIVE ALL THE PAGES, PLEASE CALL \"\u0026lt;(501) 374-3758\u0026gt;\"^- The infotmaiion contained in this facsimile message is attorney privileged and confidential information intended only for die use of the individual or entity name\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_335","title":"Compliance hearing exhibits, ''Best Practice in Curriculum and Instruction''","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":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School management and organization"],"dcterms_title":["Compliance hearing exhibits, ''Best Practice in Curriculum and Instruction''"],"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/335"],"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":["exhibition (associated concept)"],"dcterms_extent":["253 pages"],"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\nBEST PRACTICE IN CURRICULUM AND INSTRUTIONO_| zn mzm (/) o Best Practice in Curriculum and Instruction 1. Memorandum to selected staff from Bonnie Lesley, Aug. 26, 1998, with attached excerpt from book by Douglas Reeves (ADE consultant on implementation of Smart Start), Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District. 2. Memorandum to principals in Oct. 28, 1998, Learning Links information about a recommended book. Best Practice: New Standards for Teaching and Learning in Americas Schools. 3. Memorandum to principals in Nov. 11, 1998, Learning Links\nattached speech by Hayes Mizell, Principals as Leaders in Standards-Based Reform. 4. Memorandum to staff in Aug. 11,1999, Learning Links on a new publication. Taking Responsibility for Ending Social Promotion. 5. Memorandum in Aug. 18, 1999, Learning Links on curriculum standards\nattached article, Realizing the Promise of Standards-Based Education. 6. Letter to McRel Institute, Sept. 16, 1999, requesting permission to make copies of certain pages of Essential Knowledge: The Debate Over What American Students Should Know. 7. Memorandum in Nov. 9, 1999, Learning Links on standards-based reform\nattached article by Mike Schmoker and Robert Marzano. 8. Memorandum to selected staff from Bonnie Lesley, Nov. 22, 1999, establishing a committee to develop Instructional Standards for the District\nattached copies of several research-based models for consideration. 9. Memorandum to selected staff from Bonnie Lesley, Dec. 8, 1999, with follow-up to committee working on Instructional Standards\nattachments to support the work, including research article from ERS, How Children Learn: What Cognitive Research Tells Us About Effective Instruction. 10. Memorandum to selected staff from Bonnie Lesley, Dec. 14, 1999, with more models to consider for the Instructional Standards. 11. Memorandum to Terrence Roberts, Steve Ross, ODM, John Walker, and CTA from Bonnie Lesley, Dec. 15, 1999, requesting their input on the work relating to development of Instructional Standards. 12. Document: Summary of Teaching and Learning Research-Based Models, prepared for June 2000 workshop for high school teachers and used subsequently in other meetings as a summary of best practice. 13. Memorandum in Oct. 4, 2000, Learning Links to principals from Bonnie Lesley on readings before the Oct. 25-26 workshop on Teaching and Learning\nattached three articles. 14. Memorandum to Division of Instruction from Bonnie Lesley, June 7, 2001, on constructivism with attached publication from Detroit Public Schools. 1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72201 August 26, 1998 TO: Dr. Les Carnine Dr. Patty Kohler Dr. Kathy Lease Mable Donaldson Dennis Glasgow Gene Parker Marie McNeal Vanessa Cleaver Pat Price Lucy Lyon Marion Woods Carol Green FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Meeting with Doug Reeves I know that youve had a hard time getting hold of a copy of Doug Reeves book, as I had suggested you do. I m including a copy of the first few pages so that you can at least get a sense of what he is about. BAL/adg AttachmentMAKING I STANDARDS WORK How to implement Standards- Based Assessments in the Classroom, School, and District DOUGLAS B. REEVES, Ph.D. Center for Performance Assessment i,  Contents Introduction 1 Part OneWhy Standards Matter chapter one Tying the Bell on the Cat................................... chapter two Getting to Know Your Standards...................... chapter three Standards and NormsWhat is the Difference? 7 15 23 chapter four Standards-Based AssessmentsThe Key to Standards Implementation................................................. chapter five Standards-Based AssessmentsHow Are They Better? chapter six The Role of the Classroom Teacher................................ chapter seven The Role of the Principal . chapter eight The Role oi the District . . chapter nine Measiirint\nStandards Achievement 33 41 47 57 63 71 II Miikmji\nSlundariLs Wurk chapter fen Validity and Reliability ............................ chapter eleven The Role of National and State Standards 83 . 91 Part TwoMaking Standards Work in the Classroom chapter twelve Collaboration: The Key to Effective Staff Development.. chapter thirteen Step One: Pull the Weeds Before Planting the Flowers..... chapter fourteen Step Two: Identify the Primary Standard........................... chapter fifteen Step Three: Develop an Engaging Scenario ..................... chapter sixteen Step Four: Develop Requirements for Students to Apply, Analyze, and Demonstrate Knowledge.............................. chapter seventeen Step Five: Develop Scoring Guides (Rubrics).................... chapter eighteen Step Six: Create an Exemplary Assignment ..................... chapter nineteen Step Seven: Get Feedback.................................................... chapter twenty Step Eight: Clarify and Enrich the Assignment.................. chapter twenty-one Step Nine: The Acid TestStudent Understanding and Use . . . chapter twenty-two Step Ten: Sharing With Colleagues.................................................. . 97 101 107 109 113 119 123 127 131 135 139 L Milking Sliiiuldids Work Part ThreeMaking Standards Work in the District chapter twenty-three Accountability\nThe Key to Public Acceptance . . . chapter twenty-four Organizing the District for Standards Implementation 145 . 151 chapter twenty-five Communicating About Standards With Parents and the Public . . 157 chapter twenty-six Responding to Constituent Challenges Part Four Reproducible Handouts Appendices ......................................................................... Appendix A: Performance Assignments/Assessments Appendix B: Staff Development Curriculum .... Appendix C: Standards Implementation Checklist . Glossary Bibliography 163 171 191 193 235 241 249 . 251 I .  Order Form 255 -1 1 fl I Fil r h li introduction How to Get the Most Out of This Book This volume is designed not simply to be read, but to be used. It is written principally for use by classroom teachers and administrators at the building and district level. However, many of those interested in effective educational strategies, including students of educational leadership and assessment, parents, board members, and policy makers may find this format useful.  Part One Part One addresses why standards matter. The central rationale for standards-based assessments is that they provide a means of evaluation that is accurate and fair. An essential component of fairness is consistencystudents and teachers have a fixed target at which to aim. In contrast to norm-referenced measures frequently in use by school districts, the standards-based academic target does not change. If, for example, students are expected to demonstrate proficiency in the application of the Pythagorean theorem (Figure 1.1, right) after a ninth grade geometry class, they can take scant comfort in being better than other .students. Proficiency is more than beating other students. It i.s insufficient to be better than 50% of the other ninth graders in the nation by successiully answeringor guessingthe responses to a multiple choice test, and then claiming that one i.s above average.\" figure 1.1 Pythagorean Theorem a^ + ib ll!a\nST r I c eI o 1J introduction  1 I Shnutn.ls Work A .sl\niii(.lai\\l.s-ha\u0026gt;cJ syslcin will require the sliidetil In deinunstrale the ap|'lieatii)i) of the I'ylhat'orean iheoreni perhaps by using pencil and ptiper, perhaps by using blocks of wooil, or perhaps bv using a video-taped oral presentation. In none of these ctises can a student guess the right answer. In this respect, standards-based assessments are iiaevimbly more rigorous and more demanding than traditional multiple choice tests. Moreover, the require- ment to deme'nscrate that the sum of the square of two sides of a right triangle is equal to the square of the hypotenuse (a^ + b^ = c) does not change, while the national average does change from year to year. Part One will address why this method of assessment is the appropriate way to implement standards and what the roles of classroom teachers, principals, and district officials are with respect to implementing such a system. t  Part Two Part Two of this book addresses, in a step-by-step manner, the process of making standards work in the classroom. All too frequently, the model of educational innovation has been that of a single teacher who attends a workshop, comes back to school full of innovative ideas and enthusiasm, and implements those ideasin one classroom. Sometimes, though rarely, these ideas are shared with others. Even more rarely are they implemented by others. But on the whole, innovation is sporadic and inconsistent. .8 i i f The process of implementing standards-based performance assessments, by contrast, demands a collegial effort. The requirement for collegiality is not merely a social or political necessity. Effective assessments require consistent evaluation and the application of several disciplines at the same time. If a school system has a writing standard, for example, and teachers create assessments in mathematics, science, and social studies without regard for the writing standards, chaos ensues. Students recognize these inconsistencies and will be the first to tell us that the standards emperor has no clothes. If, on the other hand, standards are consistently applied in assessments in which the evaluation criteria do not change from one discipline to the next, student performance responds accordingly. Such a move from idiosyncrasy to consistency requires cooperative work by teachers. Only with this consistency will policy makers, taxpayers and, most importantly, students, understand that standards have moved from slogans and speeches to clear and unambiguous practice in the classroom. The issue of consistency invariably raises the issue of teacher independence and discretion. Let us not mince words here: in few other professions do practitioners of all levels of experience and education have such broad discretion to make critical decisions throughout the vast majority of the day. The adoption of standards, consistently applied through standards-based performance assessments, retains large amounts of this discretion, freedom, and individual judgment. But this freedom has limits. The widespread practice of teachers defining curriculum and choosing not to teach critical subjects based on little more than their personal preference will, in a standards-based school system, go the way of the Dodo bird. Changes in teaching practice and experiments in learning activities are one thing\nchoosing to omit fractions for a third grade class because, in the word.s of one teacher, I dont like fractions, is an intolerable abuse of discretion. 2 a introductionMftkinx SliiruLiids Wurl- The need (or consistency in the applicalion o( standards is based on more than a bn tea net title imperative (or control or the psvebometric zeal tor statistical reliability. Consistency is requireJ by our commitment tc\u0026gt; (airness. Any reasonable notion o( (airries.s reqiiire.s that educational strategies, particularly assessments, must be consistent within a school system. Phis means, as a practical matter, that spelling counts in math class as surely a.s it docs in an English class. It implies that math counts in a graph provided to the social studies or economics teacher as surely as it does were the graph submitted to the science or math teacher. Although the development of standards-based performance assessments permits an extraordinary amount of creativity by individual teachers, the standards themselves remain fixed guiding stars by which educators and administrators can navigate. ihf tn S-If The Ten Steps described in Part Two comprise the heart of this book. The application of these steps to a single assignment and single standard by every teacher in a district can, over the course of two to three years, completely change the way educational strategies are developed, delivered, and assessed. B Part Three Part Three addresses the broader policy issues involved when making standards work in the district. Accountability, recognition, and response to challenges are among the critical issues of this section of the book. These chapters offer concrete and specific ideas helpful to superintendents and other educational leaders at the district level. B Part Four Finally, the reader will find reproducible handouts for easy review of key information, detailed sample assessments and assignments (including a sample format for assignments), a handy glossary, and a brief bibliography. School reform does not take place with books or speeches. School reform takes place through the actions of individual parents, teachers, and administrators who are willing to change what happens in the classroom. The standards movement can have an enormous intluence on a national commitment to excellence and equity, but it will inherently be the culmination of the efforts of teachers and school leaders working together, rather than a march in lock-step fashion to a uniform drumbeat. At the Center for Performance Assessment, we continue to gather stories of successful and unsuccessful innovations, and we hope that you might take a moment to share your stories with us. We look forward to an engaging, challenging dialogue with each of our readers and encourage you to contact us. Center for Performance Assessment 1660 South Albion Street  Suite 1110  Denver, CO 80222 (501)504-9312  800-THINk-99 (800-844-6599)  Fax: (.505) 504-9417 Web Site: wwu.testdtKtor.com  E-mail: perlassessfu aol.eom i\n:%' s. I i B I I 1 introduction  3 a  'Hr fJl3\nfS 1 at chapter one Tying the Bell on the Cat The implementation of standards brings to mind this classic fairy tale. Once upon a time a council of mice gathered to consider how to deal with their deadly enemy, the cat. After much deliberation, the council decided that the best thing to do would be to tie a bell around the neck of the cat so that the mice would be warned whenever the cat approached. Amidst their general back slapping and self-congratulation, a small young voice uttered the telling question, But who will tie the bell on the cat? This book is about tying the bell on the cat. The national standards movement now faces a similar dilemma. There appears to be general agreement across the political spectrum that academic standards should:  Be rigorous and challenging  Be related to the technological forces that will mold the twenty-first century in which today's students will work  Provide a fair and equitable basis for evaluation However, there i.s widespread and deep disagreement about how schools will be held accountable tor the implementation of these standards. Without accountability and without comprehensive and meaningful assessments, the standards movement contains little more than platitudes. While high expectations are certainly an important part of successful academic achievement strategies, expectations alone are insufficient. Assessment and accountability drive every other element ol the education delivery system, including instruc- Pari Oni -Why Standards Matter chapter one  7 I -jn , tt I I II h'W ' i  A iti. f.- i 5^ Is t K. A* if li M.ikiii,i\nMill,.I, i- I dv.sign, clas.sruom iechnk|iic, alliicaiiiiii wl tt-sawcfs, .adiuniisiniiivc praciicc, ain,! central oflice decision making. a Linking Standards to AssessmentsAn International Challenge This issue crosses national boundaries. In August of 1997, I addressed a policy roundtable at the International Conference on Technology and Education in Oslo, Norway. Representatives of 57 countries heard speeches from leaders including a Prime Minister, several cabinet-level education officials, and a large number of leaders from universities and school systems. They appeared to be united on the necessity for high standards and placed particular emphasis on the need for technology literacy, student collaboration, and higher order thinking skills. The most frequent comment from the delegates of the many nations was, The same speech could have been delivered by educational leaders in our country. 1 then asked the group a simple question: if there is such unanimity on the need for high standards in thinking skills, collaborative work, and technology literacy, can any of the 57 nations here claim to have an assessment system that reflects these philosophies? In fact, can any nation claim to have an assessment system that doesnt reflect the opposite of what we claim to believe? One American community college dean said that they required technology performance assessment. A few delegates said that they were experimenting with individual proficiency tests at the university level. I These noble efforts notwithstanding, the state of assessment is now little different than it has been for decades. School leaders and national policy-makers talk about laudatory goals, and then continue to use tests that discourage (or more likely, prohibit) teamwork, cooperation and collaboration. The most frequently used tests encourage memorization of narrowly defined fact patterns or vocabulary words, and rarely require students to explain or justify their answers, analyze and synthesize information, or apply general principles to new and unfamiliar information. These are the skills required in the never-never land of political speeches, but rarely assessed in the classroom.  The Central issue: How To Make Standards Work Despite this discouraging reality, the voices demanding change are gaining national and international attention. As far as voters and most board of education members are concerned, the issue is not whether to create effective accountability and assessment, but how to do it. There are a few hold-outs remaining who regard accountability and assessment as inherently improper, unfair, demeaning, and even unprofessional, but these voices are rarely taken seriously in most debates over educational policy. The new voices in the debate demand accountability and assessment systems that are based on high academic standards and that reilect the consensus of their communities about what students should know and be able to do. These voices lack the patience to debate endlessly whether we should have effective assessment--they demand to know how to implement effective iwsessment. It is to these 8  chapter one Pari OneWhy Standards Molfer i|^ energetic, innovative andyesfrii.siraied voiceMh.n this hook is addressed. Tlieir central questiim is: now that wc have standards, how do we make them work. K What Makes the Standards Approach Different From Business As Usual? Many school systems across the United States and abroad have endured the arduous proces,s of establishing academic standards. This has been no easy task, particularly in the politically charged areas of social studies, economics, and literature. As difficult as these tasks have been, however, even more difficulty lies ahead when transforming standards into assessments. If standards are to be successfully implemented, then many of the traditional ways of doing things must cease. Examples of traditional activities that can no longer take place under a standards-driven environment include the following\n Attendance (or seat time) is sufficient to gain credit. This issue frequently leads to a debate over social promotion versus high standards, n with the implication that high standards invariably lead to flunking students. In fact, high standards are founded on the core belief that all students can perform at high levels given the opportunity to learn, and with appropriate teaching and assessment strategies. Therefore, the practical impact of the application of high standards is neither high failure rates nor social promotionit is rather the use of multiple opportunities for students to demonstrate proficiency, and the steadfast refusal of teachers and administrators to label a student as proficient when they are not. i  A D is a passing grade. I know of no classroom in American in which a D represents anything other than the failure of the student to demonstrate proficiency and the failure of the teacher to acknowledge it. The availability of a D is simply the policy op non that allows a school to explicitly acknowledge that a student failed to demonstrate proficiency in the subject, while refusing to require the student to do so. In a genuinely standards-based school system, the grade of D should not exist. Either students are proficient (usually a grade of at least an A or B and, sometimes, a C) or to be proficient should, in most circumstances, result in a gr\nthe student is afforded more opportunities to learn and Should the student refuse to do so, a failing grade, not a grade. XJiy are not. The failure of incomplete while emonstrate proficiency. L . is the only accurate \u0026lt;3 Pari OneWhy Sfondords Mofter chapter one TO ill K 9Mdknij\nVVdik I  A great high school is measured by the quantity and creativity ol its elective offerings. There is not a shred of evidence to suggest that the prolileration oi non'acadeniic electives have improved student learning. But there is a growing quantity ol statistical and narrative evidence that an emphasis on core academic disciplines promotes student learning, not only in traditional test scores, but also in complex performance asses.sments. Nevertheless, there are hundreds of high schools that have academic standards for statistics and economics, but offer no classes in these subjects, while the same schools devote time and resources to classes for which the community has no academic standards. Note well: this does not make a brief for a curriculum based only on the three Rs\" but rather insists that every class, regardless of its label, owes a duty to the student and community to reinforce academic standards in math, language arts, social studies, and science. Classes in music, cooking, wood shop, and physical education offer extraordinary opportunities to teach math, science, history, and language arts. We cannot squander the talents and time of these teachers, nor can we afford the inconsistent message that such subjects are soft because they are not really academic. The defensiveness of teachers (and more commonly, some professional associations) on the subject of academic emphasis in elective subjects is misplaced.  Academic core curriculum classes are identical in structure and length for every student. The common practice requiring that every ninth grade student should take the identical math class (typical algebra) is absurd. In a diverse district (that is, any district without a small and neatly identical group of students), some students come to the ninth grade ready for trigonometry while others require basic mathematical skills in order to avoid a catastrophic failure. Some students are ready for the challenges of literary criticism and advanced composition, while others need work on the fundamentals of spelling and grammar. A standards-based approach to education begins with the premise that all students can learn and achieve at high levelsbut that does not imply that all students leam in the same way and at the same pace. Standards-based districts expect that all students will achievethat does not mean that they should expect that all students will learn in the identical manner and at the same pace. The practical impact of standards implementation is more than a series of community meetings in which everyone exclaims how nice it would be if all students learned math, English, history, and technology. This will remain the stuff of Rotary Club lunch speeches unless it is transformed into specific curriculum reforms. It is likely that many school districts that began establishing standards would never have completed the journey had they realized that the elimination of these notion.s are the practical outcome of standards implementation. A standards-driven district, however, cannot afford rhe luxury of paying lip service to academic standards bv implementing ,i system based only upon attendance (or seat time\"), hourly credit, and ancient definition.s of satisfactory. Let us consider each ol these implications in some detail. , 0  chapter one Port OneWhy Standards Matter II I .r I 89 It's ProficiencyNot Seat TimeThat Matters f H Mil nl StandarJs implementation depends on a ilciiionstration of protitivuty. Iraditioiial means ol such as a Idler grade associated with seal lime.jire hardly ever an indication that a student has met standards. Indeed, most teachers would agree that students to whom they have given a \"D grade do not meet the standards for that class, and the teacher would have regarded the D as an unsatisfactory grade. Nevertheless, for the purptwes of awarding the ultimate credita high school diplomathe D is regarded as satisfactory. assessment tin\nli fi If standards mean anything, they mean that students must demonstrate proficiency in order to obtain credit for classes and, ultimately, in order to obtain a high school diploma from that school system. This means that the era of credit for attendance and class participation is over. Students gain credit through a demonstration of proficiency. This can be done either at the i. beginning of the class, in the middle of the class, or at the end of class. For students who demonstrate proficiency early, the classroom teacher has the responsibility of providing enrichment opportunities that allow those students to indicate..that they have exceeded standards. For students who have difficulty achieving standards, the teacher has the obliga- provide multiple opportunities for those students to make progress towards standards cion to provide multiple opportunities tor tnose stuaencs co imc luwmko and, ultimately, to meet the standards. For students who, at the end of the term, fail to meet standards, the teacher has an obligation to forthrightly indicate that the student does not meet standards, and hence was awarded no credit for the achievement of that standard. Along with this obligation to tell the uncomfortable truth, teachers have the obligation to continue to help the student work toward the achievement of that standard. I i sN n H  Standards Lead to Curriculum Reform Standards implementation inevitably leads to curriculum reform, including the provision of intensive assistance for small groups of students who are not initially meeting standards. Another essential element of curriculum reform is the systematic use of standards in the description of courses. At the very least, this means that every class (particularly in a middle school, junior high, or high school) is listed in a course catalog and is associated with one or more standards established by the district. Some districts, for example, have standards in statistics, but no classes in it. On the other hand, they have classes in psychology, sociology, and photography, but no standards are associated with those classes. If standards are to become more than a slogan, then one of two things must happen. Either the classes that are not associated with standards are no longer taught, ora better alternativethe teachers of those classes creatively identify ways their classes can help students achieve academic standards. For example, statistics standards can clearly be met in a number of sociology, ethnic studies, psychology, and social studies classes. The same is true of many language arts and civics standards. The photography class could be linked to siandards in mathematics, language arts, and civics. The bottom line remains, however, that classes ni.)t linked to standards do not make a contribution to the goals of the district and should not be taught. li KI Pcf r OneWhy Standards Matter chapter one H 11.Siandard.s implementation requires a comparlmeniali\ned eurticuliim. By comparimeiiializa- tioii, I mean the reduction of some academic subjects into smaller blocks. I here should be no such thing a.s ninth grade mathematics\" or tentb gr.ade English. Rather, standards that these classes base traditieuially comprised should be taught in units ranging in size from a lew weeks te' a lull semester. It might be possible that some students would take two classes to complete all those requirements-the time traditionally used for a full class. Other students, however, may need four, five, or even six units to achieve the same level of standards. J j t y ? 5 This is most evident in mathematics classes. The notion that every ninth and tenth grader should take the same algebra class is simply preposterous. A number of students enter high school without knowing multiplication tables, not to mention having any preparation for J algebra class. The traditional system requires that these students take a class for which they are hopelessly ill-prepared and then brands those students as failures in mathematics. A better approach is to permit these students to achieve high school mathematics standards through a number of different classes, including not only traditional academic classes, but also application classes, vocational classes, and interdisciplinary classes. Those students still have to achieve the algebra standard but they do so by taking a variety of classesnot by taking a dumbed-down curriculum. h i The goal of a standards-based curriculum is not to tell students how to achieve standards, but rather to provide a broad menu of alternatives that meet the needs of students who require additional instruction, as well as those who have already achieved the standard and appreciate further enrichment. The practical effect of this system is that students who need to spend more class time to accomplish the graduation standards will take fewer electives. Does this mean that a student who needs extra math and English classes in order to achieve high school graduation might not have time in his or her curriculum for band and drama. That is precisely what it means. This leads to the next issue. Standards implementation almost invariably implies fewer electives. I I  What About \"Non-Academic\" Electives? One of the many ill-considered trends in secondary school education in the last twenty years has been the proliferation of non-academic electives. Although many of these classes have earned high marks for innovation and creativity, they have done little to contribute to the academic achievement of students. Even in districts that claim to be standards-based, many of these electives continue to thrive in ignorant bliss ot any responsibility the teachers of these electives should have with regard to standards implementation. .Although 1 acknow- ledge the social importance ot many electives, these are times of limited resources and failin' academic achievement in many districts. Such times call for making choices with regard ig to available time and resources. Although it may not be necessary to eliminate electives in instrumental music, chorus, journalism, drama, social sciences, and creative writing (just to name a tew), it is essential that these electives be available only to students who have already achieved the standards appropriate for their grade level, or that those classes are directly used to help all students achieve academic standarels. In addition, the teachers of these elective' 12  chapter one Part OneWhy Stondarrds Matter'.liJkin.i' u-'. iW' sub|eits hear a respitnsibilif, (nr either demons!rating that their ckisses can, iii faet, help students achieve specilic academic siunchinls. or accepting the fact that the activities in which they are engageil are more appropritite a.s after-school exiraciirricnlar activities. To he sure, there are a number of teachers of music, shop, home economics, and many other elective.s who can be splendid mathematics and English teachers if only given the chance to use these subjects, which they so creatively teach, to help students achieve academic standards. h it| 1 There is substantial controversy on the subject of whether non-academic\" subjects should have their own standards. This position is advocated by many professional groups associated with music, physical education, and vocational education. They argue separate standards makes these subjects part of the standards movement. In my view, such a movement is precisely wrong. It distances these subjects from core academic subjects and may doom them to irrelevance. A better approach is to integrate these traditionally non-academic subjects with academic standards. For example, woodworking and cooking become ways to teach math and science. Music and art become ways to teach history and literature. This integration will elevate the status of music, art, woodworking, home economics, ant! subjects that are too frequently placed on the chopping block during budget difficulties, in sum, the importance of these subjects is best recognized, not by their isolation, but by th _ir integration into the core academic content standards of our schools. * IE ii  Standards and High School Graduation Requirements Standards implementation implies different graduation requirements. The myth of the gentlemans C (or given todays grade inflation, the gentlemans A-) holds that mere attendance without an excess of disruptive behavior qualifies a student for a passing grade in a class. If standards are to have meaning, then a demonstration of proficiency must be linked to the awarding of high school diplomas. Many progressive districts are moving toward a certificate of completion for students who have been able to pass the attendance requirements for graduation but were unable to demonstrate proficiency in academic standards after the normal number of high school years. Typically, these students are offered a fifth year of instruction, at no charge, either in the secondary school setting or in an appropriate post-secondary institution. B Standards Call for Courage For most, tying the bell on the cat requires courage, just as it did for the council of mice. Districts that seek to undertake standards must be prepared to face the political firestorm that accompanies a restriction on student choices and a diminution of the widespread emphasis on non-academic elective subjects. Moreover, criticism will inevitably come from those who believe the application of curriculum blocks is too close to tracking.\" .As a result, they will brand the implementation of standards as unfair, sexist, racist, and other appellations thill say more about the le\\el ot educational and political discourse than they do about the targets of the labels. 4^ Par} OneWhy Standards Matter chapter one B 13 iiJfSShiHtknd.s Wmk I'iivilly, ciiticism will come from teachers, themselves, who appreciate pertormance-hased assessments ril slaiiciarJs in theory, hut who are less than enthusiastic when they discover that the primary responsibility for the creation and year-round administratitrn of these assessments rests with the classroom teacher. Only those districts w'illing to risk the wrath ol all of these criticisms, and many more, are going to be able to successfully implement standards. The result will certainly be worth it in academic achievement, fairness, equity, educational cipportunity, professional development for teachers, public accountability, and in many other ways. But only the most innovative and courageous districts will endure the pain and discomfort of these criticisms in order to achieve those long-term results. 1 j I i li li. J 14 ? P. j-t )ne Z/liy ihimlunU M'HIci , hLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72201 August 26, 1998 TO: Dr. Les Carnine Dr. Patty Kohler Dr. Kathy Lease Mable Donaldson Dennis Glasgow Gene Parker Marie McNeal Vanessa Cleaver Pat Price Lucy Lyon Marion Woods Carol Green FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Meeting with Doug Reeves I know that youve had a hard time getting hold of a copy of Doug Reeves book, as I had suggested you do. Im including a copy of the first few pages so that you can at least get a sense of what he is about. BAL/adg Attachment 2 1 I i L L { LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 October 23, 1998 TO: Principals I FROM\nDr. Bonnie Lesley, Associate Superintendent for Instruction ! SUBJECT: Best Practices You will want to add to your own and to the schools professional library copies of Best Practice: New Standards for Teaching and Learning in Americas Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde, published by Heinemann in 1998. (See www.heinemann.com.) I The book includes chapters on exemplary programs in reading, writing, mathematics, science, social studies, fine arts, and classroom structures for best practice. There is another chapter on staff development and a final one on urban schools. I think all could be helpful to your Campus Leadership Team. BAUrcm I i I j i 3 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 4, 1998 TO: Principals FROM\nDr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Principals and Standards Please read carefully the list of the attached speech by M. Hayes Mizell, Principals as Leaders in Standards - Based Reform. Mizell is absolutely right, I wish I had written this speech. I know that you all need support, however, not just admonition. Please send me your suggestions of the professional development you need, based on this speech, to lead standards-based reform in your school. We'll try to provide it! Remember - standards is one of four components of Smart Start. The others are professional development, assessment, and accountability. I hope you are seeing how all this fits together. Attachment BAL/rcm Home 1 Latest Updates | Newswatch 1 MiddleWeb Index I Reforming. Schools ] Links | Search Excerpts from the remarks ofM. Hayes Mizell at a meeting ofrall elementary, middle, and high school principals from the Corpus Christi Independent School District. The meeting was held on March 14, 1996 in the CCISD administrative offices in Corpus Christi, Texas. Principals as Leaders in Standards-Based Reform Somewhere in Corpus Christi there is a church marquee with a powerful message on it: \"Faith will work if you do.\" That says a lot, and I probably should leave it alone, but I can't resist the temptation to adapt that message to say \"Standards will work if you do.\" This morning I want to talk with you about the principal's leadership role inimplementing standard The concepts of content and performance standards are still relatively new, and this school system is one of only a few in the nation committed to making academic standards a reality in all the district's schools. This is a necessary and noble cause, but the truth is that there are no models for how to implement standards so they increase student performance. You probably want direction, but there is no road map for you. There is only hard thinking and hard work ahead. There are also risks. Some of you may want guarantees that standards will work magic on your teachers ^d your students. There are no such guarantees. Some of you may want the handbook on how to implement standards successfully. There is no such handbook. Like many other issues in education today, standards present difficult questions that depend on your experience, intellectual engagement, creativity and good faith for answers. Without tfae leadership of principals, standards will not result in more productive teaching and learning in your school^ ------------- This leadership is easy for me to talk about but difficult for you to demonstrate. I suspect many of you see standards implementation as one more item on a very long list of tasks somebody expects you to carry out. You experience your jobs as responding to a variety of \"shoulds,\" \"oughts,\" and \"musts,\" array of expectations and mandates that come at you from many different directions. an There is no shortage of people and groups who want to set your priorities. Some people want your schools to focus on student control and order, Others want to make sure the most advantaged and able students get the best teachers and the most engaging curricula. Still others want you to give priority to athletics, students social needs, or their self-esteem. It would surprise me if you wonder where or how standards you are supposed to fit standards into your list of dizzying tasks. There is no shortage of people and groups who want to set your priorities ... I suspect many of you see standards implementation as one more item on a very long list of tasks somebody expects you to carry out. I want to .suggest that you restructure your task list. Separate it into three parts. At the top of the list, write \"Enabling studenteto perFonn'at standard. Then insert twotirthree line spaces. ListeveryUsk for which you are responsible that is necessary to enable students to perform at .standard. Then insert several more line spaces, and then list all the other tasks you find on your plate. Now you have your list of priorities. Begin at the top. If making sure students perform at standard is your first priority, then you will develo_a respectful and 1 of 5 10/13/98 1:35 PMPrincipals as leaders in standards-based reform http'.//middleweb.com/Prinstan drd.html canng leamng enviroiment not to control students but beca^ it provides the context in which students \\ / can le^ b_gst. You will determine who gets which teachefnna~access?gwhat ^^iat TV all students need to perform at st^dard. You will provide all students with diverse opportunities to . develop and demonstrate their tolents becauseTich opportunities reinforce the importance of achievement in all areas of schooling.  \" ..... You can use standards to refocus your schools on what I believe should be their primary mission, to significantly increase what students know and can do. Unless you are clear that \"this is, in fact, the~ mission, and unless you and the central office agree that it is also the school district's mission then standards will make little difference to your students. I do think it is important for principals ^d the central office to get straight on this issue. If enabling stodents to perform at standard is thepriprity^then jtmay call for reform in central office expe^tions and operations to support that priority One of die ' leadership roles of pnoci^sls if insist that what the central office does reflects what the cehrial office says. If enabling students to perform at standard is the priority, then it may call for reform in central office expectations and operations to support that priority. You can see that implementing standards is likely to be uncomfortable. Contrary to what most people assume standards jeggire educators to change more than they require students to change. Students will X\" not perform at standard unless teachers increase their own knowledge of subject content, more successfully engage shidents in learning that content, and assign and assess student work congruent with t^ perfOunaiice standards. Teachers v/ilT riot be able to make these changes unless principals and site-basedjecisionmaking teams give~pribrity to enabling students to perf^aTstdridarT\nmdT:rcatc the expectations, school culture, and supportTfructures necessary for-teachers to reform'their practice Principals will not provide the leadership to implement standards unless the central office gears its systems, operations, admonitions, and priorities to encourage and support principals' efforts to enable students to perform at standard. In other words, standards implementation is primarily about adult learning, adult change, and adult risk, all towards'tEe end of enabling every sPident to perform at higher X- The leadership of principals is needed at every level of this enterprise. You can begin with your Cl + _r40CO/4 /-I Cl*rt V i rr T U 1 1____________11  . srte^based decision making teams. I don't know how well your teams are functioning or where they are ----_, ---p - X V rj TTVil J MUI ivcuiw Olc luiiuuuiiuig ui vviicrc Liicy focusing their energies, but I have little doubt that they need your help in keeping them focused on improving student performance. .. . (Slite-based decision making teams bavp tn play a much more aggressive and creative role in understanding the actual performance levels of students, and focusing schools and their communities on student performance. This is not a role site-based teams will adopt easily, and principals have a leadership role to play in helping them do so. Each SBDM team and each principal also needs to grapple with this basic question: \"How should this school stmcture itself to enable students to perfonii at standard?\" Keeping this question high on the site^based decision making team's agenda is essential because an important dimension of sUndardsjiased reform is changing schools' organization and structures to more effectively support student and teacher learning. _ ' ... We know that when teachers have time to analyze and reflect on their classroom practice, and to learn from 2 of 5 10/13/98 1\n35PM1 c riuj^*r iiiKibiK rr w. Will\nx i xxx\u0026gt;\u0026gt;txxiivxikx.iiuxii and collaborate with each other, they become better teachers. This is not rocket science. For example, we know that all students perform better \\yhen they are in,small settings where they consistently interact with the same group of students and develop close relationsTups with their teachers. 7\\ These small communities of learning also provide better opportunities for teachers to^ tbkn6w dieir students well, and understand how students learn best and what keeps them from learning. We know that when students have extended class time to cover more subject matter and understand it more thoroughly, their learning increases. We know that when teachers have time to analyze and reflect on their classroom practice, and learn from and collaborate with each other, they become better teachers. This is not rocket science. However, in spite of what we know about \"what works\" in education, there are still m^y, many schools  , vzxxvw wKo^uwuxxvxXj *44^xV CUV JLXll Aixcm^y iiKuxy jVXIvUIo  y that are not re-forming themselves to create small learning communities, longer periods for instruction, ~ and more time for teacher reflection and collaboration, t his is a serious problem It hnrders on education malpractice. Schools know how to create conditions under which students can learn better and teachers can be more effective, but schools are not acting on what they know to improve education. What would we say about a doctor who.knows about a promising medical.treatmentbut refuses to risk .using it on a jick patient? What would we say about a corporate board of directors that knows there are management practices that can increase the p oductivity of employees and the value of the company's stock but tolerates executives who refuse to i nplement the more effective practices? Why are both of these examples almost ummaginable, but it is acceptable for schools not to act on what they know will benefit students and teachers? This has to change, and it will only change if principals become strong advocates for structural rgforms^that create conditions under which students and teachers will~b^better ableTb perform at higher levels.  -  What would we say about a doctor who knows about a promising medical treatment but refuses to risk using it on a sick patient? Why is this example almost unimaginable, but it is acceptable for schools not to act on what they know will benefit students and teachers? I make the case here that standards-based refoiin applies to the whole school, not just to teachers and students, and that principals need to exert leadership to ensure that this reform is integral to the school's structure, operations, and culture. In the flnal analysis, however,It will be in classrooms where content and performance standards succeed or fail. This means principals must pay just as much attention to ~ 'teachers'use of content and perfomiahce^standardTTh their cl^srooms ^to the school-wide reforms to support the teachers' ettorts. In Corpus Christi, principals will have to be especially vigilant because there has been some early success in standards implementation. Many teachers have accepted the standards because some of their peers participated in the standards development, and these colleagues have been able to orient other teachers to the standards and explain their purpose. Teachers are also welcoming the standards because across the district they provide common direction about what teachers should teach. Teachers also appreciate knowing how the content they are covering relates to the content students learned, or should have learned, at lower grade levels as 3 of 5 10/13/98 1:35 PM^cipals as leadeis in stanQaras-basea retorm http://middleweb.com/ Hnnstandrcl.titml well as to the content students should leam at higher grade levels. Teachers and students' families seem to like the fact that the standards have introduced coherence, fairness, and predictability to coverage of subject content and instruction. Of course, there is more work ahead. Teachers have to become more skilled at assigning work that will prepare students to perform at standyd and they have to become more proticient at assessing v/hat students actually know and can do. Principals need to make sure teachers are developing and boning these skills in ways that increase student performance. This means that principals need to provide leadership to standards-based reform by spending more time in classrooms. However, occasional visits to classes will not provide principals with the information they need to understand whether standards are spurring teachers towards more effective instruction and more productive student engagement in learning. Principals will have to make time to be in classrooms more routinely, for longer periods of time, and they .will need to go into these classes with ideas about the kinds of changes in teacher practice that ar'e'mdicahv^oT more effective instruction..... This leadership by principals at the classroom level is necessary because there is a looming problem in standards implementation. Now that the school system has developed and disseminated the standards, and teachers have ac'cepte3 them, teachers'jiractice may remain largely unchangecTThere are stiirdassrooms wherg'students j~e engaged m worksheets but where it is less clear how well students understand what they are learning, or whether the worksheets will enable the students to dem^trate^at they know and can do. There are still hallways -with little or no student work, or where there are displays of uncorrected student work. As I have said before, and as I will keep on saying, students will not pefforrh at standard if teachers do not change their practice so theyare more effective /v In engaging students inTeammgT\" The school system has academic standards that describe the levels of performance students should demonstrate, but I wonder if the school system has standards for exemplary teacher practice. The school system has promulgated academic standards that delineate the content teachers should cover - and the levels of performance students should demonstrate, but I wonder if the school system has standards for exemplary teacher practice. I am not suggesting that there should be such standards because teaching is truly an art rather than a science. At the same time, however, I do think it would be appropriate for the central office, in collaboration with representative teachers and administrators, to wrestle with identifying pedagogy and^practice that is most likely to enable students to perform at stmdard. If nothing else, this process would help principals develop a point ofview about teacher- behaviors that can increase student performance, and this would, in turn, inform principals' perspectives when they visit classrooms. In any case, the successful implementation of standards-based reform is absolutely dependent on the  leadership of principals, and that leadership must be in evidence at the classroom level as well as throughout the school. Principals must develop a clear vision of the kind of teaching they believe is necessary to enable students to perform at standard, and tluough the hiring, support, and supervision of teachers they must provide the leadership to bring that vision to fruition in classrooms. I know your roles are very difficult and the demands on you are very hea-vy. Perhaps you have interpreted these remarks as one more pleading to give priority to a special interest. In a way you are right. I do not apologize for pleading for you to focus your role, your responsibility, and your moral authority on student performance. I do not apologize for asking you to bear the burden of leading true reforms at your schools that you know are best for the education of your students. 4 of 5 10/13/98 1:35 PMPrincipals as leaders in standards-based reform http\n//m iddle web. com/Prinstandrd .html I do not apologize for this special pleading because you and this school system are at an important juncture. The academic standards provide the framework for refocusmgyomVcEs ^^^Eori^al Student performance. Now the question is whethei you will compromise the standar^pj^smaU,^!^^ the m^g?ns thi j^^ffireTittleorschoolsand t^cheH\nand will yield little or nojgsults^,oFwEeffier you wilt ny the.stand^ds , -1 .  3~-j ----T-------catapult to major reforms in your buildings and classrooms, aiid^n to significantly higher levels oT student performance. \" On behalf of the thousands of yom students who are depending on you and your schools, I am asking you to choose e path that is hard for you but full of promise for the young people of this'commimlty. Return to \"The New Principal\" Return to The Haves Mizell Reader index 5 of 5 10/13/98 1:35 PM4 *//// q 7 I LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 I August 5,1999 I TO: Everyone t FROM: Dr. Bonnie Lesley,A, AAcssociate Superintendent for Instruction t SUBJECT: Social Promotion i The U. S. Department of Education has an excellent new publication that you will want to read: Taking Responsibility for Ending Social Promotion. A copy of the Executive Summary is attached. You can get a full copy of the report for yourself by calling 1-877-4ED-PUBS, or you can download it from the website: www.ed.gov. When you read it, youll want to note that we are implementing most, if not all, of the recommendations at the elementary level. i BAL/adg Attachments t I Executive Summary that all students have the best chance to achieve high standards of learning 1 i ! 1 Working to ensure-------------------- demands that educators and state and local leaders take responsibility for giving students the opportunity to meet high expectations and for ending the practice of social promotion-where students are allowed to continue to pass through school with their peers without satisfying academic requirements or meeting performance goals at key grades. In his 1999 State of the Union address. President Clinton called for an end to social promotion. In order to help educators and state and local leaders meet that challenge, the President directed the U.S. Department of Education to draw on lessons from research and practice to prepare this guide on I effective approaches to ending social promotion. I While the practice of passing along students who are unprepared is often hidden, there are indications that the problem is prevalent in many of our nations schools. More than half of teachers surveyed in a recent poll stated that they had promoted unprepared students in the last school year, often because they see no alternative. Research indicates that from 10 to 15 percent of young adults who graduate from high school and have not gone further-up to 340,000 high school graduates each year-cannot balance a checkbook or write a letter to a credit card company to explain an error on a bill. If one examines national assessments of student performance, * .  1 _ _ 1_____1 _r_____, A+ fU/a romo timA upwards of a third of students score below the basic level of proficiency. At the same time, analysis of the 1996 Current Population Statistics indicates that only about 3 percent of students  1 /_______3  Ur'7 koAT rpfoinpH are two or more years over age least once). for their grade (a good indication that they have been retained at same time, The issue of ending social promotion has too often been posed as a debate over the relative benefits and disadvantages of promotion versus repeating a grade (retention). Yet we know that neither strategy is appropriate for students who are not meeting high academic standards. Students who are promoted without regard to their achievement tend to faU eyen_fijrth^ejund their classmates as they move through school, and thqs_e_y^o_dgTiptdro2,3Ut usuaUy^nish without having the knowledge and slalls expected of hi .ah school graduates. At the same time_, Vpsearch shows feath^I^gSldents back to repe^ga^ithout changinging^ojLal,, ?i\n^\ni\nwii\n7F^Tective. The achievement of retai^students, after repea^_a^de^stiU jags of their peers, and retention also greatly incr^j^e likehhggd\u0026amp;g a out of school. Being held back twice makes dropping out a virtuaUert^v. Retenti^disproportionately affects minority and economically disadvantaged students. To pass students along in school when they are unprepared or retain them without addressing their needs denies students access to opportunities at the next level of schooling, in nostsecondary education, and in the workplace. Both policies send a message to students that little is expected from them, that they have little worth, and that they do not warrant the time and effort it would take to help them be successful in school. The cost of these policies extends beyond individual students to society as a whole. Employers have little confidence in a high school diploma as proof that graduates are prepared with the requisite skills. Colleges and 1 ! 3businesses spend resources providing remedial training for students and employees. Lack of education and skills is highly associated with poverty, crime, and violence among youth and young adults. With pressure increasing to hold students accountable for performance and to end social promotion, and research pointmg to negative findings related to retention, educators may feel they have few choices. The results of both policies are unacceptably high dropout rates, especially for poor and minority students, and madequate knowledge and skills for students. Neither practice closes the learning gap for low-achieving students, and neither practice is an appropriate response to the academic needs of students who have not mastered required coursework. Strategies Social Pr\u0026lt;Mafibiii Compreherisive approaches tO'radii^ socM pfomohoij require leadershipj rraotees, and conunanfty support to: This policy guide offers better options to social promotion and retention by focusing on interventions to help all students meet high expectations. While raising our awareness of the important need for students to meet performance requirements at key grades, ending social promotion is not a stand-alone policy that can be imposed on students. Taking responsibility for ending social promotion requires a comprehensive effort involving all stakeholders to addresses multiple problems and a variety of student needs. It starts with setting high standards and making them count by holding schools accountable for preparing students to meet the standards. A comprehensive approach .to ending social promotion requires early identification of student needs, researchbased strategies for improving learning. Set clear objectives for students to meet performance, standards at key grades. Identify student needs early in order to apply appropriate instructional strategies. Emphasize early childhood literacy. Focus on providing high-quality curriculum and instruction.  Provide professional development that - deepens teachers' content knowledge and improves instructional strategies to engage all children in learning. Set out explicit expectations for all stakeholders, including families and communities, in efforts to help end social, promotion. Provide summer school for students who are not meeting high academic standards. Extend learning time through before- and after-school programs, tutoring, homework-centers, and year-round schoolings Reduce class sizes in the primary grades. Keep students and teachers together for more than one year and use other effective student grouping practices. - , Develop transitional and dropout prevention programs for middle arid hi'^ school students. Hold schools accQUihable by publicly reporting school performance, rewardiag school improvement, and intervening in' Isw-performing schools. \" and timely intervention for students who need extra assistance to meet standards. It demands that all classrooms have well-prepared teachers and high-quality curricula. It calls for increased J 5 I i I i ! {! f I i JIJ ii family involvement at home and in the school, and it calls for greater community support of educational activities. 5 i 1 I The guide shows how states and districts can set a policy context for high expectations and success, how schools can prevent and intervene to reduce school failure, and how these strategies can be sustained through ongoing support for school improvement. The guide concludes with an inventory of federal resources available to help states, districts, and schools end social promotion. i i i I\nI  Taking Responsibility There is widespread agreement among the public that schools need to set higher standards than now exist for what students should know and be able to do to be promoted. The first step in taking responsibility for ending social promotion requires states and districts to develop clear and challenging standards for all stodents. There must be clear objectives for students to meet performance standards at key grades (e.g., every child should be able to read well and independently by the end of the third grade). States and districts also need to set explicit policies about the promotion of students and must take responsibility for making sure that students receive the help they need to meet the requirements -- including providing the necessary resources for schools to help students, and intervening in schools that fail to provide students with the skills they need to succeed. Districts \"such as Chicago, Tacoma (Washington), Philadelphia, Cincinnati, Corpus Christi (Texas), and New York City, and states such as Delaware, Florida, South Carolina, Texas, and Oregon have stepped up their efforts to improve student achievement by adopting policies to end social promotion and providing support and assistance to students who are unprepared for the next grade. Assessment is an important issue in efforts to end social promotion. Schools must be able to accurately measure student progress toward achieving performance standards, but education leaders must take care when deciding how assessments are used to influence student promotion decisions. There must be adequate educational justification for the use of the tests, evidence of validity and rehability for the populations tested, adequate prior notice to parents, and adequate opportunity for students to become familiar with the curriculum-bgmg. tested. States, districts, and schools should not rely upon one assessment as the sole measure for making educationally sound promotion decisions. Rather, a rich variety of measures of student progress are central to making student promotion decisions and diagnosmg problems early. High standards, clear policies, and high-quality assessments are the starting point from which other practices must be developed and aligned. Schools must concentrate on providing high- quality curriculum and instruction aligned with high standards and get all stakeholders-includii^g family and community members-involved in helping all students reach high standards. i iii ! IStarting Early I i To prepare students to meet high standards we must start early. By having a range of positive early learning experiences, young children broaden their knowledge and develop their skills. Early childhood education can help educators identify children possibly at risk of school failure and take steps to ensure their readiness for school and successful learning in the early grades. Starting early is particularly important to help students develop literacy skills. Reading must be introduced to children at a very young age, integrated into preschool activities, and reinforced at home. Across the nation, educators are recognizing the significance of early intervention. Chicagos Cradle to Classroom program works with 700 young mothers each year to give them the skills they need to stimulate their childrens minds as well as to care for them physically, emotionally, and socially. The citys Parents as Teachers program trains parents to visit the homes of r,500 preschoolers to help them develop preliteracy skills. In Charlotte-Mecklenburg the district has directed the great majority of its Title I funds toward its Bright Beginnings prekindergarten program. In collaboration with Head Start, the program gives four-year-old children a literary-rich, full day prekindergarten experience. Strengthening Learning Opportunities in the Classroom I I s i If students are to be held more accountable for their acadeimc performance and made to accept consequences for not meeting standards at key grades, schools must provide adequate opportouties for students to meet expectations on time. Educators must use data effectively to identify at-risk students before they fall too far behind. They must ensure that all students have access to good teachers by recruiting qualified teachers, providing teachers with high-quality i ( professional development opportunities, establishing mentoring and networking relationships ^ong teachers, andjroviding incentives for good teachers to work in the most needy schools. Educators and leaders also must take advantage of research-based practices to enhance student achievement\nthese include flexible student grouping, keeping teachers and students together for more than one year (looping), \"  t I I i 1 cooperative learning, tutoring, and reducing class size. Schools must also strengthen learning opportunities for students with limited English proficiency, migrant students, and students with disabilities by providing them with appropriate educational services and accommodating their unique needs. This guide highlights examples of transitional programs for Along -with ending the practice of social promotion we must provide extra help for children after school and in the summer so that we don 'tjust identify children as failures, but instead say, we re going to give you more help until you succeed. -President Clinton, July 1998 non-English speaking immigrants and distance learning projects for migrant students. ivExtending Learning Time 1 i J 4 I 1 I i i I 1 1 S i\nPrograms that extend learning time-such as summer school, after-school programs, and ye^- round schooling-can help prepare students academically and developmentally to move to tte next grade. Mandatory summer school is a central feature of efforts to end social promotion in Nev^I^i^n, and Washington D.C. The 21st Century Commumty Learning Centers proffam, for example, enables schools to provide expanded learmng opportunities for :OTaftCT^ool, on weekends, and during the summer in a safe, drug-free, and supervised chi\nThe centers offer homework assistance, intensive tutoring in basic skills. environment. otter homeworK assisxance, mtcubivc m uaoiv counseling to prevent drug use and violence, and enrichment in core academic subjects, as well as opportunities to participate in recreational activities, the arts, technology education programs. and services for children and youth with disabilities. The centers are supported through school- OliU OVi w*.***---J-------- 11 community partnerships that include public and nonprofit agencies and organizations, local businesses, and educational entities. Helping Students Still Do Not Meet Standards For students who still have difficulty meeting standards despite prevention and early intervention efforts, repeating a grade with the same instniction over again has been found to be ineffective. These students need alternatives that help th'm develop the skills they need to acmeye. But intervention services usually dinainish in the upper grades, just as these students face tough challenges and peer pressure that can seriously affect their academic lives. Establishmr effective high school transition and dropout prevention programs can help. For example. Long Beach (CA) Unified School District assigns eighth-graders who fail two or more classes to the Long Beach Preparatory Academy, a year-long alternative program that has smaller classes than regular ninth-grade classes\nCounselors work closely with students and their families. In the programs first year of operation, almost 90 percent of participants earned promotion to the nmth grade. Holding Schools Accountable for Performance and Helping Them Improve Ig Ending social promotion requires real accountability for results, and this accountabili^ must \"STwiOie schoo'is. Many states and districts have taken steps to hold schools more 'accountable for student performance. Thirty-two states publish annual school report cards. Some states distribute the report cards to parents, and the contents of the reports often are published by local newspapers. State, district, and school leaders alike claim that this form of be a motivating force in school improvement efforts. To take public accountability can responsibility for ending social promotion also means that states and districts must intervene to improve schools that are failing, as well as reward schools that do make significant progressm helping all students meet performance standards. President Clinton and the U.S. Department of Education are committed to helping to end social promotion This guide concludes with an inventory of resources firom the U.S. Department of Education to help states, districts, and schools in the effort. The inventory starting on page 58 describes federal programs and assistance available and lists helpful documents. Vi s 1 LegM^tiea LeafniBg Clp^jtoniiSes National Class Size Reduction IhitiaUve: In October 199s Pr/^cid^nt n-  te SSt\" ? \"S' 'ndt, hire, ..^d S' teachers and help reduce class sizes, particularly in the early grades. J^ellence Act: Two years ago President Clinton issued a challenge to help \u0026lt;^ldrcn.be able to read well and independently by fte end of third  president si^d legislarion \u0026amp;at wiB provide $260 mil linn chil\u0026amp;eh to develop literacy skills. grade. In 1998, the to help more than 500,000 competitive-grant program provides $120 million mentonnf, tutoring, enrichment programs, and other aciivines c' \" awareness and oollege-going rates among low-income students ' to support activities designed to increase Community Learning Centers: $200 miffion in 1999 s ! m a a priority for I 5 J i hggall students reach high standards. It ftajoaMmffitoen.to .fbrperfoimance. It requires a focu^ of collective responsibility that can that^sc^kmdj^dents b^hddl^^^ l^-?,?J5?.OHLq.es-_.^d itd^^ V HpX/Al/\\r\\ ., only develop when expectations and a sense consequences are clearly communed within the. Qrhnni\n7j narrn'TTj'n ^ons^nces are clearly matag su.k., .1, child,if^^\n^^ggaS^a responsibility for ending social promotion. vi 1 I 15 / ' - / ?//y/77 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 17, 1999 TO\nEveryone FROM\nDr. Bonnie Lesley, Associate Superintendent, for Instruction SUBJECT\nCurriculum Standards Teachers, K-12, will be implementing new curriculum standards and grade-level/ course benchmarks in English language arts, mathematics, science and social studies this year. We focussed on the critically important instructional strategies that will be required for student success in meeting those standards in the preschool inservice. Now the real work of translating standards/benchmarks into daily lesson plans beains. Teachers will need our support and ongoing professional development. Attached is an art.i.c.l e from t.1h e kM aa_r_c_hI- A1 999 issue of EduI cationrsa oJ I IL oeoaHdoerrcsKhiine tthhaatt I hope you find to be helpful. BAL/rcm .11^ 1-' 0 I * i-J To avoid curricular chaos, educators must be judicious about the standards they assess. Mike Schmoker and Robert J. Marzano . \\ b O  The standards movement is arguably a major force in education today, and some researchers assen that the significance of the standards campaign will be huge. Undoubtedly, historians will identify the last decade of this centurj' as the time when a concentrated press for national education standards emerged (Glaser \u0026amp; Linn, 1993, p. xiii) But will the standards movement endure? .\\nd if it does, will it contribute significantly to higher achievement? We believe it willbut only if we rein in its most excessive tendencies. Those tendencies can be seen in the nature and length of state and professional standards documents and in their unintended consequences. The Promise of the Standards Movement Make no mistake: The success of any organization is contin-gent upon clear conunonl^_' _d_e_f_i_n_e_d_ g_oals. A well-articulated focus unleashes individual and collective energy'. And a common focus clarifies understanding, accelerates commum-cation, and promotes persistence and collective purpose (Rosenholtz, 1991). This is the stuff of improvement. The promise of standards can be seen in places like  Frederick County, Maryland, where the number of students reaching well-defined and commonly assessed standards rose dramatically, lifting them from the middle to the highest tier in Maryland schools. Local assessments were deliberately aligned with standards as they' were embedded in the state assessments.  Fon Logan Elementary School in Denver, Colorado, where scores rose significantly when teams of teachers analyzed weaknesses in performance relative to grade-level standards. Each team reviewed test data and developed strategies for helping students leam in identified areas of difficult}'.  Lake Havasu City, Arizona, where teams of Title 1 teachers identified, defined, and focused instruction on common reading skills. Once teachers had a shared language about which skills to concentrate on. they improved strategies and systems to improve instructional quality- and consistency . As a result, the number of students reading at or above grade level rose from 20 to .A3 percent in just one year.  Glendale Union High School District near Phoenix, Arizona, where teams of teachers have increased student performance for almost every course offered. All district teacherswhether they teach algebra, U.S. history, biology. I or senior Englishare teaching to the same year-end assess-  ments developed by subject-are-.i teams. The same coordina-o lion is happening at Adlai Stevenson High School in I .\\TlO \\ to H S I' IM-R s l?\u0026gt; I o AN1\u0026gt; Cl RRlCni.OM Drvvi Ol'.Mr.N i 17  W  ' b I i\u0026lt; SSI t\n4 -*r ^-1 Wq I 2j M I feV' 1 o \u0026amp;, } \\ 15 M i?e :i!^ J '\"^1 RS^ Si Lincolnshire. Illinois, where teacher teams continue to set measurable achievement records on every kind of assessment.  Amphitheater High School in Tucson. Arizona, where teacher Bill Hendt routinely helps exceptional numbers of students pass advanced placement tests by carefully focusing instruction on the standards made explicil by the .\\1 exam. How did they get these results? Inter- estingh. not by focusing on standards contained in state or professional documents. Their eftoRs preceded those documents, \\onetheless. in each case. Ictichcrs hillll- cxiully irbiH .iliideiils nceited tn Iviii-ii. a ha! t'l Iciicb In. irhcrc In iiulimi-c. nml ii iinl In iinrh nil irilh cnlliiiyin-.-i. I leiir. tommon able ii learning MundartSman\nnumberpromote bettt r results. 'fhey_ are es-scnnal to locus anti to coherence. II Ibis is true, then etlucalors face iwo important tiuesiions: 11) Do  c alreatly have MiriK ienih clear''Uuulard' and (2) \\rc M.ilv and |in\u0026gt;lcssiHnal -.laiiilard- i [very teacher deserves a clear, manageable, grade-by-grade set of standards ' and learning benchmarks that make sense and allow a reasonable measure of autonomy. Anything less is frustrating, inhumane, and counterproductive. documents truly helping us achieve the focus and the coherence that are vital to success? In too many cases, the answer to both questions is no. Don't We Already Have Standards? (luriously. standards in most districts arc often similar. We have curriculums, scope, and sequence for each grade level, course, and subject area. But the perception of a common, coherent program of teaching and learning i.s a delusion line of us once sat with a curriculum coordinator, ponng through a dense curriculum notebook of the gr.iJe-by-grade\" learner '\" The diicunient wa.s years in diMricl.s g 1 utc\u0026lt; imc.s ilu- making, Nonc'.lielcas. when the cijiirdinainr was asked wliai iiilluence the curriculum was having on instnic- tion. she was candid enough to reply  probably none.\" Consultant and author Heidi Hin es Jacobs likes to say that curriculum guides are well-intended fictions.\" Her conclusion is that the current system actual!} encourages teachers to simply teach what they like to teach. It i.s time to admit that at the ground level, where teaehers teach and students learn, there is not coherence, but chaos. The chief problem i.s that there is simply too much to teach arguably iwo to three times loo much tschmidt. .McKnigbl. ck\nKaizen. IWi- and loo main options for what can be taught (Hosenholtz. 1901). There are enormous ilifferenees in what teachers teach in the same subiect al the same 18 I |\u0026gt;\nI A I l.i\\ M 11 Ihl U'-llir/'l Me i\nI ')p,II 1 grade level in the same school. In en when eommon. higbb structured texlbook.s are used as the basis lor a curriculum, teachers make independent and idiosyncratic decisions regarding what should be emphasized, what should be added, and what should be deleted (see. for example. Doyle. 1992). Such practices create huge holes in the continuum of content to which student.s are exposed. In The Learning Gap, researchers Sics'enson and Stigler (1992, p. 140? observe that teachers are daunted by the length of most textbooks.\" In a system that does little or nothing to help them coordinate priorities, the\\' are forced to select or to omit different topics haphazardb'. This only add.s to the prevailing chaos. Standards and School Improvement The implications of this chao.s go to the heart of school improvement. Researcher Susan Rosen-holtz found that (The hallmark of any successful organization is a shared sense among its members about what thev are tri ing to accomplish. Agreed-upon goals and ways to attain them enhance the organization's capacin/or rational planning and action. (1991. p. 13: our s^mphasis) For this reason, she was dismayed to find that schools were unique among organizations in lacking common goals and that the goals of teaching were multiple, shifting and frequently disputed \" (p. 13). This state of chaos wa.s the rationale ^1 for the standanls movementand the most visible and influential manitest.i-tions arc the state and professional stan-dartls documents, fet these documents themselve.s have contributed to the vein problems they were intended to solve. '.he Perils of Standards-Based Education Less is more' we keep telling ourselves. Students learn more when i U.S. schools would bpnetil from ' d?crcasinq the amount of content they try to cover. we leach lessbut teach it well (Dempster, 199.3). Nowhere i.s thi.s principle more obviously violated than in the standards documents, flic official documents generated by -19 states and the professional subject-area organizations have had unintended consequences. Commentator Ronald 'Wolk has found some of them not only to be written in language that is absurd but also to contain such quantin' that it would take 9 \u0026amp; a , J i 'j. In Glendale, Arizona, foreign language teachers assess students' work to obtain datalor curriculum improvement. a 10-hour teaching day to cover the material in them (1998). Because it is easier to add and enlarge than to reduce and refine, we are caught in the snare of having honored (perhaps for political reasons) far too man) suggestion, for inclusion in the standards documents. We have often failed to place bard hut practical limits on the number and the nature of the standards, fhe result? Bloated and poorlv written standards that almost no one can realistie.illy teach to or ever hope to adequaieb assess. W e are making the same mistakes with these documents that we made with our district curriculums. In the ease of standards, quaniio' is not qualiii. The iron) ol the I hirsl Inter A'Mii lA I HI'. I hi\nM I'i KI I'HI'' ' M) Cl Rlllfl l.liM Dl'Vl I OlMI.NI 1- national .Mathematics and Science Study I'I'IMSS) shouts at us: Although b.S. maihcmatics texlbook.s attempt to address I \"5 percent more topics than do Cicrman textbooks and .350 percent more topics than do.lapanese textbooks. both German and Japanese student.s significantly outperform U.S. students tn mathematics. Similarly, although U.S. science textbooks attempt to cover 930 percent more topic.s than do German tcxtbook.s and 433 percent more topics than do Japanese textbooks, both German and Japanese students significantly outperform U.S. students in science achievement as well (Schmidt, McKnigl\n:, \u0026amp; Raizen, 1996). Clearly, U.S. schools would benefit 1 from decreasing the amount of content they ua to cover. And teacher morale and self-efficacy improve when we confidently lay out a more manageable number of essential topics to be taught and assessed in greater deptli. Getting Standards 1 Right 94 Too many of the sure Stangl dards documents, informed . I as they are by the profes-sional subject-area standards, I have frustrated rather than helped our attempt to provide common focus and clariw for teachers and students. The good news is this\nClear, intelligible standards are a pillar of higher achievement. Aligned with appropriate assessments, they can help U.S realize the dream of learning for all. They are the heart of the infrastructure for school improvement (Rosenholtz, 1991\nFullan \u0026amp; Stiegelbauer. 1991). The Standards-Driven School Consider a school where teachers know exactly what essential skills and knowledge students should learn that sear and where they know that their colleagues are teaching to the same manageable standards. Recause of this, their fellow teachers can collaborate with them on lessons and units. This in turn lead.s to a living bank of ai 1 proven, siandards-relcrenccd instructional material lessons, units, and assessments perfected through action research. Both new and veteran teachers can peruse these targeted materials, learning from and adding to the richness of the faculty's repertoire. Because of these rich resources, new and struggling teachers achieve confidence and competence much more rapidly, and experienced teachers have a sense of making a meaningful, ongoing contribution to their craft while being renewed by instructional ideas that are engaging for students. Proven methods, practices, and lessons aligned with established standards become the center of the professional dialogue. Results on local, state, and  formative assessments get better and better. Such an alignment leads inevitably to better short- and long-term results on local and state assessments as well as on norm-referenced, alternative, and criterion-referenced assessments. To create this infrastructure in schools, we can take a i few concrete steps: I. Start with the standards that are assessed. Be circum-spect about standards that are not assessed. After thoroughly reviewing the state standards documents, we believe that many of them never will be thoroughly assessed. Many of the existing standards that educators are working manically to cover\" will disappear because of their own irrelevancy and imprecision. Expending orga-nized effort on evert standard is senseless because many of them Will turn out to be ephemeral. Start by focusing teaching on the standards actually contained in current state norm-referenced or criterion-referenced assess-nicnts. As state assessments develop, real prioritics become clear. And tve must i-iriT3ll wc can about how to teach to these priorities most effectively Teachers in Colonido. now ihat they know the reading and writing standards 20 lint  a rio.sAi t.e.*I*Ft\u0026lt;siii*'/.M.xit#.11 : Il is time for us to admit that at the qrounu level, where teachers teach and students learn, there is not coherence, but chaos. through their experience with the state assessments, arc responding in a positive and coordinated fasliion. Many schools, like Bessemer Elementarv- in Pueblo, which has an 80 percent minority population. have realized dramatic gains. At Bessemer, from 1997 to 1998, the number of students performing at or above the standard in reading rose from 12 percent to 64 percent. In writing, they went from 2 percent to 48 percent. Weekly standards-based team meetmgs made the difference. Teacher Steve Ducey at Sunnyslope High School in Glendale, Arizona, assesses a student bridge design. State and standardized assessments do not measure eveiything we deem important, hut success on such tests in this age of accountability is vital. Strong standardized scores cam us the trust of our communities as we begin to demon-stratc measurable progress on local criterion-referenced and alternative assessments. In districts where improvement on formal, public assessments is ol the essence, we should assemble clear lists of the standard.s and prollciencies that the assessments will require of I HOM students. District offices and regional consonium.s must take the initiative here. They must assemble representative teams of teachers to developand provide everv' teacher witha precise, manageable list of the essential, assessed standards. Every school year, the full faculty should conduct a review of assessment results. Teams of teachers should identify the most pronounced patterns of student weakness, then seek absolute clarin' on the nature of these proble.ms. Through staff development and regular, professional collaboration, teachers should focus on these areas, while monitoring progress regularly. 2. Reyond state assessments, add judiciously to the list of standards you will teach and assess. For Michael Fullan, assessment is the coherence-maker in school improvement (1998, personal communication). Because of the limitations of state and norm-referenced tests, we must develop local and district standards and assessments that take us beyond them. Districts should revdew 1 the standards documents, but S j1i then exercise severe discipline in prioritizing on the t basis of what students Will I most need if they are to I become reflective tliinkers,  competent workers, and I responsible citizens. For even I grade or level, pilot your new I standards and assessments while asking the question, -An tlie standards clear, relevant, and not so numerous that they sacrifice depth over breadth? Dont be afraid to do a rough accounting of time for teacliing topics. Adlai Stevenson High School has achieved world-class results in this way Glendale Union High School District ha done a masterful job of successfully concentrating on norm-referenced test while implementing a coherent system of formative and end-ol-course alternative assessments for high school courses. These assessments require students to do investigative science and lo write analyses about social and 3 J J I 3 historical issuesail ttccording to clear standards anti criteria. These common, teacher-made tessessments embody and clarify precisely those thinking and reasoning standards that norm-referenced tests don t adequately assess. The result is an education that ensures a level of both breadth and substance that goes far beyond what is now required of the average high school graduate. Perhaps the best time to dt clop such standards-based assessments is summer. Such work doesn't always require enormous amounts of time or resources. In Lake Havasu City, Arizona, educators developed common K-12 assessments in almost every subject area for about 525,000 over a two-year period. They took only four days to prioritize core science standards and generate common K-12 assessments. 3. Do not add more topics than can be taught and assessed reasonably and effectively. A key to developing science assessments in Lake Havasu City was following open discussions with fast, fair rank-ordering procedures that used w'eighted voting to quickly establish priority standards. Because we can expect educators to differ in philosophy and priority-, every school employee could benefit from training in the use of these simple decision-making tools. The tendency toward overload is strong in schoolsand crippling to improvement efforts (Fullan \u0026amp; Hargreaves. 1996). .A district we know has received high praise for showcase work by developing grade-by-grade benchml\narks for the state standards. For 4th i grade, educators developed 210 items to be taught in math, but 125 of these were also to be taught in si.': to eight other grades. In another district, in . another state, there are only 17 items for 4th grade math, and they're written in language that is clear to parents and teachers. _ .Al the local and state levels, we must dentand that economy and clarity mf^n all standards and that they he meaningfullynot |ust rhetorically aligne(,l with assessments. Eveiy teacher deserve.s a dear, manageable, gradc-by- gr,.\nkIc sei of .staiit-lards and learning benchmarks that make sense and allow a reasonable measure ol autonomy. Anything less i.s Irusiraiing, inhumane. and counterproductive. Standardswhen we gel them rightwill give u.s the results we want. But this will require hard-headed, disciplined effort. Tlie lesson of TIMSS should considerably diminish the perceived risk of downsizing the curriculum. The very nature of organizations argues that we succeed when all parties are rowing in the same direction. \\Ve wall realize the promise of school reform when we esublish stan- McREL Researches Curriculum-Based Reform Curriculum-based reform, which aligns curriculum with content and performance standards, is sweeping education systems. But what makes curriculum-based reform effective? The Mid-continent Regional Educational Laboratory (McREL) is heading a series of studies to survey the implementation of this reform approach and its impact on student achievement. McREL researchers have identified four state-level components for successful curriculum-based reform: an ongoing standards review, a professional development plan, an assessment program, and an accountability system. Although 80 percent of states reported that they impose sanctions when school or I district assessment results are low. I only 55 percent of states reported that assessment is tightly aligned to standards. And more than 45 states require that all students meet standards and participate in standards-based assessment projects. The reports \"Curriculum Reform: 1 WV V ht IaOtk SJitaaltwe Ov-rrf f' icials -S'a-7y Works\" -an d- 1 \"Taking Stock of States' Curriculum-i Based Reform Efforts\" are available I frorri l /icREL, Curriculum, Learning i and Instruction. Project, 2550 South I Parke' Rd., Ste. 500, Aurora, CO ! 80014-1678 (Web site: ' \\v\\wy mcrefcgi. I (.lards and expectations for reaching them that arc clear, not conftising\nessential, not exhaustive. The result will be a new coherence and a shared focus that could be the most propitious step we can take toward educating all students well.  References Dempster, F. N. (1993). Exposing our students to less should help them leam. Phi Delta Kappan, 74(6), 432-437. Doyle, W. (1992). Curriculum and pedagogy'. In P. W. .Jackson (Ed.), Handbook of research in curriculum (pp. 486-516). New York\nMacmillan. Fullan, M., \u0026amp; Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press. Fullan, M., \u0026amp; Stiegelbauer. S. (1991). The new meaning of educational change. New York\nTeachers College Press. Glaser, R., \u0026amp; Linn, R. (1993). Foreword. In L. Shepard (Ed.), Setting performance standards for student achievement (pp. xiii-xiv). Stanford, CA: National Academy of Education, Stanford University. Rosenholtz, S. J. (1991). Teacher's workplace: The social organization of schools. New York: Teachers College Press. Schmidt, W. H., McKnight, C. C., \u0026amp; Raizen, S. A. (1996). Splintered vision: An investigation of U.S. science and mathematics education: Executive summary. Lansing, Ml\nU.S. National Research Center for the Third International Mathematics and Science Study, Michigan State University. Stevenson, H. W., \u0026amp; Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can leam from Japanese and Chinese education. New- York: Summit. Wolk, R. (1998). Doing it right. Teacher Magazine. 7 0(1). 6. Mike Schmoker (e-mail: mschmoke mcrel.org) is author of Results: The Key to Continuous School improvement (ASCD, 1996). Robert J. Marzano is coauthor of A Comprehensive Guide to Designing Stenderds-Based Districts, Schools, and Classrooms (ASCD/McREL, 1997) and Content Knowledge: A Compendium of Standards and Benchmarks for K-12 education (McREl/ASCD, 1996). Schmoker is Senior Consultant, School Improvement, and Marzano is Senior Fellow for McREL, 2550 S. Parker Rd., Ste. 500, Aurora, CO 80014-1678. i.\\n(is roi! Snrr.HvisioN and Ci'RRicm.iiM Dro rioi'Mf.NT 7 6 fi -iS Individual Approach to a World of Knowledge September 16,1999 McRel Institute 2550 S. Parker Road, Suite 500 Aurora, CO 80004 We request permission to make copies of Appendix E, pp. 347-419 of Essential Knowledge: The Debate Over What American Students Should Know to use in discussions with curriculum committees of principals and teachers in the Little Rock School District. We further request permission to benchmark these terms by grade level and course and to include in our curriculum documents. Please call me at 501/324-2131 or email me at baiesie@irc.irsd.ki2.ar.us additional information. if you need Yours truly. Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 7 LL TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 November 4, 1999 Everyone Dr. Bonnie Lesley, AASs!sociate Superintendent for Instruction Standards-Based Reform We all know that change of any kind is difficult. Before we know it, people with the best intentions slip back into the comfort zone - the way theyve always done it. Weve had one quarter of instruction now based on the new K-12 curriculum standards in English language arts, mathematics, science, and social studies. Weve spent a great deal of time and money training teachers in new instructional strategies that are necessary for aN students to meet the new standards. But has anything really changed? In many, many cases, absolutely! My heart is warmed by the stories I am collecting. In other cases, I know the answer is negative. So we must all be relentless in our expectations that teachers teach the new curriculum and relentless in our expectation that ajl children can and will learn. Every child must be taught the tested curriculum, and thats part of what standards enable us to do. The attached article will be helpful to you. It is written by Mike Schmoker, who wrote Results: The Kev to Continuous School Improvement, and Robert Morzano, who v/rote Essential Knowledge. You are culturally deprived if you dont know both of these books. ! IJ There are excellent suggestions in the article for your Campus Leadership Teams agenda. Be sure to discuss this information with them. We will review our standards at the end of the year. Well need your schools feedback. II Attachment BAL/rcm I i i rP.- 1^-' ! \ni 1 - . r J I  i -A i' f I j To avoid curricular chaos, educators must be judicious about the standards they assess. Mike Schmoker and Robert J. Marzano .............................r^SsAS 4^. The standards movement is arguably a major force in education today, and some researchers assert that the significance of the standards campaign will be huge. Vndoubtcdlv, historians will identify the last decade of diis century as the time wher. a concentrated press for national education standards emerged (Glaser \u0026amp; Linn. 19S3. p. xiii). But will the standards movement endure? .And if it does, will it contribute significantly to higher achievement.' Xve believe it willbut only if w^e rein in its most excessive tendencies. Those tendencies can be seen in the nature and length of state and professional standards documentsand tn their unintended consequences. .it  ..  IW vAy5:3-^'^*,}\n.fv- '3. ?*  ii\"r..rf- 1. -. .w\":f  Sr i' V' .r**?\n' .f? {?\" \" \u0026lt; a'TSK'.fTC \u0026amp; s . r  \"I-' '^i Z*rJ ,1''' IJ The Promise of the Standards Movement Make no mistake: The success of any organization is contin-gent upon clear, commonly defined goals. A well-articulated focus unleashes individual and collective energt'. And a common focus clarifies understanding, accelerates communication. and promotes persistence and collective purpose (Rosenlioltz, 1991). This is e stuff of improvement. The promise of standards can be seen in places like  Frederick Counw, Maryland, where the number of students reaching well-defined and commonly assessed standards rose dramatically, lifting them from the middle to the highest tier in Manland schools. Local assessments were delib-eratelv aligned wi standards as tlicy were embedded in the state assessments.  Fon Logan Elementin' School in Denver. Colorado, where ri'  ^*1 f\" r  .aSS  , i:/ +\\V \u0026lt;- .i\n\u0026gt; ' '    -W -M-tX scores rose significantly v/hen teams of teachers anah'zed !k -.:. A.  2 ry s*' b^- If'  \"f i^~\nr 2.y *1 El U-f S F\" ?- I.-. Si jME^ weaknesses in performance relative to grade-level stantods. Each team reviewed test data and developed strategies for helping students leant in identified areas of difnculp'.  Like Havasu Ciw. Arizona, where teams of Title J-teachers identified, defined, and focused instruction on comnton reading skills. Once teachers had a shared language about which skills to concentrate on. they improved strategies and svstems to improve instructional qualip' and consistency. As a result, the number of siudent.s reading at or above gride let el \u0026amp;HJt-. , Af .k. ' ^VkA. .Jtt' L, rose trom 20 tn 5S porcen: in just one ^^ear.  Glcnd.ak- Pninn High School District net Phoenix. i^'1 / *S.7W  -**.^** 'W i*' Ji./ ^fc. -Il*, ** - { Arizona, where teams of teachers ha\\ e increased student pcrl'ormance for almost evers' course offered. .All district teacherswhether they teach algebr.i. t'.S. histon . biology, or .senior Englishare teaching to the same year^end iissess- I mcni.': developed b\\' siihicct-area team^ 'I he same coordina-iion is happening at Ailkii bxvenson High School in A.^^o'. iMh^ roll sii'i:n\\moN .\\si^ CiuwHt.' m I)' l hu-m i. vi r S: Iii  S Z *rX^ '^2 I\n.\ni A! o I il\nS p-l\"*- *  ^- i ^!::\u0026gt;^ 'iwii IB r3LS-rt..... nrr sit 4! t :  % 9 S-'i. Lincolnshire. Illinois, where teacher xcains continue to set measurable achievement record on ever}' kind oi assessment.  Amphitheater High School in T.iCson. .An.ona. wliere teacher Bill nv. Ks J Every teacher deserves a clear, manageable, qrade-bv-qrade set of standards  and learning benchmarks that make sense and allow a reasonable measure of autonomy. Anything less is frustrating, inhumane, and counterproductive. I ndt routinely helps exceptional tmbers ol student.s pas.-, advanced acement tests by caretiilly focusing strtiction on the standards made cxpbcii b\u0026gt; liiC '.? exam. documents truly helping us achieve the focus a.ad the cohcre.\".cc t.hat arc vital to success? In too many cases, the answer to both questions is no. the ciirricnlum a.is havir tion. she wiis cand: enci en instruc- :1\nto reply Hc Xilf r^idtliv h. no\nb'. ned in si\n)- li these roLi'.is? Ir.lcr-r fn standards\n. ir nr'he.ssi'.jnal doev.-\nort^ pi ceded those ?i\n'.icu.T.e .oneii k in each case. icuclvi-.i ejzc.r c.v..'-. qT whu! slndeiils n-eiled ('\u0026gt; Icarh :\u0026gt; h(ili leach la. irhei'c Kt iailvm c. aiii! irl.hit la irarh ttU i: ih calk 'iio. ( k-ar. eommon ii arniim standa:'kismanageable in ,^^,qit-n^.| _-]iriinioie better rcMihs. I he\\ an Vsscnnal lo men-'\nind m coherence. 1! (his I' O'Ui. then edikator* late two anporiant tiue.suon'' ( I ) Do we alreadv 11.1.\n- .tilliciviul'. ilc.ir s'aiHtai.ht ,iu.l 12) \\r. ^iiitL uihI m.''cs''ionnl ^t-ini.-uil'. 18 Don't We Already Have Standards? (.uriousi\n. standartls in most dLstricts arc often similar. Vi e have curriculums. probably none.\" Consultant: Heidi 'Hayes Jacobs iike.s to s. curriculum guides are \"weh-i: fictions.\" Her conclusion i' th current system actually enc.r. and autlini . that ttcndetl itt\nthe J' teachers to simpb teach waat they L scop\n. and sequence for each grade Hl te-ach. ft i.s time to admit that at\nround. level, course, and subject area. But the perception ol a commoi.. coherent program ol teaching and learnin.g is a delusion. One ol us once s.it with a curriculum coordinator, ponng through a dense curriculum noiebool\noi the district s gr.ide-b\\ -grade learner tniuxmics. I bc (.kciiincni wa.*' ycac.'' in. t!ic 111.iking. .\\niicilulcs.s. w hen thf (.inirdin.iUr wat'' wlu: itifliicuvc* level, where teachers teach .ir.d stLa.lent.s learn, there is not coherence, but chaos. The chiei problem is that there-MS simptv too much lo each iirgiiablv two to llii'cc linic'' too ir.iic.b (Sehmidi. .Mcknight. l\u0026lt;a'' 'll. 1900)- and too mans- options lor w ha taught (Hosenhoh/ lb)I i can be I here are enormous dil'lerences in Vx hat leai lit i * teach in the same subb'Ct at the ^anle grad, level in the same school. I veii when common, highh structured ii-xlbooks are used as the ba'i' fora curriculum, teachers make indepeniicni and idiosvncratic decisions regarding what should be emphasized, what should be added, and whai should bv deleted (see. for example. Doyle. 199). .Such practices create huge boles in the continuum of content to which student.' are e.\\posed. In ZZie l.eariihr^ (rd/i. researchers .Siesenson and Stigler (1992. p. NO) obsen e that teachers are daunted by the length of most textbooks.\" In a system that doe.' little or nothing to help them coordinate priorities. they are forced to select or to omit different topics haphazardly. Thi.s only avid.' to the prevailing chaos. U.S. schools would benefit from decreasing the amount of content thev trv to cover. we leach lessbut leach it well (l)emp- Sier. I'W.i). Nowhere is this principle more obviousiv violated ilian in the siandaixl.' slocuments. The ofllcial docu-mcnis ncnited b\\- 9 stales and the proiessional subject-area organizations have has! unintended consequences. Commentator Ronald V oik ha.s found some o' them not only to be written in language that is -absurd' but also to co.m.ain such, quantity that it would take naliona! .Mtnliem.nics and Science .siudv I ri.MSS) shouts at us\n.Mihough li.s. inalheniatics lexibooks attempt to addres.s 15 percent more topic.' than do (ierman textbooks and .-.SO percent more lopics than do Japanese textbooks. both (lerman andja sanese students signilicanily outperform I'.S. student.' in mathematics. Similarly. although T.S. science textbooks attempt to cover y.-IO percent more topics than do (ierman te.xtbooks and percent more topics than do Japanese textbooks. both (Terman and Japanese students significantly outperform l..S student.' in science achievement as well (Schmidt. .McKnight. \u0026amp; Raizen. ipyd). Clearly. t.'..S. schools would benefit Stanciards ani^ School Improvement The implication.' of this chaos go to the hean of school improvement. Researcher .Susan Rosen-holu found that The hallmark of any successful organization is a shurea s^ among its sr a J member.' about what th.ey are trying to accomplish. .^greed-upon goals and ways to attain them enhance the organiza-tion's capacity for rat-onalplanning and action. (I9)l. p. l.'l: our emplvasis) from decreasing the amount of content thc\\' try to cover. .\\nd teacner morale and self-efficacy improve when we confidently lay out a more manageable number of essential topics to be taught and assessed in greater depth. H' k' /rift. S.-Tfe -w  n In Glsndale, Arizona, foreign language teachers assess students' work to obtain data for curriculum improvement. Getting Standards Rijht Too many of the state standard,' documents, informed a.' they are by tlie professional subject-area standards, have frustrated rather than helped our anerapt to provide common focus and claritv for teachers and For this reason, she was dismat ed to find\nh:it schools is crc unique among orgaCiizatioi :kiiig common goais and that the goals of teaching were \"multiple, shifting and frequently disputed\" ip. I.'). \"Hiis state ol chaos wa.' the rationale for the standards movementant! the most visible and inilueiitial manilesia-iioiis are ihe sl.iic and profession.!! si.in-tl\nirds_tlocumen!s 'ivt tliese vlociimenl' themselves h.ive conirihuled Io llie \\ ers problems ihey. were intended lo sobe a Ill-hour teaching ckiy to cover the material in them (1998). Because it is easier tn add and enlarge th..n to reduce and refine, we are caught in the snare of having honored (perhaps for political reasons) tar too r n\\ Migi :\u0026gt;tion.' lor inclusion in the standards documents. \\\\ e haee often failed to place hard hut practical limits on the number .ind the nature of the siaadarils. 'Hie result' Bloated and students. The good news is this: Clear, intelligible standards are a pillar of . higher acltievement. Aligned iritb '7*' appropriate assessments, they can help 11.' realize the'dream of Icaniing for all. They are the heart of the infrastructure for school improvement (Rosenlioltz, 1991\nFullan \u0026amp; Stiegelbauer. 1991). poorh wriller anilards ihai almost no The Standards-Driven School\"^ (.onsider a school where teachers know exactly wh.at essentia! skill.' and knowl- The Perils of Standards-Based Education \"Less is more we keep telling oui'elves. Miideili' learn more uiieu one c.in rciili'iicalb teach |.\u0026gt; or ever h.ipc lo adei|ualch asses.' Weare making the same mi'iakc' wiih iliesc dociimeni' ihai  e iii.iilc with our di'iricl eiirricule.m' hl Ihi va.eol 'l.iiitlarvls. qicmiilv is not qii.ihlv Iheiroiiv ol llie Hurd Inier-cilgc students should learn that y ,r and \\v here thev know that their colleagues are leaching to the same manageable standards. Because of this, ihcir fellow teachers can collaboraie with them on lesson.' anti units. I his in turn Icatl.s lo a living bank of \\ I V I H t \\ i \u0026lt; 1 SI ri i\n\\ |S|O\\ WIJ (J KKH I II M l)l A'l I Of Ml. SI 19 proven. standards-rcfcrenced msinu- ,lessons, unit.', and Students. District offices and regional \"consortiums must take ihe initiative liere Thev- must .tssemble representative teams of teachers to developand provide even- teacher witha precise, manageable list of the essential, assessed standards. it is time lOfiislo admit that 3t thf ground level, where teachers teacn and students learn, there is not coherence, but chaos. i noiial materials-asscssmi- ni.' pe-fecied through actioi research. Both new and veteran teachers can peruse these targeted materials, learning from and adding to the richness of the faculty's repertoire. Because of these rich resources, new and struggling teachers achieve confi-dl s-tA ! - I*-\"' -A\n'\"4 \u0026lt;4. 1..S deuce and competence much more rapidly, and experienced leachers have a sense of malting a meaningful, ongoing contribution to their craft while being renewed by instructional ihrougli their experience with the state assessments. are responding in a positive and coordinated fashion. Many schools. lik-F BessemerElementanJnPug^ Evert' school year. ih_full_faHlS' Qhfs.ii.l ronductTrevie^jaf assessment -Tg^StTre^s of teachers should-glen- 7?f\\ thejno^t pronouncedpattems^f lEjaemweaki^STthen seekabsohite claritv on the nature of thesgrublems. TKrou^'i staffdevelopmemand regular. kZ IS \u0026lt;i\nS. WKi ftA pEZ-Stw-.li'i S' y\"\" ideas that are engaging for students. Proven methods, practices, and lessons aligned with established standards become the center of the professional dialogue. Results on local, state, and formative assessments get better and better, such an alignment leads inevitably to better short- and long-term results on local and state assessments as well as on norm-referenced, alternative, and criterion-referenced assessments. which has an 80 percent minorigjypu-lation. have realized dramatic^gains. At Bessemer, from 199 to 1998. the number of students perfor.-ning at or above the standard in reading rose from 12 percent to 64 percent. In writing, \"they went from 2 percent to 48_percent. Weekly standards-basedjeanijasetings made the difference. SKtB t' professional collaboration, teachers should focus on these areas, while monitoring progress regularly. 2 state assessments. adil_ p.idiciously to the list of standards you will teach and assess. For Michael Fullan, \"assessment is the coherence-maker' in school improvement (1998, persona! communication). Because of the limitations of state and norm-referenced tests, we 3' that are assessed. Be circum- 1 L Start u'itb tbe standards spect about standards that ar-not assessed, .-\\fter thor-oughlv reviewing the state standard-s documents, we believe that many of them never -will be thoroughly assessed. Many of the emsting s\nindarcls th: educators are worldng manicalh.' to - cover wiii di. -cause of their own irapr LIZ irrelevancy and iisicn ipending orga- To create this infrastructure in scncols. we can take a few concrete steps: Bl must m-rctcreu'-'-ti - it develop local and Hisfrict standards and_^sss-r-' j .a. ments Sil Th^nSteus beyond Teacher Steve Ducey at Sunnyslope High School in Glendale, Arizona, assesses a student bridge design.\nd effort on even- standard is sense- State and standardized assessments ies.., because many of them wiU tunt out do no: measure everaalhng we de.em to be ephem-er.i Start by focusing teaching on the stand.ird.s acttralb i'mn7\n7\nam7bms^IcSs on suchtestsjti il-iis ape oTaccountabilitTislital-rnntained in ct -rent .state norm-refer- -I nr ,^nitrion-refcrenccd asse^- T^THdSdized scoiS'Mm u.s the tru^of our communities a.s we begin to demon-ments- \\s Slate asscssmenus dei elop. real priorities become clear. z\\nd we must learn all we can about him- to lead'. UI these priorities most efleciively. -rcachci-s in Colorado, now that ihet know the rcaU.ng and writing standard-. 2Q fill ( A , \\i l.i Ml umiH'/M \u0026gt;1 smite i-ni-asur.tble progress on local criterion-reterenced and alternative :i\n.pss.Tients. In districts whcrcTmprme-menl on ft-ii-n-ial. public asse.ssment.s is^if ihc c.ssciicc. V CL- should assemble clear lists of the standards and proheieneivs that the assessmeni.s will require ol 1 i)O them. Districts should reviev the standards documents,  then exercise severe disci-pline in prioritizing on the I basis of what snidents will I most need if they are to I become reflective thinkers. competent workers, and r responsible citizens. For ev. 5 grade or level, pilot your ne i standards and assessments wliile asking the question,. the standards clear, relevan and not so numerous that they sacrifice depth over breadth? Don't be afraid to do a roug accounting of time for teaching topit Adlai Stevenson High School has 3dhS?eT5^rid-c!asTresults in this v Glendale Union High Schoo! District done a masterful job of successfully concentmting on norm-referenced t while implementing a coherent s\\-st of fonnative and end-ol-course alter\nlive assessments for high school courses. These assessments require students to do investigative science and to write analyses about social a hisiorieal issuesall aceoriling to clcai siandards and ci'iieria These common, teacher-made assessments embody .ind clanb nreeiscli those thinking and re a SI ining st.indards that norin-reler-i- ncrd lestsdiin'i .ulequalelv assess. 1 he result i.s an education that ensures a level of both breadth and substance that goes far bcvond what is now retjuireri of the average high school graduate. Perhaps the best time to develop such .standards-based assessments i.s summer. Such work doesn t alway s require enormous amotint.s oj time or resources.\n. In Lake Havasu Cit\\'. Arizona. educators developed common K-12 assessments in almost even' subject area for about 525.000 over a two-year period. They took only four dtiys to prioritize core science standards and generate common K-12 assessments. 3 Do not add more topics than can be taught and assessed reasonably and '~effectn'e!y~A key to developing science assessments in Lake Havasu City was following open discussions with fast, fair rank-ordering procedures that used weighted voting to quickly establish priorin- standards. Because we can expect educators to differ in philosophy and prioriri. every school employee could benefit from training in the use of these simple decision-making tools. The tendency toward overload is strong in schoolsand crippling to in.provement efforts (Fullan \u0026amp; Harg-reaves. 1996). A district we know has received high praise for showcase work by des eloping grade-by-grade benchmarks for the state standards. For -ith grade, educators developed 2l() items to be taught in math, but 125 of these were also to be taught in si.x lo eight other grades. In another district, in another state, there are only I\" items for -nil grade math, and they re written in language th.it is clear to parents and teachers. At the local and state lei els. we must .b-niand that econoim and cJiirib ii^onn all xiamlards and that they be meaiiinglulli^h iiisi rhelonealh  aliuried wilh assi^sineiiis Fi ery teacher desen e's a clear, manageable, grade-hy- grade sei i.')f staiul'.irtls anti learning bendhu'.arks th.ii in.ike sense anti allow a reasonable measure of autonomy. Aiiyihiiig less is fnisiraiing. inhumane, and eounierprodutiive. Siandard.swhen ss e get them rijgl-iiwill give us the results we want. Bui this will require hard-headed, disciplined effort. The le,sson of TI.MSS should considerably diminish the perceived risk of downsizing the curriculum, Tlte verr nature of organizations argues that vs-e succeed when all parties are rowing in the same direction. We will realize the promise of school reform when we establish stan- McREL Researches CurricuIum-Based Reform Curriculum-based reform, which aligns curriculum with content and performance standards, is sweeping education systems. But what makes curriculum-based reform effective? The Mid-continent Regional Educational Laboratory (McREL) is heading a series of studies to survey the implementation of this reform approach and its impact on student achievement. McREL researchers have identified four state-level components for successful curriculum-based reform: an ongoing standards review, a professional development plan, an assessmient program, and an accountability svaem. Although 80 percent of states reported that they impose sanctio.ns when school or I district assessme'*.! results are low. I only 55 petce- states reported I that assessment iS tightly aligned to stanca'CS. Ano more than 45 states requino that all sr-dents meet stan-dards and oar: based assessn-.i The reports What Stale Or \"Taking Stock Baseo Reform spate in standards-nt oroiects. Curriculum Reform' !5!is Say Works  and Stales Curricjlum-drts\" are available il'jm, Learn.c.g C-from McP.cL, and Instructior Project. 2550 South Parker Rd.. Ste SCO. Aturora, CO 1 800l4-167SlV.e viAW/.mcrel.org''. site: I io: si I\" II11 dard.s and expectations for reaching them that are clear, not confusing\nessential, not exhaustive. The result will be a new coherence and a shared focus that could be the most propitious step we can take toward educating all students well. H References Dempster, F, N. (1993). Exposing our students to less should help them learn. Pbt Delta Kappan, 432-43\". Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (Ed.). Handbook ofresear-.h in curriciduin (pp. -186-516). New York: Macmillan. Fullan, M., \u0026amp; Hargreaves, A. (1996). iVhat's worth fighting for in your school? New York\nTeachers College Press. Fullan, M.. \u0026amp; Stiegelbauer, S. (1991). Dre new meaning of educational change. New York: Teachers CoUege Press. Glaser, R, \u0026amp; Linn, R. (1993). Foreword. In L, Shepard (Ed.), Setting performance standards for student achievement (pp. xiii-xiv). Stanford, CA: National Academy of Education, Stc .ord Universiw. Rosenholtz. S. J. (1991). Tenc.bcrs workplace: ne social organization of schools. Y'ork: Teachers College Press. Schmidt. W. H.. McKnighi, C. C., \u0026amp; Raizen. S. A. (1996). Splintered vision: An investigation of U.S. science and mathematics education: Executive summan- Lansing, MI: U.S. National Research Center for the Th-,rd International Mathematics and Science Study, Michigan State University. Stevenson, H. W,, Stigler, J. M. (1992). The learning gap: Why our schools are failing and what tee can team from Japanese and Chinese education. New York: Sununit. Wolk, R. (1998). Doing it riglit. Teacher Magazine. TT'J'): 6. I Mike Schmoker (e-mail: mschmoke mcrel.org) is author of /Results. The Key to Continuous School Improvement (ASCD, 1956). Robert J. Marzano is coauthor of A Comprehensive Guide to Designing Standards-Based Districts, Schools, and Classrooms (ASCD/McREL, 1557) and Contenf Knowiedgs: A Compendiurn of Stsnddfds sod Benchmarks for K-12 Education (McRELZASCD, I I 1996). Schmoker is Senior Consultant, School Improvement, and Marzano is Senior Fellow for McREL, 2550 S. Parker Rd., Ste. 500. Aurora, CO 80014-1678 sios tsn Ci'nmcin.i'M llrt 11 oi'mi.n : 2 8 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 22, 1999 TO: Vanessa Cleaver Dennis Glasgow Marie McNeal Pat Price Suzi Davis Dr. Kathy Lease Linda Austin Carol Green Mable Donaldson Dr. Gary Smith (or designee) Karen Broadnax Gene Jones, ODM Dr. Virginia Johnson Mona Briggs Eddie McCoy FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Instructional Framework - Delivery Standards Please join me in a meeting on Tuesday, December 7, from 8:30 until noon in Room 18 at the IRC, to discuss what our Instructional Framework or Delivery Standards should be. We need to get this decision estabished as per the Strategic Plan, the Revised Desegregation Education Plan, and the NSF project. A related need is to construct/adopt a classroom observation form for use in assessing whether the practices are in use. And, critically important, is the need to use these standards as the curriculum for professional development. The models I want us to examine are as follows: 1. Stephanie Daltons Pedagogy Matters: Standards for Effective Teaching Practice (see attached) 2. Fred Newmann, Walter Secada, and Gary Wehlages A Guide to Authentic Instruction and Assessment: Vision, Standards, and Scoring (see attached summary) 3. Robert Marzanos (et al) Dimensions of Learning (see attached summary) 4. Robert Cole's Educating Everybodys Children (see copy in professional library) 5. Gordon Caweltis Handbook of Research on Improving Student Achievement (you have) ) 6. Charlotte Danielsons Enhancing Professional Practice (see attached summary) There are, of course, other models that we may wish to consider. If so, please do not hesitate to bring them in. Instructional Framework - Delivery Standards November 22, 1999 Page Two Our meeting agenda follows: Overview of Tash Summary of Pedagogy Matters Summary of Authentic Instruction Summary of Dimensions Summary of Everybody's Children Summary of Handbook of Research Summary of Professional Practice Discussion of NSFRequirements Bonnie Mable Pat Dennis Kathy Marie Mona Vanessa (15 minutes) (15 minutes) (15 minutes) (15 minutes) (15 minutes) (15 minutes) (10 minutes) ) Discussion of Options Bonnie A. Adopt a generic mode! B. Adapt a generic mode! C. Create a generic synthesis mode! D. Adopt discipline-specific models E. Adapt discipline-specific models F. Create synthesis discipline-specific models Qj. Create discipline-specific examples of the generic model Discussion of Process All 1. Who else should be in the conversation? 2. How should we structure principal/teacher input? 3. What expert assistance do we need? 4. What are our products? A. Set of Instructional Standards B. Observation Instrument(s) C. Professiona! Development Plan D. ? Next Steps 1. Next meeting? 2. Who will lead? 3. Whom shall we add? 4. What are agenda items? AllInstructional Framework - Delivery Standards November 22, 1999 Page Three Please prepare for the December 7 meeting by reviewing the following attachments: 1. Pedagogy Matters 2. 3. 4. 5. 6. Authentic Instruction, pp. 7-13 and pp. 28-43 Dimensions of Learning, pp. 3-18 Everybodys Children, pp, 77, 81, 101, 123,141 Handbook of Research, pp, iii-v Professional Practice, pp, 29-37  BAL/adg Attachments cc: Dr. Les Gamine Sadie Mitchell Dr. Marian Lacey Frances Jones J \u0026gt; Chapter 1: A Conception of Authentic Human Achievement CHAPTER 1 A CONCEPTION OP AUTHENTIC HUMAN ACHIEVEMENT ! 1 i t i THE PROBLEM hy should we be concerned about authenticity in education? Arent there already enough ideas-such as higher level thinking, creativity, basic and cultural literacy, disciplinary mastery, career skills, and responsible citizenship-that can serve as standards for intellectual quality? The aim of authentic standards for intellectual quality is not to replace these goals, but to address a serious problem that is neglected even as these goals are ardently pursued. The problem is that the kind of mastery required for students to earn school credits, grades, and high scores on tests is often considered trivial, contrived, and meaningless-by both students and adults. This absence of meaning breeds low engagement in schoolwork and inhibits transfer of school learning to issues and problems faced outside of school. The problem can be attributed to many sources: a curriculum consisting largely of superficial exposure to hundreds of isolated pieces of knowledge, which is reinforced by teacher training institutions, textbook publishers, testing agencies, and universities\nteaching loads and school schedules that exacerbate problems of classroom management, making it difficult for teachers to concentrate on individual students using their minds well\nand student isolation from adults in the community beyond school who have made significant achievements. I I i ! 7 I .J Guide to Auc^wntic Instruciion and Assessment Vision, Standards and Scoring  lapter i: Conception of Authentic Human Ac In short, schools seem to promote inauthentic kinds of mastery and achievement. In contrast, autlientic academic achievement stands for accomplishment that is worthwhile, significant, and meaningful. Consider the kinds of mastery demonstrated by successful adulis-scientists, musicians, busine\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_621","title":"'Preliminary 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":["1994-04-22"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Finance","Education--Curricula"],"dcterms_title":["'Preliminary 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/621"],"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":["documents (object genre)"],"dcterms_extent":["99 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 3 I r 1 PRELIMINARY BUSINESS CASES APRIL 22,1994 COURT HEARINGLITTLE ROCK DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 3 I i PRELIMINARY BUSINESS CASES APRIL 22, 1994 COURT HEARING Io- S\u0026lt;Jz3/Ti.-7i^z3 ASSIGNMENTS FOR BUSINESS CASE REVIEW April 22 Hearing I S-P, - 3 1 Proposed Funding of Business Cases.................................................... Student Assignment Office Reorganization.......................................... Theme Specialist, Romine........................................................................ Multimedia Technology, Phase II, Garland.......................................... Computer Science Theme Infusion, Rockefeller.................................... Executive Assistant for Associate Superintendent for Desegregation . Dialogues (District and Community).................................................... English as a Second Language (ESL) Program.................................... Language Arts and Mathematics........................................................... Applied Biology and Chemistry.............................................................. Science Program..................................................................................... Science Curriculum Revision................................................................. Bob . Melissa and Bob Horace and Bob Horace and Bob Horace and Bob - Connie . Connie Horace and Melissa . Melissa and Horace Horace and Margie Horace and Melissa Horace and Melissa I Secretarial Position, Social Studies Department. Foreign Languages K-12 Curriculum Articulation . Horace and Melissa . . Melissa and Horace Incentive School Immersion Spanish Program, 1 st Grade Pilot Project .... Melissa and Horace 1 i4 Spanish Program, Franklin . Spanish Program, Rightsell Stephens Mitchell Garland Rockefeller Melissa and Horace Melissa and Horace 1 i! Communications Technology Theme, Franklin . . . Career Awareness and Mass Media Theme, Rightsell Alternative Room Specialist, Rockefeller................ Alternative Room Specialist, Rightsell................... Alternative Room Specialist, Stephens................... Alternative Room Specialist, Franklin....................... Alternative Specialist, Garland................................. Horace Horace iii i! Margie Margie Margie Margie Margie J I RECEIVED APR 51994 Office of Desegregation h^onuoring t LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS I March 31, 1994 TO: Board of Directors FROM: Henr 1 intendent SUBJECT: Proposal Funding of Business Cases i, ( 21 Per your request, attached are itemized listings of costs for implementing business cases as submitted for your review on March 29, 1994, 4 I 1 I I BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS \u0026lt; (Required - Double Funding) a SCHOOL ITEM AMOUNT a 1. Franklin Theme 1.0 Spanish teacher $40,000 25,000 a 2. Rockefeller 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation 12,000 25,000 75,000 (maximum) 3. Rightsell .5 Spanish teacher Technology Theme Implementation 12,500 75,000 (maximum) 1 3 4. Mitchell .5 Spanish teacher 12,500 5. Garland .5 Spanish teacher Technology Theme Implementation 12,500 75,000 (maximum) 6. Stephens .5 Spanish teacher 12,500 I. No impact on Incentive School Budget. I ll I. ji, 1I BUSINESS CASES CATEGORY II - DESEGREGATION PLAN/ADE I (Required - Need Funding) fl DEPARTMENT ITEM AMOUNT a 1 1. 2. 3. 4. 5. 6. * English Math/Lang. Arts Science/Voc. Ed. Science English/For. Lang. Science English as a Second Language Math/Lang Arts Revision Applied Biology/Chemistry Science Revision For. Language Revision Hands-on Science Total $ 75,880 21,100 93,000* 10,000 7,500 25,000 $139,480 Fund source - Carl Perkins (No LRSD funds) J I3 i i I r 3 I 9 fl fl fl BUSINESS CASES CATEGORY III - RELATED DESEGREGATION/ADE (Not Required-But Essential) DEPARTMENT/SCHOOL ITEM AMOUNT 1. 2. 3. 4. 5. Science/Math (K-3) Foreign Language Social Studies Romine Foreign Language Science/Math Reading $ 18,000 Foreign Lang. K-12 Revision (UALR) Secretary Theme Specialist For. Lang. Immersion Total 15,000 18,000 (use existing position in District) 3,000 $ 54,000 GRAND TOTAL $193,480 I I I JDate: April 18, 1994 MEMORANDUM From: Connie To: Ann \"a Subject: April 15, 1994 LRSD Court Submission Attached you will find the updated business case for the Executive Assistant to the Associate Superintendent for Desegregation. The only change is the addition of a cover page (164) that identifies the level of funding at $16,000, and conflicts with the business case total of $48,750 on pages 166 and 171. J I \u0026lt; 1 Additionally, the district proposed a $100,000 reduction to New Futures, but it did not submit a business case for this budget cut. (pg. 208) The district states that the reduction is justified because the program expenditures have been less than the amount budgeted, (pg. 214) I J 1 fl I * I\nJ i I .1 fl fl I J s I RECEIVEO 1 APR 51994 'i 1 Office of Desegregation Monitoring Little Rock School District Student Assignment Office Reorganization 4 Business Case Ri 3 ill H 1 Assignment i  OJfice of Vtfansportation V Desegregation Involvement Qualityf Equity Service, \u0026amp; Understanding I Communications H I January, 1994 i C. Russell Mayo Associate Superintendentv Executive Summary Background Problem Definition Table of Contents 1 3 4 I Analysis of Alternatives 4 Recommendation 7 1 Objective 7 I Impact Analysis 8 fl Resources Analysis 10 ,4 t Force Field Analysis 11 General Information Plan, 11 Attachment 1 1 13 Attachment 2 14 fl Attachment 3 15 fl M JI Little Rock School District Student Assignment Office Reorganization Business Case Executive Summary The purpose of the Student Assignment Office (SAO) is to assist students and parents in understanding and making their school choices while ensuring racial balance in each school. For many good and bad reasons, poor public relations and inadequate service have plagued the SAO. This research was done with the help of business people, parents, and SAO staff. The problem is that the Student Assignment Office does not provide courteous, and knowledgeable service to the public in an efficient way and thereby creates a negative image of the Little Rock School District. This makes the public less cooperative in the desegregation process. Personnel, the Telephone System, Furniture, and Data Management are interdependent areas basic to the solution. Data Management requirements are beyond the scope of this proposal. The solution is as follows: J 1  Personnel (Attachment 1)  Five positions will be dedicated to serving the public by receiving calls and walk-in traffic. This will increase by 150% the number of positions dedicated to serving public inquiries without adding any positions to the budget. Two positions must be upgraded and one redefined at an annual cost of $3,000.  Telephone System (Attachment 2)  The telephone system proposed will allow these five people to manage the load of approximately 10 people, save personnel costs, and improve service. It provides a limited menu, holds in \"queue\" up to eight calls, permits supervision through daily supervisory reports, records conversations for supervision and training, empowers student assignors to be receptionists as well as assignors, and reduces to one the number of people the public must speak to when calling. This is a one time cost of approximately $24,000 to $30,000. Bidding will be necessary. I I Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process.  Furniture (Attachment 3)  Each of five work stations will be equipped with a terminal, a headset and special phone, lighting, a desk, dividers, shelving, a chair for serving walk-in \"customers\", and wiring for the terminal, lighting, and telephone. These stations will be clustered to reduce wiring costs and in increase convenience for the team of student assignors. It includes stand-up viewing of the office area and other student assignors as well as sit-down privacy with the \"customers\" whether or not he/she is a walk-in or a caller. This will improve the appearance of the outer office seen by the public when they first enter SAO. This is a one time cost of approximately $13,000. Bidding will be necessary. This solution will address obligations relating to student assignment, marketing, and recruitment under our desegregation plan. It will permit assignment of students within twenty-four working hours, reduce patrons' travel to and from SAO, permit ongoing monitoring and training of student assignors. I JStudent Assignment Office Reorganization Business Case 2 improve racial balance by consistent application of procedures, permit prompt answering of calls, improve accuracy on I Most of these benefits will occur SAO forms, and reduce complaints, within three months of complete I implementation. The change in racial balance may take up to one year. Time is important SAO's work intensifies with February pre-registration, the process continues until August when it becomes overwhelming. By August, students become more curious about which school they are to attend with school opening soon. Our staff estimates that 40% of our students wait imtil then to register. Therefore, the solution must be in place by August 1. Time for bidding the telephone system, the furniture, and training personnel should take no more than four months to complete once this proposal is approved. Approval will be necessary no later than April 1. By this business case, I am requesting that this project be included in the 1994-95 budget The following are milestones for implementing this proposal: I I I 1. 2. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to SAO staff___________ Present Business Case to the Superintendent Present Business Case to the Council__________ Revise as suggested________________________ Resubmit 7. Decision for inciusion in the budget 8. Let blds on furniture and telephone system 9. Open bids for furniture and telephone system 10. Order terminal for stations___________________ 11. Schedule installation of wiring \u0026amp; equipment_____ 12. Schedule training on telephone equip.__________ 13. Plan training for student assignors ___________ 14. Install wiring \u0026amp; equipment____________________ 15. Schedule training sessions for student assignors 16. Complete training for student assignors_________ 17. Complete telephone training for student assignors Date 01/04/93 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 81/34/94 02/08/94 02/22/94 02/28/94 02/28/94 03/05/94 03/15/94 03/20/94 03/20/94 05/31/94 05/31/94 Person Mayo Mayo Mayo Mayo Mayo Mayo Supt Neal Neal Info. Serv. Mayo Mayo SAO Info. Serv. SAO SAO Vendor I t Timely consideration of this proposal is respectfully requested. 1 I C. Russell Mayo Associate Superintendent for Desegregation January, 1994 S\u0026lt;Munad by Rum Mayo. tef D(lyUuii 01/03/94 II I Student Assignment Office Reorganization Business Case 3 IbocI^ivu^ I The Student Assignment Office (SAO) was established to supervise racial balance under our desegregation plan. SAO is to provide service to patrons. SAO assists students and parents in imderstanding and making their school choices while monitoring racial balance in each school. Exciting programs and opportunities coupled with early, vigorous, and sustained recruitment are expected to inform and intrigue students. In turn, voluntary desegregation ccc\". This theory is not perfect in the best of circumstances. occurs. Student assignment offices have inherent problems with timely processing of students because of numerous, complex stipulations in their plans. Insuring compliance creates a student assignment bottleneck (Figure 1). Guarding against those who would circumvent the criteria demands strict supervision. requires diplomatic skills and refined coordination to Strict supervision frustration. Our SAO has been ease potential public unsuccess! I I I I 3 I Student Assignment Assignment Bottleneck ' WuwMr Those to Register Lr Mng PlifMWNa 1 ________ IWtttig j ' Itefwfwrttfton ( u studant Assignmant Office EnrolM A Assigned *w - chooli - RacM SDfW I Figure 1 jfrustratinn. Unfortunately, afti already complex process has been aggravated by poor coordination and weak diplomacy. The customary conflict between theory and reality has been worsened by insensitivity and attitude. This has compromised both image and credibility for SAO and our district In defense of student assigrunent personnel, they have been plagued by circumstances beyond their control. The lack of continuity in leadership over the past few years, limited personnel, and inappropriate equipment has dampened their enthusiasm. This problem is common knowledge. Statistical evidence does not exist because records are not kept of the number of busy phone Unes, unretumed calls, rings before answering the phone, minutes waiting in the lobby for assistance, incorrectly completed SAO forms, and irate patrons. I am aware of the problem through district personnel, area Realtors, business people, and personal observation. Taking time to do formal surveys of the community and district personnel would tell us what we already know and delay the solution. The solution will not come quickly or inexpensively. It must come, however, or we will continue to lose a significant portion of our population. This business case offers a solution. SuMtitd Rum Uijn, ^MCUKSupvinlwtMrl terPMUii^nion Ol/m/H 8C2.SAOI Student Assignment Office Reorganization Business Case 4 I I Problem Definition I The Student Assignment Office (SAO) does not provide quick, courteous, and knowledgeable service to the public in an efficient way and thereby creates a negative image of the Little Rock School District. SAO affects every student and principal in the district More often than not, new patrons to our district are referred to SAO for assistance with registration, school assignment, and choices available. This contact is a critical moment in the publics' already sensitive relationship with the district For many, it is the beginning of an adjustment to our assignment process. If this is poorly done, a negative image is perpetuated. The contact with SAO must be as courteous, helpful, and knowledgeable as possible. The public must feel that we want to help and that getting help is not time consuming, confusing, or hopeless. Analysis of Alternatives 3 II I1 I1 I i Solutions have been discussed with business people, parents, and SAO Approximate costs of staff, these solutions were studied by SAO staff members with the assistance of the business community. Upon careful study, four dependent parts (Figure 2) emerged as fundamental to the solution. Addressing one or two and not all four seriously compromises an Data Management ' Service Components effective solution. They are Telephone System Personnel Figure 2  Furniture Personnel, Telephone System, Furniture, and Data Management All are inadequate at this time. Our poor data management process has had dramatic impact on efficiency and good public relations. For example, the number of students assigned to a school is not updated on SAO's terminals as it happens. Therefore, SAO may direct a patron to a school to complete the process of assignment and have the patron learn from the school that there is no room for another student and be sent back to SAO. With immediate update of computer information, time is saved and embarrassment is avoid. Recommendations for improving this problem are beyond the scope of this proposal. Inherent in all of the following alternatives is the assumption that continuous monitoring and training of office staff is essential. The alternative solutions considered are listed below: 4 Subnultad by Run Maro. AaacutcSupenniandant \u0026gt;erDM(ri|ttofi Ba_sx) I I Student Assignment Office Reorganization Business Case 5 I 1. Change nothing. This will perpetuate the problem by creating more phone calls, walk-in traffic, upset patrons, and overworked personnel at a time when people are exp\u0026gt;ecting improvement in the district\n2. Provide adequate staff to serve the public by realigning responsibilities of existing personnel, purchasing an adequate telephone system, and purchasing furniture appropriate to the needs of \"customers\" and general supervision of the office. 'Z Personnel (Figure 3 \u0026amp; Attachment 1)  Five positions will be dedicated to serving the public by phone or as walk-in traffic. TTiis will increase by 150%'O 1 the number of positions dedicated Office of Desegregation Organizatumal Chart Aocial Superintendent  I toc.At\u0026lt;K I OMtfor al ' TrupaMIwi abcinf Mi I AHt9OTM\u0026lt; ProcMMm  Caatralr Cwenevr t\u0026gt;M9gMtonFaeaMBr . (8Rwi* CaHuaunn DaaOafUMrt CtiaiOnaai  (*I ,  wr { FlOtfMWHWr I ffi Mdwtf AwtgwwwAwHtortt I Student Assignment Figure 3 I I to serving public inquiries without adding any positions. This alternative will require upgrading two positions and redefining one existing position.  Telephone System (Figure 4 \u0026amp; Attachment 2) - Purchase a telephone system that wiU allow these five people to manage the load of II approximately 10 people and save personnel costs while improving service to the public. Such a phone system provides a limited menu of commonly asked answers which can be chosen by the caller from a touch tone phone. It holds in \"queue\" up to eight calls while giving the waiting caller I information about the student assignment process. When a student I  I I Student Assignment Telephone Ser^'ice  Manu options  WMcoioa to Little Roch  Waiting List Inquiry  Ci^ncbr M syrsnts, tiocumsnis nscssssry IO rsfpatsr, athsro to rsgisior, stc,  Quouoing  Suporvision * ca//nocfM  numbor of rings to snssfor  csitroconhng  District omployoo by~pass Figure 4 assignor hangs up his/her line the next person in the H',queue\" rings in at that station. The system permits supervision of service by producing daily reports to a supervisor on the number of calls received, the number of rings before the call was answered, the number of minutes each caller waited in the \"queue\", which student assignor handled the most calls, etc. Further, it records the conversations between the public and the student assignor so better service may be provided through supervision and training. If a question arises about who mistreated whom, the call can be replayed for better ways to handle the difficult caller. This system empowers all student assignors SubmittedRumMif. AMeeulSupVMMtl(orD^Tir\u0026gt;tMr Student Assignment Office Reorganization Business Case 6 p to be receptionists as well as assignors and minimizes the number of people the public must speak to for services. The first person to answer will be trained to assign, give information about waiting lists, and answer questions about programs. District personnel will be able to reach SAO a separate line and miss the heavy flow of traffic. on Z Furniture (Figure and Attachment 3)  Equip each of five work stations with terminal, \u0026amp; headset and special phone, lighting, a desk, dividers, and shelving, a chair for waiting on walk-in \"customers\", and wiring for the terminal, lighting. and telephone. These statioiis will be grouped to reduce wiring costs and in increase cooperation for the team of assignors. It includes stand-up viewing of the office area and Student Assignment Layout 6 Algnment Stetlons  Student AMionnwnt Aniatant  Tenninal  Spacial Phona  Appropriate Furniture Sm. StMk\u0026gt;n Crc. Counter PsUttK Entranc* Figure 5 other student assignors. While seated, privacy will be maintained with the \"customer\" whether or not he/ she is a walk-in or a caller. 5 a r      I I I L 3. Realign responsibilities of current personnel without additional positions, change the current telephone system so calls enter through a switchboard, and work with our warehouse to get adequate furniture to prooide services for walk-in and telephone \"customers while allowing general supervision of the office. Personnel  Considering that the SAO is understaffed, no increase in 3 I  personnel will place stress on existing personnel as _ . more is required to eliminate the stated problem. The variety of functions, i.e. assigning students, data entry, assisting the public in completing forms, answering questions for the public, typing, filing, and general secretarial work creates a problem of division of labor. Telephone System  Though the cost is considerably less, using a telephone system with a switchboard encumbers one person and prevents flexibility in responsibilities and movement Further, the \"customer\" has to be passed-off with each call. This system gives none of the services in #2 above. Furniture  Our warehouse does not have furniture in storage to accommodate our needs. I 4. Change no personnel, telephone system, or furniture and provide training in people skills. Though this may be attractive from a cost point of view, training alone will not solve a problem of this magnitude. Sutautiad ^Rum Mayo. AMOoatcSupvwivtd** tf Oi/(0/4 Bcz.s*:'Student Assignment Office Reorganization Business Case 7 5. Move current personnel in these student assignment positions to other areas of the district to bring in new people, use the current telephone system, use the current furniture, and provide training in people skills. Certainly, new personnel could have a positive impact on the solution. It is unlikely that it would be enough. This is a very short term solution. Eventually, these folks would be overwhelmed. From a cost point of view, this is attractive but appropriate tools are lacking to solve a problem of this magnitude and greater personnel costs are in the offing. Recommendation 1 Alternative 2 is recommended. 2. Provide adequate staff to serve the public by realigning responsibilities of existing personnel, purchasing an adequate telephone system, and purchasing furniture appropriate to the needs of \"customers\" and general supervision of the office.  This will permit reasonable coverage of all office functions (excepting secretarial help for the Associate Superintendent for Desegregation) and service to the public, i.e., clerical, receptionist, data entry, and student assignment services to the public, our office staff, and district personnel. This will reduce busy phone lines, unretumed calls, too many rings before answering the phone, waiting in the lobby for assistance, disengaged people going through the motions, and the lack of attention to explaining SAO forms and the assignment process. Some I problems will exist still during January, February, August, and September when large numbers of patrons are making requests. We cannot justify maintaining a I staff for twelve months that could handle four months of rush. Temporary help will be considered during these months. I 9 Objective 1 I I r Upon implementation of Recommendation 2, the Student Assignment Office (SAO) will be able to provide quick, courteous, helpful, and knowledgeable service to the public in an efficient and \" user friendly\" way and thereby create a positive image for the Little Rock School District. Solving this problem will address obhgations under the LRSD and s Interdistrict Plans relating to student assignment, marketing, and obligations. recruitment The following is a list of the criteria to be used in determining whether or not the problem is being solved when this solution is implemented: bwbauRd\u0026amp;y KuvUtyo. AaaeutcSupanntvMnt lor UM^raptiorI Student Assignment Office Reorganization Business Case 8 I 1. 2. 3. 4. 5. 6. 7. 8. 9. Students are properly assigned to the correct school within a twenty-four working period (except January, February, August, and September)\nPatrons are referred to the appropriate school or to SAO by a school no more than once\nI Training in people skills will be plaimed, scheduled, and provided based on statistical feedback from telephone use\nDirections and help to \"customers\" will be given in polite and courteous tones, i.e., may I help you, how may I help you, please, thank you, help me understand your concern, help me understand your question, etc.\nAssignments will be consistent with our plan and SAO regulations resulting in racial balance wherever possible\nThe telephone will be answered in no more than three rings\nI Forms completed at SAO will be completed properly\nI E The number of complaints about individuals in the SAO will decrease\nand. Letters of appreciation will be received from the public for the courtesy shown and the help given. 1 p Most of these benefits will occur within three months of complete implementation of Alternative 2. The change in racial balance may take up to one year. Desegregation Plan goals should be met, the public response should be positive as reflected in an increase in the student population, and SAO personnel overtime and concerns will decrease. s i Impact Analysis I p Negatives 1. The budget will be impacted primarily for one-time costs\nand. I I 2. Personnel currently in these five positions may not respond positively to retraining and realignment of position responsibilities, because they wiU be asked to do more than they are doing now. Positives 1. This solution will permit reasonable coverage of all office functions (except secretarial help for the Associate Superintendent for Desegregation) and SMbnitld Aaoe\u0026gt;altSupini4*il lor ui/uj/x Kx:\u0026gt;oStudent Assignment Office Reorganization Business Case 9 service functions to the public and district personnel. This will eliminate the public perception of busy phone lines, unretumed calls, too many rings before answering the phone, waiting in the lobby for assistance, disengaged people going through the motions, and the lack of attention to explaining SAO forms and the assignment process. Some problems will exist still during January, February, August, and September when large numbers of patrons are making requests. We cannot justify maintaining a staff for twelve months that could handle four months of rush. Temporary help will be considered during these months. 2. Implementation will address obligations under the LRSD and Interdistrict Plans relating to student assignment, marketing, and recruitment obligations. 3. Students will be properly assigned to the correct school within a twenty-four working period (except January, February, August, and September)\n4. Patrons will be referred to the appropriate school or to SAO by a school no more than once\n3 I 5. Tools will be available to evaluate training for student assignors\nI a 6. 1 Directions and offers of help to a \"customer\" will be given in polite and courteous tones\nI 7. Assignments wiU be consistent with in racial balance wherever possible\nour plan and SAO regulations resulting 4 J F I F I 8. 9. The telephone will be answered in no more than three rings\nForms completed at SAO will be completed properly\n10. Complaints about individuals in the SAO will decrease\nand. 11. Letters of appreciation will be received from the public for the courtesy shown and the help given. Risks The risks of not implementing this solution are continued loss of district population, increasing complaints, continuous non-compliance with marketing plan obligations, and continuation of a generally poor image. our The risks of implementation of this solution are criticism for sp\u0026gt;ending money from the budget, the perception of favoritism toward SAO, and the SuMninal br Rum Wafa AMoaatcSupvinttMnt torDoa^npiior 01/03/94 Ba_SAOStudent Assignment Office Reorganization Business Case 10 possibility that this solution will not realize all of the benefits exactly anticipated. as Tuning The February to September registration period is the time to address the problem. Though registration and assignment are strongly encouraged during the month of February, the process continues until August when it becomes overwhelming. By August, students begin to think about where they will go to school. Our staff estimates that 40% of our students wait until August to register. Time for bidding the telephone system, the furniture, and training personnel will be necessary. This should take strongly encouraged during no more than four months to complete once approval is given. To prepare for the August rush, approval will be necessary later than April 1. no I Resources Analysis  a Personnel 1 No additional positions are I .s 4 requested by this proposal. However, one of the people who is a student assignor is being used as secretary to the Associate Superintendent for Desegregation. The request for filling or adding an administrative assistant position wiU appear in another business case. 1 i I I A total of five Student Assignment Assistant positions will be dedicated to responding to the public under this proposal. Two of these positions already exist One existing positions will be realigned to serve as student assignor. Two data entry clerk positions must be upgraded in salary. They will rotate with others to cover the data entry needs in addition to doing student assignments. Retraining will be provided by the staff at SAO and others in the district Thus, no additional positions are requested by this proposal. Financial The only recurring annual costs \u0026gt;will be $3,000 per year upgrade for twd, data entry clerks and minimal maintenance of the computer terminals Tor the five student assignment stations. With future pay raises, the upgrade amount could increase proportionallv to the raise. SubmitMd frr Rum Mtfo. Aanoait SupmnlwxMnt tor Eimhi'hiiwh oj/ca/M IStudent Assigiunent Office Reorganization Business Case 11 Calculation for Upgrade to Student Assignment Assistant From To Position Upgrade Data Entry Operator__________ Student Assignment Assistant _____________Increase Benefits Increase (25%) Average Upgrade Cost Salary Range $15,799-$25.439 $17,999-$26.639 $1,200 $300 $1,500  One time costs will be incurred for equipment (two printers and furniture), installation of the wiring and terminals (by our personnel), and fo the telephone system. The furniture and telephonesystem must, lie'^idTCurrent estimates set the furniture at^pproximately $13,000 and the telephone system at $30,000 which includes warranties and installation Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. Revenue Source I By this business case, I am requesting that this project be included in the 1994-95 budget Force Field Analysis I I I Primary supporters of this proposal wilt be patrons of the district, SAO staff (except those directly affected perhaps). Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this proposal will help them meet their obUgations under our plan and reduce costs. For example, a more efficient process for student assignment will decrease the number of special trips made by buses and thus reduce costs for transportation. I General Information Plan c I The following milestones for implementing this proposal will be monitored by the Associate Superintendent for Desegregation weekly after the decision is made to include the proposal in the budget Until that point, it will be monitored daily. xMxmn*! Kuw AMOcialeSupannttfkMnt tor C1/03/M BC2,SM)I Student Assignment Office Reorganization Business Case 12  a Ij J Il l  1. 2. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to SAO staff Present Business Case to the Superintendent Present Business Case to the Council Revise as suggested____________ Resubmit 8. Let bids on furniture and teleohone sv.stem 9. telephone system Open bids for furniture and telephone system 10. Order terminal for stations__________________ 11  Schedule installation of wiring \u0026amp; equipment_____ 12. Schedule training on telephone equip.__________ 13. Plan training for student assignors_____________ 14. Install wiring \u0026amp; equipment __________ 15. Schedule training sessions for student assignors 16. Complete training for student assignors_________ 17. Complete telephone training for student assignors Date 01/04/93 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 iHHi 02/68/94 02/22/94 02/28/94 Q2]2'\u0026amp;I9A 03/05/94 03/15/94 03/20/94 QZI2QI^ 05/31/94 05/31/94 Person Mayo Mayo Mayo Mayo Mayo Mayo Supt Neal Neal Info. Serv. Mayo Mayo SAO Info. Serv. SAO SAO Vendor I SieoutladfrrPuMUivc. A)oct\u0026amp;upu)tn4it ler Cn/ID/4 K2J51O Student Assignment Office Reorganization Business Case 13 Attachment 1a  Personnel Costs Estimates \u0026amp; Job Description^ From To ______________ Position Upgrade Data Entry Operator__________ Student Assignment Assistant _____________Increase Benefits Increase (25%) Average Upgrade Cost Salary Range $15,799-$25,439 $17,999-$26,639 __________ $1,200 __________ $300 ______________ $1J00 Upgrading two (2) Data Entry Operator positions to Student Assignment Assistants will cost $3,000 per year. ~ future years if raises are given. Proportional increases will occur in * Job Description is attached 1 Personnel I  i Subfflinad br Rum Utvc. AMaei*tSuonntnaani Be:.  I Student Assignment Assistant Qualifications and Job Responsibilities Qualifications areas High School Diploma, some college preferred  Experience in data entry or other computer-related____  Willingness to be trained in LRSD Desegregation Plan / Evidence of successful experience with the public and people in general  Evidence of a strong commitment to quality desegregated education  Evidence of a disposition that is both pleasing and comfortable with people Responsibilities 4 3  Report to Coordinator for Student Assignment \u0026amp; Coordinator for Student Assignment Information Services  Provide information to the public via telephone in person  Enter student information in computer  Determine a student's appropriate school based on numerous factors as demonstrated in training sessions  Assist public in completing student assignment forms  Process Student Assignment forms *  Make alternate assignments for transfer students and those not placed in area schools  Process Minority-to-Majority Transfers (M-M)  Work with transportation to determine how newly assigned students will get to school  Maintain waiting lists  Keep school vacant seats filled  Maintain student data files  Word process documents as the need arises^  /  File  Do other duties as assigned / I I IStudent Assignment Office Reorganization Business Case 14 Attachment 2 Telephone System Specifications \u0026amp; Cost Estimates  System Option 1 Option 2 Estimate $26,250.54* $30,992.68* We recommend Option 2. 1 Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. 3 4 * Plus Tax i Telephone System pI fl SubautM byRuMUapa. Aaaaa(\u0026gt;$up*inidtt tarDwnii(tbn  I Little Rock School District Student Assignment Norstar 8x24 System Equipment List 1 Northern Telecom 8x24 Norstar KSU 1 Centrex+ Software Package 1 2-port Expansion Module 2 Trunk Modules 4 DS Trunk Cartridges 3 M7208 Digital Sets 5 M7310 Digital ACD Sets 5 Busy Lamp Fields 1 Power Bar 1 Remote Access Device !' I I I 1 Leviton Power Conditioner I h 2 Training Video Tapes Two Year Warranty 4 3 Purchase Price (equipment and installation) $10,550.00+tax* fl Finance (60 months) True Lease (60 months) $ $ 212.48+tax/month 212.48+taxymonth * This price is based on reusing existing wiring. If any new wiring needs to be pulled, this price will be subject to change. PROPRIETARY\nNot for disclosure outside Southwestern Bell Telecom, Inc., without written consent.M I Supervisor Features  Each Group can have one Supervisor assigned and a Supervisor can be assigned to multiple groups  Silently monitor an Agent's phone conversation - Press key to JOIN the conversation if needed  Playback an Agent's recorded phone conversation  Create and change recorded announcements directly from a Supervisor's station set  Receive three types of messages on the LCD display windows on the station set: - Informational - can be suppressed - Warning - can be suppressed - Critical - an Agent has requested Help General Features J I  System configuration is simple 1  All configuration is automatically backed up to diskette 1  Voice announcement capabilities are standard (user can choose quality and volume) I  Password securtiy J i  Central Answering Position (CAP) backup fl On-line HELP  Fully and seamlessly integrated with the Norstar  Plug-in ready  Remote maintenance available PROPRIETARY: without written consent. Not for disclosure outside Southwestern Bell Telecom, Inc.,Reporting Features  Ten reports generated from Cinphony's database  Generate reports on-demand or schedule  Archive data for future reporting  Ranges and options can be designated for each report  Report generation is simple using menus and pop-up windows Status Screen Features  System Status Display for system overview  Group Status Display for detailed look at a Group and its Agents I  True* real-time displays of all fields  Color-coded for quick recognition and understanding of information J I  % of disk full always displayed  Day or night routing table currently being used is displayed I V 1 fl PROPRIETARY\nwithout written consent. Not for disclosure outside Southwestern Bell Telecom, Inc., I IOPTION 1 I I 3 I s I  Investment Summary LRSD - Student Assignment Norstar 8X24 System $ 10,550.00 -I- tax StarTalk-Mini Voice Mail System Cinphony ACD \u0026gt; Level I Total Purchase Price Finance \u0026gt; 60 Months True Lease - 60 Months OPTION 2 Norstar 8X24 System StarTalk-Mini Voice Mail System Cinphony ACD - Level 11 Total Purchase Price Finance - 60 Months True Lease - 60 Months PROPRIETARY: without written consent. $ 2,881.26 + tax $ 12,819.28 + tax $ 26,250.54 + tax $ $ 528.69 + tax 528.69 + tax $ 10,550.00 + tax $ 2,881.26 tax $ 17,561.42 + tax $ 30,992.68 + tax $ $ 624.19 + tax 624.19 + tax Not for disclosure outside Southwestern Bell Telecom, Inc.,\u0026amp; 1 StarTalk-Mini Voice Mail System Student Assignment Norstar StarTalk-Mini is a fully integrated voice mail and auto attendant system. It provides comprehensive call answering, call routing, and message taking capabilities for unanswered phones. It is unique because of the display-based capabilities and its extensive intelligent integration with the Norstar Key System. StarTalk-Mini is designed exclusively as an extension of the Norstar Key System and models the Norstar's features and capabilities. The sophisticated integration of the Norstar Key System and StarTalk-Mini is possible through a digital control link. This link allows the Norstar Key System and StarTalk-Mini to communicate easily and reliably via the Norstar telephone's liquid crystal display (LCD). This extensive use of the LCD to command the system is unique within the industry. The Norstar telephone's display prompts the user for the next option and, by simply pressing the corresponding soft key, the user flows effortlessly through the voice messaging system. Verbal prompts are also provided for additional assistance. The intelligent integration of the Norstar StarTalk-Mini makes system administration especially simple. All administration functions are menu driven and are accessed by any M7310 or M7324 digital set by using a special password. Unlike other systems, no additional hardware investment is required to perform this function. This is also a unique advantage for the Norstar StarTalk-Mini system. The many unique features of the Norstar StarTalk-Mini establish a new industry benchmark for user friendliness and integrated functionality. The sophisticated level of integration provides functionality, simplicity, and reliability that is unsurpassed and is only available due to the use of the Norstar's digital architecture. 3 Purchase Price (Equipment and Installation) $ 2,881.26 + tax a M PROPRIETARY: Not tor disclosure outside Southwestern Bell Telecom, Inc., without written consent.Student Assignment Office Reorganization Business Case 15 ! Attachment 3 I II 1! Office Furniture Specifications \u0026amp; Cost Estimates r i i Total Estimate: $13,295.00* I This includes installation \u0026amp; delivery. Bidding will be necessary and may bring a lower price. No tax is charged. 4 4 Furniture I 4 'a.t I 4 I 1 Ol/CO/W K2.S*3I I Ibday^ Office ARKANSAS OWNED AND OPERATED Furniture  Supplies  Design . Spece Plenning 717 West 7m St Little Rock. AR 72201 SOI /37S-S060 OCTOBER 28,1993 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE AVENIR- REFURBISHED: OPTION B: TY 2EA 4EA 8EA 2EA 2EA lEA 9EA 14EA *4EA 5EA lEA lEA 2BXS 4EA lEA 4EA lEA lEA DESCRIPTION SELL EXTENDED 48 X 52H PANELS WITH POWER 36 X 52H PANELS WITH POWER 24 X 52H PANELS 25 X 52H PANELS WITH POWER 48 X 41H PANELS WITH POWER 24 X 41 CURVED PANEL 24\" BOX ! FILE PEDESTAL 24\" END PANELS PWSCL-24 CLAMP PACKAGE SIDE SUPPORTS MSS (PAIR) POWER POLE 24 X 48 SPECIAL CORNER WORKSURFACE 98683-1D RECEPTACLES (6 PER BX) 36 X 72 CORNER WORKSURFACE SPECIAL 24 X 48 WORKSURFACE 24 X 36 WORKSURFACES 24\" CANTILEVERS STORAGE CABINET 52\"H 3 SHELVES 200.00 400.00 185.00 155.00 172.00 195.00 300.00 125.00 60.00 15.00 8.00 300.00 290.00 75.00 270.00 125.00 105.00 15.00 480.00 740.00 1240.00 344.00 390.00 300.00 1125.00 840.00 60.00 40.00 300.00 290.00 150.00 1080.00 125.00 420.00 30.00 480.00 I - PAGE 2 - OPTION B CON'T: TY DESCRIPTION SELL EXTENDED 4EA BRACKETS 14.00 56.00 4EA BOOKSHELVES 36\" 41.00 164.00 *4EA OF 1207 SIDE CHAIRS 98.00 392.00 *5EA OF1200P SWIVEL CHAIR WITH ARMS 165.00 825.00 S 9,791.00 QUOTES \"NEW\" ITEMS I SECTION II. SECRETARYS AREA\np OPTION B: (TY 2EA lEA 3EA *1EA *2EA 2EA 2EA 4EA 2EA lEA DESCRIPTION SELL EXTENDED 36 X 65H PANELS WITH POWER 48 X 65H PANELS WITH POWER 42 X 65H PANELS WITH POWER BASE POWER END SHARED CANTILEVER 24\" SPECIAL CORNER WORKSURFACE 42 X 78 24 X 48 WORKSURFACE BOX! BOX! FILE PEDESTAL 48\" SHELVES 42\" SHELF 210.00 220.00 200.00 70.00 45.00 225.00 125.00 200.00 43.00 43.00 420.00 220.00 600.00 70.00 90.00 550.00 250.00 800.00 86.00 43.00- PAGE 3 - OPTION B CON'T\nty DESCRIPTION SELL EXTENDED 3EA 36\" SHELVES 40.00 120.00 lEA 72 X 24 WORKSURFACE 150.00 150.00 2EA 24\" CANTILEVERS 15.00 30.00 IBX RECEPTACLES 75.00 75.00 S 3,504.00 TOTAL FOR ENTIRE AREA: (NO TAX) $13,295.00 J ** PRICES INCLUDE INSTALLATION \u0026amp; DELIVERY 3 A 3  3 S V \u0026lt; T - s^ cj \u0026lt;  r T   \u0026gt;3 1 1 I II l! 4 OiD SPIORUIUIB IB THX \"ours omn nc t m OR npKoinD RTTBorr phor 3 c Hm 2S/9 \u0026lt; 24/52 kI\u0026gt;/\u0026gt;2 fS  t\u0026gt; 24/52 Ir/8t r L ! ' AVENIR (REEURB) i I I' I-i. i (i  k 'f CINPHONY ACD FOR NORSTAR LRSD - Student Assignment Cinphony is an ACD (Automatic Call Distribution) system developed for Northern Telecom's Norstar telephone system. It is designed specifically for the unique requirements of the small call center (30 or fewer logged in Agents). Cinphony was designed using Norstar's Open Application Interface resulting in a completely integrated system. Cinphony is a combination of software and DOS-based hardware. It is a comprehensive ACD package - all ACD activities - advanced call routing, \"true* real-time status screens, and MIS reporting - take place on the processor. Whether a department within a larger organization or a small business, the small call center requires a great deal of flexibility. In particular, they need flexibility in regard to: 5 3 3 j I I  Setting up their groups  Overflow* capabilities  Supervisor capabilities  Using and learning the system  Reporting Cinphony provides both power and flexibility to the small call center. While other ACD systems are generally downsized versions of systems that were designed for large, specialized applications, Cinphony was designed very specifically for the small call center. As a result, Cinphony can adapt to the business requirements of any small business, department, or branch location within a larger organization. Cinphony is a unique combination of hardware and software designed for use with Northern Telecom's Norstar telephone system. Cinphony takes advantage of Northern Telecom's unique Open Application Interface to provide true interaction between Cinphony and the Norstar. Cinphony communicates to every level. It \"communicates* to the Agent by displaying messages on the LCD window on the station sets. It 'communicates* to the Supervisor using the LCD window and the real-time status screens. And Cinphony *communicates* to all levels of management with concise, useful reports. Cinphony gives staff and management the tools they need to do their job better. I Cinphony is like no other ACD system. It is more than a call management tool. It's a whole new way to approach business. PROPRIETARY: Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent. I 3 9 4 I 3 2 S, I I i. Clnphonv ACD lor Norstar SYSTEM CAPACITIES Maximum Logged in Agents Maximum Groups Maximum Agent IDs Supervisory Positions Steps in Call Routing Table Call Routing Tables Maximum Lines Voice Cards Announcements Record A Call STATUS DISPLAY Real Time System Status Real Time Agent Status BEPQRTS Agent Profile Agent Profile By Group Group Profile Group Overftow Monthly Summary Routing Table ACD Call Profile Call Categorization Line Profile System Configuration Purchase Price (Equipment \u0026amp; Installation) PROPRIETARY: without written consent. LEYEkJ 12 2 48 1 16 2 per group Norstar Maximum 1 2 NO NO YES YES NO YES NO YES YES YES YES NO YES $ 12,819.28 Not for disclosure outside Southwestern LEVEL II 56 24 224 1 16 2 per group Norstar Maximum 2 or 4 4 or 8 YES YES YES YES YES YES YES YES YES YES YES YES YES $17,561.42 Bell Telecom, Inc., cinphony ACD for Norstar Agent Features  Norstar station set functions do not change  Agents can login/logout from any station set  Agents can login to multiple groups simultaneously  An Agent can request HELP from their Supervisor directly from the station set  Using the Answer Forcing option (for use with headsets). Agents can receive calls without interacting with the station set  Press a key to record a phone conversation  Auto logout is a saftey feature that automatically logs an Agent out when a call is not answered within a user-defined period of time and then distributes the call to another Agent 7  Login Indicator flashes when calls are in queue 4  When a call is sent to an Agent, the LCD window on their station set identifies the Group the call is for and how long the caller has been waiting 1  Go UNAVAILABLE at a push of a button 1  Transfer calls to another Group's queue Group Features 1  Each Group is assigned a 'wrap-up' or 'post-work\" duration. (This is the amount of time that the system waits after an Agent complete a call, before sending that Agent another call. The Agent can also indicate he/she is ready for another call before the wrap time expires.) J i  Two Routing Tables per Group  Call Categorization can be forced or optional entry for each Group i  Agent Selection method defined by Group I.  Overflow defined by Group  Assign C.O. lines to each Group during configuration PROPRIETARY: Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent.LITTLE ROCK SCHOOL .............. . DISTRICT i Romine Interdistrict School Theme: Computer Science and Basic Skills 3400 Romine Road Phone 228-3086 Little Rock, Arkansas 72204 BUSINESS CASE: THEME SPECIALIST LIONEL WARD, PRINCIPAL MARCH 8, 1994 EXECUTIVE SUMMARY Thousands of dollars Communication Station lab School. and months of work are behind the unique to Romine Interdistrict Elementary behind matter curricula is comprehensive, both in terms of subject matter and in-depth coverage of many skills and concepts, quality without (-------...............   To get It 4- compromise, additional conditions should be met. techJnlo!^ specialist with strengths and skills,in computer echnology, management and oorrggaanniizzaattiioonnaall sskkiillllss porronmmoot+eosc igTrV'eo aa+t- edir* . . of the curriculum and neip, tor this new position is useful and therefore, strongly encouraged. coordination ensures that teachers and appropriate on-site help. FFoorr tthhiiss reason, this A. BACKGROUND Juonn'^X implementation and accountability pports the ultimate goals of Romine's Communication Station .f other instructional technology programs. The lack of an \" theme specialist increases stresses for the instructional orkforce by requiring a kind of linkage in instruction. linkage includes collecting information faxed regularly, using and acceptable activities and improving a\nEach I I i noted deficiencies, finally. specialist . . impacting the quality of instruction and influencing students' academic progress. The theme can eveirything together. academic progress. Th.. easily become likened to the glue that holds . This cannot be the frequent activity of the of the full range of responsibi-l-i-t-i-e-s spawned by simply would like to be able to implement instructional strategies fully. other daily duties. B. PROBLEM DEFINITION Instructional in programs une With the addition of Romine's Communication Station ., , . stretch across each grade level,  - - roug si.{th grade. The increasing demands assistance are building. experiences exists throughout the pre-kindergarten grade. The increasing demands for technical ... ,  painful realization that the existing staff handle with all other ' cannot realities of their job. Clearly, they need to e-Afi Po/Kt^ to I  N BUSINESSCASE: March 8, 1994 Page 2 THEME SPECIALIST be able to capitalize on the talents of a specialist who possesses superior skills of technological organization and management. In some cases, teachers are much less comfortable with the technology tJian traditional teaching procedures. This position captures the support instructional leaders can take advantage of: coordinating instruction, implementing creative teaching strategies, training to coordinating provide follow-through support, sharing experiences with \"existing and prospective parents and patrons. - *------. Such situations can be created and properly nurtured by a theme specialist. c. ANALYSIS OF ALTERNATIVES The conclusions that form the basis for this request occurred J simple review of the level of work within which teachers, students and building administrators work best, teachers encouraged such a position because, adds many positive effects. In general, a theme specialist will structure greater organization and ensure that students experiences and exposures found in the use of the technological advances. In general Discussions with unsurprisingly, it enjoy the latest D. STAFF RECOMMENDATION It is recommended that a theme specialist who is responsible for the implemtation and the overall coordination of the technology . . . . ----- The on-site specialist will provide the continuity related to instructional program be added to the staff. - ------------ management functions: coordinating the curriculum, ensuring that students receive appropriate instruction in areas identified by the school district \u0026gt; ^(iministrative staff, offering technical training to staff, monitoring and interpreting students' progress, assisting teachers in the implementation of the curriculum, scheduling lab participation and articulating and promoting school technology programs. curriculum. scheduling lab E, OBJECTIVE The objective of the preceding recommendation is to build in better work realities tied to a technological curriculum and strategies for using the realities to accomplish program ODjectives. The special i miidinn i i . specialist's guiding efforts will help the entire nsrructional staff to use everything available to them deliver instruction to students. as they To help evaluate the objective, the specialist's performance will be analyzed in the following context: liBUSINESSCASE: March 8, 1994 Page 3 THEME SPECIALIST F. 4 3 I * * * * Curricula decisions and other instructional activities Reviewing staff feedback following training  Docxynented support for teachers , individuals sessions parent groups and other Examining strengths and weaknesses in relation to the District's Teachers's Evaluation Cycle. IMPACT ANALYSIS thesuccess of our technology programs, specialist is extremely important to the use of this position 1 : +=4-^- 4-u J.- - uoc jx tnis position iSoirtof instructional program, reducing the negative impact of not having a theme specialist. Equally important a theme specialist communicates to the courts what is truly expected from interdistrict schools, Y Positions like theme specialists and cv\u0026lt;xii\u0026lt;^ul similar schools across the district, helps us to equalize curriculiun specialists are costs. The real risk, of course, suits our needs. , The position then efforts from school to school though there , is not adding a position that are G. RESOURCE ANALYSIS A theme specialist can come from within the existing staff but applicants is possible.' Training deSidr^^JLVVi by the job's role expectations and demands. Hopefully, bnaht. motivatfid t-paphoi-c i i ___ j__ Training bright, motivated teachers will consider the position a fresh opportunity to share their strengths and The specialist will work closely with the administrative oaiaries will be commensurate with salaries. (Salary Range: $21,118 - $40,670) and skills. staff. appropriate teacher/staff H. FORCE FIELD ANALYSIS Because this students, it position is indeed a support system for teachers and IS likely that parents, teachers and students will see ..1 . ., -.-'- j.jf ana suuaenus will see enabling them to understand and implement the \u0026lt;-vAi X xC-UXuiTl The cost of this position should be commensurate with teacher/staff salaries provided by the Department Revenue Source: Resources. salaries Regular Budget. appropriate of HumanBUSINESS CASE RECEIVED APR 51994  GARLAND INCENTIVE SCHOOL MULTIMEDIA TECHNOLOGY THEME PHASE II Office of Desegregation Monitoring It 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 and Educational Research theme. Realizing the cost of technology and especially technology that's 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 phase II of implementation of the total plan for Garland Incentive School. An estimated 5150,000 savings in future cost can be realized by accessing the Distance Learning capabilities at another District School. Portions of the equipment for phase I is currently being installed with the final part to be shipped at the end of March 94 and installed in April 94. I 11 I t 1 3 A. BACKGROUND r I 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. L 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.4 4 4 The Multimedia Technology and Educational ch Program is designed to enhance y curriculum. Technology will be infused the current Little RockSchool District (LP ,------- t'C i u zx/foriia into each classroom to enhance the teachers' instructional methods. The Libraiy/Media Center will become a hub of information for the school providing technolo^cally ceptional research capabilities to include Your advanced resources providing ----------  , , , , Educational Services\" (YT ,y satellite link network. Each grade level will fcus technology theme to assist the teacher in technology infusion. This wi 1 include themes fo Community Based instruction (CBI) students as well as Gifted and Talented (GT). on a Pre-Kind' garten through Second Grade will focus on Emergent and Early Literacy through Technology. This program will be designed to provide a balanced reading, writing, listening and speaking curriculum. It I1 allow teachers flextb.hty  music, math, art and science activities. 1.......- - portfolio assessment tools. The technology will use excitement, encourage discovery, and meet the unique needs of every student. It will also allow teachers to assess students using a multimedia platform to generate Third Grade students will focus on Researching America through Technology. This program will be the launching pad for future adventures in technolo^ and to^ It will serve as an introduction to research techniques, resources and critical writing skills. Computer keyboarding will be an integral part of the program. Fourth Grade students will focus on telecomputtng technology wh ch will a low them to communicate around the world, through educational computer bu etin boards. Using programs offered through universities such as UALR, students will use programs such as FREDMail, to establish pen pals at other schools from Alaska to Mame anc^even fore g countries. They will explore other cultures and access information available only through the aid of technology. Fifth Grade students will use knowledge gained in third and foufth grades_.o produce news reports suitable for both a school paper and live broadcast to other students. Their theme focus will be Media Productions - The Living Textbook fl Sixth Grade students will focus on Exploring the World through program will encompass the world using technology and prewous y  Included in this program will be the use of video cameras, video players and mixers, discs, CD-ROMs, and extended field trips. i CBI students will experience technology through the _________use of computers and photography, the studentsifor them to take pictures of their activities.  develop both regular and computer scrapbooks for the X. Cameras will be made available to 1 These pictures will then be used to students and the school. 1 infuse technology into the LRSD curriculum. Each teacher will use their theme to infuse tecnnoiogy miu me . _ f . , , . ripuz concent in the way teachers teach, it should Realizing technology represents a totally new concept j 2 I be understood that the first year will be a developmental and familiarization stage and that expectations as far as hours of use will be such that teachers have adequate time to become familiar and confident with the new technological environment. B. PROBLEM DEFINITION q s 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 combat these problems, Garland must implement a plan that is dynamic and capable of capturing the young minds and preparing them for a future which is constantly moving in technological leaps and bounds. To accomplish this task within financial constraints of the desegregation budget, phases of implementation have been developed. The four phases of implementing this plan support the district's present budget constraints. These phases can be accelerated provided additional revenue is made available. Phase I provides students and staff with the minimum hardware, software and traininr necessary to provide access to multimedia technology. This phase will include in?^ .nation of three computers in each 1 st grade classroom, one teacher workstation in each classroom 2nd through 6th grades, one computer in Pre-K, and K, and an aditional five station lab for 2nd through 6th grades with AppleTalk Phase II will install three additional computers in each 2nd, and 6th grade classrooms with ethemet network capability installed with linkage to ABACUS throughout the school. This phase will also include hardware, software, and installation of an audio/video lab with satellite capabilities microwave from Romine Interdistrict School. Photographic and Video equipment will be purchased to support the visual portion of the theme. And a software library will also be established during this phase. Phase III will install three additional computers in each 3rd, and Sth grade classroom and 3 computers in Reading, Math, and Resource. This phase will also include hardware, software, and installation of an electronic library. Phase IV will complete 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 or second year is cost prohibitive, therefore, this business case is written to address Phase II of the Multimedia Implementation Plan. The current task before us is to determine the best way to implement the theme in a way most effective for our students and staff. I I I J 3 I * 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 part of multimedia, none can be purchased alone to provide the students with multimedia capabilities which would stimulate their 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. With the approval of Phase I and the purchase of Macintosh computer systems for our teachers and the Multimedia Lab we have established a standard in hardware for the school, however, evaluation of it's effectiveness cannot be presented at this time due to the time equipment has been available in the school. D. RECOMMENDATIONS It is recommended that the District implement Phase II 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: * Microwave satellite link hardware will provide an essential educational asset to the school and community, while saving over $150,000.00 in longterm cost. * 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. Thematic units are a focus of the District's revised curriculum. This software will be available in all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and Second grades. I 1 * 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. 4 IX R i * 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. R * 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 6 station lab setting. E. OBJECTIVE R 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. i Evaluation Criteria * r Monitoring of student progress through technology and Portfolio Assessment. * 3 3 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. I * I * F * 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. t F. IMPACT ANALYSIS 5 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. Risk 4 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 cpn be very damaging and regarded as inefficien* e of desegregation funds. Timing Implementation Oi ?hase I was initially approved under the previous administration and funding which was to be carried over into this school year fell through with the change in administration. This caused a lengthy delay in the requisition and continuing receipt of equipment. To impact students and teachers with Phase II of the implementation plan, actions need to taken prior to close of this school year to ensure purchase during the 1994-95 school year. Decisions regarding this phase should be made as soon as possible. RESOURCES ANALYSIS A listing of hardware and software that must be purchased to implement this phase of the multimedia theme into the Garland School will be provided at a later date. I 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 3/94 5/94 7/94 8/94 8/94 8/94 8/94-4/95 5/95 Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Additional material/supplies ordered Staff Development begins Person(s) Responsible Superintendent Purchasing Purchasing Vendor Theme Specialist Theme Specialist Vendor Theme Specialist 1 1 I On-going monitoring/assistance provided Principal Evaluation of current theme implementation Theme Specialist Curriculum Supervisors Principal Theme Specialist Teachers Curriculum Supervisors I 7s r J 5 ' 1 PHASEII.XLS Grade Level Pre-Kindergarten Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade Sth Grade 6lh Grade CBI Media Center Spanish Multimedia Lab #of Class QTY/C lass Description Price Total Status 1 1 Earty Childhood Connections Bundle $2,099.00 $2,099.00 Phase II 1 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/3 L 1/3 1 1 1 1 3 3 3 1 2 1 1 1 1 1 i 1 1 1 1 1 1 1 1 Eariy Language Connection Bundle Software Early Language Connection Bundle Software Software Video Camera Software LC 575________ Apple Ext KeyBrd Mem Upgrade Software Camera \u0026amp; Equip Zap Camera Early Learning Bundle Early Learning Bundle Microwave Link Software Ti-IN Network Software Mac Server Apple Media Authoring Solution 14\" AV Monitor Apple Ext KeyBrd Software Fumituro Film Dev Eq $29,299.00 $2,000.00 $29,299.00 $2,000.00 $2,000.00 $2,000.00 $1,630.00 $160.30 $220.00 $2,000.00 $150.00 $800.00 $2,099.00 $2,099.00 $46,000.00 $8,000.00 $2,566.66 $500.00 $5,100.00 $6,098.00 $598.00 $160.30 $3,000.00 $3,000.00 $1,000.00 Page 1 $9,756.57 j.otfO.00 $19,530.71 ^,000.00 yst6\u0026lt;0.00 $4,000.00 $4,000.00 $9,780.00 $961.80 $1,320.00 $4,000.00 $300.00 $800.00 $2,099.00 $2,099.00 $46,000.00 $8,000.00 $2,566.66 $500.00 $5,100.00 $6,098.00 $598.00 $160.30 $3,000.00 $3,000.00 $1,000.00 Phase IIMusic 11 1 1 PHASEII.XLS Synthesizer KeyBrd Mac LC 575 $2,500.00 $1,630.00 $2,500.00 $1,630.00 Ip i 4 Chapter l/Resource, Math, Reading 11 111 11111 Apple MIDI Interface Apple Ext KeyBfd Apple Speakers___ Memory Upgrade Software/fumiture $69.30 $160.30 $138.00 $220.00 $2,00000 $69.30 $160.30 $138.00 $220.00 $2,000.00 $0.00 111 1 11 M^J-C57J______ Apple Ext KeyBrd Software _$1,630.00 $160.30 $1,000.00 $1,630.00 $160'30 $1,000.00 TOTAL $150,210.20 Page 2 I i I a LITTLE ROCK SCHOOL DISTRICT RECEIV^O APR 51994 Office of Desegregation Monitoring Rockefeller Incentive School 4 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 4 BUSINESS CASE FOR THEME INFUSION ROCKEFELLER INCENTIVE SCHOOL COMPUTER SCIENCE THEME EXECUTIVE SUMMARY i The uiLLie kock bcnool District is \u0026lt; comprehensive desegregation plan which development and implementation of themes for Little Rock School District committed includes to a the schools. all incentive The incentive schools are vital parts of the total plan whose goals are to achieve academic success for all children, to decrease the disparity of achievement among the sub-groups, to create an environment conducive for learning, and to achieve a good racial balance within the school population. Rockefeller Incentive School has the theme of computer science and uses this theme achieving the goals. as a tool for A. BACKGROUND Computer Science Rockefeller during the was selected as 1986-87 school the theme for was one of four schools to pilot year. Rockefeller a a 25 computers. In addition, one installed in each classroom. A computer hired to oversee the total computer program. classroom. a full computer lab with Commodore computer specialist was was --- . --- The first year this a part time position and the next year it changed to full time. In 1 990, the district made ,a decision to was 1990, remove themes from the the 1992-93 incentive school school year, programs. to re-determine what the theme. a theme committee was During established survey went sixth grade. interest, The results out to The expertise, of all parents. staff was for Rockefeller would be. from also early A childhood to the and feasibility of surveyed to determine all surveys returning to the computer theme. overwhelmingly alternatives. supported The Writing to Read Lab was added to the school inventory and was used with Kindergarten and first grade Compton's Multimedia Encyclopedia was added in the media center. classes. was After the choice for the theme had been submitted to the district and approved, the committee met to establish short and long range plans. Goals and objectives were outlined in detail that would support the district's revised curriculum. The committee made decisions about necessary equipment needed for the second phase of implementation for theme enhancement. The Commodore originally been provided in computers that had the classrooms were no longer up-to-date but were to be used as long as they continued to function with the available software. They would replaced once they could no longer function properly. be At the end of the 1992-93 school year, a cross section of the staff was selected to work for an extended time for theme development and refinement. previewed school During this week, staff software presently in the building and matched up software with the revised curriculum objectives. The committee previewed new software and expressed desires for software needed to enhance learning on all subject areas. staff with Guidelines were developed to present to the total objectives that would be a part of the school improvement plan for the coming year. of the theme development was established. The plan for phases At the beginning of the 1993-94 school year, a three day (August 11, 12, 13, 1993) intensive inservice was held for the entire staff. Seventeen new IBM compatible computers. seven purchased computer stations for the nine printers, and classrooms had from the school budget and installation been was completed during the first quarter of the school year. The following activities have been developed to implement the Computer Science Theme: * A certified teacher has been hired as the school I theme specialist. * 5 The computer theme specialist provides training sessions twice a month for all staff members. * The theme specialist conducts classroom sessions and provides software for classroom computers that support the curriculum. * The specialist library of available materials. * Repair and s catalogs software and maintains duties of the specialist. trouble shooting is a included within Keeping up-to-date materials and supplies (ribbons, paper, etc.) in all classrooms and office is an added duty. * Education Reports are I Plans, generated on the computer for Student Communication Forms. Student Performance Profiles, and Home 2 a Students keyboarding , computer are taught programming, graphic programs such as terminology. Instruction is word processing, Instruction Print Shop, q presentations are age appropriate. \" Computer Club is offered during the A grade book program for teachers * * Teachers offer adapted so and that ! extended day. was developed. , . .---- an extension of the lessons taught and include projects, writing, development of bulletin cards, and use of software that supports the curriculum. Specialists use computers to help them with reports and communication. communication, averages. Teachers use the recording computers to develop tests' home grades for up-to-date grade * Instructional training and assist the teacher the computer. Assistants have received computer in monitoring students using received r B. PROBLEM DEFINITION 4- fully implement the Computer Science Theme at Rockefeller Incentive School and in order to further develop the theme. School and comprehensive plan must be in place, is to use technology to enhance the revised curriculum, establish a ' The major goal a .  --- - new and exciting method of learning tne^ basics, as providing opportunities for subject Children must be Challenged and provided positive experiences that will prepare them for the wonderful world of technology in which they now live and in which they will be entrenched in the work place of the future. basics, in as all well providing areas. opportunities must AAtt tthhee pprreesseenntt ttiimmee, students on all grade levels are scheduled to attend the computer lab twice weekly with an  additional time planned for students identified in the Chapter I program. The sessions in the lab are 30 minutes long and are divided in half with reading and math instruction. In other words, students get no more than 30- o minutes per week of readinc instrnrtinn an/i + i-iS3nie in for in words. identified reading and reading instruction and the math in the computer lab. I which test Test results clearly reveal weaknesses in reading I impact not only reading scores but damage or lower scores on clearly reveal in mastery skills. believed that other subject areas that require reading To achieve maximum mastery results., it is a concentrated effort must be placed on this Use of technology supports our theme and would serve as the tool to provide this high level of concentration. Positive results would be expected in all subject areas. weakness. as Positive this 3 To fully implement the Computer Theme, proposing: the school IS Phase I: (1) ,, . At the beginning of the 1 994-95 school distributive .. , - . - ------ year, the method of providing computer instruction will .  expanding the present reading and math program for 1st-3rd grades in the classroom setting. This will allow 30 minutes i--  ''  include setting. ___ per day on the computer (150 minutes per week) in reading and extended time on math. There will be six in each of the nine classrooms, have printer. Every primary student will technology every day as an integral part of computers a This There will be Each room will experience . , as an integral part of instruction. An extension of the current software will be added with an integrated language arts program. (2) Writing to Read and Josten Computer labs will be continued for Kindergarten students during the 1994-95 school year. students during r (3) An Early Childhood Software Program for 3 and 4 year old children will be implemented. T ol and a printer will be provided for each of the four childhood classes. Two student stations early (4) continue continuous Fourth, computer fifth and software instruction sixth grade classroom computers. related in to the the students computer curriculum will lab with used on (5) Four teacher presentation computer systems should be purchased. This technology approach is an exciting technique that lets the teacher use interactive, full-motion video, animation, sound, text and graphics to support and enhance instruction in the classroom. computer (6) A full time lab attendant should be reinstated. There will be an additional host/file server to man and since the primary classes will be working on the computers daily rather than twice a week, be generated.  - server to man working on . more reports will Whole class instruction such as keyboarding, processing programming word processing and programming, by the teachers and the theme specialist will be conducted lab setting. This has not always been possible a time was so tightly scheduled. Also, the classroom teacher \u0026lt; ' ' This has more frequently in the since the was so tightly scheduled. Also, Ll- _1_______ could send a group of children to the lab to work on assignments, especially those using Compton's Multimedia Encyclopedia. The lab attendant would be available to assist small I (7) groups. be available . , . Staff Development for teachers and instructional aides will be provided. 42   1 M fl Phase II: (1) The Josten computer lab will be current hardware is old and slow. supported by the current system. (2) -The distributive up-graded. The No more upgrades may be rr. Z,-------- mothod for providing computer instruction to Kindergarten will be added along with an integrated language arts program. This will consist of nine student stations and software. program. added along with (3) , . J, . Ii^termediate grades will continue in the computer lab for instruction. (4) The computer lab will also be sessions for students and staff. used for large^ group (5) , . Two will upgrade/replace Multimedia Encyclopedia in the media center. computers Compton's (6) Three additional teacher stations - hardware and systems would be purchased increasing the number to cover one system per grade level. software (7) Phase III: r Six printers will be purchased. (1) Early Childhood Software will be nariy cnildhood Software will be purchased to meet the needs of three and four year old students. (2) Equipment and related programs to programs to support the computer theme and assist in instruction will be purchased. This will include software extensions for thematic units as well as third party software. (3) me library will be automated so that it will provide access for library materials for students and teachers. This will extend the computer theme and better prepare the students to be better library users. (4) Fourteen teacher stations will be added to provide each teacher one for their class. The for access library materials for students u bett (5) Nine additional printers will be purchased which will complete the purchases for one for each classroom. C. ANALYSIS OF ALTERNATIVES Consideration was given to instructional possibilities that would theme and satisfy the essential achievement. to a wide range of satisfy the support the computer component to increase Although most considerations were financially expensive, the gains of student mastery would make the investments worth the cost. ~ mastery would make (1) The alternatives are: We will make no changes in the way computer instruction is being delivered. Pro- Computer instruction will continue to be offered. Training of students/staff can continue. Con- Time spent on the basic learning system reading is limited to 30 minutes week. on per Children have to continue computer classes a pull-out learning activity. as 5Making no change is not in the best interest of the children in that it does not allow longer periods of time on identified weak areas. (2) Adopt the recommendation made in phases by beginning the process immediately. Pro- By phasing in the program, the proposal is financially more feasible. 4 T (3) s  (4) 3 The expenses be spread out over several years but still allow us to begin implementation immediately - by the beginning of the 1994-95 school year. The sooner it can begin, the greater the impact that can be expected to bring positive results. can Proof that we are making an honest effort improve upon the theme and that the incentive school program is successful in making a difference. to r Con- Very expensive. Implementation of Phase I only. Pro - Demonstrate that the district is working toward improvement of computer science theme. Students in first through third grades will receive more intensive focus on reading and math. The students will have at least 150 minutes per week on reading with the computer as opposed to the 30 per week they now receive, on math would be increased. Time spent Con The expected outcome for the change in computer use is increased academic achievement in the area of reading and all related subjects. - Limited up-grading of the overall computer science theme does not result in total infusion of the selected theme. Implement Phase I and the part of Phase II that at least up-grades the school lab. Pro- Primary students would receive increased time on the computer on reading and math. The full computer lab would be available for additional computer instruction of other subject areas/training of students in computer skills the since it will free up computer lab schedule. Training of staff in full lab setting will be possible. Equipment is up-graded in the lab. Equipment is seven years old and cannot be Less expected to last indefinitely. expensive than full implementation. Con- Expense I \u0026amp; inq I 4 s (5) Up grade the computer lab only Pro- r ' - q Replacement of equipment that is getting old and is slow. Allow us to run third party software. ~ lab for staff development. Con- Limited new technology introduced Students still have limited and math. It does not allow us time to time on reading -- schedule in adequate computer instruction for whole 1 I 1 D. (6) groups or third party software. Provide distributive method to all grade level Pro - Discontinue pull-out for computer lab. Con Difficult to schedule with intermediate classes who departmentalize. More expensive to purchase six computers for each classroom as opposed to up-grading the lab with 25 stations. s r RECOMMENDATION Rockefeller Incentive School Rock School District make requests that the Little . 1  . X , provisions to up-grade the adopted A solid foundation has been established A full computer lab, Writing to Read Lab, theme. established. computer lab stations rT-\n4-U 4. --------- ^.VlupULCl J.CtO ____________ beeJnnina . ^nd a printer in every classroom, beginning library of software, and the emergence of literate students and staff arp Alroadv 4 n . ouxLware, ana me emergence of computer students and staff are already in the first of development. Computers at Rockefeller are regarded as a friend and valuable tool. at Rockefeller stages already The recommendation of this business case includes: will implement the theme in three phases the purchasing process to begin immediately. r-'^r-rzl will   -   (1) with . , . .. . -  The overall provide capabilities to move computer the primary level from the lab to the V result of this change, the larger computer lao will be made available for whole group proposal instruction classroom. on move the lab q \"j-ii De made available tor whole group sessions for the ^\"^ediate level classes using the Josten Basic Learning as well as teacher training/staff development and for use with other software. The software will support the Rock District adopted Little The School addressing primarily reading those subject areas. (2) We will provide revised curriculum and math but not limited to q  provide age appropriate software for three and four year old students. (3) We will expand and rpfld-i  up-grade existing \\ software in the primary classrooms to include the integrated language arts component, include helping children build a arts The benefits will 1 - --.---- - a strong foundation in the ^^US'^age skills that they will use for the cir The experiences with interconnected language their lives. rest of T I Im 3 s  ! fl activities and natural. (4) emerging literacy will make learning fun and We will provide a new teacher that will allow teachers meet learning challenges. (5) - presentation system to use technology to help children Security of the facility should be increased for maximum safety of the valuable oreasea lor equipment. At the present time, continuing the distributive method to intermediate grades reasons: (1) A classroom is IS not recommended for a number of structured rotational use of centers in the mu frequently used on intermediate levels, (zj The desegregation plan in and ^4- X 7 - ----------requires departmentalizatipn diffipiHt r computers every day would be hnmfp Each teacher teaches their own omeroom class reading in a 45 minute block and then the rotation by subject matter begins, complete. strict r This takes all day to (3) Use of the distributive method would require tirne than is recommended intermediate students. If used, it would cut in required hours required by the state for each subject (4)Just as important, as a computer school, essential to maintain an up-to-date computer lab Ihis IS necessarv tn achieve reading time method would If used, a for a computer to the area. it IS an up-to-date computer lab setting. IS necessary to achieve computer proficiencv students and staff. One of the major school theme is to develop an interest, a love for using technology, effective if the students - necessary for components of the I i an understanding and Instruction is far more -------- no matter which sub group - can nave hands-on capabilities in a lab. far  and understandable when It is more meaningful the computer demonstration. E. OBJECTIVE one can personally experience rather than just listening and watching using a The objective of this recommendation is to support the D 1 r, J , ^7 .......................... xo LU tne School Districts commitment to the desegregation developing more fully the computer theme in innovative and creative ways. Evaluation Criteria: * of student progress through technology district's curriculum management system and tne Josten Basic Learning System will be continued. * Up-to-date detailed computer printouts of progress will be as needed. - student used to evaluate mastery and develop plans I ! I' 8 lb* biuoent achievement and mastery of reading skills will increase measured by the Stanford 8 test The year 1993-94 will Student as serve as the baseline data. results. * There be increased knowledge technology for students and staff. will of computer increase Teachers will teacher administrative tasks. increase use of technology which will proficiency in instructional and instructional * Achievement results will attract parents in positive recruitment efforts. and result * The fact that Rockefeller is teaching and. using technology regularly for instructional purposes will be impressive and assist in recruitment. I F. IMPACT ANALYSIS Desegregation This plan supports the requirements set forth in the desegregation plan requiring theme development and implementation Court Order The Little Rock School District would demonstrate good faith in complying with the court order to develop theme and keeping it up-graded with current trends that will support the curriculum. Political Factors fl The Little Rock School District will benefit by establishing a valuable tool for recruitment and favor from the court by implementing the theme selected for the school. Risk If students are not exposed to technology ct _ __ age, they will not be as prepared for the future that lies ahead for them in the work field at an early career/profession. or their chosen Timing In order for the Computer Theme x:omponent to higher level and make the move to a necessary improvements by the 1 a 1 I 8 A4 1994 95 school year, approval must be given by the Superintendent and cabinet and presented to the board. After approval, the purchasing process must begin as quickly as possible so necessary, and as to complete any bidding order selected equipment/materials, complete any necessary wiring, installation of equipment, and staff inservice training to be completed before the beginning of the 1994-95 school year. It would be essential to begin the program at the very beginning of the school year to obtain maximum results. The equipment in the computer lab is 7 years old and although it has been no problem to us up to this* date, it is understandable that the equipment cannot last indefinitely. Thus the request to up-grade the lab:u.s made. r 4 L J REVISED PROPOSAL FOR THEME INFUSION FOR ROCKEFELLER INCENTIVE SCHOOL/COMPUTER SCIENCE THEME MARCH 21, 1994 PHASE I 1994-95 SCHOOL YEAR: Hardware 1 Unix File Server............... Extra Enet Cards.................. Lannet Repeaters.................. Over 40/80/120 hardware.......... 10 Printers....................... 54 Student Stations for grades 1-3 R $20,816.00 130.00 1,715.00 1 ,617.00 7,500.00 76,410.00 Sub-total for hardware $108,188.00 R Sof tware......................... Integrated Language Arts Software Staff Development $70,997.00 R Required Plant Services Electrical Wiring Cables Personnel $12,000.00 loV m \\c 3nlv Reinstate Full Time Computer Attendant - one person\\only ESTIMATE PRE TAX GRAND TOTAL-PHASE I....$191,185.00 R PHASE II 1995-96 SCHOOL YEAR: R R Up grade the computer lab which will include: Hardware and Software 28 Student Stations: 25 Computers to up-grade computer lab 2 Computers for Compton's 1 Computer for Resource 4 Teacher Stations ESTIMATE PRE TAX GRAND TOTAL-PHASE II $84,596.00PROPOSAL FOR PHASE III 1996-97 SCHOOL YEAR 9 Student Stations for Kindergarten.. 3 Printers .......................... 8 Student Stations-Early Childhood... Software Add-on Integrated Language Arts Software-kindergarten..... Software for Early Childhood........ Staff Development.................... 3 Teacher Stations................... $13,500.00 2,250.00 12,000.00- $10,800.00 13,000.00 5,000.00 17,820.00 Required Plant Services Any additional electrical wiring/cables needed ESTIMATE PRE TAX GRAND TOTAL-PHASE III..,.$74,370.00 PROPOSAL FOR PHASE IV - 1997-98 SCHOOL YEAR \u0026lt; Automated Library PC for Inventory and Emulation Card....$2500.00 4 Terminals @ 2 Scanners Inventory. Printer... \u0026lt;a 800.00 745.00 Plus Tax Total... 3200.00 1490.00 1100.00 400,00 $8690.00 521.40 $9211.40  *Conversion of Records Plus Tax.............. Total................. $6000.00 360.00 $6360.00 * 12,000 volumes multiplied times $ .50 per record $9211.40 + $6360.00 = $15,571.40 4 Teacher Stations $51,808.00 I ESTIMATE PRE TAX GRAND TOTAL-PHASE IV...$67,379.00I RECEIVED APR 51994 Little Rock School District Office of Desegregation Monitoring 4 Executive Assistant for the Associate Superintendent for Desegregation Business Case  Assignment Office of transportation Desegregation i. . Involvement Quality, Equity, Service, \u0026amp; Understanding Commu n ications a January, 1994 C.. Russell Mayo Associate Superintendent F di Little Rock School District Executive Assistant to the Associate Superintendent Business Case 3 I Executive Summary 5 2 The position of Associate Superintendent for Desegregation was established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of numerous statistical reports, and staying abreast of the latest obligations from the court Included with these responsibilities has been oversight of Volunteers In Public Schools. Recently, the responsibilities of were Communications and Transportation added to this position. Transportation has over 340 employees working on a day-to-day basis. a t  No formal secretarial or clerical assistance exists for the Assistant Superintendent for Desegregation. Adding a neui position called Executive Assistant to support the Associate Superintendent for Desegregation is recommended. Examples of responsibilities are as follows: A. Keeping the daily schedule of the Associate Superintendent for Desegregation\nB. Screening and assisting with telephone callers\nC. Keeping notebooks on office procedures\nD. Keeping track of court documents and correspondence\nE. Staying abreast of court obligations\nF. Coordinating and assembling statistical reports some as follows:  Burden of Busing Z Racial Balance Z Attendance Zone Residence Z Requests from litigants, the state, the superintendent, and the Board of Directors G. Word processing correspondence and other documents as needed\nH. Preparing presentations by computer\n1. Monitoring calls concerning the transportation department\nand, J. Taking minutes of meetings.  H Solving this problem will permit, thorough monitoring of the desegregation obligations, complete analysis of reports not being generated now, efficient production of documents, efficient monitoring of progress in desegregation, quicker response on requests for reports, documents, etc., and, efficient filing and storage of documents and correspondence. These benefits will begin as soon as the person begins work. Improvement will be obvious as six to twelve months pass. The budget will be affected annually by the addition of this position. The recurring costs for salary and benefits will be approximately $35,000 plus $8,750 for benefits for a total cost of $43,750. This might be covered by shifting a position from another department. A one-time expense is requested for a computer and printer to provide current technology. This cost will be approximately $5,000. 1 JI Executive Assistant to Associate Superintendent Business Case 2 Ji i 4 This solution will permit reasonable support for the Associate Superintendent for Desegregation. This will eliminate the inconsistency and confusion surrounding document preparation, coordination of reports, etc. The risks of not implementing this solution are continued disorganization for the Associate Superintendent for Desegregation, complaints, continuous non- compliance with our obligations, and continuation of a generally poor image. The risks of implementation of this solution are criticism for spending money from the budget, and the perception of favoritism toward Associate Superintendent for Desegregation. The sooner we can do this the better. Currently, we have temporary help at best. This person needs to move back to assigning students for the registration period that begins in February. ~ 1 Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. Funding for this position would come from position vacancies in other areas of the budget. Therefore, no additional position would be required in the overall budget. The following milestones for implementing this proposal will be monitored by the Associate Superintendent for Desegregation weekly after the decision is made to include the proposal in the budget. Until that point, it will be monitored daily. I 1. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to the Superintendent Present Business Case to the Council__________ Revise as suggested _________________ Resubmit 8. 9. ...Pecisttmfortnctusion inthfttsaosfaodgat Advertise the position Interview 10. Begin Trainning Date 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 01/31/94 02/08/94 02/22/94 02/28/94 Person Mayo Mayo Mayo Mayo Mayo Gadberry Mayo Mayo I Timely consideration of this proposal is respectfully requested. C. Russell Mayo Associate Superintendent for Desegregation January, 1994 SubnutM fry Ru Uifo. Aaeaa(*SupnfltM\u0026gt;eni lorD|nftion 01/03/94 I I J4 Executive Assistant to Associate Superintendent Business Case 3 I Background The position of Associate Superintendent for Desegregation established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), was generation of numerous statistical reports, and staying abreast of the latest obligations from the court Included with these responsibilities has been oversight of Volunteers In Public Schools. Recently, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees involved on a day-to-day basis. The kinds of problems produced daily in this department would fill the large part of a day. I Problem Definition No formal secretarial or clerical assistance exists for the Assistant Superintendent for Desegregation. The responsibilities of Associate Superintendent for Desegregation justify assistance with typing, scheduling, receiving telephone calls, reporting, and researching documents, and compiling statistics. ^Analysi^^lternativ^ I The following alternatives have been considered to solve the problem: I I f 1. Use one of the clerical people employed currently in the Office of Desegregation Organizational Chart Student Assignment Office (SAO). That is being done now. This does not solve the efficiency problem, this person will have to reassigned strengthen reorganization be to for helping the public. 2. Split Student Assignment Assistant betueen his/her normal Support Exc. Assistant Director of Transportation Student Assignment Coordinator Data Processing Coordinator 111 I Desegregation Facilitator Directorof Communications ((2) Recruiters [ I Programmer | student Assignment Assistants Figure 1 Community Development Coordinator fVtPS) 1 Staff I a J^soeiatBSuperinte^^tJ^ ] Miro. AnociatSgpnntMtt lor Do^r^ition tn/QS/M BC.SKExecutive Assistant to Associate Superintendent Business Case 4 responsibilities and the Associate Superintendent's need for support. Either of these jobs are full-time responsibilities. II 3. Add a new position called Executive Assistant to support the Associate Superintendent for Desegregation. This is the most logical solution. Examples of responsibilities are as follows: A. Keeping the daily schedule of the Associate Superintendent for Desegregation\nB. Screening and assisting with telephone callers\nC. Keeping notebooks on office procedures\nD. Keeping track of court documents and correspondence\nE. Staying abreast of court obligations\nF. Coordinating and assembling Office of Desegregation Support - Executh'e .Assistant a statistical follows: reports some as IL1 Z Burden of Busing Z Racial Balance Z Attendance Zone Residence Z Requests from litigants, the state, the superintendent, and the Board of Directors G. Word processing correspondence and other documents as needed\n Cooniinata and organaa raguaata for data  Prapara  Docuaant* for  for cotrt  Bnnaiaant fifo/Kaotu * A(fondanczoneM  Maa nnas * MHCvfofleouK  MonAor (  KacttI raong aehoett  rtcryiaaaftt  Cwaanaaty hvohftaant  AMcar ttf Agaoeiaf SuparintarMiant for t\u0026gt;aaagragation in parforming hia tiuaaa a H. Preparing presentations by Figure 2 computer\n1. Monitoring calls concerning the transportation department\nand, J. Taking minutes of meetings. I |RecOTHwe\u0026lt;to tion Alternative 3 is recommended. 3. Add a new position called Executive Assistant to support the Associate Superintendent for Desegregation. I Objective 11 Upon implementation of Recommendation 3, the Associate Superintendent for Desegregation will be supported so he may spend his time with coordination, supervising, budgeting, planning, and attending meetings. See Figure 2. SuBfiMtiadfryRuM Mayo. AnocKteSupanntvidanl ferDMfiption oi/m/M bc_sk\n1 IcIi t 1 iIJ a 3 Executive Assistant to Associate Superintendent Business Case 5 Solving this problem will permit 1. More thorough monitoring of the desegregation obligations\n4 2. More complete analysis of reports not being generated now because of the lack of help\nr 3. More efficient production of documents\n4. More efficient monitoring of progress in desegregation\n5. Quicker response on requests for reports, documents, etc.\nand. 1 6. More efficient filing and storage of documents and correspondence. These benefits will begin as soon as the person begins work. Improvement will be obvious as six to twelve months pass. Impact Analysis I Negatives 1 1. The budget will be impacted annually by the addition of this position unless a position shift takes place from some other department or line item. Positives 1. This solution will permit reasonable support for the Associate Superintendent for Desegregation. This will eliminate the inconsistency and confusion surrounding document preparation, coordination of reports, etc. 2. This will support the Associate Superintendent for Desegregation as he addresses obligations under the LRSD and Interdistrict Plans relating to student assignment, marketing, recruitment, and transportation. Risks a The risks of not implementing this solution are continued disorganization for the Associate Superintendent for Desegregation, complaints, continuous non- compliance with our obligations, and continuation of a generally poor image. The risks of implementation of this solution are criticism for spending money from the budget and the perception of favoritism toward Associate Superintendent for Desegregation. SubmiitadlrrRuMMaro. AMocitKSwpmniwidwt lorDm(nptio\u0026gt;\u0026lt; 01/05/94 bc_sk: J1 Executive Assistant to Associate Superintendent Business Case 6 Timing The sooner we can do this the better. Currently, we have temporary help at best. This person needs to move back to assigning students for the registration period that begins in February. Though registration and assignment are strongly encouraged during the month of February, the process continues until August when it becomes overwhelming. Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. Resources Analysis Personnel This is an additional position in the budget unless a position is shifted from another department. Financial The annual recurring cost for salary and benefits is approximately $35,000 plus $8,750 for benefits for a total cost of $43,750. A one-time expense is requested for a computer and printer to provide current technology. This cost will be approximately $5,000. r Revenue Source N Funding for this position would come from position vacancies in other areas of the budget. Therefore, no additional position would be required in the overall budget Force Field Analysis I Primary supporters of this proposal will be council members, SAO staff. Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this proposal will help them meet their obligations under our plan. Sobfniltal Or Rub AoccutaSupenniandant lor DM|rption Ol/tO/M BC^Executive Assistant to Associate Superintendent Business Case 7 Getteral Infortnation Plan The following are milestones for implementing this proposal. 1. 3. 4. 5. 6. 7x 8. 9. Milestone Meet with finance person about source of revenue Present Business Case to the Superintendent Present Business Case to the Council.................... Revise as suggested................................................. Resubmit................................................................... Decision for tnctosion in the 1 ggQS\nbudget..\nAdvertise the position................................................ Interview 10. Begin Training Date 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 01/31/94 02/08/94 02/22/94 02/28/94 Person Mayo Mayo Mayo Mayo Mayo Supt Gadberry Mayo Mayo 1 I 5 .uMiittedbrFutsMiTC. A\u0026lt;Mm(iSupnntnan\u0026lt; lorDa^r^lion 01/03/94 BC_S8C RECEJVFI^ I I ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM LITTLE ROCK SCHOOL DISTRICT APR 51994 Office of Desegregation Monitoring OVERVIEW/PROGRAM DESCRIPTION I Over the past several years, the number of students attending the district's schools who do not speak English or who are English limited proficient has grown steadily. ?_ _____ conducted by the district during the spring of 1993 revealed a population of more than four hundred students grades K-12 for whom English is not the native language. succeeded in obtaining a 50% to 60% average response rate from the fifty schools surveyed.) These four hundred A survey (The district students represented sixty-six different language groups. A series of lawsuits and subsequent federal legislation occurring during a time period spanning from 1964 through 1986 have clarified the responsibilities of public schools in guaranteeing equitable educational opportunities for non or near-non English speaking students. The district has an I I obligation, therefore, to provide for the special learning needs of these 400+ students. Furthermore, federal and state legislation do not consider lack of English skills because of nationality/native language to be a handicapping condition. Instead, such lack of English language skills is viewed as a barrier to access of equitable educational opportunity. Thus, it becomes the district's responsibility to provide out of its local funds whatever services are needed to help the students overcome language barriers. 1 i i f I Currently, the district is operating an ESL program which provides services for identified non-English tutorial speaking/limited English proficient students. As these students are identified by their individual schools, they are referred to the LRSD Office of Communications, English, ESL, and Foreign Languages for tutorial services. This office supervises six part-time tutors who are assigned to the referred students for a minimum of language instruction each week. one hour of pull-out The tutors travel to the students' schools and assist the principals, teachers, and counselors in devising a support plan for each student assigned to them. A broad array of instructional materials has been purchased by the office of communications, English, ESL, and foreign languages, which the tutors check out to in providing appropriate English language instruction. LRSD program is serving, at the present time, from thirty-one schools. use The 102 students PROGRAM GOALS/OBJECTIVES The primary goal of the LRSD ESL Program is to assist nonEnglish speaking or limited English proficient students in acquiring the level of English language skill necessary for f 5 1 parity of participation in the standard instructional program. The district aims to achieve this goal through the following objectives: 1. 4 Design and implement an ESL identification and referral process. 2. Establish appropriate criteria for the entry into and exit from the tutorial students. program for ESL 3. Diagnose the instructional needs and provide appropriate learning assistance which meets ESL students' instruction, special needs for English language for understandable instruction in other content areas, and for positive self-concept and identification with their cultural heritages. 4. Provide appropriate and compatible instructional materials and staff training opportunities. 5. Provide gualified teachers/tutors. 6. Provide egual access to other district programs and services. 7. Provide for parental/family involvement. 8. Monitor the progress of ESL students during program participation and after program exit and reclassify students as needed. 9. Evaluate the ESL program and revise as needed. 10. Maintain student records. IDENTIFIED NEEDS The LRSD ESL Program is growing at a rapid pace. This continuing growth has resulted in a host of pressing needs that have been identified by teachers, principals, the ESL tutors, district patrons. and the supervisor communications, English, ESL, and foreign languages, needs include: of These 4 1. 2. Additional tutors are needed to adeguately service the growing ESL population in the district's fifty schools. a Additional tutor contact time is needed with the ESL students to ensure that service is provided vhich ccrtplies fully with federal laws and state regulations. 2 1 4 4 4 4 J 3. Additional resources are needed for the ESL tutors and classroom teachers. The ESL students need hands-on materials for Total Physical Response (TPR) and oral language enrichment activities. Staff development is needed for ESL tutors to improve their skills and to help them learn new strategies. Classroom teachers need assistance in understanding their responsibilities and help with managing the learning process for non-English speaking and limited English proficient students. 5. Parents/families need training and resources to assist their children in English acquiring language skill while preserving the integrity of their native language and the culture it represents. 6. more comprehensive identification/placement 7. process needs to be developed that includes appropriate testing so that ESL students can be screened for other services currently denied to them. needs comprehens ive assessment/evaluation to be developed to determine process student progress and program success. 4. A A TARGET POPULATION The target population for the LRSD ESL Program are the K-12 students who speak no English, who speak limited English, or who have an identified cognitive gap, meaning that they speak English, but it is not their first language and they do not yet think well in English. ORGANIZATIONAL MANAGEMENT/PERSONNEL The LRSD Deputy Superintendent maintains supervisory including the ESL authority over all curriculum programs. The supervisor of communications, English, ESL, and program. foreign languages is directly responsible for the day-to-day operations of the ESL program and is responsible for long- range planning and evaluation of the program. The supervisor of communications, English, ESL, and foreign languages works I under the direction of the deputy superintendent and supervises six ESL tutors who are assigned to the fifty schools on an as-needed basis. A secretary from the IRC fl secretarial pool also has a primary responsibility for the communications, English, ESL, and foreign languages office. 3STAFF DEVELOPMENT Various staff development opportunities have been made available to the tutors, classroom teachers, guidance counselors, principals, and central office personnel since the inception of the ESL program in 1991. Initial staff development was provided by the Arkansas Department of Education (ADE) and the IDRA/DAC-SCC in San Antonio, Texas. The ADE has also assisted the district in providing follow-up training. The ESL tutors are required to attend monthly staff meetings at which time they identify problems and discuss solutions. These meetings are also used to plan strategies and to work on assessment/evaluation of program components. As well. most of the tutors take advantage of training opportunities provided locally, but outside the district, including ADE and UALR workshops. Additionally, several of the tutors have provided staff development for classroom teachers. The tutors. classroom teachers, guidance counselors. and principals need extensive staff development in order for the district to achieve full compliance with federal laws and state regulations. The ESL population is highly diverse. which requires all involved district personnel to be able to select from an array of approaches in order to meet the needs of all the ESL identified students. PARENTAL INVOLVEMENT Title VI, Civil Rights Act of 1964 and the Education for All Handicapped Children Act of 1975 require that parents/families of ESL identified students be provided with opportunities to participate education of their children. in the guaranteed public Currently, the district is relying on the ESL tutors almost exclusively to include parents/families in the education process. The ESL tutors recommend ways that the parents/families may assist with their children's studies. In some instances the tutors and/or district personnel make home visits to help link the school with the family. PHYSICAL FACILITIES All schools identifying ESL students should provide a private permanent room for the tutoring sessions. The room should be large enough to activities. accommodate TPR and oral enrichment 44 IDENTIFICATION OF POSSIBLE FUNDING SOURCES The district has applied for Title VII funds which could provide approximately $175,000 per year for up to three years to develop a more comprehensive program of services. If obtained, however, the Title VII grant award could not be used to supplant the financial obligation of the district to provide basic services. It is the responsibility of the district to provide out of local funds whatever services are needed to help students overcome language barriers. PROPOSED BUDGET 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 ($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 = $54,000 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 Total Assessment/Evaluation cost = $ 2,000 = $ 2,000 fl Total program cost = $75,880 IMPACT ON DESEGREGATION PLAN I ESL eligible students enrolled in the district's schools are a part of the rich diversity which is the LRSD. The pure intent of the district's desegregation plan is to recognize and act upon the worth and potential of all children. While the plan specifically targets the failure of Arkansas public education to equitably serve the black child, the implied 5intent throughout is that no child should be denied the full array of educational opportunities and experiences available ths The desegregation plan was crafted at the direction of a federal court - a court bound to uphold federal law, which clearly protects the ESL identified within the district. student. The impact of certainly positive. the LRSD ESL Program IS most EVALUATION CRITERIA The general evaluation criteria for the LRSD ESL Program include family/parent, patron, principal, guidance counselor, teacher, and student satisfaction with the ESL tutor, tutor, teacher, principal, guidance counselor, and parent/family satisfaction with ESL staff development\nexamples of student work demonstrating achievement of program goal\nobservations in program\nESL staff development\nresults of teacher-made tests\nclassrooms identify quality teaching/learning\ninventories reflecting appropriate materials and supplies\nand total number of students exiting the program into the mainstreamed learning setting. that 6 I I s i i fl BUSINESS CASE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM EXECUTIVE SUMMARY Currently, the district is operating an ESL program which provides tutorial services for identified speaking/limited English proficient students. non-English The program was established in 1991 in an effort to achieve compliance with federal laws and state regulations. The primary goal of the LRSD ESL Program is to assist non-English speaking or limited English proficient students in acquiring the level of English language skill necessary for parity of participation in the standard instructional program. 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. These tutors are assigned to the referred students for a minimum of one hour of pull-out language instruction each week. The tutors travel to the students' schools and assist the principals, teachers, and counselors in devising a support plan for each student assigned to them. The district proposes to continue the ESL program 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 program will seirve 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 and comprehensive staff a identified/referral/assessment/evaluation process. revised A. BACKGROUND In late April, 1993, the district conducted a Home Language Survey at the request of the Arkansas Department of Education (ADE). 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. 1These 400 students represented 66 distinct language groups, other than English. The results of the 1993 Home Language Survey confirm a sizeable ESL eligible population in the district. 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 q recognize a language barrier as a handicapping condition or skills deficit, as a the district cannot provide such services for these students through existing Chapter One or q 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 instructional in the program. regulations as outlined Failure to comply with standard state 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 against the district on behalf of ESL students, respond to the needs of ESL students will Failure to 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. RECOMMENDATIONS The district administration recommends to fully fund the ESL program 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 program should serve a minimum of 100 students through the services of eight Additional program components tutors. q should include the provision of adequate materials and supplies\na comprehensive staff development program\nand a revised process. identification/referral/assessment/evaluation 2 4I I 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 parent/family satisfaction with ESL staff development\nexamples of student work demonstrating achievement of program goal/objectives\nresults of teacher-made tests\nidentify quality observations in classrooms that teaching/learning\ninventories reflecting appropriate materials and supplies\nand total number of students exiting th\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_1078","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":["2005-03"],"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--Curricula","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/1078"],"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":["documents (object genre)"],"dcterms_extent":["92 pages"],"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  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nMAR 2 05 5 Agenda Little Rock School District Board of Directors' Meeting n \u0026gt;-o f=~ ... c 0:1:: oz ~~ m-\u0026lt;\na..,\n-a Cz : on r-\u0026lt; rc5 nz i!!:\"' r .,,\na g ~m mC rC: n~ Or ~ ~ ~ ill \u0026gt;. ~.,, \"C:' O\na ~i!l n:a =\u0026gt;l nm \"O\"'8z z =l \"'a z (I) !D ~ :!l z m\na (I) :c \"6 (I) I. 11. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests REGULAR MEETING March 24, 2005 5:30 p.m. Ill. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships C. Discussion: Long-term Budgetary Considerations (Berkley) D. Discussion: Tax Increment Financing Issues (Kurrus) E. Discussion: Student Attendance at Athletic Events / Excusing Absences (Daugherty) F. Remarks from Citizens (persons who have signed up to speak) G. Little Rock Classroom Teachers Association IV. REPORTS AND COMMUNICATIONS: V. A. Remarks from Board Members B. Student Assignment Report C. Budget Update D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update APPROVAL OF ROUTINE MATTERS: A. Minutes Regular Meeting - 02-24-05 Special Meeting - 63-10-05 0 \u0026gt;~ i=~ .... C: o\nic oz ~~ m-\u0026lt;\n,c.., -c::\n,o.,.c o..z.. ,.. i5 oz ,~.. \"'\n::: ?' ~ ~ z m\n,c \"::c' '5 \"' Board Meeting March 24, 2005 Page2 VI. ADMINISTRATIVE SERVICES A. Grant Application: School-Based Tobacco Use Prevention Project B. Second Reading: Revision of Policy JE - Student Enrollment, Attendance and Transfers C. Establishment of a Tri-District Charter School I Alternative Learning Academy VII. CURRICULUM \u0026amp; INSTRUCTION A. Second Reading: Revision to Policy IKF - General Education Graduation Requirements Second Reading: Revision to Policy IAA - Professional Development B. Secondary English/ Language Arts Textbook Adoption C. Memorandum of Understanding - Audubon Arkansas VIII. HUMAN RESOURCES A. Request from Psychological Examiners B. School Calendar, 2005-06 C. Personnel Changes IX. BUSINESS SERVICES DIVISION: A. Acceptance of Report: Organizational Audit B. Updated Travel Regulations DKC-R C. Cloverdale Elementary School D. Donations of Property E. Financial Report/ Approval of Annual Audit X. CLOSING REMARKS: Superintendent's Report: 1. Dates to Remember 2. Special Functions XI. STUDENT HEARING XII. ADJOURNMENT PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS/ WELCOME Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERSHIPS C. DISCUSSION/ BUDGETARY D. DISCUSSION/TI F DATE: TO: FROM: March 24, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Partners in Education BACKGROUND: 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. RATIONALE: The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. FUNDING: Not applicable. RECOMMENDATION: We recommend that the board approve the following partnership: First United Methodist Church and Chicot Elementary School PREPARED BY: Debbie Milam, ViPS Director p ,...\na C') \u0026gt; Chicot Elementary and First United Methodist Church, Little Rock Partnership Agreement March 2005 First United Methodist Church, Little Rock will provide:  Classroom tutoring during Literacy time  Volunteers one afternoon a week to assemble teacher materials and to assist students in checking out library books  A team responsible for providing treats for the Chicot staff on a monthly basis  Volunteers for VIPS Reading Day  Coordination with other Partners in Education Chicot Elementary will provide:  Students serving as pen pals for church members who are shut-ins  The school facility for church functions as needed DATE: March 24, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: March 2005 Construction Report - Bond Projects BACKGROUND: In the February 2005 report to the Board, the completion of the drawings for the renovation of Rightsell Elementary was to be March 1,\n1 . The architect now reports that the drawings will not be completed until the first week in May. The delay is necessary because of a change in the HVAC system that was recommended by Doug Eaton and Bill Goodman. The architect has stated that this delay will not jeopardize the completion of the renovation in time for the start of the 2006-07 school year. The bids for the classroom addition to Gibbs will be received March 24th . It appears that today's bid market favors the owner, and we are optimistic that the low bid will not exceed our budget. Meetings have taken place with the new Principal at Forest Heights, Dr. Debbie Price, regarding the school's remodeling and addition. Dr. Brooks has visited the campus, and his input has been important to the planning process. It is too early to have a firm date for construction start-up. RATIONALE: Monthly reports are submitted to the Board to keep members up-to-date on construction projects in the District. FUNDING: Bond Funds RECOMMENDATION: Report item\nno action necessary. PREPARED BY: Bill Goodman, District Engineer !\"\" .z.... m\n:o z j!!: \u0026gt; C: 0 a\n:o ~ ..... m C') ::i: z 0  -\u0026lt; C: \"ti ~ m\n,, :S Cl\u0026gt; ~o z~ -4Z \u0026gt; (I) -cm \"ti\n:o r- \u0026lt; c'5 \u0026lt;'5 \u0026gt;m :0: ! \"'\nz: ~ \"i''\n::0 ~ 0 z p \"C 0 r- n -\u0026lt; m' CONSTRUCTIONREPORTTOTHEBOARD MARCH 24, 2005 BOND PROJECTS UNDER CONSTRUCTION I I I Est. completIon Facility Name Project Description Cost Date BOND PROJECTS CONSTRUCTION - SPRING/ SUMMER 2005 I I I Est. CompletIon Facility Name Project Description Cost Date Carver ___ Media Center Expansion _ _ $167,490_ Dec-05 Fair Park __ _ _ _Remodel ___ $799,000_ __ Aug-05 Gibbs Addition $705,670 Dec-05 Meadowcliff - Remodel -- -- _- _ __ $164,150 --= Aug-05 Oakhurst (Adult Education) New Windows ___ $215,000 Aug-05 Rightsell - ,==.__~enovation -- , $2,494,000 Aug-06 Western Hills Electrical Upgrade \u0026amp; HVAC $622,160 Aug-05 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED I I I t:SL 1..,ompIet1on Facility Name Project Description Cost Date Booker __ ___ Electrical Upgrade _________ Unknown Unknown Chicot Electrical Upgrade , Unknown Unknown Cloverdale Elementary- Addition I $520,750- Unknown Forest Heights Remodel ________ i $1,547,000 - Unknown Mitchell Renovation 1 _ $2,21_?,493 Unknown Pulaski Hgts. MS Energy monitoring systeminstallation I Unknown Unknown Woodruff Parking addition- $193,777 Aug-05 BOND PROJECTS THAT HAVE BEEN COMPLETED I I I Est. Completion Facility Name Project Description Cost Date f--A_d_m_in_ist_ra_ti_on _____ ,A_s_bes_tos abatement ~ $380,495 ~ Mar-03 Administration Fresh air system , $55,000 Aug-03 ,_A_d_m-in- is- t-ra-ti_on _____ ,_F-ir_e_a_la-rm~----~ $32,350 Aug-03 Administration HVAC 1 $70,000 Nov-04 Administration Annex  Energy monitoring system installation May-02 Alternative Learning Ctr. Energy monitoring system installation $15,160 Oct-01 Alternative Learning'--C_t_r. __E ne_r=gy'-e-f_ficien_t_li=ght_in__,.g'---______l_ ___ __$\n._82,,0_00 ____D_ e_c-_0 1 Badgett Partial asbestos abatement I $237,237 Jul-01 Badg~e_tt ______+ F-=-i,r-e-_a_lar_m_-,-,-,...,.---,---,-----~l~-----=-$..1..,8,'\"\"2\"=..5,...0,.. ____A_ u=g--=0-2=-1 B_a_le_ ________C lassroom addition/renovation 1 $2,244,524 Dec-02 B_a_le Energy monitoring syst_em _____ -,----,-------~M_a_r_-0_2 Bale 'Partial roof replacement _ _ __ $269,587 _ Dec-01 Bale Baseline Booker Booker Booker Booker Booker Booker Brady Brady Brady HVAC -- - - $664,587 Aug-01 - Renovatioo - $953,520 Aug-04 Gym Roof $48,525 Oct-04 ADA Rest rooms $25,000 Aug-04 Energy efficient lighting S170,295 Apr-01 Energy monitoring system installation $23,710 Oct-01 Asbestos abatement $10,900 Feb-02 Fire alarm Addition/renovation Energy efficient lighting Asbestos abatement $34,501 Mar-02 $973,621 Nov-04 $80,593 _ Sep-02 $345,072 Aug-02 CONSTRUCTION REPORT TO THE BOARD MARCH 24, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Project Description I Cost I Est. Completion Date Carver Energy monitoring system installation $14,480 May-01 -- Parking lot -- --- Carver I $111,742 Aug-03 Central HVAC Renovation - Band Area $225,000 Dec-04 -- - Central Reflecting Pond $57,561 Sep-04 --- -- Central Parking Student parking I $174,000 Aug-03 Central/Quigley Stadium light repair \u0026amp; electrical repair $265,000 Aug-03 -- Central/Quigley Athletic Field Improvement $38,000 Aug-03 Central/Quigley Irrigation System $14,500 Aug-03 Central Purchase land for school Unknown Dec-02 -- -- -Ce-ntra-l Roof \u0026amp; exterior renovations $2,000,000 Dec-02 -- -Cen-tral --- Ceiling and wall repair $24,000 Oct-01 Central Flre Alarm System Design/Installation $80,876 Aug-01 Central Front landing tile repair-- $22,470 Aug:Q.!_ Chicot Dramage -- -- --~-- ----- -- --- $64,700 Aug-04 ~ Chicot Sound Attenuation $43,134 Jul-04 Cloverdale Elem. 1 Energy efficient light~ ---- --- $132,678 Jul-01 Cloverdale MS Energy efficient lighting $189,743 Jul-01 Cloverdale MS Major renovation \u0026amp; addition $1,393,822 Nov-02 Dodd Fire Alarm Upgrade $9,200 Oct-04 Dodd Energy efficient lighting $90,665 Aug-01 Dodd Asbestos abatement-ceiling tile $156,299 . Jul-01 Dodd Replace roof top HVAC $215,570 Aug-02 Dunbar 'Renovation/addition $6,149,023 Nov-04 Facilities Service Interior renovation $84,672- - Mar-01 Facility Services Fire alarm $12,000 Aug-03 -Fa-ir Par-k --- HVAC renovation/fire alarm $315,956 Apr-01 -- Fair Park Energy efficient lighting $90,162 Aug-01 Fair Park Asbestos abatement-ceiling $59,310 Aug-01 -- J. A. Fair 6 classroom addition \u0026amp; cafeteria/music , room addition $3,155,640 Aug-04 J. A. Fair Energy efficient lighting I $277,594 Apr-01 J. A. Fair Press box $10,784 Nov-00 -J. A-. Fair 'Security cameras $12,500 Jun-01 J. A. Fair Athletic Field Improvement $38,000 Jul-03 J. A. Fair Irrigation System $14,000 Jul-03 J. A. Fair Roof repairs $391,871 Aug-03 ---- - Forest Park Replace window units w/central HVAf $48~258 Nov-03 -- - F-or-est P-ark -- Diagonal parking $111,742 ___ Aug-03 Forest Park Energy efficient lighting $119,788 May-01 --- ~ --- - Fulbright Energy efficient lighting $134,463 Jun-01 - Fulbright Energy monitoring system installation - $1.:1 ,950 - - Aug::Q.!_ Fulbright -Replace roof top HVACunits $107,835 Aug-02 Fulbright Parking lot $140,000 Sep-02 Fulbright Roof repairs $200,000 Oct-02 Franklin Renovation $2,511,736 Mar-03 Geyer Springs Roof Repair $161,752 Jun-04 Gibbs Energy efficient lighting $76,447 Apr-01 Gibbs Energy monitoring system installation $11,770 Jul-01 Hall Maj~ renovation \u0026amp; addition $8,637,709 Sep-03 Hall Asbestos abatement $168,222 Aug-01 - - - Hall Energy efficient lighting $42,931 Jul-01 Hall Energy efficient lighting $296,707 Apr-01 2 !TI .z.. m\n:c .~.... \u0026gt; C: 0 :::::i 0\n:c .:.n. mn :,: z .0.. .. 8 -\u0026lt; C..,: 0 ~ m ?-s G'\u0026gt;  ~o zl!,\n... z \u0026gt;en \"tlm \"tl\n:c n..... o\u0026lt; \u0026gt;m ::! rJ\u0026gt; 0\nz: CONSTRUCTION REPORT TO THE BOARD MARCH 24, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Proiect Descriotion I Cost I Est. Completion Date Hall Infrastructure improvements $93,657 Aug-01 -- Hall Intercom I Feb-01 Hall Security cameras $10,600 Jun-01 ----- Henderson Lockers $43,854 Dec-04 Henderson Energy efficient lighting -- - - $193,679 Jul-01 Henderson Roof replacement gym $107,835 May-01 Henderson Asbestos abatement Phase I ---- - I $500,000 Aug-01 -- Henderson Asbestos abatement Phase 2 I $250,000 Aug-02 IRC Energy efficient lighting I $109,136 Jul-02 - -Jef-ferson - Asbestos abatement $43,639 Oct-01 -- Jefferson Renovation \u0026amp; fire alarm ~ $1,630,000 Nov-02 Laidlaw Parking lot - $269,588 Jul-01 - Mablevale Elem Fire Alarm Upgrade $12,000 Oct-04 -- ~ Mabelvale Elem. Energy monitoring system installation ' $12,150 Aug~ Mabelvale Elem. Replace HVAC units $300,000 Aug-02 Mabelvale Elem. Asbestos Abatement - $107,000 Aug-02 Mabelvale Elem. Energy efficient lighting I $106,598 Dec-02 Mabelvale MS Renovate bleachers -I $134,793 __A ug-_Ql Mabelvale MS Renovation $6,851,621 Mar-04 Mann 1 Partial Replacement --- - $11,500,000 ~ -- Apr-04 -Ma-nn - Asphalt walks --- The total $1.8 million Dec-01 Mann Walkway canopies is what has been Dec-01 -- - Mann Boiler replacement -- used so far on the Oct-01 -- Mann - Fencing projects listed Sep~ Mann Partial demolition/portable classroom~completed for Mann. Aug-01 McClellan Athletic Field Improvement $38,000 Jul-03 -- McClellan Irrigation System $14,750 Jul-03 McClellan Security cameras I $36,300 Jun-01 McClellan Energy efficient lighting $303,614 . May-01 McClellan Stadium stands repair i $235,QQQ I Aug-01 McClellan Intercom T $46,000 Feb-02 McClellan Classroom Addition I $2,155,622 Jul-04 -- McDermott Fire Alarm Upgrade I $7,700 Sep-04 McDermott Energy efficient lighting I $79,411 Feb-01 McDermott Replace roof top HVAC units ' $476,000 Aug-02 Meadowcliff Fire alarm I $16,175 Jul-01 -- --- Meadowcliff !Asbestos abatement I $253,412 Aug-02 Meadowcliff Engergy efficient lighting $88,297 Dec-02 -- - - Metropolitan Replace cooling tower I $37,203 Dec-00 ---- Me!ropolitan - _ R~place shop vent system -- $20,000 May-01 Metropolitan Energy monitoring system installation - $17,145 Aug-_Ql Mitchell BuildingR emediation - $165,000 Jul-04 Mitchell Energy efficient lighting $103,642 Apr-01 Mitchell Energy monitoring system installation $16,695 Jul-01 Mitchell Asbestos abatement $13,000 Jul-01 Oakhurst HVAC renovation $237,237 Aug-01 Otter Creek Energy monitoring system installation $10,695 May-01 Otter Creek Energy efficient lighting $81,828 Apr-01 Otter Creek Asbestos abatement $10,000 Aug-02 - Otter Creek Parking lot $138,029 Aug-02 Otter Creek 6 classroom addition $888,778 Oct-02 -- - - Otter Creek Parkinq Improvements $142,541 Aug-03 3 CONSTRUCTIONREPORTTOTHEBOARD MARCH 24, 2005 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Project Description I Cost I Est. Completion Date Parkview Addition $2,121,226 Dec-04 Parkview HVAC controls I $210,000 Jun-02 Parkview Roof replacement i $273,877 Sep-01 Parkview Exterior lights $10,784 Nov-00 Parkview HVAC renovation \u0026amp; 700 area controls I $301,938 Aug-01 Parkview 1 Locker replacement I $120,000 Aug-01 Parkview Energy efficient lighting $315,000 Jun-01 Procurement Energy monitoring system installation $5,290 Jun-02 Procurement Fire alarm I $25,000 Aug-03 Pulaski Hgts. Elem Renovation $1,193,259 Nov-04 -- -- Pulaski Hgts. Elem Move playground - $17,000 Dec-02 Pulaski Hgts. MS Renovation $3,755,041 Nov-04 -- - Rightsell Energy efficient lighting $84,898 Apr-01 Rockefeller Energy efficient lighting $137,004 Mar-01 Rockefeller I Replace roof top HVAC $539,175 Aug-01 Rockefeller Parking addition -- - $111,7~ Aug-02 Romine Asbestos abatement $10,000 Apr-02 Romine Major renovation \u0026amp; addition --~- $3,534,675 -- Mar-03 - Security/Transportation Bus cameras $22,500 Jun-01 Southwest I Addition $2,000,000 Nov-04 Southwest Asbestos abatement $28,138 Aug-00 Southwest !New roof $690,000 Oct-03 Southwest Energy efficient lighting $168,719 Jan-02 Southwest Drainage/ street widening $250,000 Aug-03 Student Assignment Energy monitoring system installation $4,830 Aug-02 Student Assignment I Fire alarm $9,000 Aug-03 Tech Center Phase 1 Renovation $275,000 Dec-01 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II $3,679,000 Jun-04 Technology Upgrade Upgrade phone system \u0026amp; data Nov-02 Terry Energy efficient lighting $73,850 Feb-01 Terry Driveway \u0026amp; Parking I $83,484 Aug-02 Terry Media Center addition $704,932 Sep-02 Wakefield Rebuild $5,300,000 Dec-04 Wakefield Security cameras $8,000 Jun-01 Wakefield Energy efficient lighting $74,776 Feb-01 Wakefield - Demolition/Asbestos Abatement ----- $200,000 Nov-02 -- Washington Fire Alarm Upgrade $11,600 Oct-04 - -- Washington Security cameras $7,900 Jun-01 Washington - Energy efficient lighting $165,281 ~ r -Q! Watson ~E~rgy monitoring system installation _ $8,530-- Jul-01 --- - - - -- - Watson - - - Asbestos abatement $182,241 Aug-01 -- Watson Energy efficien_!Jighting $106,868 Aug-01 - Watson Asbestos abatement $10,000 Aug-02 Watson Major renovation \u0026amp; addition $800,000 Aug-02 Western Hills Fire Alarm Upgrade $8,400 Oct-04 Western Hills ADA Rest rooms $25,000 Aug-04 Western Hills Asbestos abatement $191 ,946 Aug-02 Western Hills Intercom $7,100 Dec-01 Western Hills Energy efficient lighting_ $106,000 Jul-01 Williams Renovation - -- -- - $2,106,492 Mar-04 Williams Parking expansior:._s $183,717 Dec-03 - T - $122,719 - Williams Energy efficient lighting Jun-01 Renovation/expansion - - $1,263,876 - Wilson Feb-04 - - $110,000 - - Wilson Parking Expansion Aug-03 - Woodruff Renovation $246,419 Aug-02 4 ~... m 0 :z:c 0  -\u0026lt; C: \"\" ~ m :\u0026lt;\n,o  0  C: l]!\ni Zm ~i \"'=l m ill .?..J, i\n:o m \u0026gt; 0 z p \"t\u0026gt; 0 r- 1'i -\u0026lt; 'm- DATE: March 24, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Board Auditor Report BACKGROUND: Monthly report to School Board. RATIONALE: Summary report of activities. FUNDING: No changes. RECOMMENDATION: None. PREPARED BY: Sandy Becker :.n.. m 0 ::c z 0  -\u0026lt; C: ~ m ~ \"i's'\n,:, m \u0026gt; 0 z ~ 2l r- n -\u0026lt; m' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS Date: March 24, 2005 To: Board of Directors @ From: Sandy Becker, Internal Auditor Re: Audit Report - March This is the sixty-fifth communication regarding status of the current year projects and reviews. Activity Funds a) Working with two high schools, one middle school and three elementary schools to resolve financial issues in their activity funds. b) Reviewing monthly financial infonnation 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) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. . b) The AAB has forwarded a Booster Club Guidelines Package to be included in official publications of the District after review. Board Policy and Regulation a) The amended Out of District Travel regulation is on the agenda to facilitate the use of Pro Cards in a limited manner for travel expenditures. Technology a) Monitoring technology plans and technology meetings to detennine how use of technology will improve and streamline the workflow for staff persons. b) Facilitating technology upgrade in cooperation with the English Department for Yearbook and Newspaper production staff in LRSD high schools to improve access to tools needed for students and staff. Training a) Served as a trainer for financial portion of Tuts \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. Audit Report - March 2005 Page 2 of2 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) c) 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. Monitoring cost reduction efforts in the District. Monitoring combined payroll and human resources issues for compliance with board direction and internal controls. Reviewing leave accountability system. Reviewing Teacher School Supply Fund Records for recommendations. Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Served as District coordinator of United Way's Day of Caring (April 17, 2004) and on planning committee for 2005. 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. :,, nl (\") ::,: z 0  -\u0026lt; C: ~ m ~ \"6'\n\u0026lt;) m )\u0026gt; 0 z p \"C ,0.. . n -\u0026lt; \u0026lt;... m DATE: March 24, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Technology Report BACKGROUND: Since the last Board meeting the following technology activities took place:  The Edline project has expanded to McClelland and Central High School this month. By March 25, teachers at both schools will be trained to send grades to Edline. Parents will be trained shortly after Spring Break.  The computer refresh program for the 2004-2005 school year started in January. By the end of June the District will have replaced approximately 1000 old Windows 95 and Windows 98 computers in fourteen schools. Since we have been notified of reimbursed E-rate funds for 2003-2004, we will continue the replacement cycle through the summer.  Five elementary schools will implement the new Compass Learning Enterprise software this month. Software will be loaded at the Technology Center to be accessed by students at 5 elementary schools. This version of the software is directly correlated to Arkansas Curriculum Frameworks. After the software has been tested within the District network, it will be opened up for students and teachers to access from home. RATIONALE: To implement the LRSD Technology Plan 2003 - 2006 FUNDING: N/A RECOMMENDATION: :c:\na \u0026gt;0  c :1:::! z~ ~f\n(I) =l m\na (I) !l' \"5'\na ~ 0 z 0 \"C 0 r-c'i -\u0026lt; 'm- It is recommended that the Board accept this report. PREPARED BY: Lucy Neal, Director, Technology and Media Services John Ruffins, Director, Computer Information Services DATE: March 24, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Grant Application: School-Based Tobacco Use Prevention Project: 2005-06 Background: Through tobacco-settlement dollars received by the state of Arkansas, the Arkansas Department of Health has issued a Request for Applications to fund school-based tobacco prevention initiatives, for which local school districts are eligible to apply. Priorities to be addressed in the proposal include the development and maintenance of and compliance with comprehensive tobacco free policies for all students and employees\nimplementation of research-based tobacco prevention supplemental curricula K-12, and the reduction of the number of children and youth who initiate smoking or the use of other tobacco products. The Little Rock School District has received a tobacco prevention grant award from the Arkansas Department of Health for the last two years. This proposal is a renewal request for year three. A full-time tobacco coordinator/trainer is required to carry out the activities included in the grant. Goals \u0026amp; Objectives: 1. To reduce the initiation of tobacco use among Little Rock School District adolescents to 16% by January, 2007. 2. To reduce the suspension rate for smoking related offenses in Little Rock School District schools. 3. To implement and maintain a comprehensive tobacco prevention policy that prohibits the use of tobacco products on school grounds and in any other district facility or at any school-related event. 4. To implement research-based tobacco prevention curricula and programs, K-12, that provide students with the knowledge, skills and understanding to resist tobacco usage and maintain a healthy lifestyle. f) !I:: 0 C: \u0026gt; C: C C: a, 0 z ~ ?- ?' \"5'\nc m \u0026gt; C z .p,, 0 r-c'i -\u0026lt; L.. m Rationale: The initiation of daily smoking often begins in grades five through nine. Smokers who begin at a young age find it hardest to quit. Each day, approximately 4,400 youth in the U.S. between the ages of twelve and seventeen try their first cigarette. In Arkansas, 23. 7 percent of all high school students (9-12) are current smokers and 13.5 percent have used chew tobacco or snuff at least once in the past 30 days. School-based programs can reach children and adolescents when they are most vulnerable to starting a tobacco habit or before their tobacco use has become a strong addiction. Moreover, children spend a third of their waking time in school, and much of the peer pressure kids feel regarding whether or not to use tobacco occurs in school. At the same time, school-based tobacco prevention strategies are most likely to have a strong, enduring effect when supported by strong anti-tobacco school district policies. Funding: Grant Budget: $100,000.00 - No match required. Recommendation: It is recommended that the board approve the submission of this grant application. Prepared By: Junious Babbs, Assoc. Superintendent-Administrative Services Jo Evelyn Elston, Director - Pupil Services Department DATE: March 24, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Second Reading: Revision of Policy JE - Student Enrollment, Attendance, and Transfers BACKGROUND: Expanded language in Arkansas State Statutes for school enrollment, birth documentation and transfers has been recommended by the State Standards Monitoring Team. RATIONALE: Arkansas Department of Education compliance. FUNDING: No funding is required. RECOMMENDATION: It is recommended that the board adopt revised Policy JE - Student Enrollment, Attendance, and Transfers PREPARED BY: Junious Babbs, Associate Superintendent for Administrative Services fl 31: 0 C: \u0026gt; C: C C: a, 0 z \u0026gt;\na ?\u0026lt; ~ \u0026gt;:= :.,,:r \u0026lt;J\u0026gt;c n-\u0026lt; ::I.! ::c:z ~~ 3_1: cC z\n:, mc\nan (J) u LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JE STUDENT ENROLLMENT, ATTENDANCE, and TRANSFERS The Little Rock School District is open and free to any child five (5) through twenty-one (21) years who resides within the District and has not graduated from high school. Children who attain the age of five (5) on or before September 15th of a given year will be eligible to attend kindergarten during that school year. School attendance is required until a student's eighteenth (18th ) birthday. All students are required to maintain a level of attendance that will enable them to discharge their responsibility as learners and will enable the school to meet its obligations to the students. Parents/guardians seeking enrollment of a child in the District will provide the following:  Certified copy of birth certificate, visa/passport or military I.D. card, and /or other documentation as provided by law (A.C.A. 6-18-208)  Proof of address (lease agreement, current utility bill, or personal property tax bill)  The child's immunization record  Social security number or request that the District assign an alternate nine-digit number  Expulsion records if applicable Any student transferring from a school accredited by the Arkansas Department of Education (ADE) to another school accredited by the ADE will be placed into the same grade the student would have been in had the student remained at the former school. Any student transferring from home school or a school that is not accredited by the ADE to a school that is accredited by the ADE will be evaluated by the staff of that accredited school to determine that student's proper placement in the accredited school. All transfer students must meet the graduation requirements of the Little Rock School District in order to receive a diploma. The LRSD high schools will accept transfer credits, grades and grade placement for students who previously attended Arkansas high schools that are accredited by the Arkansas Department of Education. Students transferring from out-of-state schools or from Arkansas schools that are not accredited by the Arkansas Department of Education will be assessed by the school staff to determine appropriate grade placement and course credit. Multiple criteria, LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JE (continued) including the following as appropriate, will be used for decision-making in determining grade placement and credit: 1. Any performance data presented by the sending school and/or parents, such as portfolios of work, project samples, etc. 2. Indicators of achievement such as report cards, reports from participation in virtual schools, correspondence course reports, and dual-enrollment college reports. 3. Results of norm-referenced tests. 4. Results of criterion-referenced tests that are part of the sending state's NCLB accountability plan. 5. Results of assessments administered by the sending school staff, such as local criterion-referenced tests in language arts, mathematics, science, and social studies\ntests available through educational software programs used by the school, etc. 6. Results of \"credit-by-examinations\" in the core subject areas administered by LRSD. 7. Information gained from oral interviews with the students or performance tasks administered by LRSD staff. Students who transfer into a Little Rock School District high school from a home school or an unaccredited high school must attend at least two (2) semesters in order to receive a high school diploma (see IKED and IKED-R) and must attend at least four semesters to be eligible for rank-in-class (see IKC-R). Foreign Exchange students who complete the senior year in good standing may, at the discretion of the principal, participate in the graduation ceremony. Revised: Revised: May 23, 2002 Adopted: May 25, 2000 Legal References: A.C.A. 6-18-201(a), A.CA 6-18-202, A.C.A. 6-18-207(a) Cross References: Board of Education Policy and Regulations JLCB, IKF, IKED, IKED-R, IKC-R and the LRSD Student Handbook 2 f\u0026gt; ii: 0 c:: \u0026gt; c:: C c:: a:, 0 z \u0026gt; :,::, ?\" DATE: TO: For consideration of a suspension of the rules. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 24, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: The Establishment of a Tri-District Charter School for the purpose of housing the Pulaski Alternative Learning Academy (PALA) and the Juvenile Justice Step One-Program BACKGROUND: The Pulaski Alternative Learning Academy (PALA) was operated through a Juvenile Justice Department Grant which was established with the Juvenile Justice Judges and the three school districts, LRSD, NLRSD, and PCSSD. The three Juvenile Judges placed students in the program as a last alternative before placing them in juvenile detention facilities. The JJC Step-One Program is currently housed in the Juvenile Justice Complex and is funded by the three school districts, OHS, and the Pulaski County Government. Representatives from the three school districts place students in the Step-One Program who have committed serious offenses and/or who have had weapons on their campuses or at school-related activities. RATIONALE: Currently, none of the school districts claim the students for ADM purposes who have been placed in the PALA program. The LRSD presently uses the Step-One Program to place students who have displayed serious behaviors in school and/or have had guns on a school campus. If the program were discontinued, the district would not have a program/or facility to place these students. FUNDING: Since this would be the first year the school would be in operation, funding would come from a $350,000.00 special improvement appropriation provided by the state leg islature, a $150,000.00 Charter School Implementation Grant provided by the ADE, $141 ,000.00 provided by OHS and approximately $170,000.00 that is currently being provided by the three school districts for the JJC Step-One Program. The Pulaski County Government plans to provide the facility and the building maintenance. NOTE: Additional funding would come from the allocation of seats to the three school districts which will be determined in future meetings. !I' ~ :t: 8,.... n ~ mz i !..I..' m ~ CD 8\n\u0026gt;: \u0026gt; 8 '.!l 0 z ~ :I: 0 C: \u0026gt; C: 0 C: CD 0 z \u0026gt; \"?\u0026lt;' ~ \u0026gt;\n: :.., :i en C -\u0026lt; 3 (\") ~ :t: 2 ~ ~\n_i:cC z\n:, me \"e'n\"\" RECOMMENDATION: The administration recommends that the Little Rock School District form a partnership with the North Little Rock School District, and the Pulaski County Special School District for the purpose of establishing a Tri-District Conversion Charter School in conjunction with the Juvenile Courts. Little Rock School District would serve as the Lead Educational Agency (LEA) and would claim the students for funding purposes. PREPARED BY: Linda Watson LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: TO: March 24, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Second Reading: Policy Revisions: IKF - General Education Graduation Requirements\nIAA- Professional Development BACKGROUND: The Board of Education policies IKF - General Education Graduation Requirements and IAA - Professional Development require slight revisions in order to ensure compliance with Arkansas state statutes and Arkansas Department of Education Standards for Accreditation. RATIONALE: Little Rock School District Board of Education policies will be updated to ensure all are current, clear and compliant. FUNDING: None required. RECOMMENDATION: Board adoption is recommended for policies IKF - General Education Graduation Requirements and IAA - Professional Development. PREPARED BY: Dr. Olivine Roberts, Associate Superintendent for Curriculum and Instruction !J:I ~ ::,: ,8- (\") ~ m z C \u0026gt;\n,o .!\".\u0026gt;, m\n,o !S z z ,m- (\") ::,: \u0026gt;z C) m Cl\u0026gt; !J:I  a:, 8\n:,\u0026lt;: \u0026gt; 8 ~ 0z !\"\u0026gt; ll: 0 C: \u0026gt; C: C C: a:, 0 z \u0026gt;\n,o ?\" :: :\u0026gt;_.\",:,' C/)c: -\u0026lt; :f n:. ::,: 2\n,.,\n:, ~~ 3_: cC: Z\n:\u0026lt; mC'\n,\n, \" Cl\u0026gt; u LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF GENERAL EDUCATION GRADUATION REQUIREMENTS The Little Rock School District Board of Education believes that students should graduate from high school possessing the skills, knowledge, and attitudes needed for responsible citizenship, life-long learning, and productive employment in our modern economy. Programs for post-secondary preparation will be available to equip students for the advanced training that will be needed for the work of the 21 st century. The Little Rock School District will be responsible for providing the educational opportunities and experiences that will enable our students to take full advantage of post-secondary education and employment opportunities available to them after graduation. The District shares with the state of Arkansas the commitment to ensure all students have access to a rigorous curriculum. The District' general graduation requirements meet and exceed the State's adopted Smart Core or Common Core curriculum. Diploma-Earning Options A student may earn a diploma from a Little Rock School District high school in one of four ways. Each has different requirements and different numbers of required units of credit. 1. Diploma from any of the five high schools for completion of the required 24 units for tho classes of 2002 and 2003\nor the required 26 units for the class of 2004 and after. 2. Diploma from any of the -five high schools for completion of the Little Rock Scholars curriculum of 27 units for tho class of 2003\nor 28 units, including at least eight PreAdvanced Placement or Advanced Placement courses, for the class of 2004 and after. Hall High School students may take University Studies courses as substitutes for Pre-Advanced Placement and/or Advanced Placement courses. 3. Diploma earned at the Accelerated Learning Center for completion of the 21 units required by the State of Arkansas. 4. Diploma with waived or altered requirements established by an Individual Education Program (IEP) team for a student identified with disabilities. Even though the graduation requirements may be changed by the Board of Education during the time a student is enrolled in high school, the requirements established for a student's graduation class (assuming graduation in four years of high school) are those he/she must meet, even though he/she may require more than four years to earn the necessary number of units. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF (continued) Units of credit will generally be earned in grades nine through twelve, except that one unit of Algebra I (or higher-level mathematics) and Level I (or higher level) of foreign language may be earned in grade eight. High school courses taken before grade eight will not satisfy a unit of credit toward graduation. (See policy IKEC for list of creditearning options.) Transfer Students All transfer students must meet the graduation requirements of the Little Rock School District in order to receive a diploma. The LRSD high schools will accept transfer credits, grades and grade placement for students who previously attended Arkansas high schools that are accredited by the Arkansas Department of Education (see JE for additional information). Students who transfer into a Little Rock School District high school from a home school or an unaccredited high school must attend at least two semesters in order to receive a high school diploma (see IKED and IKED-R) and must attend at least four semesters to be eligible for rank-in-class (see IKC-R). Foreign Exchange students who complete the senior year in good standing may, at the discretion of the principal, participate in the graduation ceremony. Senior-Year Enrollment Requirements Students participating in dual-credit courses with local colleges/universities during their senior year must be enrolled in high school courses at least half time for their senior year (four units of credit) or full-time during the fall semester in order to receive a diploma from a Little Rock School District high school. This enrollment standard is required regardless of how many credits a student may need to satisfy graduation requirements. (See IKEC-R1 for regulations governing dual-credit enrollments.) Magnet Program Seal Students who participate in the District's high school magnet programs may meet the magnet curriculum requirements through completion of the designated Career Focus courses established for each magnet. In order to receive a Magnet Seal, magnet students must complete ill! the requirements of the magnet program. Students transferring into a magnet program after the freshman year may earn a diploma from that high school, but they will not earn the Magnet Seal. ADE Seal In order to receive the ADE Seal, students must complete the state's recommended core curriculum with a minimum grade point average of 2.75 ( see Standards for Accreditation 14.01 and 14.02). 2 ?I ltl :,: 8 r ~ m z g :,0 p \"t, m :,0 is z z rm (\"') i'\nz Cl m en p ll:: 0 C: \u0026gt; C: C C: a, 0 z \u0026gt; :,0 ?\" LITTLE ROCK SCHOOL DISTRICT (continued) Arkansas Scholars Seal NEPN CODE: IKF Arkansas Scholars, a program of the Arkansas business \u0026amp; Education Alliance, is a partnership between the District and the Little Rock Chamber of Commerce's Education Committee. Many local businesses have agreed to recognize the achievement of Arkansas Scholars status as a symbol of high quality education. A special Arkansas Scholars seal will be affixed to the diploma and transcript of a student who meets the following standards established by the Arkansas Scholars program: 1. Earn a grade of \"C\" or above in all courses. 2. Achieve a 95 percent or better attendance record for each of the four years of high school. 3. Complete high school in eight consecutive semesters. 4. Complete successfully at least three units in science, three units in mathematics, three units of social studies, and four units in English. Honors Diploma Seal A special Honors Seal will be affixed to the diploma and transcript of a student who meets the following standards: 1. Completes the units required for the Little Rock Scholars curriculum, which includes and goes beyond the requirements of the Arkansas Higher Education Coordinating Board for unconditional admission to any public two-year or fouryear institution of higher education in Arkansas and which includes, but goes beyond, the requirements for eligibility for the Arkansas Challenge Scholarship. The Little Rock Scholars curriculum also reflects the admission requirements of the most competitive universities in the United States of America. 2. Successfully completes a minimum of eight Pre-Advanced Placement or Advanced Placement courses over a four-year period. Hall High School students may take University Studies courses as substitutes for Pre-Advanced Placement and/or Advanced Placement courses. Other approved dual-credit courses offered to LRSD students in collaboration with area colleges/ universities may also be substituted for the Pre-AP or AP requirement. 3. Earns a grade-point-average of at least 3.5. Students designated for valedictory or salutatory recognition must have completed the Little Rock Scholars curriculum. Recognition of Graduates Each high school may design its own traditions to commend and celebrate the achievements of the following sets of graduates: 1. The valedictorian and salutatorian\n2. Students earning an overall average of 3.5 or above\n3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF (continued) 3. Students earning Magnet Program, Arkansas Scholars, Little Rock Scholars, and/or Honors Diploma Seals\n4. Members of the National Honor Society or similar honors organization\n5. Scholarship recipients\n6. Students with perfect attendance throughout high school\nand 7. Students whose other achievements are worthy of special recognition. Participation in Graduation Ceremony In order to be a participant in the graduation ceremony, the student must be within one unit of completing the graduation requirements and must have paid the tuition for the one-half or one unit to be taken in summer school (or, alternately, in another approved credit-earning program). All high school students and their parents will be informed in writing of this expectation when course lists and graduation requirements are published for the spring registration process. Principals will make a determination of potential graduates at the end of the junior year and each quarter of the students' senior year and inform students and their parents immediately if it is determined that the student is in danger of not graduating. Such students will be advised of all the appropriate credit-earning options, including, but not limited to, evening high school, summer school, correspondence courses, online courses, credit-by-examination, and placement at the Accelerated Learning Center. Award of Diploma The award of the high school diploma will not be made until all graduation requirements are met. Specific Course Requirements The following table specifies the required courses for graduation for each curriculum area. Revised: Revised: January 22, 2004 Adopted: July 22, 1999 Legal References: A.C.A. 6-15-1101 , Standards of Accreditation 9.03, 14.01 , 14.02 Cross References: Board of Education Policies and Regulations IKED, JE, IKED-R, IKC-R, and IKEC-R1 , and the LRSD Student Handbook 4 ~ ::c 8 rn \"l!= m z ~ fl \"D m :x, ~ z z m rn ::c \u0026gt;z C, m Cl\u0026gt; !..\".. s a, 8\n:,,\n\u0026gt; 8 '.!l 6 z fl ll: 0 C: \u0026gt; C: 0 C: a, 0 z \u0026gt; :x, ?\" ~ \u0026gt;\" :.., :i cn C -n\u0026lt; :3. ::,: 2 ~ ~ 3_: cC Z\ni\u0026lt; me\n,:, \" Cl\u0026gt;CJ High School Graduation Requirements Little Rock School District Reauired, Classes of 2004 and After Reauired, ACC Students English-4 units English-4 units English I (ESL, Regular, or Pre-AP)\nand English I (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English Ill (ESL, Regular, or AP)\nand English Ill (ESL, Regular, or AP)\nand English IV (ESL, Regular, or AP). English IV (ESL, Regular, or AP). Oral Communications-1/2 unit Oral Communications-1/2 unit Communications IA (1/2 unit) Communications IA--one-half unit English Language Arts-1/2 unit One-half unit from any English, Journalism, or Communications course. Modern Grammar (1/2) is strongly recommended. Mathematics--3 units Mathematics-3 units Algebra I (ESL, Regular, or Pre-AP)\nand Algebra I (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP) or Statistics Algebra II (ESL, Regular, or Pre-AP) or Statistics (ESL, Regular, or AP)\nand (ESL, Regular, or AP)\nand Geometry (ESL, Regular, or Pre-AP) Concepts of Geometry (ESL or Regular) or Statistics (ESL, Regular, or AP) will no longer Geometry (ESL, Regular, or Pre-AP) substitute for Algebra II for the Class of 2007. Effective for the Class of 2007, four (4) units of mathematics are required in grades 9-12. All students must take a mathematics course in arade 11 or 12 and comolete Aloebra II. Science--3 units Science-3 units Physics I (ESL, Regular, or Pre-AP)\nand Physical Science or Physics I\nand Biology I\nand Biology I (ESL, Regular, or Pre-AP)\nand One additional unit Chemistry I (ESL, Regular, or Pre-AP) Social Studies--3 units Social Studies-3 units Civics (ESL, Regular, or Pre-AP) or United States Civics (ESL, Regular, or Pre-AP) or United States Government (ESL, Regular, or AP)\nand Government (ESL, Regular, or AP)\nand World History (ESL, Regular, or AP)\nand World History (ESL, Regular, or AP)\nand United States History (ESL, Regular, or AP) United States History (ESL, Regular, or AP) Physical Education-1/2 unit Physical Education-1/2 unit Physical Education IA Physical Education IA Health and Safety-1/2 unit Health and Safety-1/2 unit Health and Safety Health and Safety Fine Arts-1 unit Fine Arts-1/2 unit One unit from art, dance, drama, or music Technology--1 unit None One unit from any of the approved technology courses. Career Focus-3 units Career Focus-3 units At least three units from any of the approved Career Three units from any of the approved Career Focus proqrams. Focus proqrams. 5 High School Graduation Requirements Little Rock School District (continued) Electives-6 units (5 units, effective for Class of Electives-3 units 2007) A fourth year of both science and social studies is encouraged, as are at least two units of foreign language. Total-26 units Total-21 units Although not required to do so, students graduating in 2004 through 2006 are encouraged to complete the requirements for the Class of 2007, especially the four units of mathematics in grades 9-12. 6 f\u0026gt; \"0 m\no is z z,m.. . n $\nz Cl m u, !.D... ~ 8\n,: \u0026gt; 8 ~ 5 z f\u0026gt; !I: 0 C: \u0026gt; C: C C: a, 0 z \u0026gt;\no ?' ~  \" :., ::i u, C n-\u0026lt;: ,:i,i ::i: 2 ~~ 3_: cC z\n,: mr\nuo, (\"J Little Rock Scholars Curriculum The Board of Education recommends that students elect the challenge of a more rigorous graduation plan than the minimum requirements, including at least eight Pre-Advanced Placement or Advanced Placement courses (or University Studies courses at Hall High or approved dual-credit courses). Little Rock Scholars, Class of 2004 and After English--4 units English I (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English Ill (ESL, Regular, Pre-AP, or AP)\nand Enolish IV (ESL, Reoular, or AP). Oral Communications-1/2 unit Communications IA English Language Arts-1/2 unit Any one-half unit from Enolish, Communications, or Journalism. Modern Grammar is stronoly encouraoed. Mathematics--4 units (in grades 9-12, class of 2007} Algebra I (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP)\nand Geometry (ESL, Regular, or Pre-AP)\nand One or more additional units of advanced mathematics for the completion of four units in orades 9-12. Science--4 units Active Physics (ESL or Regular) or Physics I Pre-AP\nand Biology I (ESL, Regular, or Pre-AP)\nand Chemistry I (ESL, Regular, or Pre-AP)\nand One additional unit Social Studies--4 units Civics (ESL, Regular, or Pre-AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP, or AP)\nand United States History (ESL, Regular, Pre-AP, or AP)\nand One additional unit Foreign Language-2 units Two units of any one foreion lanouaoe Physical Education-1/2 unit Physical Education IA Health and Safety-1/2 unit Health and Safety Fine Arts-1 unit One unit from art, dance, drama, or music Technology-1 unit* One unit from any of the approved technolooy courses. Career Focus-3 units* Three units from any of the approved Career Focus proorams. Electives-3 units Total-28 units *Students graduating in 2004 through 2006 are encouraged to take four units of mathematics m grades 9-12, although they are not required to do so since their plan only specified three units of mathematics. If they do choose to take the Class of 2007 plan, they may also reduce the requirements in Technology and Career Focus and have three electives instead of one. 7 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IAA PROFESSIONAL DEVELOPMENT The Board of Education is committed to providing the best possible educational opportunities for all students in the District. The Board will, therefore, commit the necessary time and other resources to a comprehensive professional development program that will be driven primarily by student performance data and result in improved educational achievement and equity of outcomes for all students. The Board recognizes that the key to a quality professional development program is the establishment of an environment that facilitates and nurtures customer service, continuous learning, data-driven decisions, and continuous improvement at every level of the District. By definition a learning community member assumes responsibility for his or her own growth. The District, however, has the responsibility to encourage, facilitate, and provide a full range of learning opportunities, including job-embedded learning, study groups and seminars, workshops, informational or awareness sessions, in-depth study, access to resources and distance learning, in-classroom coaching and follow-up, tuition reimbursement for university courses, conference attendance, participation on various committees, and so forth . Required Professional Development As per State Board of Education regulations, all certified employees of the District will complete a minimum of sixty (60) required approved hours of professional development annually. The professional development calendar begins July 1 and ends June 30. Any excess professional development hours earned in a given year cannot be carried over to the next school year. An employee who misses any part of regularly scheduled professional development activities for any reason (such as sickness) must make up that time in other professional development activities so that the sixty (60) required hours are earned by each certified employee of the District prior to June 30. Approved professional development activities must relate to one or more of the following areas: content (Pre K - 12)\ninstructional strategies\nassessment\nadvocacy/ leadership\nsystemic change process\nstandards, frameworks, and curriculum alignment\nsupervision\nmentoring/coaching\ninstructional technology\nprinciples of learning/developmental stages\ncognitive research\nand building a collaborative learning community.  At least six (6) of the sixty (60) hours of required professional development will be in the area of educational technology. At least two (2) hours for teachers and !\"\u0026gt; \"'0 m\na lS z ,mz.. n $: z C) m fJ) !.X...' m ~ a, 8\n:,,\n\u0026gt; 8 '.!:l 6 z !\"\u0026gt; :I: 0 C: \u0026gt; C: C C: a, 0 z \u0026gt;\na ?- ~ \u0026gt;\n= :.,, :r \u0026lt;Jl c -\u0026lt; 3' c-, ), :,: 2 ~~ 3_:cC z\n, mr\na\" \u0026lt;J)CJ LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IAA (continued) three (3) hours for administrators will be in the area of parent involvement strategies.  Approved professional development activities that occur during the instructional day or outside the employee's annual contract days may apply toward the sixty (60) hour minimum professional development requirement.  For each administrator, the sixty (60)-hour professional development requirement will include training in data disaggregation, instructional leadership and fiscal management  A three-hour graduate-level, college credit course will count as twelve (12) hours of professional development. Professional development will be awarded only when the college credit is related to a teacher's current teaching assignment or is part of the requirements for the teacher to obtain additional certification in a subject matter that has been designated by the ADE as having critical shortage of teachers. No more than half of the required sixty (60) hours of professional development time may be met through college credit hours An effective professional development program which results in improved student learning includes, but is not limited to, the following characteristics:  has adequate financial resources, space, and time to facilitate effectiveness\n is designed in collaboration with potential participants\n is primarily driven by needs identified through the analysis of student performance data and needs identified in the school improvement plans\n includes performance evaluations of staff both to enhance strong performance and to address weaknesses\n is designed to reflect research-based best practice, to be subject-specific and site-specific as often as possible, and to align with the professional development standards established by the National Staff Development Council\n2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IAA (continued)  incorporates the requirements of the State Board of Education relative to professional development activities for certified staff\n is evaluated annually for its impact on student learning. Definitions: Advocacy/leadership means building the capacity for shared visions and system improvement in order to improve student learning. Assessment means measuring and judging student performance and achievement relative to the learning standards. Building a collaborative learning community means understanding community, sensitivity, diversity, and effective communication of high expectations. Cognitive research means research about learning and application to practice. Content (PreK-12) means increasing knowledge in a discipline or domain. Educational technology means the use of any technology to enhance instruction, learning and management. Instructional strategies mean techniques or methods for teaching students. Mentoring/coaching means increasing capacity for coaching and mentoring others to assist in growth of instructional skills and effectiveness of colleagues. Principles of learning/development stages means understanding and applying knowledge about how humans learn from birth through adulthood in order to maximize achievement. Professional development means a coordinated set of planned learning activities for teachers and administrators which are standards-based and continuous. Professional development will result in individual, school-wide, and system-wide improvement designed to insure that all students demonstrate proficiency on the state academic standards. Approved professional development will be linked to the local school's improvement plan, demonstrate research-based best practice, and be subject-specific and site-specific as often as possible. 3 !D !!l :t: 8 r(\") ~ m z ~ ~ fl \"D m ~ ~ z z m r(\") $: z C\u0026gt; m en fl :I: 0 C: \u0026gt; C: C C: a, 0z ~\n-: LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IAA ( continued) Standards, frameworks, and curriculum alignment means defining what students should know and be able to do at acceptable performance levels and organizing curriculum and instruction to bring about desired learning results. Supervision means gaining knowledge and skills in instructional management in order to improve the quality of staff members and staff performance. Systemic change process means understanding changes across an entire system such as culture, governance, community, roles, rules, responsibility, etc., to improve the education results and increase student achievement. Revised: Adopted: February 22, 2001 Legal References: A.C.A. 6-17-701 through A.C.A. 6-17-703 A.C .A. 6-15-1001 through A.C.A. 6-15-1006 Act 603 of 2003 Standards for Accreditation 15.04, 15.04.1, 15.04.2 Cross References: Arkansas Department of Education Regulations Governing Professional Development and the LRSD Strategic Plan 4 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: March 24, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Secondary English/Language Arts Textbook Adoption BACKGROUND: The Little Rock School District English/Language Arts Textbook Adoption Committee began the reviewing and selection process as outlined in the LRSD policy manual in December of 2004. This process was completed in February of 2005 after several days of participation in a caravan day, a study day, and several meetings of discussion. The books were available in all secondary schools for perusal by teachers and administrators as well. A set was available at the IRC for inspection also. RATIONALE: The committee, who represented all levels and schools, worked diligently and comprehensively to determine which series most closely aligned to the State Benchmarks and Frameworks, the LRSD curriculum, and the needs of LRSD students. Much consideration was given to the support provided to both teachers and students through materials and professional development opportunities. The voting members were clear in their choices of the above series as those best suited for meeting the needs of the students and teachers of the LRSD. Much time was spent looking at the reading and writing and grammar components of the different series, and the recommended books and materials were viewed to be the best for preparing our students for success in these areas. A list of the committee members will be made available upon request. As a result of the exemplary work of the committee, the following recommendations are made for purchase for the LRSD Secondary English/Language Arts program: 1. Middle School English: Prentice Hall Series for Literature and Language Arts, all levels 6-8. 2. High School English: Holt, R_inehart and Winston Series for Literature and Language Arts, regular and Pre AP 9-12. !Xl ~ ::c 8,.... ~ m z i !\"\u0026gt; \"ti m ::tJ ~ z z m re-, $\nz C) emn ?-x - na, n c: men -\",tzl m nz eenn men om ..,\no ~ c: m l en !\"\u0026gt; I: 0 C,.: C: C C: a, 0 z  ::tJ ?\" ~ ,_\n: :..,,::i enc: n-\u0026lt; :3. ::c:z ~~ 3_:c C\nz\n,: mce:: no\"\" 3. High School AP English: McGraw-Hill - Literature: Reading Fiction, Poetry, Drama (grade 12) Five Steps to a 5- AP Lit and Comp (12) Five Steps to a 5- AP Language (11) W.W. Norton - The Norton Reader :An Anthology of Nonfiction ( 11 ) Harper \u0026amp; Roe - On Writing Well (11) Wadsworth Co.-The Informed Argument (11) 4. Journalism: National Textbook Co. - Journalism Today, Level I Jostens - Radical Write, Levels II - IV 5. Speech/Communication: Glencoe - Speech FUNDING: Textbook funding is provided by the District and the State. RECOMMENDATION: It is recommended that the Board accepts the recommendations of the Secondary English/Language Arts Textbook Adoption Committee. PREPARED BY: Suzi Davis, Director of Secondary English and Foreign Languages LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: March 24, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Memorandum of Understanding by and between LRSD and Audubon Arkansas BACKGROUND: Audubon Arkansas and the Little Rock School District are renewing a previous Memorandum of Understanding to continue educational projects that center on Audubon's planned restoration of the Fourche Creek watershed and the creation of an Audubon Center in Little Rock focused on science and technology experiences. J. A. Fair, Central, Mabelvale, and Mann have been engaged with Audubon over the past few years. J. A. Fair, which has an Environmental Science theme as part of its magnet program, has been the primary partner with Audubon. Current projects that are underway at Fair include a nature trail, greenhouse, teaching garden, and sediment basin. Audubon and J. A. Fair also have an approved partnership agreement. Audubon and the District, under this MOU, propose to collaborate on:  Designing, piloting, and disseminating materials linking the Fourche Creek Restoration Project and the proposed Audubon Center\n Developing environmental studies projects involving LRSD students and Audubon and its partners\n Developing proposals to fund project activities. RATIONALE: A Memorandum of Understanding gives credence to the value of the proposed activities and indicates the importance that Audubon and LRSD give to real world, project-based learning activities. Interdisciplinary learning that will be aligned with state standards holds the prospect of increased student achievement in science, math, and literacy. Developing a sense of stewardship of the environment is another noteworthy goal. FUNDING: No funding is requested under this MOU. RECOMMENDATION: It is recommended that the Board approve this Memorandum of Understanding. PREPARED BY: Dennis Glasgow, Director of Mathematics and Science !\"' ~ ::c 8 rC') ~ mz i .r.\u0026gt;, m ::0 is z z m rC') $: z C, m (I)\n,,,x ' C') a, C') C: -m.C,1-1 -\nZ \u0026gt;m zCII nCII mCII .o,.,m::o \u0026gt;~ c: m ~(I) !\"' .... i r-ill C, C: \u0026gt;.... 0 z V, ~ \u0026gt;\n: :..,:x v, C -\u0026lt;\n: C')), ::c 2 ~~\n_i:cC z\n,: me ::0\" (I)(/ MEMORADUM OF UNDERSTANDING BY AND BETWEEN LITTLE ROCK PUBLIC SCHOOL DISTRICT AND AUDUBON ARKANSAS This MEMORANDUM OF UNDERSTANDING (\"MOU'') between Little Rock Public Schools and Audubon Arkansas, the Arkansas State Program of National Audubon Society, Inc., (\"Audubon\"). The MOU is designed to foster a community and educational environmental leadership partnership between the District and Audubon. The focus of the partnership will be built around Audubon's planned restoration of the Fourche Creek watershed and the creation of an Audubon Center in Little Rock focused on science and technology experiences. 1. Audubon and the District intend to pursue the following areas of cooperation ( collectively, the \"Projects\"), subject to the execution by the parties of a written agreement for each such project setting forth the specific terms thereof prior to beginning work thereon: A. Collaboration with Little Rock Public School District schools to design, pilot, and disseminate materials linking Fourche Creek Restoration Project and the proposed Audubon center. These materials would include teacher resource packets, teacher training workshops, and student project opportunities. The materials would focus on an understanding of local environmental systems--watershed science and stewardship, native plants and animals, and human impact on those systems. The Winthrop Rockefeller Foundation provides support for Common Ground, Audubon's educational initiative. Support for the Fourche Creek Education and Restoration Project is provided by the U. S. Environmental Protection Agency. B. Development of environmental studies projects involving LR public school students and Audubon's Fourche Creek Restoration Project and its governmental and educational partners. Federal, state, and city agencies, the Environmental Protection Agency, Arkansas Soil and Water, Department of Environmental Quality, Arkansas Forestry Commission, Arkansas Game and Fish Commission, Arkansas Heritage, Little Rock Public Works, and Little Rock City Parks. Educational partnerships include the University of Arkansas Extension and Environmental and Spatial Technology (EAST) initiative. C. Collaboration in proposal development for funding and sponsorship of the Projects is expected with the understanding that the MOU does not obligate either party to financially support or fundraise for the benefit of this MOU. Additional funding of equipment, travel, and restoration expenses could be developed via grants, partnerships, and donations. 2. The Projects will be developed under the direction of Roy Brooks, Superintendent of Little Rock Public Schools and Ken Smith, Executive Director of Audubon Arkansas, who hereby designate the following individuals to work closely with each other to ensure the success of the Projects: Dr. Olivine Roberts, Associate Superintendent for Curriculum and Instruction Cassandra Norman, Principal, J. A. Fair Magnet High School, LRPSD Ann Blaylock, Principal, Mablevale Magnet Middle School, LRPSD Dennis Glasgow, Director of Mathematics and Science, LRPSD Mary M. Smith, Director of Education, Audubon Arkansas Kevin Pierson, Director, Fourche Creek Restoration, Audubon Arkansas 3. The parties affirm that, absent an agreement to the contrary signed by each party, this MOU shall not result in i) the transfer of ownership or control of any intellectual property between the parties\nii) a requirement that either party share information that the party considers to be proprietary, confidential or beyond the scope of the MOU\nor iii) an obligation by either party to financially support or fundraise for the benefit of this MOU. The District further agrees that it will not use Audubon's name or trademarks, including but not limited to AUDUBON, in any written manner accessible to the public without Audubon's prior written approval. Similarly, Audubon agrees that it will not use the District's name or trademarks in any written manner accessible to the public without the District's prior written approval. 4. This Agreement shall be in effect for two years, at which time it shall be reviewed for possible extension. Either party may terminate the agreement by providing written notice of termination to the other. Superintendent of Little Rock School District Roy G. Brooks, Ed.D. Executive Director, Audubon Arkansas Kenneth L. Smith, Vice President National Audubon Society Monique Quinn, ChiefFinancial Officer !I' lll ::i: 8,- (\") ~ zm ~ .r,\u0026gt;, m\n:o ~ z z m,- (\") $\nz C) m en\n,,,x \u0026gt;  C\"la, nc:: men ~z \u0026gt;zemn nen men om ..,\n:o \u0026gt;~ C:m ~en !I' --\u0026lt; ~ ~,- ~ C) C: \u0026gt; --\u0026lt; \u0026lt;zS en DATE: TO: March 24, 2005 Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Request for Psychological Examiners to form a collective bargaining group with LRTCA BACKGROUND: On March 13, 2001 , a memo was submitted to the LRSD Board of Education through Dr. Les Carnine by Dr. Richard Hurley regarding the Psychological Examiners. As a group they asked permission to withdraw from the Little Rock Classroom Teachers' Association {LRCTA). Their reason was the extra schooling / training required for their position justified being placed on a higher paying salary schedule than the teachers, ala the Occupational and Physical Therapists. The Administration made a neutral recommendation regarding their request. (The memo is attached for your information.) At the regular Board meeting on March 22, 2001 , the board voted 5-1 to allow them to withdraw from the Association. This is reflected in the attached minutes under VIII. Action Agenda Item F. Psychological Examiners. One of the conditions to this withdraw is that it would not occur until the current contract was exhausted. Therefore, with the negotiations last spring for the 2003-05 school years, the examiners were removed from the Association. Working with the Chief Financial Officer, the Human Resources Director placed the examiners on the pay 06-60 schedule which is a similar placement for OTs and PTs. This was the request of the examiners in their petition to the board in 2001 . The attached petition is a request from the Psychological Examiners to form a collective bargaining group with LRCTA. It contains the signatures of fourteen (14) of the sixteen (16) examiners. Two examiners did not sign the petition. All signatures have been verified by the Human Resources Department. Also attached is board policy NEPN Code HD regarding Negotiation Practices and Process and the Recognition of Bargaining Practices and Initial Recognition. !I\u0026gt; ~ :c 8,... n ~ m z ~ .r.\u0026gt;, m\na z~ z ,m... n ~ z Cl rn\n,,,x   n a, n c: mu, ~z \u0026gt;m zU\u0026gt; nu, mu, om ..,\na \u0026gt;~ \u0026lt;=m ~u, RATIONALE: See attached petition FUNDING: Any negotiations for salary and benefits will be funded by District Operating Budget RECOMMENDATION: The Administration is making a neutral recommendation regarding their request to for a collective bargaining group with LRCT A. PREPARED BY: Beverly Williamrirector of Human Resources '.\n-4.n I ndividuai A pproach ro a World of Knowieage\" March 13, 2001 To: From: Through: Sub}ect: BoardO!E~ Dr. Richa'?~ (r ey, /ector - Human Resources Dr. Les Carnine, Superintendent of Schoois Psychological Examiners The Psychological Examiners in the Little Rock School District have requested that they, as a group, be oermitted to withdraw from the Little Rock Classroom Teacners' Association (LRCTA). Their reasoning is the extra schooling/training required for their position justifies being placed on a higher paying salary schedule than the teachers, ala the Occupational and Physical Therapists. DiSCl..!SS io n The Psychological Examiners are specifically mentioned in the Recognition clause (Article 1, Section D) of the P. N. agreement. The Occupational and Physical Therapists were not. When the Occupational and Physical Therapists requested being allowed to leave the LRCTA bargaining unit, their logic was that 1) they were not specifically covered in the recognition clause\n2) they are required by law to be licensed in their profession\n3) the profession is in great demand and therefore can command a higher salary in order to compete for licensed staff\n4) the cost difference to outsource the position instead of hiring internally was so great as to justify placing them on a different saiary schedule\n5) the schooi distric: :::or.metes with the medical profession (ie: hosoi,ais and ciinics) for their senti:::es. :.onve\nse!:~_' . :ns =:tsy:::7oiagicai =xaminsr~ =r= s2rtfiso :J~ th~ 3ta::s c.: -!,_t\n~2.ns2~ ~u:\n:~2 sar::~ 2s ~ss:\ne:~ ~~c :-1\ni~- eJ~:31::~~\ns:i:s:::a!js:\n.. 2:7: -\n-:3\n:- 35:--1.':::s~    r 'J', ~,._, \\ .... '  ----:._. 1  =- _- ,... __ _ ,..._r,_- !D !!l :,: 8,... (\") i!!: mz ~\n,\n:, f.,), m\n,\n:, lS z z ,m... (\") $\nz Cl m en\n,,,x \u0026gt;' Oc:, nc ,m,e_n __.z \u0026gt;m z en o en men om ..,\n,\n:, \u0026gt;~ Cm l en !D --\u0026lt; i,...\n,\n:, ~ C r\n: --\u0026lt; 0z en While the ?sychologicai Examiners make a compelling argument about their salary !eve!, it is believed that our curient difficulty in hiring speciaiized teachers (ie: foreign languages. science, and special education) would justify much the same salary request. Lastly, the LRCTA has officially rejected the Psychological Examiners' request to be dropped from the bargaining union. The Union's position was that to do so might cause considerable damage io the solidarity of the bargaining unit. Conclusion/Recommendation While this is truly a justifiable request on the part of the Psychological Examiners' to get higher salaries, the Administration makes a neutral recommendation regarding their request. To grant their request obviously would be of greater cost to the District and potentially would cause other specialist groups to request separate treatment from the LRCT A. This could certainly raise the issue of Union-busting on the part of the LRCTA and may not be in the iong-term best interest of the District while we are in the first year of a multi-year agreement with the Union. Cc: fvlr. 3rady Gadbeny, Associate Suoerintendent - Operations LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING March 22, 2001 The Board of Directors of the Littie Rock School District held its regularly scheduied meeting at 6:00 p.m. on Thursday, March 22, 2001, in the Boardroom of the Administranon Building, 810 West Markham Street, Little Rock, Arkansas. Vice President Balcer Kurrus presided. MEMBERS PRESENT: Balcer Kurrus Judy Magness Larry Berkley Micheal Daugherty Tony Rose Sue Strickland MEMBERS ABSENT: Katherine Mitchell ALSO PRESENT: I. Leslie V. Carnine, Superintendent of Schools Beverly Griffin, Recorder oflV'Jinutes CALL TO ORDER Vice President Balcer Kurrus called the meeting to order at 6:00 p.m. Six members of me Board were present at roll call\nDr. Mitchell was absent. In addition, ex-officio representatives to the'Board were also present: Tonya Johnson. teacher at Forest Heights ::vfiddle Schoo:. and :vfichael Gutien-ez. stuci.ent at Parkview Magner High Schooi ~vi:rn.:t=~ ::.-c-i:-~: !'. ..= : e\n1..1i:.:-r:.:-=e::::~ o:\"?e::112.:-:.- :.:::.. : .. ,~'- anL :. 3pe::12.  :.:-i~er~:g 0::. l'-.1 2.:-::\n:\n.:.. 20CJ:. v.e:-:: nrese::1ec. fo: appro'-2.l. -:\n:-:ne ,mnme~ we,:: ur.ammo ,sj.- a:3oro,,ej OL I,,,. 1n o:1ar.i. :\n: ~,\n.:-. 3e:~~e~ .. se~on:J.e:. ~: ~.\\'.!.S. ~\\.ic..p e~:. ~ ::c 8 ,- (\") ~ mz ~ fl ~\n:c is z z m,- (\") z~ C) m \"'\n,i.,., .\u0026gt;\u0026lt; (\") CD (\") C: m.,, ::!lz ,..m nz\"\"'' m\u0026lt;h om ..,\n:c c\u0026gt;: ~m ~\"' REGULAR BOARD MEETING March 22, 2001 Page6 F. Psychoiogical Examiners The District's Psychological Examiners petitioned the Board requesting that they be permitted to withdraw from the L. R. Classroom Teachers' Association. The District's administration took a neutrai position on the request and asked the Board to make a determination based on the information from the Examiners, talcing into consideration the LRCTA's opposition to the request. Mr. Berkley made a motion to approve the request from the Psychological Examiners to be removed from representation by the L. R. Classroom Teachers Association. Mrs. Magness seconded the motion. :Mr. Rose questioned the legality of taking such action while a valid contract is in force, and :tvlr. Kurrus recommended that additional discussion take place prior to making the final decision. Ms. Magness suggested that the original motion be amended to make cenain that this action would not have any effect on the current contract. Although there was no formal amendment to the motion. it was agreed by consensus that there was no iment to change the current contract by approval of the Examiner's request. The monon nassed. 5-1. with Mr. K.urrus casting the \"no\" vote. G. Short Term Debt for Bus Purchase Mr. Gadberry presented a proposal for the purchase of seven to eleven diesel buses to replace several older buses that need to be retired from the special needs transportation fleet. The administration plans to review and inspect several used buses that are available and if they are of good quaiity, we would be able to purchase eleven used buses for the same price as seven new ones. The administration requested Board approval to expend approximately $390,000 for the purchase of school buses. Mr. Berkley made a motion to approve the purchase. W1r. Rose seconded the motion and it carried unanimouslv. H. Te~hnoiogy: Dr. Stewan reviewed the information provided for consideration of a District Technology Ceme:. In aci.dinon rn a cemraiizec: technoiog: facility. :he Boan:: was asked to consider :he ::unciing p\noposai for ne~wori: sysrems integration and caiJiing for non-E-rate schools. ~aci: o: tnese projec1s w2.s suomine::: as pa::.: o::he wrn: te:::lmoiog: pi2.i., which w2.s compie,e::: ::i:  ::c1e ~ ec~: '.:,000 ,vori: group. ~::. ~te\\.\\at .. dis::.:::se::. pu::h2.sin\ne:::::~ng p!Jpe:-::y t:) i1ous\n: ~i1: ~ e:~1 =~nte-:-- :cn-r1pare:_ LC :ie c,:,s: c: 0u11Q.::1f:: ne\\.': ~2.::1r::\\_ _..:i ._r__ e::t~ns1ve repor:: ,\na5: p::-ovicied. as par: o:\" ti1~\nrimec. 2.genciL _-_::\n2.:-: o:\"thE rel)0:-:. :v.c:. :.C2.\nac.is. Director o::.Crocure::nen:. provicied mio:u:an01: or. me ?\n.eques: io: :?roposa1: io: the van.ous se::-v1ces v.rncc. w:l: oe conrrz..:Le~ U1i-OU:~-- Ollls1c:- ,enci.orE:. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD NEGOTIATION PRACTICES AND PROCESS The Little Rock School District Board of Education wishes to establish a working relationship with all employees which will result in a working environment which will be as productive, efficient, and creative as possible. The Board of Education is willing to allow groups of employees to establish the type of relationship they would like to have with the Board of Education, including the communication process between the Board and the employees.  Staff members will have the opportunity to work with their supervisors to determine their working conditions, to use the process of \"Meet and Confer,\" or to select the process of negotiations. RECOGNITION OF NEGOTIATING PRACTICES While there is no legal obligation on the part of the Board of Education to negotiate with employee groups, the Little Rock School District Board of Education will voluntarily enter into negotiated agreements with certain classifications of non-management employees. It is the desire of the Board to extend negotiating rights on economic conditions of employment, e.g., -safaries and fringe benefits, to these classifications of employees, as long as this arrangement is beneficial to the employees and to the District as determined by the Board of Education. Recognition of the right to negotiate will be granted under the following condi_tions: A. That such recognition of the rights to negotiate be deemed by the Board of Education to be in the best interest of the employees and the District. 8. That such negotiating practice will be a voluntary practice of the individual groups of employees. C. That the Board of Education will recognize the official representatives of those individual groups. D. That in the opinion of the Board of Education , the employees to be represented have a community of interests, including but not limited to, the following: 1. Similarity of duties, skills, interests, and working conditions of employees. 2. Similar placement in the Little Rock School District organizational structure . For the purpose of this policy, the Board identifies the following !I' ~ ::,: 8 rn '{!: zm C ~ .f.l, m\n:a ~ z z m rn ~ z Cl m Cl\u0026gt;\ni,,x :,.  n a, n c: .m.,e_,, ... z :,.m zCI\u0026gt; c-,CI\u0026gt; me,, om ..,:::a \u0026gt;~ c: m ~Cl\u0026gt; LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) groups to have differing community of interests: security officers\nbus drivers\nmaintenance workers\ncustodians\nfood service workers\nclerical personnel\nparaprofessionals\nnurses\nand teachers. If it can be shown that a different community of interest does exist, the Board of Education will be willing to combine those groups into a community for the purpose of negotiations, and reserves the right to do so. (Upon the decision of the Board of Education to alter the defined groups, this policy will be edited to reflect the change.) 3. The following positions will be excluded from the above groups because of their direct relationship with management: executive assistants and the staff assistant in the superintendent's office. Any employee who has access to information subject to use by the Board of Education in the negotiations or meet and confer process also will be excluded from the groups. E. While the Board is willing to negotiate with employee groups under the above conditions, it also recognizes the necessity-to reserve for the Boan:l and the administration, certain management rights, including, b~t not limited to establishment of policy\nto determine qualifications, hire, direct, assign, suspend, demote, promote all employees\nand to establish the work year. In this vein, the Board directs that an acceptable management rights clause be part of every negotiated agreement. PERSONNEL SERVICE OBLIGATIONS F. Any employee organization will not cause or permit its members to cause, nor will any member of the organization take part in any curtailment of work or restriction of services or interference with the operations of the District in any manner in those areas affecting work responsibility. The organization will not support the action of any employee taken in violation of this article nor will it directly or indirectly take reprisals of any kind against an employee who ' continues the full, faithful, and proper performance of his/her contractual duties, obligations, or refuses to participate in any strike or curtailment of work or restriction of services activity. Violation of this policy or Arkansas law by an organization will cause the Board of Education to remove recognition of the organization and terminate 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) any contract. Violation of this policy or Arkansas law by any employee will cause the Board of Education to terminate the employee. The Board agrees that as long as recognition is granted, and a valid contract remains in force, the Board will not participate in a lockout. PROCESS A. Initial Recognition For a group to be initially recognized, or to challenge the recognition of the present representative, the following procedure shall be followed: A valid petition calling for a representative election will be presented to the Board of Education. For a petition to be valid it must (1) contain at least a majority of the signatures of the employee group, e9be accompanied with a statement from a -certified public accountant, mutually agreed to, that a majority of the employees of the group are bona fide dues paymg members of an organization representing the group, and (2) be presented to the Board prior to December 1 of the school year. Petitions may be circulated only in the month of November. The Board may ask the Human Resources Office to verify the signatures of the employees. If the petition is valid, the Board will schedule an election to select or decertify an official representative. B. Continued Recognition Once an organization has been recognized as the official representative of an employee group, the following procedures will be followed: The organization must present certified verification that it represents at least a majority of the employees of the employee group. To determine whether or not an organization represents a majority of the employees in the group, the Human Resources Office will provide the organization a list of all of the persons employed in the group on December 1. The organization will present a statement from a cenified public accountant, mutually agreed to, verifying that a majority of the employees on the list were bona fide dues paying members of the organization on December 1. Such verification will be presented to the Board by January 15. 3 f) .., m ::0 is zz m rn z~ C) Cl\n,,,\u0026gt;\u0026lt; \u0026gt;  n a, n c: .m.,\"_' \u0026gt;... mz nz\"\"'' men o..,:m:o \u0026gt;~ \u0026lt;=m l\"' !ll r. (' re \u0026lt; IT\nt c:: ,)\u0026gt;IT ,IT-IT ~ LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) If the organization fails to provide such verification by January 15, the Board will withdraw its recognition of the group. The Board will schedule an election to determine the desire of the employees concerning representation. C. Elections 1 . The ballot used for representation elections will be approved by the Board and will include an option to the issue being considered. 2. The election will be conducted by the Human Resources Office and will be by secret ballot. 3. In order for an employee representative to be recognized\nit must receive in the election at least a majority of the votes of the total number of employees in the employee group. 4. Campaigning on District property will not be allowed. 5. The cost of the petition and the cost of the election will be paid by the organization petitioning the Board. D. Harassment Harassment or coercion of employees concerning joining or not joining or voting or not voting for an employee group will not be allowed. Such conduct is grounds for invalidating the results of an election or withdrawing continued recognition of a representative. E. Non-compliance Non-compliance with any of these regulations will be grounds for the Board to revoke the recognition or the privilege to negotiate with the Board. Continued recognition of any employee group bargaining representative will be contingeht upon both of the following: 1. Continued belief on the part of the Board of Education that such recognition is in the best imerest of the employees and the District\nand 4 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD ( continued) 2. Continued desire on the part of the employees of that particular group that continued recognition is desirable. Adopted: April 22, 1999 5 ~ ::,: 8 rC') ~ m z ~ r, \"ti m\n,c is z z m rC') $\nz C'l m \"'\ni,,,\u0026gt;\u0026lt; \u0026gt; C'la:, C') C: m v, ::!lz \u0026gt;m z\"' C')\"' m v, om ..,\n,c \u0026gt;~ c: m ~\"' DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 24, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: School Calendar 2005-06 BACKGROUND: In order to plan for the upcoming school year, the proposal of the 2005-06 school calendar is presented for Board approval. RATIONALE: None FUNDING: None RECOMMENDATION: The Administration is recommending the Board's approval of the attached school calendar for the 2005-06 school year. PREPARED BY Beverly WiWams~ctor of Human Resources !\"\u0026gt; \"D m\nn !S z z mr C') s\nz Cl m Cl) 8 z g z Cl)\n,,,x \u0026gt;' C') a, C') C: men ::!lz z\u0026gt;emn nen men om ..,\nn \u0026gt;~ c: m ~Cl) !%' --\u0026lt; ~ \u0026lt; m r ~ Cl C: ~ 0 z en ,. ,r-c ,\u0026lt;,. ::t C: ,,),\u0026gt;. ,,. ,,,. 31: MONTH M T JULY AUGUST 1 2 SEPTEMBER OCTOBER 3 4 NOVEMBER 1 DECEMBER SD JANUARY '06 2 3 FEBRUARY MARCH APRIL 3 4 MAY I 2 JUNE Legend * I J WV sv PC ST DAY LITTLE ROCK SCHOOL DISTRICT STUDENT CALENDAR 2005-2006 w TH F M T w TH F M T 1 4 5 6 7 8 11 12 SD SD 3 4 5 8 9 10 11 12 15 16 H 1 2 5 6 7 8 9 12 13 5 6 7 10 11 12 13 14 17 18 SD SD 2 3 4 7 8 9 10 11 14 15 1 2 5 6 7 8 9 12 13 [85] R H ~ 4 5 6 9 10 11 12 n 16 17 I 2 3 6 7 8 9 10 13 14 I 2 3 6 7 8 9 10 13 14 SD 5 6 7 10 11 12 13 14 17 18 3 4 5 8 9 10 11 12 15 16 (178( R I 2 5 6 I 1 JU 9 12 13 1st Day Students H Holiday End Quarter SD Staff Development w TH 13 14 SD WD 17 18 14 15 [42] 19 20 16 17 14 15 18 19 15 16 15 16 19 20 17 18 14 15 Winter Vacation R Record Days (one-half day) F 15 * 19 16 SD 21 18 16 20 17 17 21 19 16 Spring Vacation TCD Total Contract Days (9.25 teachers) Parent Conference WD Non-student Work Day Student Days # Last Day Students M 18 22 19 24 21 WV 19 23 PC 20 20 24 22 19 T w 19 20 23 24 20 21 25 26 R 22 23 WV WV 20 21 24 25 SD 21 22 21 22 25 26 23 24 20 21 FOR BOARD AP 3/10/05 WV WD ST sv PC TH F M T w TH F DAY H R SD TCD 21 22 25 26 27 28 29 25 26 29 30 31 9 0 1 3 13 PC SD 22 23 26 27 28 29 30 19 1 1 1 21 27 28 31 20 0 0 1 21 H H 24 25 28 29 30 17 3 0 2 19 WV WV H WV WV WV H 22 23 26 27 28 29 30 12 10 0 0 12 26 27 30 31 19 1 0.5 1 20.5 23 24 27 28 18 0 1 1 20 [132] sv sv SV sv SV 23 24 27 28 29 30 31 18 5 0 0 18 27 28 19 0 0 1 20 H 25 26 29 30 31 22 I 0 0 22 22 23 26 27 28 29 30 5 0 0.5 5.5 TOTALS 178 21 4 10 192 I STUDENTS DO NOT ATTEND ON THE DAYS SHADED ABOVE 1st Quarter = 42 student days 2nd Quarter = 46 student days 3rd Quarter = 4 7 student days 4th Quarter = 46 student days TOTAL = 178 STUDENT DAYS DATE: March 24, 2005 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Superintendent of Schools SUBJECT: Personnel Changes BACKGROUND: None RATIONALE: To staff allocated positions within the District FUNDING: Operating Fund RECOMMENDATION: It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.CA 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) consecutive years. Teachers with an effective date of employment after August 19, 2004 for regular schools are considered intern teachers. Teachers with an effective date of employment after August 9, 2004 for EYE are considered intern teachers. PREPARED BY, Beverly Williamrirector of Human Resources ~ g z g z \"' ?-s. \u0026gt;  na, n c: mu, .\".0.. z- \u0026gt;m z\"' n\"' mu, o..,m\nc \u0026gt;~ C:m l\"' !Jl .... ~\u0026lt; m r\nc m C) C: .r.\n.\n.: 0z u, r: r r C ,\u0026lt;,. ::t C )\u0026gt; ,,r,, .. ,r, . 3: Personnel Changes Page 2 March 24, 2005 NAME Howard, Dianne Reason: None Given Johnston, Margaret Reason: Personal Banks, Cal Bernard, David Crader, Jason DeBow, Bradley Holloman, Berlinda Humphrey, Vernita Martinez, Diana START DATE/ POSITION/ SCHOOL END DATE Resignations/Terminations Certified Employees Counselor/ 8-16-93 OTTER CREEK 3-1-05 Kindergarten/ 8-7-03 MEADOWCLIFF 2-7-05 New Certified Employees Social Studies/ 2-14-05 MABELVALE MIDDLE Physical Education/ 2-10-05 ALC Tutor/ 2-14-05 BALE Band/ 2-7-05 PARKVIEW Elementary I/ 2-15-05 BOOKER ISSP/ 2-11 -05 ALC Tutor/ 2-7-05 BASELINE SALARY ANNUAL CLASS SALARY 4-12 46128.00 CNL925 1-03 31195.00 TCH925 1-05 33506.00 TCH925 annual 12913.77 prorated 4-04 36885.00 TCH925 annual 13063.44 prorated 1-01 30040.00 TCH925 annual 11577.92 prorated 4-05 38041 .00 TCH925 annual 15652.29 prorated 1-09 38127.00 TCH925 annual 14496.20 prorated 4-09 42662.00 TCH725 annual 16664.84 prorated 1-01 30040.00 TCH925 annual 12360.21 prorated Personnel Changes Page 3 March 24, 2005 START DATE/ NAME POSITION/ SCHOOL END DATE Pinkard, Tawanna Math/ 1-31-05 HENDERSON Relford, Melvia Special Education/ 1-18-05 CENTRAL Richardson, Joyce Special Education/ 2-22-05 HALL Signaigo, Katherine Tutor/ 2-10-05 BALE Whitby, Jennie Kindergarten/ 10-19-04 BRADY Certified Promotion NONE Certified Transfer NONE SALARY ANNUAL CLASS SALARY 1-01 15020.00 TCH925 annual 6571.25 prorated 1-05 33506.00 SPE925 annual 16229.47 prorated 1-16 46215.00 SPE925 annual 16367.81 prorated 1-01 30040.00 TCH925  annual 11890.83 prorated 1-03 31195.00 TCH925 annual 24692.24 prorated !=' 0 0 z )\u0026gt; 6 z en ~?\u0026lt; -en,\u0026lt;\"r\u0026gt; c:0 c!!! mz zc\n, -,\n,:, :cm m\n:: )\u0026gt; )\u0026gt; e'!!\n,:, Z,\u0026lt; c\n, en\n,,,\u0026gt;\u0026lt; )\u0026gt; . n a, nc: men ~z \u0026gt;m zen nen men om ...,\n,:, )\u0026gt; ~ c:m ~en !\" -, I r ~ G\"\u0026gt; C: s\n: -, 0z en C: C: re ,\u0026lt;,. ::c C )\u0026gt; ,,r,,.. ,r,. !I: Personnel Changes Page4 March 24, 2005 NAME START DATE/ POSITION / SCHOOL END DATE SALARY ANNUAL CLASS SALARY Resignations/Terminations Non-Certified Employees Baird, Sharon Reason: Deceased Bryant, Caroline Reason: Personal Crawford, John Reason: Personal Edwards, Norma Reason: Accepted another position House, Evans Reason: Retired Mason, Shanika Reason: Never reported to work Moore, Tamalyn Reason: Job Abandonment Pondexter, Brack Reason: Accepted another position White, Anthony Reason: Retired Albritton , Salvin Instructional Aide/ WILLIAMS Care/ CARE Maintenance/ FACILITY SERVICES Child Nutrition/ BRADY Bus Monitor/ TRANSPORTATION Care/ CARE Care/ CARE Instructional Aide/ GARLAND ALE GED Examiner/ ADULT EDUCATION New Non-Certified Employees Instructional Aide/ ALC 8-23-93 3-24-05 10-28-04 3-24-05 7-28-04 2-14-05 8-26-91 2-11-05 9-13-99 3-17-05 1-31-05 2-25-05 1-24-05 2-14-05 8-13-03 1-13-05 5-02-88 4-28-05 2-14-05 33-13 14735.00 INA185 3-17 10.36 CARE per hour 49-07 29760.00 MAINT 7-14 11739.00 FSH650 1-06 11509.00 BUSMON 2-03 7.85 CARE per hour 2-02 7.70 CARE per hour 33-09 13070.00 INA925 43-20 36672.00 AN10 33-07 12307.00 INA925 annual 4789.75 prorated Personnel Changes Page 5 March 24, 2005 !=' 8 START DATE/ SALARY ANNUAL z \u0026gt; CLASS SALARY .... NAME POSITION/ SCHOOL END DATE i5 z U\u0026gt; Bunting, Devona Custodian/ 2-15-05 31-01 5689.50 FULBRIGHT CUS925 annual 2257.25 prorated Carter, John Care/ 2-28-05 3-17 10.36 ~?'\u0026lt; u,n -\u0026lt; r- CARE CARE per hour cO mo!!z! !:i Cl Dulaney, Stephanie Instructional Aide/ 3-21-05 33-08 12682.00 :c\n:o mm \u0026gt;~ CHICOT INA925 annual ::!!\n:o Z\n\u0026gt;: 3290.46 Cl tn prorated Givens, Vera Care/ 2-21-05 3-15 10.05 CARE CARE per hour Hardman, Melissa Instructional Aide/ 2-7-05 33-16 16109.00 ,\n,.,.,\u0026gt;. \u0026lt; (') a, FOREST HEIGHTS INA925 annual nc mu, 6704.83 .-..,. :z,- \u0026gt;m prorated zU\u0026gt; nU\u0026gt; mu, o.,,\nm:o Hawkins, Clifford Instructional Aide/ 1-18-05 33-16 16109.00 \u0026gt;~ c: m HENDERSON INA925 annual ~ U\u0026gt; 7923.89 prorated Johnson, Tonya Instructional Aide/ 2-14-05 33-16 16109.00 WILLIAMS INA925 annual 6269.45 !l:l prorated .... ~ \u0026lt;m r- Lyles, Eddie Care/ 2-21-05 3-03 8.06\n:o m Cl CARE CARE per hour C: !\n-\u0026lt; i5 McClure, Jesse Custodian/ 1-31-05 31-01 14532.00 z en CLOVERDALE CUS12 annual ELEMENTARY 6369.34 prorated c-: Pulliam, Shareka Care/ 3-7-05 2-03 7.85 c-: r- CARE CARE per hour C ,\u0026lt;,. :,\nC: )\u0026gt; ,,r,,-.. ,r,-. 31: Personnel Changes Page 6 March 24, 2005 NAME Shumate, Emma Steverson, Patrick Thomas, Crystal Thomas, Tamiko Tyler, David Williams, Shirley Woods, Anne Woodus, Sherri Yelder, Robert START DATE/ POSITION/ SCHOOL END DATE Child Nutrition/ 2-15-05 BRADY Custodian/ 1-31-05 METROPOLITAN Instructional Aide/ 1-31-05 FULBRIGHT Instructional Aide/ 2-21-05 WILSON Technician/ 2-21-05 CHILD NUTRITION Instructional Aide/ 2-14-05 STEPHENS Instructional Aide/ 2-16-05 ROCKEFELLER Instructional Aide/ 2-15-05 FULBRIGHT Instructional Aide/ 1-3-05 FOREST HEIGHTS SALARY ANNUAL CLASS SALARY 3-01 9350.00 FSH550 annual 3669.62 prorated 31-01 11379.00 CUS928 annual 5194.76 prorated 33-16 8054.50 INA925 annual 3570.10 prorated 33-04 11253.00 INA925 annual 4075.41 prorated 42-04 22080.00 AN12 annual 8362.21 prorated 33-16 16109.00 INA925 annual 6269.45 prorated 33-16 20463.00 INA12 annual 8011 .05 prorated 33-16 16109.00 INA925 annual 6182.37 prorated 33-09 13070.00 INA925 annual 7135.51 prorated Personnel Changes Page 7 March 24, 2005 NAME START DATE/ SALARY POSITION / SCHOOL END DATE CLASS Non-Certified Promotion Montgomery, Timothy - Promoted from Bus Aide to Bus Driver White, Donna - Promoted from Bus Aide to Bus Driver ANNUAL SALARY\n,,-5\u0026lt;  - 0 a, 0 C: me,, ~z \u0026gt;m z\"' moc\"n' .o., m\n., \u0026gt;~ c: m !!l\"' !D ..... i ..... ~ C) C: !j\n: ..... 0z V, ,. CrC ,\u0026lt;,.\n:c C ,,).,\u0026gt;... ,,.,... ,,. ~ DATE: TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 24, 2005 Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Organizational Audit Report BACKGROUND Upon acceptance of the position of Superintendent of Schools, I shared my vision and defined some guidelines for strategic thinking for the Little Rock School District. The Superintendent's Entry Plan, The First 100 Days included a two-part approach for taking action and the steps that would be required to turn the vision into reality. First, the numerous school visits, interviews, and community forums provided an opportunity for me to meet with a cross-section of the LRSD school community including students, teachers, administrators, parents, and business people for the purpose of sharing the vision and expectations. It also provided an opportunity for me to listen carefully and take note of concerns, challenges, and hopes. The investment of time was significant\nhowever, the results were invaluable. The second essential element of the Entry Plan was the formation of a district transitional assistance team to work closely with the outside consultants in providing an objective audit of the district's organizational structure and staffing. In doing so, the consultants would provide the leadership necessary to compare the most effective school practices with those in the Little Rock School District and detail our areas of strength and identify specific areas for improvement. On September 23, 2004, the Board of Education approved a recommendation to offer a contract to these consultants and the work commenced immediately. The services and deliverables included:  Independent interviews conducted with key district and community leaders, staff, selected student leadership, and Board of Education members in gaining strategic, technical and political insights. !=' 8 z .\u0026gt;... 0 z en ~ \u0026gt; 0 '- 0 C\no z\n:: m z :--\u0026lt; !D .... i ,- ~ C\u0026gt; C \u0026gt;.... 0z en C\": ,. r C \u0026lt; IT :,: C )\u0026gt; r IT IT r IT !C Page 2  Consolidation and analysis of all gathered data.  Continuous review and refinement of work with the transitional assistance team.  Face to face debriefing with the Superintendent and Board President and other leaders as determined by the Superintendent.  Scheduled presentations to the Board of Education for the purpose of project updates.  Preparation of written executive report and supporting exhibits. RECOMMENDATION It is recommended that the Board of Directors approve / accept the organizational audit report as submitted and direct the Superintendent to move forward to implement the restructuring efforts. The audit recommendations will be used as a blueprint and changes will be made following Board policies, Arkansas law and established school district practices. DATE: March 24, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Updated Travel Regulations DKC-R BACKGROUND: The current travel regulation has been modified to include the instructions for utilization of the ProCard for certain portions of travel. RATIONALE: Utilization of the District ProCards will allow for less expensive travel cost and empower staff to more efficiently make travel arrangements. FUNDING: No changes. RECOMMENDATION: Submitted for review by Board. PREPARED BY: Mark Milhollen Darral Paradis Sandy Becker 8 z .\u0026gt;... iz5 U\u0026gt; ~ \u0026gt; 0 \u0026lt;... 0 C\no z\ni: m z :--\u0026lt; ,. (\"' E ,\u0026lt;,. A C: )\u0026gt; ,,r,, .. ,r, . 3: LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DKC-R (Updates the Previous DKC-R - Out-OfDistrict Travel Regulations) TRAVEL EXPENSE AUTHORIZATION/REIMBURSEMENT Travel will be for necessary school business purposes. Prior approval for all travel, including prepaid expenses, will be obtained before any expenses are incurred. Economical and reasonable modes of transportation, lodging, and other expenditures in accordance with the purpose of the travel must be used . A copy of the full agenda for the conference or training will be provided with the request for travel and request for professional leave. To insure that maximum impact can be achieved, the following regulations apply to all out-of-district travel. Out-of-district travel will be defined as being outside Pulaski County, AR. Travel Day The travel day will begin at 6:00 a.m., include breakfast, lunch, dinner and one night's lodging, and will end the following morning at 6:00 a.m. Request for reimbursement of expenses incurred in less than full travel days must reflect a reasonable allocation based on the expense limits directed herein for a full travel day. Meal costs will be prorated by one half for that travel day if travel begins after 2:00 p.m. and for a return time prior to 2:00 p.m. Meals and Incidental Costs Meals costs will be determined by the last accepted federal per diem schedule. Partial days meal cost will be determined by the departure and return time as indicated in the above section. Meals included in the cost of registration will be deducted from the per diem amount as follows: breakfast (20%), lunch (30%), and dinner (50%). No deductions will be made for continental breakfasts. Lodging Expenses The District will reimburse actual lodging expense incurred in travel for the District. Lodging will be reimbursed only for the days of the conference attended plus night(s) required based on the conference schedule. Economical and reasonable lodging in accordance with the purpose of the travel must be used . Reimbursement for lodging LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DKC-R ( continued) expenses will require lodging receipts that indicate the employee has paid for the lodging. Receipts from personal credit cards will not be accepted unless accompanied by the receipt from the lodging establishment. If the rate for lodging exceeds the federal maximum for lodging, a justification must be provided (i.e. no local travel costs between hotel and conference hotel\nlegitimate safety concerns\nor room sharing to reduce cost). Travelers are encouraged to use cost saving initiatives such as appropriate sharing of rooms, car pooling and like arrangements. Using District Pro Card for Travel AFTER THE TRAVEL FORM HAS BEEN APPROVED, Go to your principal/ director and request to use the site's main ProCard (usually the principal/director's) to do the following: a. Secure a hotel reservation\nb. Purchase airline tickets on-line (use website of your choosing, or online service, etc). DO NOT USE ANY ON-LINE SERVICE THAT REQUIRES YOU TO ENTER YOUR CARD NUMBER TO FIND A RATE)\nc. Book airfare or obtain the estimated cost of airfare using a local travel agency\nhowever, employees are encouraged to book tickets using available on-line services. d. Pay for registration fees\ne. Purchase transportation tickets for multiple persons from same location traveling to same destination. If amount is expected to exceed $1,000 contact Procurement. Employees CANNOT USE THE ProCard to PAY for the following: a. Hotel room\nb. Meals\nc. Auto rental\nd. Incidental Expenses. You will receive an expense check to pay for these items that have been approved on your travel form. Travel to Destination The District will reimburse travel expenses to the maximum limit for point-to-point costs for coach fare on common carriers. Receipts or ticket stubs are required for reimbursement of common carrier costs. If an employee chooses to use a personal automobile, reimbursement will not exceed the current per mile rate approved by the 2 8 z \u0026gt; g z en ~ )\u0026gt; 0 '- 0 C\n,:, z ~ m z :--\u0026lt; f' (,.\".' C ,\u0026lt;,.\n,:: C: ,,),.\u0026gt;.. ,,,... ,,. 3: LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DKC-R (continued) District or point-to-point coach fare, whichever is less. When more than one employee travels to the same location in a personal automobile, mileage will be reimbursed only to the employee whose personal automobile is used. When automobiles are used for transportation to a destination, car pooling for multiple attendees is recommended. Mileage requests may be denied when the best interest of the District is not met after taking into account the circumstances of the request. Local Travel at Destination Actual reasonable expenses of local travel by common carriers at the destination will be reimbursed. Mass transit or taxi fare does not require receipts if all local travel claimed for the trip is less than thirty dollars. Receipts are required if the claim is over thirty dollars. Automobile Rentals - At Destination Automobiles will not be rented at District expense without prior approval of the superintendent or his/her designee and in no case without documentation, in advance, that automobile rental will be less expensive to the District than the cost of public transportation to meeting, conferences, etc. Reimbursement is conditioned upon advance authority as well as receipts from the leasing agency. Automobile Rentals - Travel to Destination If an employee chooses to rent a vehicle to travel to an approved destination, the employee will only be reimbursed the lesser of common carrier coach rates or round trip map mileage to and from the destination. If a vehicle is rented for multiple attendees, the limit for reimbursement will be the lesser of common carrier coach rates for two employees or round trip map mileage to and from the destination for two employees. The approval or disapproval level will be at least at the equivalency level of an assistant superintendent for this type of arrangement. Reasonableness must be documented. Advance Request for Travel The first two forms listed below must be submitted at least thirty days prior to travel if an advance is requested. If there is no District expense for this trip or no advance required 3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DKC-R (continued) the deadline will be two weeks prior to the trip. The third form should be filled out only when multiple attendees from the same location or area are attending the same event. If an employee has not sent in documentation for the advanced funds within sixty days, payroll deduction will be made for the non-documented advance that has not been reimbursed.  Request for Absence for Professional Meetings - to be completed and submitted in accordance with the instructions on that form.  Request for Out-of-District Travel - to be submitted in accordance with the instructions on that form (attached). Non-travel items will not be included on advances or reimbursed with travel. Registrations and common carrier expenses (to and from the destination) should be paid by separate check to the vendor unless you used your district ProCard.  Travel Summary for School - When multiple attendees from the same area or school are going to the same educational event. A travel summary will be prepared by the administrator of that school or area and sent with the other documents. No employee will be reimbursed for out-of-district travel unless the required forms are submitted and approved in advance by the area supervisor, funding source manager (if required) and financial services. These forms must cover the entire cost of travel, the total days absence requested, be accompanied by the full agenda of the conference or event to be attended, and be delivered together for approval. Requests for travel will be completed in a timely manner to avoid registration penalties, and to obtain good rates for hotels, airlines, registration, etc. No travel will be paid from any source for which the required forms have not been completed and approved. Date: March 24, 2005 4 8 z g z \"' ~ \u0026gt; 0 c.... 0 C\n,:, z ~ m z :-\u0026lt; r. DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 24, 2004 Board of Directors Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Cloverdale Elementary School BACKGROUND: The Board has been provided frequent reports on the status of structural problems at Cloverdale Elementary School. These structural instabilities will require relocation of the students beginning with the 2005-06 school year. RATIONALE: A full report, The Big Picture - Cloverdale Elementary School, contains a detailed analysis and further recommendations. This document will be provided under separate cover. FUNDING: Funding issues will be determined by the Board's final decision on which option will provide the best educational environment for the students at that school. PREPARED BY: Sadie Mitchell Mark Milhollen bjg DATE: March 24, 2005 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Cloverdale Elementary School Structural Concerns BACKGROUND: Cloverdale Elementary School has been identified as having structural damage that requires correction in the near future. The attached report details the concerns and options for resolving the problems. RATIONALE: To inform the Board there are structural problems with the Cloverdale Elementary building that require the District to relocate the students. FUNDING: Capital Projects Fund RECOMMENDATION: It is recommended that the Board of Directors approve Option 3 which will relocate the Cloverdale Elementary students to Mabelvale Elementary beginning with the 2005-06 school year using a combination of available classrooms and portable buildings. This option also includes the demolition of the defective areas of the Cloverdale Elementary site. PREPARED BY: Mark D. Milhollen, Manager Financial Services Sadie Mitchell, Associate Superintendent School Services 8 ~ z \"' ~ \u0026gt; 0 '- 0 C \"z '\n:: zm :-' The Big Picture District Operation of Schools with Major Structural Concerns CLOVERDALE ELEMENTARY SCHOOL March 2005 INTRODUCTION This paper is intended to provide an overview of the structural problems at Cloverdale Elementary School and options to resolve the problems. Information regarding this situation has been included in the January 14 and January 28, 2005 Snapshots. A brief history and discussion of the problem, conclusions, possible options, and the administration's recommendation are presented to assist the Board in taking appropriate and timely action so that the administration can effectively plan for the 2005-06 school year. OVERVIEW Cloverdale Elementary School, constructed in 1959, was transferred by Court Order from the Pulaski County Special School District to the Little Rock School District in the 1987- 88 school year. It is located in southwest Little Rock at 6500 Hinkson Road. Additions to the facility were constructed in 1961, 1971, 1975, and 1978. The campus consists of a three-wing facility housing the administrative area and classrooms and a separate building attached to the north wing that houses the media center (See ATTACHMENT l). The school is a covered open-corridor type which provides partial protection from the weather for students moving from one area to another. Cloverdale Elementary School has the capacity for 448 students\nthe October 1, 2004 student enrollment was 360. While not at full operational capacity, the school is considered a viable entity in southwest Little Rock. The Cloverdale attendance zone is bordered on the northwest by the attendance zones of Watson and Mabelvale Elementary Schools, on the northeast by the Geyer Springs Elementary School zone, and on the east by the Baseline Elementary School zone. The school generally serves a population that resides south of Interstate 30, west of Geyer Springs Road, and east of Mabelvale Pike. Any future planning consideration for zone changes in the southwest part of the city might impact the enrollment, capacity and design for this location. FACILITY PROBLEM/ HISTORY Cloverdale Elementary School, a single-story building elevated approximately three feet off the ground, was built on farmland with soil that would be considered poor for construction, poorly graded and consisting of expansive clay and areas of largely organic matter. The school is built on bar joists supported by grade beams on drill piers. The Cloverdale Elementary School March 2005 Page 2 metal structural members on which the floor slab is resting have become seriously eroded over the 45 years that the school has been in existence. This erosion can be attributed to a lack of adequate preparation to protect these members from ground moisture and poor drainage around the school. As a result, these structural members have been identified as being problematic and are most assuredly going to fail in the future. In 1995, the building was surveyed as part of the 3D/I Little Rock School District Facilities Master Plan. Of the District's 35 elementary schools, 3D/l's survey ranked Cloverdale Elementary as 25th in general overall condition and suitability for retention as an elementary school. At that time, the survey did not include an in-depth structural analysis of the facility. In 2001 the LRSD Facility Services staff, in conjunction with structural engineers, conducted inspections of Cloverdale Elementary School. The problems were identified, and portions of the building have been braced, or \"shored up,\" as a precautionary and temporary measure. However, it is a problem that we have been monitoring, inspecting periodically, and assessing for appropriate and timely corrective action. A structural study of Cloverdale Elementary was commissioned in the spring of 2004 when water began pooling on the exterior walkways and running back toward the building. The construction of the facility, if it were standing as it was originally constructed, would not allow this to happen. This evidence shows that portions of the building are subsiding, or slowly sinking, due to structural failure. The study, completed in May 2004, verified that the metal structural members, or bar joists, supporting the school are seriously deteriorating and several have already failed. The structural analysis concluded that eventual structural failure is probable. These structural failures are evident by cracks in the floors, floors have begun to shift or move, and cracks are in the walls. It should be noted that structural failure and continued deterioration of the steel members is imminent, but the rate of deterioration is varied throughout the building. The deterioration will continue to be slow but will eventually reach a point where failure will occur. SEE PHOTOS FROM THE 2004 STRUCTURAL STUDY AT ATTACHMENT 2. CONCLUSION The District is at the point where a plan must be formed and necessary action determined. Large portions of Cloverdale Elementary School will need to be demolished. The structural engineer's report shows that consideration was given to replacing the bar joists under the building\nhowever, this is not a feasible option because of space limitations and massive engineering problems. Without doing an in-depth cost analysis, it would be extremely expensive and very risky to undertake this type of repair. The probability of success would be extremely low, and we would continue to have the moisture problem and differential settlement even if these joists were replaced. For these reasons, the best alternative is to demolish the defective sections of the building. ~ \u0026gt; 0 '- 0 C:\n,::, z\n:: zm :-\u0026lt; Cloverdale Elementary School March 2005 Page 3 The deterioration under the Pre-K section (Area 4 on Attachment 1) is extremely limited, and it is possible this portion of the building could remain intact by drying and treating the soil under the building. The two remaining wings (Areas 1 and 3 on Attachment 1) will require demolition. The media center (Area 2 on Attachment 1) was not evaluated in the 2004 study due to lack of crawl space accessibility\nhowever, there is no evidence of distress on the exterior. Further evaluation is needed to determine the actual condition of the media center structure. RECOMMENDATION A committee of administrative staff has developed options for resolving the problems that exist at Cloverdale Elementary School and continuing the education of the Cloverdale Elementary students for the Board's consideration: Option 1 Option 2 Option 3 Option 4 Place portable buildings between Cloverdale Elementary and Middle School campuses, continue school at that location and demolish the defective areas of the elementary site (similar to the method used at Mann Middle School). Place portable buildings between Cloverdale Elementary and Middle School campuses, utilize available classrooms at Cloverdale Middle School and demolish the defective areas of the elementary site. Place portable buildings on the Mabelvale Elementary School campus and use eight (8) available classrooms to conduct school separately from the Mabelvale program and demolish the defective areas of the Cloverdale Elementary site. Place portables at Watson Elementary School, divide the Cloverdale students between Watson and Mabelvale Elementary School and demolish the defective areas of the Cloverdale Elementary site (similar to the initial Mitchell School plan whereby some students attended Stephens and others attended Washington). SEE ATTACHMENT 3 FOR THE COST ESTIMATE FOR EACH OPTION. The committee recommends Option 3, the relocation of Cloverdale Elementary students to the Mabel vale Elementary campus. Availability of classroom space at Mabel vale, supplemented by placement of portable buildings, leads the committee to believe this option would be the least disruptive to the overall operation of Cloverdale Elementary School. Option 3 will require no additional buses to transport the students. With Board approval, relocation would take place over the summer of 2005. t N !I 1 Administrative Offices \u0026amp; 1/ Classrooms 2 Media Center 3 Classrooms 4 Pre-K / K Classrooms WHILIUh CLOVERDALE ELEMENTARY SCHOOL  1N3WNMnorov 'IIX ONIM\\f3H 1N30n1S 'IX S\u0026gt;4MlfW3M ONISOl:\u0026gt; x SNotlVNOO 'O )\u0026gt; -I -I )\u0026gt; (\") :c s: m z -I ...... ATTACHMENT 2 Page 1 of 3 (') '+- 0 N (I) 0) ro D.. X. CLOSING REMARKS XII. ADJOURNMENT. D. DONATIONS XI. STUDENT HEARING I, ~ q. ,1, _] ,,. .... .!. Page 3 of 3 T ) \"- Cloverdale Elementary Cost Estimate - Cost item Option 1 Option 2 Option 3 Portables I $638,000_ $638,000 _ $112,000 --- -- Covered Walks $67,770 $67,770 $26,0QQ__ Fencinq $11,4QQ.._ $11,400 $8,000 Steps I $18,000 $18,000 $11,450 Liqhts I $4,500 $4,500 $3,150 Intercom I $11,000 $11,000 $7,000 Data I $4,200 $4,200 $1,960 Walks/Steps I $1,185 $1,185 $1,580 Telephones I $9,000 $9,000 $4,200 Fire Alarm ___$7 ,500 _ $7,500 $3,500 Securit I $5,250 $5,250 _ $2,450 i I Relocation $2,500 $2,500 $6,000 Demolition I $200,000 $200,000 $200,000 Misc Cost I $3,700 $3,700 $3,700 I TOTAL I $984,005 $984,005 $390,990 ATTACHMENT 3 Option_!_ $112,000 $26,000 $8,000 $11,450 $3,150 $7,000 $1,960 $380 $4,200 $3,500 $2,450 $8,000 $200,000 $3,700 $391,790 ~ )\u0026gt; a '- 0 C\nc z s:: zm :--\u0026lt; DATE: March 24, 2005 TO: Board of Directors LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: Roy G. Brooks, Ed.D. Superintendent of Schools SUBJECT: Donations of Property BACKGROUND: The Little Rock School District receives donations from businesses and individuals on a regular basis. It is the policy of the Little Rock School District that donations are not formally accepted until they are approved by the Board of Directors. RATIONALE: District policy states that, in order to maintain the centralized fixed asset property accounting system, all property donation requests are forwarded to the Director of Procurement. The Procurement Department forwards the requests, along with the appropriate recommendations, to the Board of Directors for acceptance and approval. In order for proper recognition and appreciation to be conveyed to the donor, donor's name and current mailing address should be included in the donation memo. FUNDING: None RECOMMENDATION: It is recommended that the attached donation requests be approved and accepted in accordance with the policies of the Board of Directors of the Little Rock School District. PREPARED BY: -~' Darral Paradis, Director of Procurement . \\- Gwen Caraway, Fixed Asset Property Manager ~ \u0026gt; 0 c.... 0 C: ::c z\n: m z :-- DONATIONS School/Department Item Donor Central High School Equipment, valued Roy \u0026amp; Louise Gutierrez at $589.00, to LR Central Quiz Bowl Team Central High School $250.00 cash Gregg Heming to LR Central Girls' Cheerleading Squad Metropolitan Career Assorted supplies and Billy-Jack's Body Shop, Inc. \u0026amp; Technical Center materials, valued at $1 ,500.00, to the Paint \u0026amp; Body program Romine Elementary $500.00 cash to be Hunter United Methodist School used for student Church Incentives Williams Magnet Trees and 6 hours Clayton Johnson and Elementary School labor valued at Trent Roberts of the $550.00 Merriweather Park Neighborhood Association in conjunction withe City of LR Urban Forestry Commission LRSD ASAP Program $1 ,700.00 check to Landers Auto Sales purchase Project THRIVE t-shirts LRSD CARE Program Assorted toys valued Mrs. Cheryl Stanley at $200.00 Little Rock Central High School 1500 South Park Street Little Rock, Arkansas 72202 Phone 501-447-1400 Fax 501-447-1401 DATE: 2/15/2005 TO: DARRAL PARADIS, DIRECTOR OF PR_QCUREMENT FROM: A CY ROUSSEAU, PRI CIPAL J K/LilJdi{UA_,/ SUBJECT: DO ATIO Roy \u0026amp; Louise Gutierrez of 32 Fontenay Circle, Little Rock, AR  72223, very graciously contributed equipment valued at $589.00 to our Quiz Bowl team. It is my recommendation that this contribution be accepted in accordance with the donation policies of the Little Rock School District. ~ )\u0026gt; a '- 0 C\n,:, z 3:: zm :-\u0026lt; DATE: TO: FROM: Little Rock Central High School 1500 South Park Street Little Rock, Arkansas 72202 Phone 501-44 7-1400 Fax 501-44 7-1401 FEBRUARY 28, 2005 DARRAL PARADIS, DIRECTOR OF PROCUREMENT A CY ROUSSEAU, PRI CIPAL 7U::_t,~ SUBJECT: DO ATIO Gregg Herning, in behalf of the Peabody Hotel at #3 Statehouse Plaza, Little Rock, AR 72201, graciously donated $250.00 to our girl's cheerleading squad. It is my recommendation that this be accepted in accordance with the donation policies of the Little Rock School District. To: From: Date: RE: Darral Paradis, Dir of Procurement Michael Peterso~rincipal Metropolitan Career ff echnical February 8, 2005 DONATION Billy-Jack's Body Shop, Inc has donated the following items to the Paint and Body program at Metropolitan, valued at $1 ,500.00. 1 - LX 90 A Turbine paint sprayer 2 - AirHose 1 - Paint Gun 4 - HD Jack Stands 1 - 21/2 Ton Floor Jack 2 - Snap on Roll around seats 1 - Paint Shaker 8 - Cans/plastic Body Mat. 1 - Dirt Rag Can 1 - Sanding Board 1 - 3/8 Air Rachet cp 1 -  Air Rachet cp 1 - Drill 1 - Welding Helmet 1 - Paint Mixing System w/ various paint mixing colors 1 - Computer mixing scales Books It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. Metropolitan Career-Technical Center 7701 Scott Hamilton Drive  Li ttle Rock, Arkansas 72209  (501) 447-1200  Fax (501) 447-1201 ~ )\u0026gt; 0 c.... 0 C :,:, z 3: m z :-\u0026lt; ROMINE INTERDISTRICT SCHOOL Theme: Computer Science and Basic Skills February 21 , 2005 TO: Darral Paradis, Director of Procurement FROM: 1s. Li!lie Scull, Principal RE: Donation Hunter United Methodist Church has generously donated $500.00 to our school. The money will be ust\u0026gt;d for student incentives. It is my recommendation that this donation be approved in accordance with the policies of the Board of Education of the Little Rock School District Sponsor: Hunter United Methodist Church 3301 Romine Road Little Rock, AR 72204 '... .... - ,. .... - ,. .. t WILLIAMS RADITIONAL r\\/iAGr IET SCHOOL A CHOICE FOR EXCELLENCE Date: Re: Dottatiotts The Cifii of littk Rock Vrbatt Forestr\\i Commissiott has bottateb $\n0.00 from the .. ,-,act Grattt for Tree PlatttittS.. to the Memweather Park Nd5hborhoob Associatiott for the purchase of trees. Mr. da\\itOtt Johttsott 1203 M Street littk Rock. Ar. 72207 attb Mr. T rmt Roberts 7304 vu5rem Street littk Rock. Ar. 72207 bottateb the trees attb 6 hours of thdr time itt platttitt5 the trees at WiTiiams Masttct School. lt is recommettbeb that this bottatiott be accepteb itt accorbattee with the policies attb procebures of the little Rock School District. Thattk \\.10U for \\iOUr cottsiberatiott. ~ )\u0026gt; 0 '- 0 C\no z\n: m z :-\u0026lt; DATE: TO: Accelerated Student Achievement Program LRSD Advanced Placement Incentive (API) Program 3001 S. PULASKI STREET March 3, 2005 Board of Directors LITTLE ROCK, AR 72206 FROM: f Darral Paradis, Director, Procurement and Materials Management THROUGH: Roy G. Brooks, Ed. D., Superintendent of Schools SUBJECT: Donation Landers Auto Sales will donate a check in the amount of $1,700.00 to the Little Rock School District for Project THRIVE t-shirts. The donor's mailing address is: Landers Auto Sales, Attention: Rodney Plack, 7800 Alcoa Road, Benton, AR 72015. It is recommended that this donation request be approved in accordance\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_1032","title":"Aerospace Technology Magnet School, grant","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, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1992"],"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 planning","Educational law and legislation","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["Aerospace Technology Magnet School, grant"],"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/1032"],"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":["documents (object genre)"],"dcterms_extent":["656 pages"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nAerospace Education Center Today's Vision . .. orrow's Opportunities. Campaign Leadership Honorary Chairmen Herschel H. Friday Winthrop P. Rockefeller Jackson T. Stephens Little Rock School District Dr. Ruth S. Steele Superintendent Dr. Herben H. Cleek Deputy Superinte11de111 Campaign Leadership William H. Bowen Chairman Richard N. Holbert Vice Chairman Marion B. Burton President J. Dan Baker J. W. \"Buddy\" Benafield Wayne Bennett Henry A. Broach F. Taylor Brown Dr. Gerald P. Carr David M. Clark Fred K. Darragh, Jr. Dennis Davis David Eldridge Lee Frazier Sen. Jack Gibson Nathan Gordon Charles Harper Col. Alben Hart Ector R. \"Buddy\" Johnson E. Ray Kemp Frederick J. Menz Dr. William R. Pogue Louis Ramsay James Rodgers James L. \"Skip\" Rutherford Adj. Gen. James A. Ryan M. M. \"Twig\" Satterfield. Jr. Walter V. Smiley Lucien M. Taillac Charles M. Taylor Jim Guy Tucker R.s.v.p. Card Enclosed The Campaign Leadership The Arkansas Aviation Historical Society and the Little Rock School District Board of Education invite you to join The Honorable James 8. Busey, Administrator Federal Aviation Administration and the Arkansas Congressional Delegation al a luncheon announcing the Aerospace Education Center Friday, the Twelfth of April, Nineteen Hundred Ninety-One at Twelve O'Clock Noon Central Flying Service - Hangar Eight 1501 Bond Street, Little Rock, Arkansas Business Attire H3.LN()1VNOilVJfl AEROSPACE EnucArioNAL()NTER ational Advisory Board Col. Walter J. Boyne  Lt. Gen. Benjamin 0. Davis  Gen. Alfred G. Hansen Honorary Chairmen Herschel H. Friday  Winthrop P. Rockefeller  Jackson T. Stephen Campaign Leadership William H. Bowen, Chairman  Richard N. Holbert, Vice Chainnan  Ector R \"Buddy\" Johnson, President J. Dan Baker  J. W. \"Buddy\" Benafield  Wayne Bennett  Henry A Broach  F. Taylor Brown Marion B. Burton  David M. Clark  Fred K Darragh, Jr.  Dennis Davis  David Eldridge  Lee Frazier Charles Harper  E. Ray Kemp  Frederick J. Menz  James Rodgers  James L. \"Skip\" Rutherford Walter V. Smiley  Lucien M. Taillac  Charles M. Taylor  Jim Guy Tucker State Advisory Board Dr. Gerald P. Carr  Sen. Jack Gibson  Nathan Gordon  Col. Albert Hart  Dr. William R Pogue Louis Ramsay  M. M. 'Twig\" Satterfield, Jr. Development Counsel Catherine Johnson Name Dear Friend: The Aerospace Educational Center will serve as a beacon to visitors, of the dedication of our people to preserve Arkansas' rich aviation heritage and meet the needs of our young people for specialized, quality education for the jobs of tomorrow. Your investment in this premiere facility may be made in the form of cash or stock. Thank you for your gift to this educational resource for our state. ' ---- --- .,. William H. Bowen Richard N. Holbert AEROSPACE EoucATIONAL(ENTER ----------------------------------- Address ---------------------------------- City _______________ State ______ ZIP _______ _ Professional Affiliation ----------------------------- Amount of Pledge $ __________ Pledge Period: D Three Year D Five Year Contribution is: D Individual D Corporate D Foundation $ ____ now, and remainder to be paid on or before __________ _ Payments will be made: D Annually D Semi-Annually D Quarterly D Payment Enclosed D Payment to be sent ____ _ Signature _________________________________ _ OUR VISION FOR THE FUTURE Historic Preservation, Education and Economic Development AEROSPACE EoucATION():NTER P. 0. Box 7332 Little Rock, Arkansas 72217 National Advisory Board Col. Walter J. Boyne Lt. Gen. Benjamin 0. Davis Gen. Alfred G. Hansen Honorary Chairmen Herschel H. Friday Winthrop P. Rockefeller Jackson T. Stephens Little Rock School District Dr. Ruth S. Steele Superintendent Dr. Herbert H. Cleek Deputy Superintendent Campaign Leadership William H. Bowen Chairman Richard N. Holbert Vice Chairman Ector R. ''Buddy\" Johnson President J. Dan Baker J. W. \"Buddy\" Benafield Wayne Bennett Henry A Broach F. Taylor Brown Marion B. Burton David M. Clark Fred K. Darragh, Jr. Dewis Davis David Eldridge Lee Frazier Charles Harper E. Ray Kemp Frederick J. Menz James Rodgers James L \"Skip\" Ruthertord WalterV. Smiley Lucien M. Taillac Charles M. Taylor Jim Guy Tucker State Advisory Board Dr. Gerald P. Carr Sen.Jack Gibson Nathan Gordon Col. Albert Hart Dr. William R. Pogue Louis Ramsay M. 1\\11. ''Twig\" Satterfield, Jr. Development Counsel Catherine Johnson DUCATION{)NTER P. 0. Box 7332  Little Rock, Arkansas 72217  501. 371. 0331 Benefits of the Aerospace Education Center  Expanded Opportunities for Students  The Aerospace Education Center will provide exceptional skills in technology disciplines. and the ability to translate those skills into meaningful employment opportunities for students who otherwise would not have those opportunities. Increase Employment Opportunities for Blacks in Technology Skill Areas The Aerospace Education Center will make a significant positive impact to increase the number of black Arkansans employed in skilled positions in aerospace and high technology companies.  Benefit to Industries The Aerospace Education Center will provide existing and future aerospace industries, as well as other technology companies, an institution that will provide a skilled labor force to meet employment needs.  Industrial Development The Aerospace Education Center will symbolize the commitment of the community to create partnerships that will meet the needs of private enterprises, enabling them to locate and prosper in Arkansas.  Improved Image for the Little Rock School District  The Aerospace Education Center will establish a renewed commitment from the community and restore confidence in the Little Rock School District and its ability to provide a quality education for all students. Preservation of Aviation Heritage and Creation of Tourist Attraction The Aerospace Education Center will chronicle the people, places and events of Arkansas' rich aviation heritage, while providing an exciting attraction for visitors to central Arkansas.  Establish Arkansas as Educational Innovator The Aerospace Education Center, an unprecedented partnership combining an aviation museum with an aerospace magnet high school and involving aviation industries in its programs, will establish Arkansas as a leader in innovative solutions to education needs. ,~ ~-- \"4dL cj/l)c~, ~ ~ (J~J~ ~ ~ ~ /~ ~ w.,d'l,u~ i I ti /2 f -- ~ l_tfU-C,,q_,,,b_ / ,:./ c~I~ tr Lf 1-75 (U1!g' /2 7 ~\u0026amp;__~ 'J / ('i,U,11,,,u t:~ tztJl1. 4 jn LL,t,,z.,(,~~ rJ\u0026lt;i' /'\u0026lt;-{.'Lz.. J'cL ,.,,1) ~ JtuA.) ~ ~ 2i ~ ~ /f2w / U/ld du A\n.fa/~ ~c:,~t:Jlu._~~7 \"2--U f1. I~ 1 /HM,IC/ ~ ~ /I.\n(_ 7?.t?L ~ ~t. ~ lcJ /,\nJ/ If {,d ~ ~ ~1) ~ ~ , ~ 7./ }~lJiLs~t,1nagntt:\\9B:8oI he~~J\nng towar.q re~lity f CYNTHIA 110V U . L  - ,-:---T\n:,-:-----r-:-ik\u0026gt;{.'.'''  fH,\\t, .\n1,. programs is whal he has in : leek said. Ile said J\\letropoli- : :_: Changing the suhjccl com-rnoc, aisiai1w,\nior ,:\n\"1!/.\\'/:.\n.''\n_\niH{\nhj,  ,i \\,l -l~',mind 1for Lillie Hock .. The tan . is a natural because a : plelely, Pulaski County Spe- Dr~ams of a II a via I ioi1 mag- . . : ,:)ik'.pi,._\nF\n1\niith - '\"''11:' r. l'hoe,iix proram stressed' pi- , lrans1\u0026gt;orlalion. sv_ stem is al- 'cial  School District Superi n-l school and museum in lhe / '. ,\n ? . :\\V/t\nJ .\\Ioli rig  aml b Oir,hl training, ready scl up lo lake sludenls '. lendcnl Bobby Lester is sc~k-l\\ lc' .iHock Scliu_ol . Dislricl n ___ 1 _.,,: J)J0i2f)tJ / )(while ,ll!e Loi1g llcac\\1 sch?ol ) I.J_ack and forth lo th~_ voca- _. 1 i~g - the rctu_rn of his stolen e slo1yly _~ut sure)) I.Jccom- educatJonwi.1 [:: .J.:.:_e_1.npha~1zcd ,prc-e11g1necr1ng\nl1onal center from lhc1r rcgu- _ high ~~h~ol ring.'  gre.~l1ty:., - ._, .. ,v,,:lt_.i,_, .. ,:-!v ,11' -.--'pro1{rams that relate to the  Jarschools. ::- .. . -:  --~\n-'.i\n'1 1 :,, 1 - : t'Jd D~-:,'IIerh Cleek,_ lite dis- .  .  , -~-~--:, :.'..\". ,i:'. iavialion ii1duslry in lite area,\n' .The dblri~l _.\nllso  will .dc- ':  . es,ers wo c11 _rcn ar c\nl s.~cpuly ~11per111lende11l, The rulrng could come al'a11y '\n:he said. ', . : . ~) aviation ro ram l , . rrvcd . h_o!'\"e from ~oil cg, i\u0026lt;l l?st.,ve~k that ll_1c district lime. .  , ( \\ .  :.:i\n:u Clcck :s:iid the Lillie Hock WJ!~\ninior hi h s~l ool~ ~\nThanksgiving eve _to d1scov~. ans lo begin lh\u0026lt;. h11:h school . The_ ~1llnicipal /\\irporl ..\" :\\: '. di~l~!cl :is trying lo gel a $4 'evcnlualty fccc/studc:1ls int~ /:\nthat _the suyerrntendcnt\ng1Jel s_choul program nexl Commission la~l month ap- . '. \\ 11111l_1on federal magnet school .! the specially high school. Tl,e I: ~o~t~. Puliski I C?u~lyl ~on~ II lli _lempo~ary quarlr_rs al proved a lp.11 -acre site r~r !he:,\ngr~nt _lo help pay for lite pro-\nt~ junior  highs will be , : a  ~fn ~rg arr~1\\j nu~~~ e J\\l_elropol1l\n111 \\'ir\nd1onal school and lllllS\u0026lt;!lllll. ' The :.\\ gram 111 HJ!ll-!l2 and l!l!l2-!l3. i ' Jiendersou Forest' : II eights 1 ,c 1 rsffgatlier 1 e bup la 1l~k 1 Clllllc 1l Sk1'f -- c,   11 I l  d' l l l 'Ill  ' 1  LI l d 1 I  l 1  I '  s u ia urg ars I e ' , 1.. 1, ,, \u0026lt; 1,:,,per y 1s a Jaccn o  ,I e .\n.-1\n: .. o .. 1a e11 , \u0026lt; 1s rrc ac  , and  cilh~c Mabclvale or ' 1:\nl k  , d 1 :  b open -a Ill' \\\\' sc!i, . : 011 the li,,ck Jlegional /\\irporl,: '.:minislralors hired IJr. !'hale . j Cloverdale \"', :..,.,-~-_ ... . - : 1 .' - 1 ~- e, ,iradpph~ ht1 .1 udp .11 11 1 e1 rncr , o f,' IJ o..\n. ' .I ,., ,. 1 ~.c  l a. n cl ,1. 1,, ~ms 1,_.1 e Id_ .  . ..  ':-'\n ':. . .,  .,, . ,:i:.:. , 11\ni 1e , a n 'Al ex~ n cJ_ n a , \\.I a., .-:on-  ,, . .- =: _.. . :. --:   ,   +,_. .- .. _,- :, ....) .1.. :,t mens_ aan .1 g a1 e ,I ou o '..sevcll He,: ' ! 11 I !1!? . . . 'l l!e d1sl!1ct h:~s earmarked~  sullanl, lo .iss1st _1 n w11: 111g the .. * * * . .  thc ai e,  lhc cslald1: .. 1. r:: ,. 111 the ~h111rllio111ncap1lalconslruc- granl..:Clcck said Jlalc, who\n. lhere were  some rum- : 1001 was f . :1?1' .. ,d1:cl al- ti,o11 money lo huild the-school :~- will be paid $25,000 to $30,000 i I.Jlings about the district's de-sl a yca1 -1.1:.\n,\n former a11cl the society is spearhead, : for his ' work, has a rcp11lalion\n.cision lo hire Ila le lo assist ' .lropolilan ,-\n11pc1l'isor Eu- i111: lhe effort lo raise a simi- _: ro1.: succcss in ohlaini11g feel- . withlhegranl. _.,.,-.  ,\n-~- 1e ' Hevillc at lh\u0026lt;: 11q:i11g of Jar amount for lhc aviation era! runcls fur schools. llalc :: : The Mai\nnel nevicw _ Coni- , slate's 1\\1-i.,: :oi. :li,lorical 1, 1sr.11111, width may share a11-  .:- also is -ivorki11,: wilh llie For- '. rnillee, made up of the three i.:lv. d .,ori11111 a11cl library space' -:. rest City School Di strict to 1l'l : s\u0026lt;'hool di stricts, lhe stale of i'!:1 ~r:: ... ,\n:: p:, .. 111' lhc .-. dh lite school. l~d11calors : a 111:1g1iclschool 1:ra11l. ' : Arkansas and a rcprescnta- '  .-.\n, ., ,.,:,, ,.,t, .. 11 plan 1 .. ,111 all lhn:e 1'11laski Co1111l_v : 1,'J'ltc ' 1:ra11l rcqu,:sl i:\ndue I live of black parl'nls, earlier i 11'01,ld 111 \"I\" .1 111 :,111 - :.0 ii11ul di:.lrirls an: pl\n11111i111: llcc: I'.! hul llw di:,11 id w1l11'l I h.,d di:,n1:,s1d hiri111: llak lo 1ls lhru\n11:li1111l l'11la:\nld li1c :\nchuol curriculum. hcai:1aor : si:veral mo11lhs , wurk 011 a ~ra11t for all three nly. Srhovl di:,1rid offi- Cleek rccenlly visited two' .: whether it will gel !he lllUIIC}'. :_districts.That pla,n was scul-ls arc still waili11, f11r final aviation ma1:ncl schools - : .,. ... To I.Jc eligil.ilc for lhe grant, .  uecl when lhc parlics coulcln'l 1roval of !111: d,::: .. ,11 ,:alion 1111c iii Phoenix, Ariz., and an- . _the district must he ready to : agree who would _ pay .- Hale 11 fro111 the 1\n,li 1: ... ~1rcuil other in Lo11,: Beach, Calif. He  operate next fall .. lh11 .: the .ind for what schools a joint trl of ,\\ppcal~ i1, :ii. Lo11is. said a cumhi11aliu11 of lhc two. need.  lo  i1sc fllclroi,1dila11, 111ag11cl grant would I.Jc used. I Lester said he parlicularl.1 misses his high school rin1 from nose Bud High School Class of l!lG2. The ring has : red stone and Lester's ini tials, 13.G.L., arc engraved 01 the inside band. Thi 111111:L11 s also made oft with Lester's hi1:h school aca dcmic and athletic medals Ile said the medals arc no1 worth any money. They an gold in color but prol.Jabl) made of brass, he said. Dece::i=e:::.- 6, 1990 LITTLE ROCK MSAP PAGE -B6- Ql:ongns5 of tjje '{!irri.ttb ~tat.es ~n:qtOtI.. ~~ 20515 Mr. Jchn T. ~cCona.ld As5istz:..~t Sec:::.-e~a_--v ot Education Unitec States De~ar-...::e...~t o~ Education Applica~ion Cc~trcl Cente.!:', C.:\"\"DA 64.165 ~oo M~~la.~ci Ave...~~a, Southwest Wa.shi.::\n-:on, DC 20202-472.5 ?:ease acca~~ ~v si!lce:::.-e ~e~est t:iat you approve ~e Little Reck Scaool Dis~::-ic-:. 1 s p:::.-oposal :er a Y...a~e:: Scco2.. ?::\"og-=a::i. Assista...-:c4?. g:::.-a.::::. T::e ~a..\"-\"\nw:..ll .ca Us\ngd. by t.':e sc.hool ciist:::.-i.ct t.o !und a..~ ae:cospaca/tec=...~clogy sc~ccl to se~e 7-9 s:::::~de s-:uda:\nts. T::.is: ~ ~::...\"lt e:::.:c::-:. o:: educa.::.c::-s ~c. ~e :Ousi..'\"'less co:::::iu.\"'li .::.v a:::=..=esses issues such ~ :Casie skills a.-.d cl:lploya.bi.li ~I a:.d. - can be e. C.e.!!lc::.s-\n:::atio.i. p::-::j ec-: =er sil:ii:a.r prog\"ra::l.S L~ otb.e.:::.- a::-eas. ':::e procoscc:. t:::.-cc-:::-~ will bene.fit ~L.ittle RccJ.: a:r:d. t..\"\n.e state o:: Arka::s?!.s :Cot.':. ec.uca-::ionall v a.::ci eccno::ricall v, It will -c:::.-ovide sol id e~uca-t:!.o.::a2. c-:::r::o~.:!'..i fi.as :o:: J..2:\"ka..'\":s as st.-..ide...11:cs : ... ::rte::-asted in t~e. ae~cs:pace/tac=...\"1clogy tielc:.. -:-n- :add.iticn, such ~ p:?:\"cg-::-2..:l can s~=-e~\n-...\n:e~ A=ka...,sas 1 h.ig~-tec~ ~~:::.-k for~e and add to ~e stat~s e.bil~~: ~oa~~==a=~ ~ec~cal i~~::.s-::=ies. ?e~=ia-:::s :.=.o:::a :'.2::.-=or.....a..11.-:2..y, it is a  -crc?:li..s ing e.xa=:il.e. c:: -::he ki.!:::. c\n! crra.ss-:::cc-:s ~Uc-c:tic~a.2. effo=t nee:cted L\"l tb.is count_-v to e...\"lsu=e. ~e. ':ite~atic~~l ccrcetitiv~e.ss cf our .\nc-z:-k ~c:::.-ce :..n t.be incrQasi.!:gly hig~-~ec.~ vo:-:1::.eccr.c~y. Your conside_~tic~ o: b.is proposa: will ~e g:::.-~atly app::ecia~ed. \" I,, ' I HERSCHEL H . F\"R I OAY, P.A B 5 , CLARK ROBERT V. LIGHT, P . A. WILLIAM H. SUTTON, F'. A . GEORGE E. F'IK  , JR ., P.A JAM ES W MOORE BYRON M EISEMAN, JR., PA JOE 0 . l!IELL, P. A M IC HAEL O THOMPSON, F'A JOH N C ECHOLS, PA J AMES A . 9UTTRY, 111'.A . FREDERICKS URSERY, PA, H . T LARZELERE, PA OSCAR DAVIS, JR JAMES C CLARK, JR., F'.A THOMAS P LEGGETT, F'. A JOHN DEWEY WATSON , P.A LEWIS MATHIS, PA PAUL B BENHAM Ill, P. A LARRY W BURKS, P . A A . WYCKLIF\"F\" NISBET, JR., P . A . J AMES EOWARO HARRIS, P.A J_ PH ILLI P MALCOM. P.A JAMES M SIMPSON. PA MEREDITH P CATLETT, PA J AM ES M. SAXTON , F' A . J. SHE PH ERO RUSSELL Ill OONALO H . BACON, P.A WILLIAM THOMAS 9AXTER, PA. WALTER A . PAULSON 11, P.A HAND DELIVERED F RIDA Y, ELDRE D GE \u0026amp; CLARK A PARTNERS HIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILOING 400 WEST CAPITOL LITTLE ROCK, AR KANSAS 7220 1-3493 TELEPHONE January 16, 1991 Honorable Susan Webber Wright United states District Judge U.S. Post Office \u0026amp; Courthouse 600 West Capitol Little Rock, AR 72201 Re: Aerospace Technology Magnet Program Dear Judge Wright: BARRY COPLIN, F'. A. RIC HARO 0 . TAYLOR, F' A JOSEF'H B . HURST, JR., PA ELIZABETH J_ ROBBEN, rt A CHRISTOPHER HELLER . PA LAURA HENSLEY SMITH, PA ROBERTS. SHAF\"ER, F' A WILL IAM M . GRIF\",-IN Ill, PA THOMAS N ROSE, PA M I CHAELS. MOORE DIANE S MACKEY WALTER M. El!lL 111, F' A . KEVI N A . CRASS W ILLIAM A . WA.ODELL, JR., PA CLY0 .. TA9\" TURNER CALVIN J . HALL SCOTTJ. LANCASTER JERRY L. MALONE M . GAYLE CORLEY ROBERT 1!1 BEACH , JR S. RANDOLPH LOONEY J LEE BROWN JAM ES C. SAKER, JR H CHARLES GSCHWEND, J R HARRY A. LIGHT SCOTT H TUCKER JOHN CLAYTON RANOOLF'H MARY L. Wt SEMAN GUY ALTON WAOE ?RICE. C. GARONER THOMAS F MEEKS J M ICHAEL F'ICKENS WILLIAM J SMITH W ILLIAM A ELOREOGE , J R ., PA WILLIAM L T ERRY WILLIAM L. PATTON, JR PA TELECOPIER (5011 3762147 TELECOPIER (SOIi 376-6369 370-1506 The Little Rock School District has filed with the U.S. Department of Education a grant application for funds to establish an Aerospace Technology Magnet Program within the Little Rock School District. A copy of Volume I of the grant application is enclosed. Volume II of the grant application is the LRSD Desegregatior. Plan which you already have . An Aerospace Technology Magnet located in the Little Rock School District is a component of the Tri-District Desegregation Plan found at page 13 of the section on Interdistrict Magnet Schools and Programs. LRSD believes that the Aerospace Technology Magnet, although not required by the Settlement Plans, would compliment those plans and advance the voluntary desegregation efforts contemplated by those plans. We hope to present to the court within the next week a stipulation of the parties in support of the Aerospace Technology Magnet. I thought it best to provide you a copy of the grant application now, however, because the application will remain viable only if the Aerospace Technology Magnet becomes a court approved component of the LRSD Desegregation Plan before February 4, 1991. Yours very truly ~~ Christopher eller CJH/k cc: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Enc. Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 400 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Ms. Sharon Streett Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72205 Ms. Ann Brown Ms. Arma Hart Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR72201 OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Date: January 17, 1991 To: Ruth Steele, Superintendent of Schools From: Cfi,~n Brown, Associate Di rector of Monitoring Subject: Copy of the LRSD Aerospace Technology Magnet Grant Application At my direction, Polly Ramer contacted your office today to make a second request for a copy of the district's Aerospace Technology Magnet Grant Application. The first request had been made last Tuesday, January 15. Today Polly was told that the request had been referred to Dr. Cleek's office. After talking with Dr. Cleek's secretary, Polly was told that a copy of the Aerospace Grant was not available and that it would be one week to ten days before the district would be able to provide a copy of the grant. I would like to request that a copy of the Areospace Grant be forwarded to this office at your earliest convenience. Thank you very much. Date ______ _ FORM 48 -  - IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. -- The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying prem~se of Joshua is that students from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured.by objective, education related criteria. The results will be subject to further analysis by the Districtwide Biracial Committee and the Office of Desegregation Monitoring. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 . a\n-__ ---  - The Aerospace Magnet School shall effectively be a joint venture between the school district and the Arkansas Aviation Historical Society in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Littl~ Rock Airport Commission and the following private aerospace technical business enterprises hereby make the commitments contained in the statement of support attached to this page and the reasonable inferences which flow therefrom regarding the level and duration of said support. A. Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see attachment to this page) The Court shall be provided affidavits of support from representatives of the local aerospace community, not later than February 19, 1991. These affidavits of support will describe each 3 -- Statement in Support of the Aerospace Education Center As exerntives of Little Rock's aviation industries and the Little Rock Airport C.ommission, we endorse and lend our commitment to the planned Aerospace Education Center, combining an Aerospace Magnet High Sc.:hool with the Arkansas Museum of Aviacion History at Adams Field. The Aerospace Magnet High School will provide the educutionul base in math and science that our companies are looking for in new employees, making it possible for these studcnt_s to pursue careers here in Central Arkansas in our companies as well as other high technology iinus. Our companies are willing to provide adjunct faculty to both the high school and to the museum's educational outreach program, and will provide guest instrnctors, as needed, to enhunt:e curriculum nfferings. In addition, we will sponsor and encourage our employees to participate in a mentor progrum, working with students who wish to specialize in specific areas of expertise. While we anticipate the school's graduates becoming a soun:e of our permanent employees, we also plan to consider, whenever possible, opportunities for purt-time and :mmmer employment of students in aviation-related jobs. We wholeheanedly endorse Governor Clinton's initiative to develop industry apprenticeship programs, and pledge our cooperation to affect such a program in our industry here in Little Rock where it mny apply. We feel that apprenticeship progrum:\nin aviation-related skills, developed through what will be the excellent facilities of the Aerospace Education Center, could eventually hecome a significant soiirce of skilled workers for our companies. Little Rock's Aerospace Magnet High School will provide new opportunities for disadvantaged ttnd minority students, many of whom would have few other opportunities to gain the requisite skills to emer aerospace or other technology careers. We pledge to recruit disadvantaged and minority graduates from the Aerospace Magnet High School, in conjunction with our companies' respective uftin11ative nction pluns. The aviation industries of Central Arkansas have enjoyed phenomenal growth over the pust several years, offering economic benefits for not only our employees, but for the entire community. for this positive trend co cominue, we must work together with our schools to provide the skilled people needed for our industry. Therefore, we offer our unqualified endorsement of the Aerospu\u0026lt;.:e Education Center and pledge the support of our respective companies to ensure its success. r. Taylor Brown Senior Vice President Falcon Jet Corporation Senior Vice President and General Manager Midcoast Aviation - Little Rock James R. Rodgers ~anager Dennis D. Davis President Arkansas Modification Center k~~ President Central Flying Service President . . ~-- . - --- company's present commitments and future voluntary efforts in the following areas: (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n( c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. In the event that it is necessary to modify these commitments, notice shall be provided to the parties and efforts will be made to continue the spirit of these commitments. EDUCATIONAL INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the SEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 - for evaluation purposes. 2. The school shall employ a sufficient number of teacher assistants to insure that the serious teaching and learning objectives of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the SEP' s to work, demonstrate that they do not have either the capacity or interest for the required school work. 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance of the other high schools. It initially shall be sixty percent (60%) bl:ack and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 --  - job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their sch~ol work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 --- Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the fall of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those rigures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 ' Districts. ---  - Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addre~sing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 --  The planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the process. These unintentional omissions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committe~ described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 ----  outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated and integrated. Paga 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP' s) will be developed for all students. These SEP's will vary according to past student achievement. Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insre summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 10a (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 --  - district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluatOr(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 --- There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit 11A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand 2. The Arkansas Aviation Historical Society must contribute 13 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 sy,Qu,~ ~ , - WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 MIT L \u0026amp; ROACHELL, P.A. 1014 West Third :::n ~=:\u0026lt;~~l Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 ~ BY,~ Ch=~ JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY~Wh  -rl SO ORDERED THIS // - DAY OF FEBRl.lARY, 1991. fl  1 11 ~ ,r )1 / ' ( /,, // 44,, I . , ,0s:.  t/,, ' ,' Zi. A-- SUSAN WEBBER \\'ffi!GHT \u0026lt;.:, 1 1 - ) ' UNITED STATES DISTRICT JUCGE 14 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET A'L. , - KATHERINE KNIGHT, ET AL. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCX SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. -- The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying prem} se of Joshua is that students from higher socio-economic backgrounds, based upon past and present treatment by Littl e Rock School District, are being and will be well served by the district. The outcome expectations shall be measured . by objective, education related criteria. The results will be subject to further analysis by the Districtwide Biracial Committee and the Office of Desegregation Monitoring. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 The Aerospace Magnet School shall effectively be a joint venture between the school district and the Arkansas Aviation Historical Society in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. it includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport Commission and the following private aerospace technical business enterprises hereby make the commitments contained in the statement of support attached to this page and the reasonable inferences which flow therefrom regarding the level and duration of said support. A. Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see attachment to this page) The Court shall be provided affidavits of support from representatives of the local aerospace community, not later than February 19, 1991. These affidavits of support will describe each 3 --  - Statement in Support of the Aerospace Education Center As exerntives of Little Rock's aviation industries and 1he Little Rock Airport Commission, we endorse and lend our commitment to the planned Aerospace Education Center, combining an Acrosp:ice Magner lligh Sc.:hool with the Arkansas Museum of Aviation History at Adams Field. The Aerospace Magnet High School will provide the edu\u0026lt;.:utionul base in math and science 1har our companies are looking for in new employees, making it possible for these students to pursue careers here in Central Arkansas in our companies as well as other high technology iir1us. Our companies are willing to provide adjunct faculty to both the high school and to 1he museum's t!ducationa.l Olltreach program, and will provide guest instrncrors, as needed, to enhunc.:e currkulum nfferings. In addition, we will sponsor and encourage our employees to panicipate in a mentor progrum, working with students who wish to specialize in specific areas of expertise. While we anticipate the school's graduates becoming a sourt:e of our permanent employees, we also plan to consider, whenever possible, opportunities for purt-time and :\nummer employment of studems in aviation-related jobs. We wholeheanedly endorse Governor Clinton's initiative to develop industry appremiceship programs, and pledge our cooperation to affect such a program in our industry here in Li1tle Rocle where it mny apply. We feel that apprenticeship programs in aviation-related skills, developed through what will be the excellent facilities of the Aerospace Education Center. could eventually become a significant source of skilled workers for our companies. Little Rock's Aerospace Magnet High School will provide new opportunities for disadvantaged 11nd minority srudents, many of whom would have few other opportunities to gain the requisite skills to enter aerospace or other technology careers. We pledge to recruit disadvantaged and minority graduates from the Aerospace Magnet High School, in conjllncrion with our companies' respective uffinnative action pluns. The aviation industries of Central Arkansas have enjoyed phenomenal srowth over the pust several years, offering economic benefits for not only our employees, but for the entire community. for this positive trend ro cominue, we must work together with our schools to provide the skilled people needed for our industry. Therefore, we offer our unqualified endorsement of the Aerospace Education Center and pledge the support of our respective companies to ensure its success. fi. Taylor Brown Senior Vice President Falcon Jet Corporation Senior Vice President and General Manager Midcoast Aviation - Little Rock James R. Rodgers Dennis D. Davis President Arkansas Modification Center ~~~~ President Central Flying Service -- company's present commitments and future voluntary efforts in the following areas: (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n(c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. In the event that it is necessary to modify these commitments, notice shall be provided to the parties and efforts will be made to continue the spirit of these commitments. EDUCATIONAL INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the SEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 --- for evaluation purposes. 2. The school shall employ a sufficient number of teacher assistants to insure that the serious teaching and learning objectives of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate e~ucational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the SEP' s to work, demonstrate that they do not have either the capacity or interest for the required school work .  4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance of the other high schools. It initially shall be sixty percent (60%) bl:\"ack and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 - job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their sch~ol work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 --- Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the fall of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those -figures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 Districts. -- Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addre~sing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 The planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the process. These unintentional omissions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP' s) will be developed for all students. These SEP' s will vary according to past student achievement. Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to ins-re summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluatOr(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 --- There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand 2. The Arkansas Aviation Historical Society must contribute 13 -- at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace T~?hnology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 BY: Qu.9/utJ ~ WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 MIT L \u0026amp; ROACHELL, P.A. 1014 West Third :::cr::ti~~l Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 ~ BY:~ Ch=~ JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY~w~ -rl SO ORDEaill THIS J/ - DAY OF FEBRUARY, H91. I} . -vi,,,--, ,! ) 1 /\" ~ .' ,,,1122I ,.,, I I. , ~/ /) . 1./. , .. 1 -11,, 4-- suSAN WEBBER ~,'RIGHI' '---- 1 1  ) ' UNITED STATES DISI'RICT Jl]X\nE 14 TO: FROM: Little Rock School District February 1, 1991 The Office of Desegregation Monitoring ~Dr. Ruth Steele, Superintendent Ff.n 1 \\99i SUBJECT: Update on the Status of the Proposed Aerospace Technology Magnet The Little Rock School District has been in the process of discussions with several of the parties to the case during the past four days in order to arrive at agreement with regard to the proposed Aerospace Technology Magnet. The attached materials reflect the agreements made as of 8 a.m. this morning and are for your information. We will send you a copy of the final stipulation when it is forwarded to the Court. AS/laj Attachment 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ~~...: -7 LITTLE ROCK SCHOOL DISTRICT v. / LR-C-82-856___,. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL ... PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Tha undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in E:ichibit 11A11 to this stipulation as modified below to address the concerns expressed by the court and so:ne of the parties. The parties further stipulate and agree tta~ the L~ttla Rec~ School District Aerospace Technology Magnet School can only be constructed '3/f_ro/J e( f,,-d-ye.1.r f:.,,,cl.-~\n.:,f-and operated i! tha Little Rock School District receive\\ the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its ,\n, -fc.__, application, in ~ amount of Four Million Dollars ( $4, ooo, ooo. 00) /4r 1~P -13\n(d /e11d- N11- t\"1.- 1,,-J. \"and  if the Arkansas Aviation Historical Society contr1but0s 1 Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospaca Education Center which will house both the. Aerospace Technology MagnE\\,t School and the Aerospace Museum, I-'. 3 By agreement and stipulation of the parties, Exhibit 11A11 is modified as follows: v Page 19, (paragraph 2 after sentence 11 . add)  .The 1986 court approved plan provided the first intardistrict remedi~s in the Little Rock case, i.e., majority to minority transfers and interdistrict magnet schools. v Paga 23. (paragr.aph 1 delete #6) sibling preference which was part of the Tri-District Plan is not part of the settlement Plan and is therefore deleted from the grant proposal. v Page 2 6, (paragraph 1, sentence 2) The phrase 11under construction\" should be clarified to read that planning is underway !or the school. Ar chi t~ctural renderings and site analysis are in progress. ~\n\\ .,,.. Paga 27. ~Program objective II) Tha school's racial balance shall have a target ratio of 60% Black and 40% White with possible range of 65% Black and 351 White to 55% Black and 45% White, _ Page 29. The last sentence on the page should read: 11Central 's program has succeeded in attracting white students from the North Little Rock and Pulaski County School Districts. ,_,. Page 32. outcome objectives shall be formulated and implemented for students at all grade levels such that students will have tr.eir remedial and learning needs met prior to the 9th to 10th gre.da transition i.nto the aerospaca program. '-. . ,._ Page 3 6, (paragraph 1, sentence 5) The term II school standards\" refers to specific course work which shall be completed by students in the school. These courses include algebra, physical science, and earth science . .  Page 59. (paragraph 1, sentence 3) A program of teacher ._ daveloped incentives will be put into placa to assist with the motivation of students at the Aerospace Magnet.  Page 60, (paragraph 2, sentence 4) outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities r:or their students, and programmatic expectations for students' achievement, Special outreach efforts shall be made to parents of black and sooio-economically deprived students to introduce these patrons to the program, 2 J~I 3 1 ' 9 1 15 =2 1 Page 77. (paragraph 2, sentence 6) The theme and focus shall pQrmeate the entire program. Even courses such as physical education and physiology shall include concepts from ma th and science such as velocity, vectors, and kines\nthetics.  Page 91, (paragraph 1, sentence 2) Appropriate intenshre counseling will provide. assistance and direction to students to ensure that their potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Spacial efforts will be made to ensure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. ,..,.. Page 106. (paragraph 2 1 sentence 3) Tha District will work with the business community in general and specifically with the aarospace/aviation industry to ensure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it . ....., Page 108, (paragraph 1, sentence 2) Adjunct.$taff will include mentors, role model,\n, and guest speakers !or students, Seminars will also be held to allow students to interact with minority and female individuals who have careers in sciQnca, math, and fields related to the Aerospace Magnet program. '-\" Page 111. (paragraph 2, sentence 4) The figure $278 which is included in the discussion of Magnet program costs refers to tha eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which ths district expends, which is $2165 on average at non-magnet, non-incentive schools, .........- Page 116. (paragraph 1, sentence 6) Success shall further be determined by analysis of statistics .related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender 3 P .---1 --.-.\n.r ~~ ~ .\n. . ---- - decreas8 in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivaient to the perc~ntage of black st.1,J~ents .. enrolled in the program Page 146. (paragraph 3 1 sentence 4) A collaborative effort shall also be pursued with the university of Arkansas at Pina Bluff, This 117 year-old institution has been a major educator of black students in the fields of higher education. The undersigned parties stipulate and agree that a modification of the Little Rock_ School District desegregation plan to include the Aerospace Technology Magnet School described in E:xhibi t 11A11 as modified above, subject to the contingencies described above, would compliment their settla~ent plans and advance the voluntary desegregation efforts contemplated by those plans. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Tachnology Magnet School described in Exhibit 11A11 , as mcdif ied by this Stipulation and Consent order, contingQncias: subject to the following 1, The Little Rock School District must receiva the Magnet Schools Assistance Progratn grant, !or which Exhibit \"A\" is its ~h~  r application, in~ amount of Four Million Dollars ($4,000, ooo. 00) ,'llr fif/- 7 i,,.,,.J Jqt/3\nand - J,..., 2. Tha Arkansas Aviation Historical Society must contribute r /t,AS1  Four Million Fiva Hundred Thousand Dollars ($,4,SOO,OOO,OO) as its /\\ share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and 4 JAN 31 '91 15=22 F'.b the Aerospace Museum. I! either of these contingenciQ9 dOQS not _happen, the Little Rock School District will have no obligation t~ builq_tha school or 1mpla~ant t~e Aerospaca Technology program described in Exhibit II A\". JOHN WALKER, P,A, 1723 Broadway Littla Rock, AR 72206 BY\n___________ _ John Walker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg, 200 Wast Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P,A, 1014 West Third -. ., .. Little Rock, AR 72201 BY: ___________ _ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg, 400 west capitol Littla Rock, AR 72201 BY:_-,-___________ _ Christopher Heller JACK, LYON \u0026amp; JONES., .. P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY: _____________ _ Stave Jones  .. IS SO ORDERED this _____ day of February, 1991, Susan Webber Wright United States District Judge 5 Knight Intervenor Concerns and Recommendations ,..-..,.._ ~ to the LRSD Aerospace. . /,  \\ ) Technology Magnet Grant Appllcatiop1 : } 1 . j   ' \\ ~-:  References to Teacher Compensation and Salaries (Pg. 5,9, 11) r------\n--~ -- /_) . =:i  I : I .J Knight Intervenor's Position - All compensation for teachers and support personnel including stipends for inservice, additional pay for extended days, or WQrk outside the contracted year should be allocated in accordance with existing contract agreements. Where contract provisions are inapplicable or new pay schemes are contemplated negotiations should occur with the Association to insure appropriate compensation for the employees involved. 1. 2. 3. 4. 5. Relevant provisions - PNA Article I Sec B, Sec D. I Sec E. Article II Sec A Article VII Article VIII Article IX Sec. A Relevant Provisions - ESP Agreement Article I Article III Sec I Article XII Article XIII '\\ References to staffing of teachers and support personnel in Aerospace Magnet. (Pgs. 52-53) Knight Intervenor's Position All  staffing of teachers and support peisonnel shall be done in accordance with the relevant provisions of the PNA and ESP Agreement. Relevant Provisions PNA \\ Article XV Article XVI Article XVII Article XVIII Relevant Provisions ESP Agreement Article XV ~~lection of teachers and support personnel to serve on Aerospace Magnet planning committees should be done in accordance with the relevant provisions of existing contract agreements. Relevant Provision PNA Article XXV Article XXVI Sec K Relevant Provisions ESP Agreement Article XIX \\ . l.'l\"t:.~~ . ,.,.,.,, .... -...-....... ,.,. ...\".....'. . ..'...\" , 1 .\".\" .,,. \"\"l llr, ..-. -~-  .,, ...... , ............... . 40 a.  4h.i... -..._ .,  11 .... , ......... - .... . ~ c ........ t ... . -  ,-.,n,   coc,c  w  ,A, ,., \" -..-.1ci.c 19.. oac ..   v \"\" 1111Ca  Cl. .iiA,.  A. ,-.a 'ltt\"\"   .11111  .,  ,.011111 . ...... ,.,., .... ,,.1,, ..... lllH, I , 1eM111 ll t, \"- i..A c ....n 'w .. ,  ,., ,.. . ..llto ... . 4 \u0026amp; ,.  , ..... . .J,   l .. i. l  ~\"-C.1111, .... , \"--'\u0026amp; \" -.~ ...o.... . ,. ..,,, ..,. A, -c  l6\u0026amp;Tdlt, -- ti, tt ttUac ... Ill ....... ,~. .. ,11111 o .........., .,. . u,. ... ft  w1rr. 1t1     At1  14\\HII, A 1e  ,,.,.\"\",. .,.._ .iaae11v  \"\"'\" ,.  .., .... . 11.l\u0026amp;Altf \u0026lt;4 A   .... . c\n...... ,  ,.,. --- ,._,., TOTAL NO, :r:ax:,..,y, zr.t\u0026gt;Jt~\u0026lt;)\ni  Ct.A.lilt A i,..-o.a,.1i, 0, IHCIM~N'e ~..aacc,,.flejS ATTOOICY AT 1,,_.W  \"\"\",. i.  ,uc\"c 1 ~ a1.1,~14 OO wc,a,- c.,.,.,01, 1,, l 'T1'1,,C oc:,c, ..,,-11.i,,\ne,1, 7iao1,i.-i or PAG!:S I 5 P.1 ...._..w..... .. ..~..c.........- .. ._,ta-.1aa Ill .  ,.,14 II  .. '\"\"'~  0a1c,.. ,  a1  \"  ... ,  II ,  \" 111,  \u0026amp;C'Wltll ~. ,  ..t.t .,~ ..1... ... .\"..IO ,.. t1ta.,  ,  a, ... . c .... v, .... .... ... ICII\"' \" _.41?1 41JII la. t.M C   1tt C.CUllitC\" ,.  ,I, ........ , .A, t , A --IY \"' ......... . \" ..... ,. c. , . 4111 , \" c-.\"*' c~c.-. .... . ..  ., .. . 1it 1 t4on  t..tcc JO Ctac, II ..... 01. -~ ....  111 4W'f li..fC111  1c1 c:, 4~- \"\"o  1111cc1 -'    C\"46f'9,  1c,c11t ,.o  - ., ... ca a,w ,e    ' \\..IC 41.,~ .. . 001 -,. . - ,., .. .. \"', .. .\".. .,. . ,,. .. '-\"- 1 ., ....... \" -ci:u.1c,  -   \\, , ., .. ..... ~.,. .. ., '-' .... ,, ......... . CAT!:: __ e_z._/ _f .,..../_tf_j _ _ IF 100 00 NOT R!C!IV!! ALL TX! PAGES Pt.!ASE CALL SACX ASAP ,01-37'-lOll TRANSMI'rI'ING n.ox: AO'rOMATIC ru il.APICOK 200  (501) 376-2147 AtJTOMATIC PAX RA.PICOK 200 - (501-3756369 T!I.:E!COPY OPD.A'l'OR: ____________________ _ L\n-z.\n~ a /\"\")o FOR. OF!'IC!: O'S! ONLY:--~--' ------~2=--~~=--- ( CLIENT N\"OMBER) ( MAT'l'!R N'CJMBD.} IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO, LR-C-82-866 PULASKI COUNTt SPECIAL SCHOOL DISTRICT NO. 1, ET AL, MRS, LORENE JOSHUA, ET Ali, KATHERINE KNIGHT, ~T AL, P. 2 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION .lND CONSENT ORDBR fUIOllDIHG LITTL! ROCI SCHOOL DISTRICT ABBQSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns e~pressed 'by the Court and some of the parties. The parties turther stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding o! the Magnet Schools Assistance Program grant, for which Exhibit 11A11 is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93: and if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,S00,ooo.oo) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. P. 3 The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specifie outcome expectations that blaek youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured by objective, education related criteria. The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Teehnology Magnet School is being integrated into and angrafted upon the settlement Desegregation Plans of the parties {\"the Settlement Plans11 ). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The sehool shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 I FEB 01 '91 14=24 P.4 The Aerospace Magnet School shall effectively be a joint venture between the school district and the local community's aerospace industry in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities, The loeal . aerospace community referre~ to herein consists of those aerospace .technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Colllll\\itments between these parties and the school district to whieh affected pupils become third party beneficiaries. A. Companies 1, Central Flying service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation s. Air Transport International 6. Little Rook Regional Airport B, General Commitment (see statement attached to this page) 3 FEB 01 '91 14 :25 P. 5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations will commit to (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the , Aerospace Magnet Technology School\n(c) year round mentoring and , - support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. These commitments will be permanent and binding upon these employers or enterprises as well as their successors. EDUCATIONAL INITIATIVES 1, Student Education Plans (SEP's) shall be developed tor each pupil who elects to attend the Aerospace Technology Magnt School, The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed'' into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective ot the S'EP 1s is to allow the progress of each pupil to be ~easured periodically. It will also assist in determining individual teacher performance 4 FEB 01 '91 1~ =25 P . 6 for evaluation purposes. 2, The school shall employ a fsufficient number of teaeher assistants to insure that the serious teaching and learning objectivas of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time  and with appropriate educational credentials for further study , - and/ or entry into college type programs, Th only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for th 6EP 1 s to work, demonstrate that they do not . have either the capacity or interest tor the required school work, 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). s. The racial balance of the student body of the Aerospace ' Magnet School shall bear a reasonable relationship to the raeial ) balance of the other high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white, The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 rEB 81 ' '31 1-1: 26 P.7 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is first addressed to the level o:f their respective capacities and is otherwise acceptable, By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGI AMENDMENTS 'Paqe 19 (Substitute :first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict re~edies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rook is approximately forty-six (46) and in Pulaski County is approximately thirty (30) . Page at During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or aeon thereafter. (As a footnote, the architeets who are working on these plans have conuni tted to make a biracial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item i~ (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. Th racial balance of the school shall be a range of black students within tifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments. Page 2t (Last sentence on the page) Central High School has been successful in attracting white stuclents !rom the Pulaski County and North Little Rock School 7 FEB 01 '91 14 =27 Districts. Page 32 (Supplement) P.9 Other standardized tests confirm the above disparities in teat rsults between at least black and white students. The dietrict is committed to fully addressing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace progra~. If those are not met, howevr, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Paga 3f {substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high aehool standards in the areas of Algebra, Physical Science and Earth Science. lJ The District will provide\\ peoial support to underachieving pupils in order that those students may be equally auoeeGstul in their classwork as the more advanced pupils. Paqa 52 {Nw paragraph 2) 8 F-EB 01 '91 14=28 P.10 Th planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the ~~oeess, These unintentional omissions will be corrected forthwith and will not be repeated. The lHracial Committee and Joshua shall be fully represented in the Magnet  School Planning Committee described in the next paragraph and shall , - otherwise be utilized to insure that this aehool meets its goals and expectations. Paqe 58 (a new last sentenee on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Paqe 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 II I FEB 01 '91 1~=28 P. 11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations tor students achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. ) I' __!i 7 0 (new last paragraph) The foregoing staft is disproportionately white. The district is sensitive to this tact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts t'rom math and science such as velocity, vectors, and kinesthetics. Page tl. (new first paragraph) student Education Plans (SEP I s) will be developed for all students. achievement. These SEP's will vary according to past student Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 FEB 01 '91 1~ =29 P. 12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10, {last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, appranticeships, and employment after graduation for those students who seek it. Paqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is ineluded in the diseussion of Magnet program costs refers to the eventual east of Magnet component only and is to be considered in addition to the per pupil cost which the 11 FEB 01 '91 14 :30 P. 13 district expenda, which is $2,165 on average at non-magnet, nonineentive schools. Paqe 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace teehnolo9y by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Paqa 119 (final paragraph) The avaluator(s) will work closely with the sehool staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Oasegregation Monitor(ing). Page 1,, (new paragraph three) 12 FEB 01 '91 1~:30 P.14 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluft. Arrangements will be  ought with these colleges for college eredit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the _magnet graduates with educational career planning. The undersigned partie stipulate and agree that a modification ot the Little Rock Sehool District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencie described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation ot Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District' desegregation pl~n is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School Oistrict must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" ia its application, in a total amount ot Four Million Dollars ($4,0oo,ooo.oo) tor 1991-92 and 1993: and 2. The Arkansas Aviation Historical Society must contribute 13 FEB 01 ' 91 14=31 P. 15 at Four Million Five Hundred Thousand Dollars ($ 4 1 500,000,00) as its share ot the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P,A, 1723 Broadway Little Rock, AR 72206 BY,W.~ tohnWalker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ___________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 .J\\: _ ..(LL_ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 West capitol Little Rock, AR 72201 BY:_~------------ Christopher Heller JACK, LYON \u0026amp; JONES, P,A, 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 7220l BY: _____________ _ Steve Jones SO ORDERED THIS r:AY OF F'EBRtJ1I.RY, 1,91, SUS.?\\N WEBBER WRIGH!' UNITED STATES DISTRICT JtlOOE 14 .1..'.l'.f.~ ~i.. ,., ... ,, .... ,._, \", ... .,., .. ... llr.r.h   ..,\".\"\" .. .._  I. 11111, \" .... ,ii .... ,,. ........ . . ., ... i ....... . ..iac 11. ,,._.,. - ....... s~  h411 ll. ...... c ........... -.   .., ......... ,-..T? . u11,  w111  -.Al, \" \" .... ,c .. c ...... oac.A  v14. \"'\" ~.6t11la ti, Cit .... , A, ,.a .. 1rtCeCT\"', A 41 ..... .,  ,.o ....... _,.., ..... ,,111, ...... -t.11. ...... 1111  111, ...... ... ,.  .,. ... w .,._ ... c1111.,1 .. ,  ,  .,1,. ..   4 , ............... . ..i. 11111 1.,1  .... ~co . .,,.., IIIClll\u0026amp;GIT -. e:A'f\\4.,..,, -.,11. C  t.a\u0026amp;Tdlf, A4,   ua  -. 4 ..... 111 'W11i,1 f .8TIJt  ._.._ ..i....f.'I.. ... ..w. r. u, .,.,. , ........ ttu:,.  ,_.,,\\.~UI, .,.._ -'Ga\u0026amp;II I, 1111\\,1  1\", ,JIii.,. A A, 11.,u.\" ......... ,., ... . \u0026lt;\n ,., ............... 111,..,, TO: TOTAL NO. J''.al:~T, X:t.0,:\u0026amp;.\u0026amp;!)\u0026lt;)\n\"?  Ct.A.Jl:I'. .. --~ e, IHGMca..w.., Noia ~...aaicc.,.ncoa AT,-QfllNll:YS AT' -.i.w  ,, ... T ,\nCl'CIAI. aw,~, ....  wUT e.uITOI, 1,!'1''1'1,11: 11/:IC:~, .\u0026amp;1111.t.HSAS 7llll01iea Tci..io, lc:Jhl7=u ,..,,. He, 10hJ7at7 or PAGZS I 5 CAT!: __2-_ /_f...,./_1-_.,/ __ P.1 ...\"\" ........... ,., .... . , ... o\" ,. -1.   .. ..........   1111 111,  .._ .,.. . 0\u0026amp;4,    4C\\. a, 40 .. 11 o-   ..  ... , .... (IClo Ill,  1111141.1_1,1,,. -  ,.. 1a tr.i..   ..  . , c\"-1 ,. '\" 1111 t ~~._._,,. J, ..... ICllff 1', ~,..,._.,,. ,\n1.1111 ......... , Ill , \"\"\"* cc ..... .. \" l#t' I , 11..llllo, o1A, ., ......... i. ,i1, liiCI  ... ...... c:  , .... . .-... ..\"..\".'.\\...C..t. .o. ,.c  ... - ...... ,.,,, , ......... \"\"~1 ..1.0.. ., ._,i ......c... . ,. -.G1o.~ ~l.iilT 1Jo1'0.11 .... , cl C', t,.. \u0026amp; -o . -.cc 4, au:,. .. ,., 1c ..  ,.01,. ,ac O-\"'  ..,,..,a ..... ~ ........ 11110041 -- .. \". . 1i1u-. ~ ... ~- .,.,,.,,.. tti. .. 1i.ec~c:ac, , .. Wlli.~141111 \\, , r .. ,.\\.,,.. ti. t~\"\"' ...... . Ir 100 CO NO'? R!C!IVl! AI.I. n!l PAG?S  n.nsE Cll.t SAC:X AS\u0026gt;.P ,01-37'-lOll 'I':U.NSM!TI'L'fG noM: AC't'OMATIC ru R.APICOM 200  (SOl) 376-2147 ACTOMATIC PAX RllIC:OK 200 'I'%I.ECOPY OPD.ATOR: ____________________ _ L I -z_\n~ O I\") 0 FOR. OF'!'IC! OSi! ONI.t: __. ...\n.. _, _ _________: t.....__=-~~--- ( Cl.I!NT Ni..\"M.B E:R l ( MATTER Nt.T?GD.) FEB 81 '91 lJ:23 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l, ET AL. MRS. LORENE JOSHUA, ET A.:f.-. KATHERINE KNIGHT, ET AL. P.2 PLAINTIFF DEFENDANTS INTERVENOM INTERVENORS STIPULATION .lND CONSENT ORD!~ R!GllDING LITTLZ ROCI SCHOOL DISTRICT AERQSPACE TECHNOLOGY MAGNJIT SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be a~ended to include an Aerospace Technology Magnt School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed l:iy the Court and some of the parties. The parties turthar stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School Oistrict receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which E)l!hibit 11A11 is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,!500,ooo.oo) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. FEB 01 '91 1~: 23 P ... , , .\n, The purpose of this stipulation between the Joshua Intervanors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well s~rved in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. Th underlying premise of Joshua is that student from higher soeio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by tha district, The outcome expectations shall be measured by objective, education related criteria, The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Ogregation Plans ot the parties (\"the Settlement Plans\"), The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a tully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long aa state law does not diminish the remedial and desegregation objectives of the Settlamcn~ Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 Paq sa (a new last sentance on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental asaistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Pag 59 (supplementary language) A program of teach~r develop\u0026amp;d incentives will be put into place to assist with the motivation of studants at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for th$ir students, and programmatic expectations tor studonta' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this !act and shall work to insure that it, too, will be fully desegrogated and integrated. Page ?7 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology s~all include concepts !rorn math and science such as veloci_ty, vectors, and kinesthetics, Page 91 (new first paragraph) student Education Plans (SEP I s) will be developd for all students. These SEP I s will vary according to achievement. Appropriate intensive counseling assistance and direction to students to insure past student will provide that their potentialities are devaloped to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10\u0026amp; ~- ( last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summ$r jo~s, part-time employment, rnentorships, appr~nticeships, and employment after graduation for those students who seek it. Pe.ge 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Paqe 11~ (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender - number of program graduates entering post-secondary education especially fields related to math, science, and aerospace t~chnology by race and gender - decrease in dropout rate as compared to other high schools such that the number of black studonts in the graduating class will be equivalent to the percentage of black students enrolled in the program , ,' Page 119 (final paragraph) The avaluator(s) will ~ark closely with the school staff and be both sensitiV8 and responsive to inquiries raised by th Joshua Intervanors, the district and/or school biraeial committae(s) and the Office o! Desegregation Monitor(ing). Pag 1-te (new paragraph three) There shall bie a collaborative effort betwoen the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for ortain work completed at the Aarospaca Magnt School and for th institutions to assist the _magnet graduates with edq9ational career planning. 5. The racial balance of the student body cf Magnet School shall bear a reasonable relationship to th racial balance of the ether high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage cf black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff oy aggressive recruitment and by financial support for teacher aides who commit to ootain college training while on the 5 FEB 01 '91 1~ :25 P .6 for evaluation purposas. 2. The school shall employ a sufficient number ct teacher assistants to insure that the serious teaching and learning objectiVQS of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time  and with appropriata educational credentials fo:r further study ... - and/or entry into college type programs. Th only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired fer th $EP 1 s to \\tlork, demonstrate that they do not . have either the capacity or interest for the required school work. PAGE AMENQMENTS 'Page 19 ( Substitute ! irst paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Fedaral District court approved an interdistrict plan of d8sagregation betWQGn the Little Rook, North Little Rock and Fulaski County School Districts. That plan provided interdistrict remedies o! magnQt schools and majority to minority tr~nsfera, The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is appro~imataly thirty (30). Page 32 (Supplement) Other standardizgd tests confirm the above disparities in test results between at least black and whit students. The district is  committad to fully addres~ing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented for students at all grade levels. In this way, students may be expected to~have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program, If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. i 11 The Little Rock Airport commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Commitments between these parties and the school district to which affected pupils become third party beneficiaries. A. Companies 1. Central Flying service 2. Falcon Jet Corporation 3 . Arkansas Modification Center 4 . Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this paga) 3 FEB 01 '91 1~=25 P.5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations will commit to (a) specific employment, hiring and promotion commi trnents for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the -Aerospace Magnet Technology School\n(c) year round mentoring and , - support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each ot the business enterprises. These commitmnts will be permanent and binding upon these employers or enterprises as well as their successors. EOUCATION~L INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promot remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the S'EP 1s is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 FEB 01 ' 91 l J: 26 P.7 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is !irst addressed to the level ot their respective capacities and is otherwise acceptable, By agreement and stipulation of the parties, Exhibit A\" is modified as follows: PAGJ AMENDMENTS 'Paga 1, (Substitute first parag:-aph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies o! magnet schools and majority to minority transfers, The percentage ot black students in North Little Rock is approximately forty-six (46) and in Pulaski County is appro~imately thirty (30). Page 20 During the period of construction o! the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biraeial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted, Page 27 Program Objective II (substituted) The Oistrict plan to open the Aerospace Technology Magnet School a~ Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments, Page 29 (Last sentence on th page) Central High School has been successful in attraeting white students !rom the Pulaski County and North Little Rock School 7 FEB 01 ''31 1_.:27 Districts. Page 32 (Supplement) P.'3 Other standardized tests confirm the above disparities in test rsults between at least black and white atudents. The district is  committed to fully addres~ing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented tor students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 31 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those kills will be effectively taught to all students so that they will meet the high aehool standards in the areas of Algebra, Physical Scienee and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Paqe 52 (NQW paragraph 2) 8 i : , FEE 01 '91 lJ :28 P. 10 Th planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Cornmitte\u0026amp; in the ~~oeess. These unintentional omi5sions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee 'described in the next paragraph and shall ~- otherwise be utilized to insure that this school meets its goals and expectations. Paga SI (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement, This is intended to supplement the opportunities students have for maximizing their abilities within the school, Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation ot students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 P.11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for their students, and prograltll'llatic expectations tor students' achievement. Special outreach efforts shall be made to parents of black and socio-eeonomieally deprived students to introduce these patrons to the program. Page 10 (new last paragraph) The foregoing staft is disproportionately white, The district is sensitive to this tact and shall work to insure that it, too, will be fully desegrgated and integrated, Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts !rom math and science such as velocity, vectors, and kinesthetics. Page tl (new first paragraph) student Education Plans (SEP I s) will be developed for all students. These SEP' s will vary according to achievement. Appropriate intensive counseling assistance and direction to students to insure 10 past student will provide that their FEB Gl '91 !J:29 P.12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 101 , - (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summr jobs, part-time employment, mentorships, apprQnticeships, and employment attar graduation for those students who seek it. Pcqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students, seminars will also be held to allow students to interact with minority and female individuals who have careers in science, rnath, and fields related to the Aerospace Magnet program, Page lll (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 FEB 01 '91 14:30 P.13 district expends, which is $2,1gs on average at non-magnet, nonincentive schools. Page 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender number cf program graduates entering post-secondary education especially fields related to math, science, and aerospace technoloqy by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluator(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervanors, the district and/or school biracial conunittee(s) and the Office ot Cesegregation Monitor(ing). Page 1.u (new paragraph three) 12 P. 14 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluft. Arrangements will be sought with these colleges for college credit to l:\u0026gt; given for certain work completed at the Aerospace Magnet School and for the institutions to assist the _magnet graduates with edqcational career planning. The undersigned pirties stipulate and agree that a modification of the Little Rock School District desegregation plan to inclucle the Aerospace Technology Magnet School described in Exhibit 11A11 as modified above, subject to the contingencie described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might he.ve a negative impact upon the further desegregation ot Fuller Jr, High and Mills High School. It is therefore ordered that the Little Rock School District 1  desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as moditied by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School Cistrict must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount ot Four Million Dollars ($4,0oo,ooo.oo) tor 1991-92 and 1993\nand 2, The Arkansas Aviation Historical Society must contribute 1.3 FEB 01 '91 1~ : 31 P.15 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000,00) aa its share 0t the construction costs of the Aerospace Education Canter which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ___________ _ Sam Jones MITCHELL ROACH!LL, P.A. 1014 West Third Little Rock, AR 72201 BY:n , _ _,..,Cl..A__ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 West Capitol Little Rock, AR 72201 BY=-~--~---:~----- Christopher Heller JACK, LYON \u0026amp; JONES, P,A. 3400 Capitol Towers Capitol \u0026amp; !roadway Little Rock, AR 72201 BY: _____________ _ Steve Jones so ORDERED THIS ~ OF FEB..~, 1!'91. SUS.ZI.J.'J WEEBER WRIGHT UNITED S\"'..ATES DISTRICI' ..ru::x\nE 14 FEB QJ '91 10 :53 I.''/.:!':. .... ,.,.._., a  ,..,,,: 1., ... , \u0026amp;4 .,,-., .... '\"\" .... .,  C. . 481, - .... ......... .  .,.  ,. . , ........ .u, ..... . C GI, IC\\r. A A.  ci.  ,- ... .1011111,t .......... \"' ., . ,w,..,. ... , ,. .. . \"cac,c a, w ...     , , 11U1r:1r.    ac t . Davia, .... .,, . ...... c.a. .c.. .'.C.l..... .,.1. . ........ ... .ie1111111 'r ..... ,. ... , .. ..._,aa1111, .,,. , , ..... .  .., .... ......... 11 1, .... . ,~\"' w .,._ ., .. .-.. 1,1 .1 .. .11.1 1..a.l.T'.,. J ,. .. , .. .-A.., -.J , ,-. 11 - .,. .i , ..,.. ..- ...,,. ......... .. ll4e1h1 ._ CAf\\.111 ... ,  ._ ~., ta llllt, 1aTCU11 a..._ ,1, - ui1,ec1t1it :u t. 111, 14111 .... , Wl 1tl.Jiill- ,- tAAfflll, \u0026amp; ~ t.tc  wa. u, -,.,. '\"c: c. acs.e\"'t.., -- a .. .. JO  CJIIII , 11111'-fl'i ..... A ... ,a...,, .... ........ ... , C:111 11,0 ............. ,_. Jl't1D4T, ZI.~lR.lt:tlG\u0026amp; 6 Cl:..a.ll.Z A J-a.o,::,, ,,.-,-... NIO ~-.-.~ ..,,.,.,,-.,,. . .,. .... ,. ...... 0 Dtn-  \"  ,. CCt4'- av1-..a1N GO CIT c..oTOI. 1. I TTI.C .IIOC~ , .t,Jt11 ... ,.1Aa 1110 tl~ 'l'11.v\"1 10i.J,t,\u0026amp;C11 ,3 7 ,_ 0 I O 0 :5 A )vt J tJ N e: .. s - 37 Y -- ,-, L/-7 3 7 L'5 - I O ?.... -7 3 -75,- I q4 0 ._51E U E ( J O I\\)~ - R , P..o Fl CfJ c:. l.( P. 1 _..., ...\". .,... ...... ,. ,. 11. .... , ...... . ... \\, .. . .. \"'  .  , , .. . . 111, . 6, 111 4 ,   Ill , . ,... ....... 4 ....... ...  .., .. .. ,  i. .... ... . ...... ,  C'- 1t   \"'ci.1., . ..    CltT9C t 1 1,,i,. - 11  c,.\\,.,  .J, 1ri,.,  ..,, \u0026lt;I , \"-A#C4\"1A .. 1. .._ i.ac .111., .I.A..t \\,t . c.e..-...c.. ... .   1i.111 . ..... ,. ...  o-~ -'AM la I , leMJI.,    4Ji1o1t,A\\ 11 ac,.c o, \"  I  a. , 1. I CI\"' f ~It, .. ..,  ,  .,.. Ci.\".,. i1r11100'-  \"  c 4\\iil? .... ,o. 4'601 ~ t41 C. A,,t,o C 'OMI - 'lfllt J, ._ ,  ,..,._  CltJIII f OJII I A e 11111 ~ o . .,. ,,~o .. .,c,,.c,, ... oc -... ..-.. ~ .., . '\" .. , ... J , .... ,,. ... W n ,.1,, 1   C-.iiea, \" ,    ti.. i..r.- L. 'C TEI.EC::OPY TO FOLLOWING NO: ____ ....._ _____________ ....... , ....... . Wt 1i,.1,1 ~\"MO,., .-.  1'Hl: -~-~1/ ~ ~ ~':.~~~~~ TOTAL NO. or PAG!S 3 TBIS lli'10RMA1'ION SHE!\"l' Pt.OS - PAGES OAT!: =!Fe 2,,-\u0026lt;-{-q I TIM!: IF 'iOtr DO NO'r UCZIVE ALL TH? PAGES - PUA.SE CALI,, 8Aa ASAP SOl-37f-20ll 'I'RANSMIT'rING ntOl(\n(JILllSl CI~CU.: ONI!) ACTOMATIC FAX :RAPIC0M 200  (!Ol) 3762147 AOTOMATIC PAX RAPICOK 200 - (!Ol-37f-~369 T!I.ECOPY OPERATOR: ____________________ _ roa OFFICE O'SE ON!.Y !--~~:\":\"'.:\"\"~~=------:-'.~~=-7=:::~::::-\n---- ( Cl.I ENT NTJlG ER) ( MATTU NtJMlS D) P.2 l\",12 Th Aeroepaoe Magnet Sch0ol dhlilll ettectively be a joint venture betwn the school diatriot and. th Arkana Aviati0n Historical soeiety in certain ~perational and tinanoing respects. The school distri~t, however, hall have tull and tinal uthority tor all cleeiaiona and conduct of the aeho01 including ~ut not limit~ to its tatt, studenta, program. and activities. The looal aerospace eo1'11Jl\\unity consists ot those aerospace technical ~usineas enterpri which are located around the Little Rock Regional Airport. It includes the tittle Rook Airport COJlmlisaion, a public nterpr1se, which operates the Little Rock Regional Airport. Th Littl Rock Airport Commia  ion and the following private aeroapao technical businee entet\"Prises herel:ir make the commitmnts contained in the atatement of support attached to this pag#d the reaonabl inference which tlow threfrom regarding the lvel and duration of aaid support. A. Companies 1. Central Flying Service 2. Falcon Jt Corporation 3. Arkan Moditic:ation Center 4. Midooa t Aviation s. Air Tranaport International ~. Little Rock Regicnal Airport B. Genetel Commitment ( attachment to this Pge) The Court shall ba provided affidavit ct aupport from repreeentativea of the local aeropaca ooimnunity, not later than February 19, 19il. Th attidavits ot aupport will deaorib each 3 FEB 04 '91 10 : 5._i P .3 G2104/!HI 10119 FROM JOHN W, WA K~R l\",A, TO ,,noRY FIRM P,03 company's present c~mmitments and future voluntary ettorts in th following ara 1 (a) specific emploY'Jllant, hiring an~ promotion commitmnts for each ct the employers and a~tect all futuro employment opportunities, (b) suuer training and ~plQyment opportuniti for the ~laek pupil who will attend the Aerospace Magnet. Technology Sohool 7 (o) year ro-und mentoring and support prog~ame for black pupil at the eohoolr (d) preferential consideration upon graduation for training or apprentichip programs and employment within th anterpri, (e) ereation of racially inclusive, nondiscriminatory work environment\nand (t) ~road based racial and\nender reprnt~tion on approp~iate advisory and governing ~oard ot each of the busin entrpriaes. In th avent that it is neciessary to modity theae oonunitments, notice ahall be ~rovided to the partiea and efforts will be made to continue the spirit of theae collll!litmenta. ~UCATlONAw INIT?ATIVZS 1. student Education Plan (SEP's) shall be develo~ed tor each pupil who elects to attend th Aerospace TechncloiY Magnet School, The plan shall be developed and then implemented in sudh a t,tay aa to insure that all pui:,ils therein hall be \"mainatreamad\" intc regul1r classes. It additionl, out ot olasa work i  required in order to promote rmdiation to pupils to meet classroom work, th district shall otter it a needd at district expen either atter school or on Saturday. A principal objective of th SEP's is to allow the progress of each pupil to be l'!lea11ured periodically.  Ddqtm,iJ111J_5:1t:- tN01v'1Dl)A./ -to-...ch~e hf_J::-,:.f,,...A.i:)e~ /} 0-10-C,1 fl~~: (J') .. )r= J,,_ / .. r wori oJ w-:J~ .A.,,J l~l.J- )lJ we..~ ){. j,=r- .fi~ L._,) .,M) C ,._, ,A.-.J J 7/D)._ J)r' L --\"ti r L'-.! ~ JJ, ./)1~r... dl,., /o= l.vo--V. j),. /,.,,,J /J,.lc!, f }_,.,) )L L LJJ --4 r,._ _,uo.,,I L \u0026lt;'N,\n. ,,Vl\u0026gt; L\\  ~ \\, lit tL 2,/J /) {, .,MJ ,,.J... _,m.4? .A',\u0026lt;),?._\n..} .l~JL.,(. ~,-) \n,_ ,...,....,k . )) l,o JL.) ,J\u0026lt;., p,.. ~ dL 1J 1-Ll fJ cc= )J l.11 7,, ... /)!Ort., L) .,.,)/ /Lr ,Ye~ .J_,\u0026lt;.,J . A--4.,,., - )~J. - ~ /JJ. fl,AJ,,....,,\n), oJ t,,vi,.,.,,,,,.,J ).\n_ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 RESOLUTION NO. 8,488 A RESOLUTION ENDORSING THE AEROSPACE EDUCATION CENTER FOR ITS CREATION OF THIS COOPERATIVE VENTURE FOR THE BETI'ERMENT OF OUR COMMUNITY. WHEREAS, the Arkansas Aviation Historical aviation industries of our state, the Little Commission, and the Little Rock School District Society, the Rock Airport have joined hands to create the Aerospace Education Center, a unique institution which will combine an Aerospace Technology Magnet High School with the Arkansas Museum of Aviatio\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 "},{"id":"bcas_bcmss0837_242","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers","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":["1998-10-01"],"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","Little Rock School District","North Little Rock School District","Pulaski County Special School District","School attendance"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers"],"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/242"],"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":["documents (object genre)"],"dcterms_extent":["83 pages"],"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. '-~ ' ..,., I\"'' JAN 2-0 19gq October 1 State Department Enrollment Report(LRSD INTERNAL R~~TI0N MONITOai~ !AnE nrolled Students: ll-Nov-98 001 CENTRAL Grade WM WF BM BF HM HF AM AF IM IF Total IO 123 133 181 220 1 4 6 1 0 1 670 11 117 129 156 236 4 1 2 0 0 0 645 12 103 139 114 157 2 0 4 4 0 0 523 KF 0 I 1 12 ~'1 21 0 0 0 0 0 0 'fi7, 34 TOTAL FOR CENTRAL: 34wo2 461cv!J4 7 5 .-)12 5 0 1 ,~~~ ?'1\u0026gt;7 002 HALL Grade WM WF BM BF HM HF AM AF IM IF Total IO 36 27 131 81 10 9 4 2 0 0 300 11 21 28 75 92 6 5 4 6 0 0 237 12 27 32 72 71 2 3 6 3 0 1 217 KF 0 0 0 8 17 9 0 0 Q 0 0 0 0I 17 s 3 2 7 2 0 0 0 0 0 0 14 .. TOTAL FOR HALL: 81 11~89 2:Aaf55 18 17 ~, 14 11 0 1 ~~g G 003 MANNM/S Grade WM WF BM BF HM HF AM AF IM IF Total 07 65 77 59 82 0 0 2 3 0 1 289 08 73 55 79 77 1 1 1 2 0 0 289 09 52 68 60 75 1 0 2 1 0 1 260 TOTAL FOR MANN MIS: 19woo 198 234 ..I,~\n) 2 1 t' 5 6 0 2 838 15 005 PARKVIEW Grade WM WF BM BF HM HF AM AF IM IF Total 10 52 88 69 92 1 1 3 7 0 0 313 11 52 97 66 88 3 0 1 2 0 0 309 12 65 71 83 78 2 2 1 2 0 0 304 TOTALFORPARKVIEW: 16U56 21~58 6 3 ~55 11 0 0 926 ~, 7,. 006 BOOKER Grade WM WF BM BF HM HF AM AF IM IF Total 01 19 24 21 22 0 1 0 0 0 0 87 02 17 21 15 25 1 2 0 0 0 0 81 03 16 19 18 26 1 1 2 0 0 0 83 04 20 27 21 25 0 0 2 0 0 0 95 05 18 25 21 27 0 1 0 0 0 93 06 22 25 26 21 0 1 1 0 0 97 KF 14 24 17 18 1 2 0 0 0 0 76 TOT AL FOR BOOKER : 12~l65 139 164 3 8 ,i ~ 6 1 0 0 612 _$o7p 007 DUNBAR Grade WM WF BM BF HM HF AM AF IM IF Total LRSD Information Services Department 1 IAnE nrol.le d Students: 1 J-Nov-98 07 38 47 93 67 2 6 3 3 0 0 259 08 49 38 64 74 4 2 3 2 0 0 236 09 44 50 64 73 1 5 3 3 1 1 245 f/l(o TOTAL FOR DUNBAR: 13~~35 221Ml4 7 13 i:!'.91 8 1 1 740 008 FAIR Grade WM WF BM BF HM HF AM AF IM IF Total 10 27 22 118 114 4 2 0 1 0 1 289 11 18 12 105 76 0 1 0 0 0 0 212 12 11 17 75 86 2 1 1 0 0 0 193 s 3 4 12 7 0 0 0 0 0 0 26 TOTAL FOR FAIR: 5911~55 31w83 6 4 ,~ 1 1 0 1 720 3~)0 009 FORST HT Grade WM WF BM BF HM HF AM AF IM IF Total 07 56 40 89 85 2 6 3 1 0 0 282 08 38 43 88 76 2 5 1 3 0 1 257 09 39 21 61 78 0 2 0 0 0 202 s 4 3 10 4 0 0 0 0 0 0 21 TOTAL FOR FORST HT: 13kPl 07 248-41,243 5 1! ,:,.1_ 6 4 0 1 762 r,-\u0026gt;/7o 010 PULHTJ Grade WM WF BM BF HM HF AM AF IM IF Total 07 33 36 97 72 0 0 1 0 0 240 08 50 52 84 76 1 1 2 2 0 0 268 09 48 49 74 66 0 0 0 2 0 0 239 s 3 3 3 1 0 0 0 0 0 0 10 TOTAL FOR PUL HT J : 134-P40 258~~15 1 1 {Q 3 5 0 0 757 G,\n)-7 011 SOUTHWST Grade WM WF BM BF HM HF AM AF IM IF Total 07 11 4 55 56 0 1 1 0 0 0 128 08 9 3 49 69 3 1 0 0 0 0 134 09 12 10 62 47 0 4 0 1 0 0 136 s 1 0 12 2 0 0 0 0 0 0 15 TOTAL FOR SOUTHWST : 33.5o 17 178?\u0026gt;~4 3 6 ii 1 1 0 0 413 ira7~ 012 MCCLELLA Grade WM WF BM BF HM HF AM AF IM IF Total 10 12 21 156 137 3 2 0 0 0 0 331 11 18 18 109 122 0 3 1 0 0 0 271 12 13 19 108 100 0 2 2 1 0 0 245 s 3 3 15 3 0 0 0 0 0 0 24 TOTAL FOR MCCLELLA: 46 161 38875862 3 7,d 3 1, 0 0 871 si?o /0 013 HENDERSN Grade WM WF BM BF HM HF AM AF IM IF Total LRSD Information Services Department 2 -\nz J/, :IJ 1,~3 3,~?8' /:S5 ~--4S-~ 70~ 01),0.1- 1-!yl __,, /45'/.:S 3,\u0026lt;J.5 Hv 5, _\n./C: t:77o !All Enrolled Students: JJ-Nov-98 07 10 10 75 70 2 1 0 0 1 170 08 9 6 82 93 1 2 2 0 1 0 196 09 12 9 90 105 0 1 2 2 0 0 221 s 0 0 12 7 0 0 0 0 0 0 19 TOTAL FOR HENDERSN : 31~25 253).g75 2 5 l\u0026lt;., 5 2 1 1 606 \u0026lt;g\"67 015 CLOVRJR Grade WM WF BM BF HM HF AM AF IM IF Total 01 0 0 0 1 0 0 0 0 0 0 1 06 0 0 0 1 0 0 0 0 0 0 1 07 10 6 95 95 5 6 2 0 0 0 219 08 7 3 85 74 4 3 1 0 0 178 09 7 7 117 79 2 4 0 0 0 0 216 s 0 0 3 0 0 0 0 0 0 0 3 TOTAL FOR CLOVR JR: 24 16 30~J50 11 13~ 3 1 0 0 618 i17, 016 MABELJR Grade WM WF BM BF HM HF AM AF IM IF Total 07 20 12 56 56 1 0 0 2 0 148 08 20 20 65 72 0 1 0 0 1 0 179 09 21 13 64 57 0 0 0 0 2 0 157 s 2 3 4 7 0 0 0 0 0 0 16 TOT AL FOR MABEL JR : 63 ti/ 48 189~f92 1 2 0 0 5 0 500 1, .. 017 BALE Grade WM WF BM BF HM HF AM AF IM IF Total 01 5 6 16 19 1 0 0 0 0 0 47 02 2 4 14 25 3 1 0 0 0 0 49 -- . 03 5 7 20 18 0 0 0 1 0 0 51 04 0 4 17 13 0 1 0 0 0 36 05 4 5 16 16 0 0 0 0 0 0 41 06 8 9 12 16 0 1 0 0 0 0 46 E 3 0 2 2 0 0 0 0 0 0 7 KF 6 5 17 25 2 2 2 0 0 0 59 PK 2 ,, 9 8~ 15 0 3 0 3 0 0 0 e,.~'r37 1~-\nb TOTAL FOR BALE: 35~49 12~,149 6 8 3 ii 1 0 0 373 018 BRADY Grade WM WF BM BF HM HF AM AF IM IF Total 01 3 2 21 21 0 2 0 0 0 50 02 7 5 26 23 1 2 0 0 0 65 03 6 8 22 17 2 3 3 0 0 62 04 5 6 24 13 1 0 0 0 51 05 4 4 17 12 3 7 3 0 0 51 LRSD Information Services Department 3 -r\nI ~ :\n.91 t-l?t\n~lo/ JI\nI 1J r,1/o IAn Enrolled Students: J J-Nov-98 06 5 7 13 7 1 2 0 0 37 E 2 1 4 0 0 0 0 0 0 0 7 KF 8 12 16 16 3 1 2 0 0 0 58 PK 1 .5 4 6 C/ 3 1 0 ~ 1 2 0 0 $Q?o18 ~~7 .. TOTAL FOR BRADY : 411-(/) 49 14~~l12 10 11~r\n.s 9 0 0 399 019 BADGETT Grade WM WF BM BF HM HF AM AF IM IF Total 01 2 1 19 19 0 0 0 0 0 0 41 02 0 1 14 11 0 0 0 0 0 0 26 03 0 1 10 10 0 0 0 0 0 0 21 04 0 0 7 12 0 0 0 0 0 0 19 05 4 1 6 9 0 0 0 0 0 0 20 06 1 0 9 9 0 0 0 0 0 0 19 E 1 0 9 0 0 0 0 0 0 0 10 KF 0 0 19 20 0 0 0 0 0 0 39 PK 0 0 0 8 I~ 10 0 0 0 0 0 0 0 ~~~18 c:\nJJ~ TOTAL FOR BADGETT: 8 ,~ 4 10!~\u0026lt;2100 0 0 0 0 0 0 213 (2. 020 MCDERMOT Grade WM WF BM BF HM HF AM AF IM IF Total 01 14 11 18 25 1 1 0 0 0 0 70 02 18 11 25 11 3 2 0 1 0 0 71 03 9 11 21 29 1 2 0 1 0 0 74 04 7 14 22 18 0 0 0 1 0 0 62 05 14 10 18 16 1 3 0 0 0 63 06 14 4 25 20 2 0 0 0 0 66 KF 17 14 15 13 0 0 0 0 0 60 llo TOTAL FOR MCDERMOT : 931,2'. 75 14!\nn432 8 7 3 3 0 1 466 .\nl\ni... 021 CARVER Grade WM WF BM BF HM HF AM AF IM IF Total 01 17 12 14 23 0 0 2 0 1 0 69 02 26 17 21 24 0 0 1 1 0 0 90 03 25 18 20 25 0 0 1 2 0 0 91 04 19 21 30 20 0 0 0 1 0 0 91 05 29 14 32 19 0 1 1 3 0 0 99 06 21 25 29 16 0 1 1 1 0 0 94 KF 19 9 18 11 0 0 0 0 0 0 57 fi(/:\u0026gt; TOTAL FOR CARVER: 15.6, ,\n::a6 164 138 0 2 l'J. 6 8 1 0 591 ~\u0026lt; 022 BASELINE Grade WM WF BM BF HM HF AM AF IM IF Total 01 4 6 22 19 0 0 0 0 0 52 LRSD Information Services Department 4 IAn Enrolled Students: I J-Nov-98 02 3 3 23 19 1 0 0 0 1 0 50 03 1 3 13 17 0 0 0 0 0 0 34 04 0 2 15 16 0 1 1 0 0 0 35 05 0 2 13 5 0 0 0 0 0 0 20 06 2 1 14 12 0 0 0 0 0 1 30 E 2 0 1 5 0 0 0 0 0 0 8 KF 6 5 33 25 0 0 0 0 0 0 69 PK 1 ~ 3 12 0 18 1 1 0 0 0 0 8~7~3 6 \u0026lt;j41- TOTAL FOR BASELINE : 19-$1._2 5 14~~6 2 2 8' 2 0 1 1 334 023 FAIRPRK Grade WM WF BM BF HM HF AM AF IM IF Total 01 2 2 16 14 0 0 0 0 0 0 34 02 4 5 11 18 0 0 0 0 0 0 38 03 3 1 7 7 1 0 0 0 0 0 19 04 2 2 12 10 0 0 0 0 0 0 26 05 3 3 6 10 0 1 0 0 0 0 23 06 2 3 4 10 0 0 0 0 0 0 19 KF 4 6 8 16 0 0 0 0 0 0 34 PK 8 I~ 8 9 ,i 9 0 0 ~o 2 0 0 67 36 13 7\"' TOTAL FOR FAIR PRK: 28.5~30 73 l'2::Z94 1 1 i 0 2 0 0 229 024 FORST PK Grade WM WF BM BF HM HF AM AF IM IF Total 01 12 11 15 15 0 0 1 1 0 0 55 02 20 14 14 16 0 0 0 0 0 0 64 03 18 18 20 18 0 0 0 0 0 0 74 04 16 16 13 10 0 0 1 0 0 0 56 05 13 18 10 15 0 0 0 0 0 0 56 06 8 15 12 17 0 0 0 1 0 0 53 KF 18 24 8 8 0 0 0 1 0 0 59 ~-f(J.o, TOTAL FOR FORST PK: 105 p6 921~199 0 0 2 3 0 0 417 ~do .5 025 FRANKLIN Grade WM WF BM BF HM HF AM AF IM IF Total 01 1 0 27 44 0 0 0 0 0 0 72 02 0 2 28 36 0 0 0 2 0 0 68 03 1 0 38 35 0 0 0 0 0 0 74 04 1 0 27 31 0 0 0 0 0 0 59 05 1 1 28 22 0 0 0 0 0 0 52 06 0 1 15 21 0 0 0 0 0 0 37 E 0 0 11 2 0 0 0 0 0 0 13 KF 4 2 29 41 0 1 0 2 0 0 79 LRSD Information Services Department 5 !AnE nrolled Students: 1 J-Nov-98 PK 6 I 4 31 27 0 2 ~ l l 0 0 1 i 72 TOTAL FOR FRANKLIN : 14a110 23~~g59 0 3 'j_ 1 5 0 0 526q.)(fa 026 GARLAND Grade WM WF BM BF HM HF AM AF  IF Total 01 0 0 16 17 0 0 0 0 0 34 02 0 0 18 18 0 0 0 0 38 03 1 0 14 22 0 0 0 0 0 0 37 04 0 16 13 3 0 0 0 0 0 33 05 0 0 18 20 0 0 0 0 0 39 06 0 0 18 14 1 2 0 0 0 0 35 E 1 0 3 4 0 0 0 0 0 0 8 KF 0 0 10 20 2 2 1 0 0 0 35 PK 0 0 0 5 ,5. 10 1 2 ~ 0 0 0 0 ~i718 ~7c TOTAL FOR GARLAND: 2 .a. 1 118 138 10 7 1:8 1 0 0 0 277 6j ~~ 027 GIBBS Grade WM WF BM BF HM HF AM AF  IF Total 01 10 13 11 10 0 0 0 0 0 0 44 02 16 7 10 11 0 0 0 0 0 0 44 03 11 9 11 12 0 0 0 0 0 44 04 14 7 14 9 1 2 0 0 0 0 47 05 6 13 17 9 1 0 0 1 0 0 47 06 11 10 10 13 1 1 0 0 0 47 KF 10 8 11 8 0 0 1 0 0 0 38 j\n/o. TOTAL FOR GIBBS : 781~67 84/5/e.72 3 4 ,o. 2 1 0 0 311 028 CHICOT Grade WM WF BM BF HM HF AM AF  IF Total 01 6 6 30 20 5 5 0 0 0 0 72 02 8 10 27 21 3 5 0 0 0 0 74 03 6 3 23 28 6 5 0 0 0 0 71 04 9 4 33 30 4 0 1 0 0 0 81 05 7 4 28 19 3 1 0 0 0 0 62 06 6 11 32 21 5 1 0 0 0 0 76 E 4 2 9 5 0 0 1 0 0 0 21 KF 7 4 23 22 2 1 0 1 0 0 60 PK 5 Id\"' 7 8 I 13 3 0 0 0 0 O ~'67-36 11(\" TOTAL FOR CHICOT : 58 ~51 213 ~ 179 31 185~ 1 0 0 553 10 ,a\nl 029 WESTHIL Grade WM WF BM BF HM HF AM AF  IF Total 01 7 7 22 13 0 0 0 1 0 0 50 02 3 8 16 15 0 0 0 0 0 43 LRSD Information Services Department 6 IAn Enrolled Students: 1 J-Nov-98 03 5 5 13 18 0 0 0 0 0 0 41 04 5 7 16 22 0 0 0 0 0 0 50 05 8 1 21 12 1 0 0 0 0 0 43 06 9 7 18 20 0 0 0 0 0 0 54 KF 2 7 13 17 1 0 0 0 0 0 40 1~r1., TOTAL FOR WEST HIL: 39 g142 119 ~7 2 1 -I 0 1 0 0 321 -\\3 A 030 JEFFRSN Grade WM WF BM BF HM HF AM AF IM IF Total 01 21 20 13 15 1 0 1 0 0 0 71 02 11 16 18 23 0 0 0 1 0 0 69 03 23 18 23 9 0 0 0 0 0 74 04 22 15 19 13 0 0 0 0 0 0 69 05 16 19 19 16 0 0 0 0 0 0 70 06 23 22 24 13 0 0 0 0 1 0 83 E 0 1 4 2 0 0 0 0 0 8 KF 26 15 5 12 0 0 0 0 0 0 58 .)1}0 TOTAL FOR JEFFRSN : 14~t..f6 125 ~3 1 1 4, 2 1 1 0 502 ~~ 031 CLOVREL Grade WM WF BM BF HM HF AM AF IM IF Total 01 1 2 29 29 0 2 0 0 0 0 63 02 2 1 36 34 2 2 0 0 0 0 77 03 2 1 32 35 0 0 0 0 0 0 70 04 1 0 36 21 1 3 0 0 0 0 62 05 2 1 30 34 0 1 0 0 0 0 68 06 3 1 24 24 0 0 0 0 0 0 52 KF 2 0 37 36 0 1 1 0 0 0 77 PK 0 1 16\u0026gt; 1 15 2 ~ 0 0 0 0 ~ 7\"35 qalt) TOTAL FOR CLOVR EL: 13~0 7 24~l.K28 4 11 L~ 1 0 0 0 504 032 DODD Grade WM WF BM BF HM HF AM AF IM IF Total 01 7 4 8 13 0 0 0 0 0 33 02 8 2 12 12 2 0 0 0 0 0 36 03 8 11 18 0 0 0 0 0 0 38 04 4 3 10 9 0 0 0 0 0 0 26 05 5 5 12 11 1 1 0 0 0 0 35 06 2 8 13 10 0 0 0 0 0 0 33 E 5 0 11 1 0 0 0 0 0 0 17 KF 5 9 11 6 0 1 0 0 0 0 32 PK 4 ~ 5 4 cp 5 0 0 0 0 0 0 O ~7* 18 ~(.,-i TOTAL FOR DODD : 41 44 92 85 4 2 0 0 0 0 268 LRSD Information Services Department ~5 ,1, (, 7 IAn Enrolled Students: 1 J-Nov-98 033 MEADCLIF Grade WM WF BM BF HM HF AM AF IM IF Total 01 6 5 18 12 0 0 0 0 0 0 41 02 5 6 19 18 0 0 0 0 0 0 48 03 5 5 23 13 0 0 0 0 0 0 46 04 4 21 19 1 0 0 0 1 0 47 05 6 2 19 16 1 1 0 0 0 0 45 06 4 3 17 21 2 0 0 0 1 0 48 KF 4 5 10 19 0 0 0 0 0 39 7'!) TOTAL FOR MEADCLIF : 34 l#.l27 12?\nwS18 5 1 g 0 0 2 0 314 034 MITCHELL Grade WM WF BM BF HM HF AM AF IM IF Total 01 1 2 18 16 1 0 0 0 0 1 39 02 1 1 17 17 0 0 0 0 0 0 36 03 0 0 18 21 0 0 0 0 0 0 39 04 0 0 12 12 0 0 0 0 0 0 24 05 0 0 11 14 0 0 0 0 0 0 25 06 3 0 12 8 0 0 0 0 0 0 23 E 1 0 8 1 0 0 0 0 0 0 10 KF 0 1 17 16 0 0 0 0 0 0 34 PK 0 0 0 7 I 11 0 0 0 0 0 0 11)'()'},18 c,~7' TOTAL FOR MITCHELL: 6 t9 4 12~~16 1 o~o 0 0 1 248 035 ML KING Grade WM WF BM BF HM HF AM AF IM IF Total 01 21 21 30 22 0 0 0 0 0 95 02 28 26 28 29 1 0 0 1 0 0 113 03 22 20 19 22 0 0 0 1 0 0 84 04 14 22 20 21 0 0 0 0 0 78 05 18 14 21 14 1 0 3 0 0 72 06 16 14 25 17 1 1 0 3 1 0 78 KF 19 21 32 23 1 0 0 2 0 0 98 PK 16 16 15 'tl.t 21 0 0 ~ 2 2 0 0 ~07,72 TOTAL FORM L KING : 154~54 19ld69 4 1~~ 4 13 1 0 690 1- 036 ROCKFELR Grade WM WF BM BF HM HF AM AF IM IF Total 01 13 10 16 17 0 1 0 0 0 0 57 02 11 11 9 15 0 0 1 0 0 0 47 03 9 10 15 21 1 0 0 1 0 0 57 04 15 10 18 12 0 0 0 0 0 0 55 05 9 8 12 22 0 1 0 0 0 0 52 LRSD Information Services Department 8 !AnE nrolled Students: J l-Nov-98 06 6 11 12 9 3 0 0 0 0 0 41 K.F Sr J-tf? 10 14 13 19 0 0 0 0 0 0 56 PK i~ 28 19 20 30 0 1 0 1 0 0 99 TOTALFORROCKFELR: 101 '~93 11~~45 4 3 12 1 2 0 0 464 ~(,, 7 .. 037 GEYERSP Grade WM WF BM BF HM HF AM AF IM IF Total 01 3 3 25 16 1 0 0 0 0 0 48 02 4 3 18 16 3 0 0 0 0 0 44 03 2 3 13 24 0 0 0 0 0 43 04 3 4 16 21 0 0 0 0 0 0 44 05 3 3 18 25 1 0 0 0 0 0 50 06 2 2 11 10 1 0 0 0 0 0 26 KF 6 6 11 14 2 1 0 0 0 0 40 PK 6 ,,-6 10 ,~12 0 2 ?'O 0 0 O (,I 7 36 '1t 7. TOTAL FOR GEYER SP: 29~'.f 30 12~138 8 4 l\n)- o 0 0 0 331 038 PULHTE Grade WM WF BM BF HM HF AM AF IM IF Total 01 10 13 9 9 0 0 1 0 0 0 42 02 8 12 24 23 0 0 1 1 0 0 69 03 12 9 15 19 0 0 0 0 0 0 55 04 16 13 19 20 0 1 0 1 0 0 70 05 21 19 25 12 2 0 2 0 0 0 81 06 17 11 25 25 0 0 1 0 0 80 KF 15 10 9 6 0 0 0 0 0 0 40 TOTAL FOR PUL HT E : 99,~7 126~14 2 1 ll 5 3 0 0 437\n{af. 039 RIGHTSEL Grade WM WF BM BF HM HF AM AF IM IF Total 01 0 0 14 23 0 0 0 0 0 0 37 02 1 0 17 17 0 0 0 0 0 0 35 03 0 0 19 15 0 0 0 0 0 0 34 04 0 1 18 21 0 0 0 0 0 0 40 05 0 0 6 12 0 0 0 0 0 0 18 06 0 1 19 17 1 1 0 0 0 0 39 E 0 0 1 0 0 0 0 0 0 0 1 KF 0 0 17 19 0 0 0 1 0 0 37 PK ~ 3 12 ~~ 17 1 0 0 0 0 0 ~~734 q~? ... TOTAL FOR RIGHTSEL : 2 2 5 12~Jt1 2 Id_ 0 1 0 0 275 040 ROMINE Grade WM WF BM BF HM HF AM AF IM IF Total 01 7 3 24 18 4 3 1 0 0 0 60 LRSD Information Services Department 9 IAH Enrolled Students: J J-Nov-98 02 5 4 18 10 2 3 0 0 0 0 42 03 7 5 10 10 4 1 1 0 0 0 38 04 9 3 15 8 4 2 0 0 0 0 41 05 4 5 8 12 1 3 0 0 0 0 33 06 6 7 8 7 2 1 0 0 0 0 31 E 1 10 3 0 0 0 0 0 0 15 KF 6 2 13 22 2 2 0 0 0 0 47 PK 8 .~ 5 9 tCjf 9 2 .5. 1 1 0 0 ~436 TOTAL FOR ROMINE : 53g8'35 115,_~99 20 17 ~l 3 1 0 0 343 G,~ 042 WASHNGTN Grade WM WF BM BF HM HF AM AF IM IF Total 01 14 8 31 18 6 5 3 0 0 0 85 02 16 14 18 22 3 3 1 0 1 79 03 22 14 26 22 3 1 2 0 0 0 90 04 16 13 21 27 3 0 1 3 0 0 84 05 20 10 20 14 2 2 2 0 1 0 71 06 19 13 25 10 6 0 2 0 0 76 E 0 1 3 3 0 0 0 0 0 0 7 KF 16 13 22 19 4 3 2 0 0 80 PK 14\n\u0026gt;.\\ 7 15)1 12 2 0 (\n, 2 2 0 0 f 07s4 137:a~c?3 18~i47 29 14,~14 9 1 1 626 ~ 7. TOTAL FOR WASHNGTN : 043 WILLIAMS Grade WM WF BM BF HM HF AM AF IM IF Total 01 19 14 15 19 0 0 0 1 0 0 68 02 14 15 14 20 0 0 1 0 1 66 03 17 14 17 19 0 0 1 1 0 0 69 04 16 14 21 19 0 0 2 0 1 0 73 05 13 20 17 21 0 0 0 0 0 0 71 06 16 17 16 19 0 0 0 0 0 0 68 KF 12 15 19 11 0 0 0 0 0 58 TOTAL FOR WILLIAMS : 10~,~09 11~28 0 0 l~ 5 3 1 1 473 ~\n,7,. 044 WILSON Grade WM WF BM BF HM HF AM AF IM IF Total 01 1 3 31 13 2 0 0 0 0 0 50 02 2 1 26 15 0 2 0 0 0 0 46 03 3 0 22 22 0 0 0 0 0 0 47 04 1 2 16 31 0 0 0 0 1 52 05 4 5 27 16 0 0 0 0 0 0 52 06 4 2 20 12 0 0 0 0 0 0 38 E 3 1 17 3 0 0 0 0 0 0 24 LRSD Information Services Department JO !AnEn rolled Students: l l-Nov-98 KF 4 9 22 16 0 0 0 0 0 0 51 PK 2 ~ 2 8 I~ 5 0 0 0 0 o ir718 TOTAL FOR WILSON: 24:n25 18~3 3 3 1 0 0 0 1 378 g~?- 045 WOODRUFF Grade WM WF BM BF HM HF AM AF IM IF Total 01 3 5 12 22 0 0 0 0 0 0 42 02 1 5 14 16 0 1 0 0 0 0 37 03 3 5 17 11 0 0 0 0 0 0 36 04 4 3 19 13 0 0 0 0 0 0 39 05 1 0 16 7 0 0 0 0 0 0 24 06 5 3 14 13 0 0 0 0 0 0 35 KF 1 5 9 14 1 0 0 0 0 0 30 PK 8 l~ 7 8 :)Q 12 0 0 0 0 0 ,Sl.].36 7~7- TOTAL FOR WOODRUFF: 26.5~ 33 10:h_lJ108 1 1 3 1 0 0 0 279 046 MABEL EL Grade WM WF BM BF HM HF AM AF IM IF Total 01 4 10 20 19 1 0 0 0 0 0 54 02 16 10 24 17 2 0 0 1 0 0 70 03 11 6 24 25 1 0 0 0 0 68 04 8 7 13 19 1 0 0 0 0 0 48 05 5 6 19 13 0 0 0 0 0 0 43 06 6 8 18 18 1 0 0 0 0 0 51 E 2 1 4 1 0 0 0 0 0 0 8 KF 9 4 30 17 0 0 0 0 0 0 60 PK 5 \" 4 3 q 6 0 0 0 0 0 0 O ~ 7. 18 TOTAL FOR MABEL EL: 661~6 15~fl635 6 18 0 1 0 0 420 ~~/ 047 TERRY Grade WM WF BM BF HM HF AM AF IM IF Total 01 21 12 26 22 1 0 3 0 0 86 02 16 17 19 19 0 0 1 2 0 0 74 03 19 19 13 17 0 2 1 3 0 0 74 04 23 14 19 19 0 0 2 3 0 0 80 05 11 14 12 18 0 0 0 1 0 0 56 06 20 17 16 26 0 1 2 1 0 0 83 KF 14 9 28 17 0 0 0 2 0 0 70 TOTAL FOR TERRY : 12~02 13~1138 1 4~~6 15 0 0 523 \u0026amp;~7-- 048 FULBRIGH Grade WM WF BM BF HM HF AM AF IM IF Total 01 13 15 26 16 0 0 0 1 0 0 71 02 10 20 22 27 0 0 0 0 0 80 LRSD Information Services Department 11 !AnE nrolled Students: JJ-Nov-98 03 9 22 27 9 0 0 1 1 0 70 04 18 23 24 17 1 0 0 1 0 0 84 05 11 16 18 24 0 0 0 0 0 0 69 06 11 12 22 14 0 0 1 0 0 0 60 E 3 1 1 0 0 0 0 0 0 0 5 KF 14 13 23 18 0 0 1 0 0 0 69 TOTAL FOR FULBRIGB : 89~1}122 16~25 1 1 :i_ 3 3 1 0 508 :i,7- 050 OTTER CR Grade WM WF BM BF BM BF AM AF IM IF Total 01 5 18 13 14 0 0 0 0 0 0 50 02 16 12 16 5 0 0 0 0 0 0 49 03 14 18 8 7 0 2 0 0 0 0 49 04 12 12 18 11 1 0 0 0 0 0 54 05 14 11 16 13 0 0 0 0 1 1 56 06 12 12 12 18 0 0 1 0 0 0 55 KF 17 20 6 14 0 0 0 0 0 0 57 TOTAL FOR OTTER CR: 9o1,_io3 89 lJI 82 1 2 (_p 1 0 1 1 370 -\u0026lt;/7~c :, , 051 WAKEFIEL Grade WM WF BM BF BM BF AM AF IM IF Total 01 0 2 25 23 4 0 0 0 0 0 54 02 4 2 31 19 2 4 0 0 0 0 62 03 0 2 25 21 0 1 0 0 0 0 49 04 5 2 24 32 1 1 1 0 0 0 66 05 0 0 22 29 1 0 0 0 0 0 52 06 3 1 25 17 2 3 0 0 0 0 51 KF 4 2 22 29 0 3 0 0 0 0 60 TOTAL FORWAKEFIEL: 16 ~111 17~70 10 12 31 0 0 0 394 i77- 052 WATSON Grade WM WF BM BF BM BF AM AF IM IF Total 01 4 0 29 30 0 0 0 0 0 0 63 02 1 0 35 40 0 1 0 0 0 0 77 03 2 1 31 26 1 0 0 0 0 0 61 04 2 4 28 30 1 1 0 0 0 0 66 05 2 2 26 25 0 0 0 0 0 0 55 06 1 2 22 22 0 0 0 0 0 0 47 KF 2 1 36 40 0 0 0 0 0 0 79 PK 0 ::a. 2 15~~ 19 0 0 0 o 0 0 0 9~7, 36 TOTAL FOR WATSON: 14~~ 12 22~5f2 2 2 -j_ 0 0 0 0 484 q1J. 712 ACLP Grade WM WF BM BF BM BF AM AF IM IF Total / I -\n.o / 'If 0 LRSD Information Services ment 2 1\n:..,, -\u0026gt;, -\n,/ -i .:r# ~ 7t?JO ,b\nj' /-t5o (p1 ~ 1).,Ul'tiJ..... ~ /r' 'i ~~ q )A~ ID- [1- ALC 7- 11... -------- . . t.o~ .,.P ?l !AnE nrolled Students: I l l-Nov-98 10 0 0 1 0 0 0 0 0 0 0 1 11 , 0 0 2 3 0 0 0 0 0 0 5 12 7 2 23 29 2 0 0 0 0 64 TOTAL FORACLP: 7 j 2 26~32 1 2 ,3 0 0 0 0 70 817 725 ALTAGCY Grade WM WF BM BF HM HF AM AF IM IF Total ~41f't\" 01 1 0 0 0 0 0 0 0 0 0 1 02 1 0 1 0 0 0 0 0 0 0 2 03 0 2 0 0 0 0 0 0 0 0 2 j'~~~( 04 4 0 0 0 0 0 0 0 0 0 4 05 1 2 0 0 0 0 0 0 0 4 LVrp' D' Cv\\/ 06 6 0 1 0 0 0 0 0 0 0 7 07 2 3 2 1 0 0 0 0 0 0 8 P\nJl-Ji 08 1 3 0 1 0 0 0 0 0 0 5 09 6 2 1 5 0 0 0 0 0 0 14 10 1 6 2 0 0 0 0 0 0 0 9 11 1 0 1 2 0 0 0 0 0 0 4 12 0 1 0 1 0 0 0 0 0 0 2 KF et 1 0 0 0 0 0 0 0 0 0 1 s 0 0 1 0 0 0 0 0 0 0 1 TOTAL FOR ALT AGCY : 25 ~~19 10,a,\n/O 0 0 0 0 0 0 0 64 ~17 766 ALP Grade WM WF BM BF HM HF AM AF IM IF Total 07 0 0 10 2 0 0 0 0 0 0 12 Ir f 08 2 0 16 4 0 0 0 0 0 0 22 Q2 0 ,2\n0 13:a2 5 0 0 QO 0 0 o ~~l~ ~Jo ~ a JJL 10 0 0 13 3 0 0 0 0 0 0 16 1 c()lv /J 11 0 0 5 0 0 0 0 0 0 0 5 s o a o 27? 0 0 0 \u0026lt;D 0 0 0 0 ~? 2 10\"07P  t ~ TOTAL FOR ALP : 2 ~ 0 59 1 4 0 0 0 0 0 0 75 C,f,.fb (J) CJ v GRAND TOTAL FOR: 3650 3650 8545 8388 258 244 160 143 17 15 25070 \"~7, (ij\" ,~4'0 I \",9~'a ~7 -ii ,\n)O (0 G,..\n/ '7,~5(,, /{p,j/~ '8Z\u0026gt;7 ~\u0026lt;m~ J C, LRSD Information Services Department 13 . ' . ,.... LITTLE ROCK SCHOOL DISTRICT OCTOBER 1, 1998 ENROLLMENT ----,---,---r---,---_c_-----,-----,-----,--- I --- _J _I _ ___,_--'--'-----'----'--__,______________ ,! _ ROCKEFELLER EARLY CHILDHOOD PROGRAM -_--_ --=-r-=- -- I t------+----------+---+------- - -- I _ t ~M_ _W F _ _~ _M_,_B_F~ _H_M---+-_H_F-+--_A__ M A__F_ ___ ,__ _ _, P1-2 _. 6 __ ~ _ 6 .l. 8 __ ,_6 ____1 --+---+---t------'-----'----,-,1/ I IM IF TOTAL 26 P 3 : 7 ..:\u0026gt;j 2 2 ,:\n3, 7 0 18 .,,~ A 55 - - V TOTAL 28 'rl 19 20 ~ 30 I I 99 -, I -- I -- -- '-----+-----+----+---+----+--t---+---+-----~--,\n()c5o5/ t Jlo1Jff~e-5 /UEJ I .5 ?7 /'J~ ~\\t\" 1-Cl\u0026lt;:1-91 HIGH SCHOOLS B w 0 CENTRAL 1075 745 45 FAIR 591 128 9 HALL 561 158 64 MCCLELLAN 749 97 25 PARKVIEW 477 413 43 ALE SR. HIGH 60 7 4 SUB TOTAL 3513 1548 190 --- JUNIORH IGHS CLOVERDALE 547 25 31 DUNBAR 453 241 61 FORESTH EIGHTS 502 247 30 -- -- HENDERSON 531 47 25 MABELVALE 381 105 14 MANN 443 365 32 PULASKHI EIGHTS 477 281 12 SOUTHWEST 382 39 10 ALE JR. HIGH SUB TOTAL 3716 1350 215 EL-EM-ENTARY BADGETT 200 16 0 BALE --- 261 72 24 BASELINE ~9 32 18 BO--OKER 303 270 33 BRADY 257 85 54 CARVER 304 260 28 CHICOT 394 104 57 CLOVERDALE 472 17 15 DODD 162 80 9 FAIR PARK 165 56 7 FORE- STP ARK 191 216 8 FRANKLIN 494 15 15 F--ULBRIGHT 289 209 8 GARLAND 248 1 119 GEYERS PRINGS 262 53 17 GIBBS 157 139 16 JEFFERSON 229 267 6 KING 366 295 37 M--A--BELVALE 293 108 9 MCDERMOTT 283 165 24 MEADOWCLIFF 260 58 5 MITCHELL 226 9 3 OTTERCREEK 165 191 7 PULASKHI EIGHTS 226 203 15 RIGHTSELL 260 9 4 ROCKEFELLER 237 161 23 ROMINE 215 71 59 TERRY 268 224 29 WAKEFIELD 341 23 26 WASHINGTON _. 335 185 102 WATSON 470 23 1 WESTERNH ILLS 230 78 5 WILLIAMS 252 212 11 WILSON 329 45 8 WOODRUFF 215 51 13 SUB TOTAL 9648 4003 715 GRANDT OTAL 16877 6901 1120 TOTAL 1865 728 783 871 933 71 5251 603 755 LRSD\n ENROLL~ENT OCTOBER1 , 1998C OUNT \u0026lt;n_n, _ao, n_n1_07 1-0ct-87 - ----- o/oBLK B w 57% 1101- - 705 81% 612 137 71% --- 561 - --179 86% 790 121 51% -- 464 --4--0-3 84% 6 0 66% - 3534 1545 -- -- 90% 552 36 60% 442 282 -- 0 - 49 -- 8 - 50 - 24 -- 44 0 -- 175 -- --- 34 -- - --- 47 779 64%- -- 452 178 --- 18 603 88% 624 83 17 500 76% 380 -- 119- -- 7 840 53% - 4---46 375 37 770 62% --- 437 - 31-5- 15 431 88% 426- - 65 --- 19 10 0 0 5281 70% 3769 1453 194 ---- - -- ---- --- 216 93% 214 - 19 --- 0 --- 357- 73% --- 265 71 26 339 85% - 267 -- 38 -- 18 606 50% 308 -- 261 - 28 396 65% -- 235 - 94 -- 43 592 51% 312 -- 259 - 25 555 70% 370 - 121- 46 504 94% 469 30 13 - -- - 251 65% 145 74 5 228 72% -- t--- -- 188 50 10 - 415 46% -- 205 - 219 --- 6 524 94% 427 -- 24 -- 13 506 56% ---- 240 ----246 - 9 268 93% I 253 3 15 332 79% --66 -- 237 - 13 312 50% 161- - 133- - 17 502 46% 227 279 - 7 698 52% 354 - 279 - 25 410 71% 2-9-9 --- 92 -- 16 472 60% 273 181 23 323 80% 263 57 12 238 95% ,_ 223 9 10 363 45% 151 167 10 444 50% --193 -- 254 17 273 95% 234 9 6 421 56% 264 153 -, -33 345 62% - 206 -- 78 - 44 521 51% 235 243 -- 33 390 87% 322 32 19 622 54% - 352 -213 - - 95 494 95% - 441 -- 40 -- 12 313 73% 222 91 - 2 475 53% 248 - 214 --- 17 382 86% 297 - 53 - 12 279 77% 201 75 8 - -- 14366 67 9362 4166 688 --- -- 24898 67% 16665 7164 1057 -- --- - TOTAL o/oBLK capacity +/. 1855 59% 1891 -36 ~ 81% 954 -197 I---- -- 790 - 71%-- - 12-91 --- -501 ---- 935 84% 1199 -264 r---- -- -- 911- -- 51% 1000- -- -89  6 100% 5254 67o/, --- 6335 -1087 --- -- --- 622- - 89% 868 -- -246 771 -- 57-% 812 -41 648 70% 858 -210 - ---- -- 724 86% 907 -183 --- 506- - 75% --- 614 -- -108 858 52% 850 - 8 -- 767- -- 57% 745 22 -~ ---- 510- -- 83% -227 10 100% ----5416 -- 69%- 6391 -- -985 ---- --- -- 233 - 92% --- 257 -- -24 362 73% 401 -39 ---- 323 83% 390 -- -67 597 -- 52%- -- 656 -- -59 372 63% 467 --- -95 596 52%- --- 613 -17 537 69% 558 -21 ---- ---- -- 512 92% 492 20 -- - - - - ---- --- 224 65% 328 -104 248 76% 351 -103  \"430 .. - -- 48% 399 31 --- 464 92% 434 -- 30 495 - 48% ----- 540 --- . -45 271 93% 298 -27 -75% -- ------ 316 328 -12 311 52% 353 -42 ~-- -- 44% --- 492 ---- 21 658 54% 728 -70 - -- - -- 407- 7-3% ---- 515 -- -108 477 57% 517 -40 332 -- 79% 465 -- -133 --- 242 -- 92% --- 298 -- -56 328 -- 46% 351 -23 464 55% --374 90 -- --258 -- - -- 249 - 94% --- - - -9 --- 450 59% 469 -19 t--- - f-------- -- 328 63% 487 -159 ---511 - --515 -- -- - 46-% --- -4 373 86% 492 ----=-119 660  --53% ----836 ---- - -176 493 89% -- 492 1 315 --- 70% - 328 -13 -- 479 52%~ 17 -38 -82% --- 362 394 -32 ---284 f--- 71A, 324 -40 -- - -- -- 14216 65 15717 -1501 - --- 24886 67% 28443 -3573 Little Rock School District 1998-99 Capacities SCHOOL Capacity CentraHl S 1891 Fair HS 954 Hal/HS 1291 McClellanH S 1199 ParkviewM ag.H S 10Q!J Sub-Total 6335 CloverdalJeH 868 DunbarJH 812 ForesHt eightsJ H 858 HendersoJnH 907 Mabe/valJeH 614 MannJH 850 PulaskHi eightsJ H 745 SouthwesJtH 737 Sub-Total 6391 Badgett 257 Bale 401 Baseline 390 !Booker 656 Brady 467 Carver 613 Chicot 558 Cloverdale 492 Dodd 328 Fair Park 351 ForestP ark 399 Franklin 434 Fulbright 540 Garland 298 GeyerS prings 328 Gibbs 353 Jefferson 492 King 728 Mabe/vale 515 McDermott 517 Meadowcliff 465 Mitchell 298 Otter Creek 351 PulaskHi eights 374 Rightse/1 258 Rockefeller 469 Romine 487 Terry 515 Wakefield 492 Washington 836 Watson 492 WestemHills 328 Williams 517 Wilson 394 Woodruff 324 Sub-Total 15717 Grand Total 28443 Cap_az Office of Desegregation 1/29/99 North Little Rock Public Schools 1-Oct-98 Amboy Elementar, School 6002-050 White Black Hispanic Grade Totals M F M F M F K 61 8 13 15 24 0 1 01 64 14 9 22 18 1 0 02 66 20 9 15 21 0 0 03 71 16 17 11 26 1 0 04 68 18 10 20 20 0 0 05 68 23 I 17 9 ri 19 0 0 Totals 398 99 rn 15 92\nr 128 2 1 Pct 24.9% 18.8% 23.1% 32.2% 0.5% 0.3% 43.7% 55.3% 0.8% Grades 1-5 337 91 62 77 104 2 0 Pct 27.0% 18.4% 22.8% 30.9% 0.6% 0.0% 45.4% 53.7% 0.6% Asian/Pl M F 0 0 0 0 0 1 0 0 0 0 -' 0 0 \"l 0 1 0.0% 0.3% 0.3% 0 1 0.0% 0.3% 0.3% M Aml/Als F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0.0% 0.0% 0.0% 0 0 0.0% 0.0% 0.0% ED JAN 2 0 1999 OFFIOCFE DESEGREMGAOTNIIOTNO R/NG North Little Rock Public Schools 1-Oct-98 Lakewood Elementary School 6002-058 White Black Hispanic Asian/Pl Ami/Ats Grade Totals M F M F M F M F M F K 42 8 10 15 9 0 0 0 0 0 0 01 38 8 8 8 13 0 1 0 0 0 0 02 34 7 9 11 7 0 0 0 0 0 0 03 46 7 11 11 16 1 0 0 0 0 0 04 36 11 8 12 5 0 0 0 0 0 0 05 37 10 8 12 7 0 0 0 0 0 0 06 1 1 ,_ 0 0 J 0 0 0 ~o 0 0 0 Totals 234 52 ,.. . 54 69 ,~ 57 1 1 (/ 0 0 0 0 Pct 22.2% 23.1% 29.5% 24.4% 0.4% 0.4% 0.0% 0.0% 0.0% 0.0% 45.3% 53.8% 0.9% 0.0% 0.0% Grades 1-5 192 44 44 54 48 1 1 0 0 0 0 Pct 22.9% 22.9% 28.1% 25.0% 0.5% 0.5% 0.0% 0.0% 0.0% 0.0% 45.8% 53.1% 1.0% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Boone Park Elementary School 6002-054 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F,,, M F \"2. M F M / F M F J 35 4 ) 4 6 .1-17 1 3 r 0 0 0 0 K 94 5 5 39 45 0 0 0 0 0 0 01 68 5 4 31 27 1 0 0 0 0 0 02 81 4 9 31 36 0 1 0 0 0 0 03 67 3 3 38 20 3 0 0 0 0 0 04 59 3 4 34 18 0 0 0 0 0 0 05 60 3 5 31 -~ 20 0 0 \" 0 0 0 1 Totals 464 27 {.ti 34 210 ~'183 5 4 ,- 0 0 0 1 Pct 5.8% 7.3% 45.3% 39.4% 1.1% 0.9% 0.0% 0.0% 0.0% 0.2% 13.1% 84.7% 1.9% 0.0% 0.2% Grades 1-5 335 18 25 165 121 4 1 0 0 0 1 Pct 5.4% 7.5% 49.3% 36.1% 1.2% 0.3% 0.0% 0.0% 0.0% 0.3% 12.8% 85.4% 1.5% 0.0% 0.3% North Little Rock Public Schools 1-Oct-98 Seventh Street Elementary School 6002-069 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 74 2 3 37 32 0 0 0 0 0 0 01 73 7 5 34 27 0 0 0 0 0 0 02 50 5 4 17 24 0 0 0 0 0 0 03 67 8 5 20 34 0 0 0 0 0 0 04 74 11 10 33 19 0 0 1 0 0 0 05 54 14 _.,.., 16 14 _\\ 10 0 0 0 0 0 0 Totals 392 47 ,- 43 155 ~ 146 0 0 I 1 0 0 0 Pct 12.0% 11.0% 39.5% 37.2% 0.0% 0.0% 0.3% 0.0% 0.0% 0.0% 23.0% 76.8% 0.0% 0.3% 0.0% Grades 1-5 318 45 40 118 114 0 0 1 0 0 0 Pct 14.2% 12.6% 37.1% 35.8% 0.0% 0.0% 0.3% 0.0% 0.0% 0.0% 26.7% 73.0% 0.0% 0.3% 0.0% North Little Rock Public Schools 1-Oct-98 Lynch Drive Elementary School 6002-060 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 65 16 9 20 19 1 0 0 0 0 0 01 60 9 14 13 23 1 0 0 0 0 0 02 64 7 7 23 26 0 1 0 0 0 0 03 69 5 10 25 29 0 0 0 0 0 0 04 57 8 7 21 21 0 0 0 0 0 0 05 74 11 I 11 30 _,...22 0 0 - 0 0 0 0 Totals 389 56 \\ l 1 58 132 i,1-'\"140 2 1 ~ 0 0 0 0 Pct 14.4% 14.9% 33.9% 36.0% 0.5% 0.3% 0.0% 0.0% 0.0% 0.0% 29.3% 69.9% 0.8% 0.0% 0.0% Grades 1-5 324 40 49 112 121 1 1 0 0 0 0 Pct 12.3% 15.1% 34.6% 37.3% 0.3% 0.3% 0.0% 0.0% 0.0% 0.0% 27.5% 71.9% 0.6% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Meadow Park Elementary School 6002-061 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 29 3 2 12 10 0 0 0 0 1 1 01 25 3 6 8 7 0 1 0 0 0 0 02 25 4 2 10 9 0 0 0 0 0 0 03 37 2 6 12 16 1 0 0 0 0 0 04 37 1 8 15 11 1 1 0 0 0 0 05 30 5 ,ct 6 10 Q 9 0 0 , 0 0 0 0 Totals 183 18 \"\"\\ 11 30 67 ,,. 62 2 2 ~ 0 0 1 1 Pct 9.8% 16.4% 36.6% 33.9% 1.1% 1.1% 0.0% 0.0% 5.6% 3.3% 26.2% 70.5% 2.2% 0.0% 1.1% Grades 1-5 154  15 28 55 52 2 2 0 0 0 0 Pct 9.7% 18.2% 35.7% 33.8% 1.3% 1.3% 0.0% 0.0% 0.0% 0.0% 27.9% 69.5% 2.6% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 North Heights Elementary School 6002-063 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 79 18 18 22 13 6 2 0 0 0 0 01 84 17 23 17 22 3 1 0 0 1 0 02 95 24 15 20 27 5 4 0 0 0 0 03 72 12 19 25 10 2 4 0 0 0 0 04 84 18 9 27 22 5 3 0 0 0 0 05 78 14 h18 17 1\\ 19 6 4 I/ 0 0 0 0 Totals 492 103 11r 102 128 i~ 113 27 18 r-, ~ 0 0 1 0 Pct 20.9% 20.7% 26.0% 23.0% 5.5% 3.7% 0.0% 0.0% 1.0% -0.0% 41.7% 49.0% 9.1% 0.0% 0.2% Grades 1-5 413 85 84 106 100 21 16 0 0 1 0 Pct 20.6% 20.3% 25.7% 24.2% 5.1% 3.9% 0.0% 0.0% 0.2% 0.0% 40.9% 49.9% 9.0% 0.0% 0.2% . North Little Rock Public Schools 1-Oct-98 Crestwood Elementary School 6002-055 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 61 19 19 10 13 0 0 0 0 0 0 01 66 18 17 17 14 0 0 0 0 a 0 02 49 13 16 10 10 0 0 0 0 0 0 03 50 13 13 9 15 0 0 0 0 0 0 04 41 13 10 12 6 0 0 0 0 0 0 05 49 13 .. ,v18 8 .110 0 0 - 0 0 0 0 Totals 316 89 ,~ 93 66 I'\"' 68 0 0 '-' 0 0 0 0 Pct 28.2% 29.4% 20.9% 21.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 57.6% 42.4% 0.0% 0.0% 0.0% Grades 1-5 255 70 74 56 55 0 0 0 0 0 0 Pct 27.5% 29.0% 22.0% 21.6% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 56.5% 43.5% 0.0% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Park Hill Elementary School 6002-064 White Black Hispanic Asian/Pl Aml/Als Grade . Totals M F M F M F M F M F K 39 10 8 9 9 2 0 0 0 0 1 01 48 12 11 9 15 0 1 0 0 0 0 02 44 7 13 11 10 1 1 0 0 1 0 03 45 9 12 9 13 1 1 0 0 0 0 04 51 15 11 16 9 0 0 0 0 0 0 05 42 8 \\ 5 14 _d 14 0 0 - 0 0 0 1 Totals 269 61 117 60 68 , ...-. 70 4 3 '\" 0 0 1 2 Pct 22.7% 22.3% 25.3% 26.0% 1.5% 1.1% 0.0% 0.0% 1.6% 3.3% 45.0% 51.3% 2.6% 0.0% 1.1% Grades 1-5 230 51 52 59 61 2 3 0 0 1 1 Pct 22.2% 22.6% 25.7% 26.5% 0.9% 1.3% 0.0% 0.0% 0.4% 0.4% 44.8% 52.2% 2.2% 0.0% 0.9% North Little Rock Public Schools 1-Oct-98 Pike View Elementary School 6002-065 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 62 11 7 21 21 0 2 0 0 0 0 01 63 12 12 22 16 0 1 0 0 0 0 02 69 16 10 22 20 1 0 0 0 0 0 03 67 11 13 27 16 0 0 0 0 0 0 04 56 14 11 15 16 0 0 0 0 0 0 05 48 10 -' 9 12 ~17 0 0 I 0 0 0 0 Totals 365 74 ,., 62 119 ~'106 1 3 7 0 0 0 0 Pct 20.3% 17.0% 32.6% 29.0% 0.3% 0.8% 0.0% 0.0% 0.0% 0.0% 37.3% 61.6% 1.1% 0.0% 0.0% Grades 1-5 303 63 55 98 85 1 1 0 0 0 0 Pct 20.8% 18.2% 32.3% 28.1% 0.3% 0.3% 0.0% 0.0% 0.0% 0.0% 38.9% 60.4% 0.7% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Belwood Elementary School 6002-053 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 33 11 6 5 10 0 1 0 0 0 0 01 14 3 4 6 1 0 0 0 0 0 0 02 35 11 9 6 8 0 1 0 0 0 0 03 23 4 3 6 10 0 0 0 0 0 0 04 29 7 5 8 9 0 0 0 0 0 0 05 23 4 3 8 8 0 0 0 0 0 0 06 1 0 - 0 1 , 0 0 0 0 0 0 0 Totals 158 40 ,- 30 40 ?)'4' 46 0 2 CT 0 0 0 0 Pct 25.3% 19.0% 25.3% 29.1% 0.0% 1.3% 0.0% 0.0% 0.0% 0.0% 44.3% 54.4% 1.3% 0.0% 0.0% Grades 1-5 125 29 24 35 36 0 1 0 0 0 0 Pct 23.2% 19.2% 28.0% 28.8% 0.0% 0.8% 0.0% 0.0% 0.0% 0.0% 42.4% 56.8% 0.8% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Glenview Elementary School 6002-056 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 23 4 4 9 6 0 0 0 0 0 0 01 26 3 3 12 8 0 0 0 0 0 0 02 32 2 5 13 12 0 0 0 0 0 0 03 25 5 5 8 7 0 0 0 0 0 0 04 21 4 5 8 4 0 0 0 0 0 0 05 19 0 \" 1 9 ... 9 0 0 ... 0 0 0 0 Totals 146 18 ..,, 23 59 Iv-45 0 0 V 0 0 0 0 Pct 12.3% 15.8% 40.4% 31.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 28.1% 71.9% 0.0% 0.0% 0.0% Grades 1-5 123 14 19 50 40 0 0 0 0 0 0 Pct 11.4% 15.4% 40.7% 32.5% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 26.8% 73.2% 0.0% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Indian Hills Elementary School 6002-057 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F K 65 21 23 9 9 0 1 1 1 0 0 01 67 20 20 15 11 0 0 0 1 0 0 02 86 22 20 19 23 1 0 0 0 1 0 03 76 21 20 19 11 1 1 0 3 0 0 04 73 15 21 19 18 0 0 0 0 0 0 05 57 11 ~'113 16 \\15 0 1 - 1 0 0 0 Totals 424 110 ~- 117 97 ,~ '87 2 3 , ... 2 5 1 0 Pct 25.9% 27.6% 22.9% 20.5% 0.5% 0.7% 0.5% 1.2% 0.9% 0.0% 53.5% 43.4% 1.2% 1.7% 0.2% Grades 1-5 359 89 94 88 78 2 2 1 4 1 0 Pct 24.8% 26.2% 24.5% 21.7% 0.6% 0.6% 0.3% 1.1% 0.3% 0.0% 51.0% 46.2% 1.1% 1.4% 0.3% North Little Rock Public Schools 1-Oct-98 Redwood Pre-School Center 6002-056 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F,-1 M F.4~ M F M F M F J 140 3 I 4 65 67 1 0 0 0 0 0 K 20 0 ,., 0 9 _.-u1 0 0  0 0 0 0 Totals 160 3 I 4 74 ,~.. 78 1 0 ' 0 0 0 0 Pct 1.9% 2.5% 46.3% 48.8% 0.6% 0.0% 0.0% 0.0% 0.0% 0.0% 4.4% 95.0% 0.6% 0.0% 0.0% North Little Rock Public Schools 1-':\u0026gt;~\"Y :fi~ 1-Oct-98  ~, ementary Totals ,o- White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F Elem Totals 4390 797 785 1376 1330 47 38 3 6 4 4 Pct 18.2% 17.9% 31.3% 30.3% 1.1% 0.9% 0.1% 0.1% 0.5% 0.5% 36.0% 61.6% 1.9% 0.2% 0.2% WO/K\u0026amp; J 3468 654 650 1073 1015 36 28 2 5 3 2 Pct 18.9% 18.7% 30.9% 29.3% 1.0% 0.8% 0.1% 0.1% 0.5% 0.3% 37.6% 60.2% 1.8% 0.2% 0.1% North Little Rock Public Schools 1-Oct-98 North Little Rock High School-West Campus 6002-076 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 09 49 10 6 18 14 1 0 0 0 0 0 10 127 20 7 60 37 2 1 0 0 0 0 11 521 128 131 114 139 4 3 0 0 0 2 12 545 155 136 104 136 6 3 2 3 0 0 Totals 1242 313 280 296 326 13 7 2 3 0 2 Pct 25.2% 22.5% 23.8% 26.2% 1.0% 0.6% 0.2% 0.2% 0.0% 0.7% 47.7% 50.1% 1.6% 0.4% 0.2% North Little Rock Public Schools 1-Oct-98 North Little Rock High School-East Campus 6002-075 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 09 725 162 173 173 195 9 10 0 2 0 1 10 646 168 157 149 163 3 1 2 3 0 0 Totals 1371 330 330 322 358 12 11 2 5 0 1 Pct 24.1% 24.1% 23.5% 26.1% 0.9% 0.8% 0.1% 0.4% 0.0% 0.3% 48.1% 49.6% 1.7% 0.5% 0.1% North Little Rock Public Schools 1-Oct-98 Argenta Academy 6002-076 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 06 12 2 0 9 1 0 0 0 0 0 0 07 10 3 0 6 1 0 0 0 0 0 0 08 14 2 0 9 3 0 0 0 0 0 0 09 33 4 3 14 11 1 0 0 0 0 0 10 30 8 2 14 6 0 0 0 0 0 0 11 42 8 4 13 15 0 2 0 0 0 0 12 23 4 2 12 5 0 0 0 0 0 0 Totals 164 31 11 77 42 1 2 0 0 0 0 Pct 18.9% 6.7% 47.0% 25.6% 0.6% 1.2% 0.0% 0.0% 0.0% 0.0% 25.6% 72.6% 1.8% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Ridgeroad Middle School 6002-072 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 07 312 53 60 98 94 1 6 0 0 0 0 08 330 70 51 93 109 3 4 0 0 0 0 Totals 642 123 111 191 203 4 10 0 0 0 0 Pct 19.2% 17.3% 29.8% 31.6% 0.6% 1.6% 0.0% 0.0% 0.0% 0.0% 36.4% 61.4% 2.2% 0.0% 0.0% ~, 7- North Little Rock Public Schools 1-Oct-98 Lakewood Middle School 6002-070 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 07 263 86 80 44 52 0 0 1 0 0 0 08 250 66 81 55 46 1 1 0 0 0 0 Totals 513 152 161 99 98 1 1 1 0 0 0 Pct 29.6% 31.4% 19.3% 19.1% 0.2% 0.2% 0.2% 0.0% 0.0% 0.0% 61.0% 38.4% 0.4% 0.2% 0.0% North Little Rock Public Schools 1-Oct-98 Rose City Middle School 6002-077 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 06 1 0 0 1 0 0 0 0 0 0 0 07 153 31 22 51 49 0 0 0 0 0 0 08 183 33 29 61 57 3 0 0 0 0 0 09 1 1 0 0 0 0 0 0 0 0 0 Totals 338 65 51 113 106 3 0 0 0 0 0 Pct 19.2% 15.1% 33.4% 31.4% 0.9% 0.0% o.01~ 0.0% 0.0% 0.0% 34.3% 64.8% 0.9% 0.0% 0.0% North Little Rock Public Schools 1-Oct-98 Poplar Street Middle School 6002-059 White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F 06 603 125 140 168 157 4 8 0 0 1 0 Totals 603 125 140 168 157 4 8 0 0 1 0 Pct 20.7% 23.2% 27.9% 26.0% 0.7% 1.3% 0.0% 0.0% 0.8% 0.0% 43.9% 53.9% 2.0% 0.0% 0.2% North Little Rock Public Schools 1-Oct-98 Secondary Schools White Black Hispanic Asian/Pl Aml/Als Grade Totals M F M F M F M F M F Sec Totals 4873 1139 1084 1266 1290 38 39 5 8 1 3 Pct 23.4% 22.2% 26.0% 26.5% 0.8% 0.8% 0.1% 0.2% 0.1% 0.3% 45.6% 52.5% 1.6% 0.3% 0.1% Grade Totals M F M F M F M F M F District 9263 1936 1869 2642 2620 85 77 8 14 5 7 I Pct I 20.9%1 20.2% 28.5%128.3% 0.9%1 0.8% 0.1%1 0.2% 0.3%1 0.4% 41.1% 56.8% 1.7% 0.2% 0.1% !Omit I 8341 17931 1734 23391 2305 741 67 71 13 41 5 K/J I 21.5%1 20.8% 28.0%1 27.6% 0.9%1 0.8% 0.1%1 0.2% 0.2%1 0.3% 42.3% 55.7% 1.7% 0.2% 0.1% .... STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity AMBOY ELEMENTARY (with double portable) Identify each room by use and capacity. 3 9 6 4 1 1 K 1-3, 3/4 4-5 Special Special Special X 20 = 60 X 23 = 207 X 25 = 150 X 8 = 32 X 23 = 23 X15= 15 Add capacities for \"Total Physical Capacity\"= 487 Special Adjustments - Speech -6 (Computer room not included in calculations) = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 481 Multiply by 90% to determine \"Capacity\" = 433 CURRENT CAPACITY - 433 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity AMBOY ELEMENTARY (without portable) Identify each room by use and capacity. 3 9 6 4 K 1, 3 /4 4-5 Special X 20 = 60 X 23 = 207 X 25 = 150 X 8 = 32 Add capacities for \"Total Physical Capacity\"= 449 Special Adjustments - Speech -6 (Computer room not included in calculations)= -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 443 Multiply by 90% to determine \"Capacity\" = 399 CURRENT CAPACITY - 399 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity BELWOOD ELEMENTARY (with portables) Identify each room by use and capacity. 2 3 2 5 K, K-1 1-3, 3/4 4-5 Special X 20 = 40 X 23 = 69 X 25 = 50 X 8 = 40 Add capacities for \"Total Physical Capacity\" = 199 Special Adjustments - Speech -6 = -6 1998-99 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 193 Multiply by 90% to determine \"Capacity\"= 174 CURRENT CAPACITY= 174 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity BELWOOD ELEMENTARY (without portables) Identify each room by use and capacity. 1 1 1 5 K, K-1 1-3, 3/4 4-5 Special X 20 = 20 X 23 = 23 X 25 = 25 X 8 = 40 Add capacities for \"Total Physical Capacity\" = 108 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 102 Multiply by 90% to determine \"Capacity\"= 92 CURRENT CAPACITY= 92 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity BOONE PARK ELEMENTARY (without portable) Identify each room by use and capacity. 5 K 10 1-3 5 4-5 7 Special 1 Special X 20 = 100 X 23 = 230 X 25 = 125 X 8 = 56 X 23 = 23 Add capacities for \"Total Physical Capacity\"= 534 1998-99 (Pre-School (2 rooms) and computer lab not included in calculations.) Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 528 Multiply by 90% to determine \"Capacity\"= 475 CURRENT CAPACITY - 475 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity CRESTWOOD ELEMENTARY (with portables) Identify each room by use and capacity. 3 7 4 4 K, K-1 1-3, 3/4 4-5 Special X 20 = 60 X23=161 X 25 = 100 X 8 = 32 Add capacities for \"Total Physical Capacity\"= 353 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 34 7 Multiply by 90% to determine \"Capacity\"= 312 CURRENT CAPACITY - 312 1998-99 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity CRESTWOOD ELEMENTARY (without portables) Identify each room by use and capacity. 3 5 3 3 K, K-1 1-3, 3/4 4-5 Special X 20 = 60 X 23 = 115 X 25 = 75 X 8 = 24 Add capacities for \"Total Physical Capacity\"= 274 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 268 Multiply by 90% to determine \"Capacity\" = 241 CURRENT CAPACITY - 241 1998-99 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades K-5 School Building Capacity GLENVIEW ELEMENTARY (without portable) Identify each room by use and capacity. 2 3 2 6 2 K 1-3,3/4 4-5 Special Special X 20 = 40 X 23 = 69 X 25 = 50 X 8 = 48 X 23 = 46 Add capacities for \"Total Physical Capacity\"= 253 Special Adjustments - Speech -6 = -6 (Computer lab not counted) 1998-99 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 24 7 Multiply by 90% to determine \"Capacity\" = 222 CURRENT CAPACITY - 222 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity IND/AN HILLS ELEMENTARY (without portable) Identify each room by use and capacity. 3 9 5 2 7 K 1-3 4-5 Ortho/Special Special/Othro X 20 = 60 X 23 = 207 X 25 = 125 X 23 = 46 X 8 = 56 Add capacities for \"Total Physical Capacity\"= 494 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 488 Multiply by 90% to determine \"Capacity\" = 439 CURRENT CAPACITY - 439 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity LAKEWOOD ELEMENTARY (with portable) Identify each room by use and capacity. 2 5 3 5 2 K 1-3 4-5 Special Special X 20 = 40 X 23 = 115 X 25 = 75 X 8 = 40 X 23 = 46 Add capacities for \"Total Physical Capacity\"= 316 Special Adjustments - Speech -6 = -6 (Computer lab not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 310 Multiply by 90% to determine \"Capacity\" = 279 CURRENT CAPACITY - 279 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity LAKEWOOD ELEMENTARY (without portable) Identify each room by use and capacity. 2 5 3 5 1 K 1-3 4-5 Special Special X 20 = 40 X 23 = 115 X 25 = 75 X 8 = 40 X 23 = 23 Add capacities for \"Total Physical Capacity\"= 293 Special Adjustments - Speech -6 = -6 (Computer lab not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 287 Multiply by 90% to determine \"Capacity\" = 258 CURRENT CAPACITY - 258 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity LYNCH DRIVE ELEMENTARY (without portable) Identify each room by use and capacity. 4 9 5 7 5 K, K-1 1, 2, 3, (3,4) 4, 5 Special Ed Special X 20 = 80 X 23 = 207 X 25 = 125 X 8 = 56 X 23 = 115 Add capacities for \"Total Physical Capacity\"= 583 Special Adjustments - Speech -6 = -6 (Computer lab not included in calculations.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 577 Multiply by 90% to determine \"Capacity\"= 519 CURRENT CAPACITY - 519 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity MEADOW PARK ELEMENTARY (with portable) Identify each room by use and capacity. 2 4 2 6 K, K-1 1-3,3/4 4-5 Resource X 20 = 40 X 23 = 92 X 25 = 50 X 8 = 48 Add capacities for \"Total Physical Capacity\"= 230 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 224 Multiply by 90% to determine \"Capacity\" = 202 CURRENT CAPACITY - 202 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity MEADOW PARK ELEMENTARY (without portable) Identify each room by use and capacity. 2 4 2 5 K, K-1 1-3,3/4 4-5 Resource X 20 = 40 X 23 = 92 X 25 = 50 X 8 = 40 Add capacities for \"Total Physical Capacity\"= 222 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 216 Multiply by 90% to determine \"Capacity\" = 194 CURRENT CAPACITY - 194 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity NORTH HEIGHTS ELEMENTARY (with portables) Identify each room by use and capacity. 4 K, K-1 11 1-3, 3/4 6 4-5  9 Resource X 20 = 80 X 23 = 253 X 25 = 150 X 8 = 72 Add capacities for \"Total Physical Capacity\"= 555 Special Adjustments - Speech -6 = -6 (Computer lab and SAC not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 549 Multiply by 90% to determine \"Capacity\" = 494 CURRENT CAPACITY = 494 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity NORTH HEIGHTS ELEMENTARY (without portables) Identify each room by use and capacity. 4 11 6 5 K, K-1 1-3, 3/4 4-5 Resource X 20 = 80 X 23 = 253 X 25 = 150 X 8 = 40 Add capacities for \"Total Physical Capacity\" = 523 Special Adjustments - Speech -6 = -6 (Computer lab and SAC not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 517 Multiply by 90% to determine \"Capacity\" = 465 CURRENT CAPACITY= 465 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity PARK HILL ELEMENTARY (without portable) Identify each room by use and capacity. 2 6 4 5 K, K-1 1-3, 3/4 4-5 - Special X 20 = 40 X 23 = 138 X 25= 100 X 8 = 40 Add capacities for \"Total Physical Capacity\" = 318 Special Adjustments - Speech -6= -6 (Computer lab not included.) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 312 Multiply by 90% to determine \"Capacity\" = 281 CURRENT CAPACITY - 281 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity PIKE VIEW ELEMENTARY (without portable) Identify each room by use and capacity. 3 9 4 6 K 1-3 4-5 Special X 20 = 60 X 23 = 207 X 25 = 100 x 8 = 48 Add capacities for \"Total Physical Capacity\"= 415 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 409 Multiply by 90% to determine \"Capacity\" = 368 CURRENT CAPACITY - 368 STEP 1- School Building Capacity REDWOOD (without portable) 1998-99 CURRENT USE ONL Y--ACTUAL CAPACITY NOT CALCULATED Identify each room by use and capacity. 8 Pre K 1 K 1 Special X18=144 X 20 = 20 X 2 = 2 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades K-5 School Building Capacity SEVENTH STREET ELEMENTARY (without portable) Identify each room by use and capacity. 4 8 5 7 1 K 1-3 4-5 Special Special X 20 = 80 X 23 = 184 X 25 = 125 X 8 = 56 X 23 = 23 Add capacities for \"Total Physical Capacity\"= 468 Special Adjustments - Speech -6 = -6 (Computer lab not included also 4 Speciality classrooms not counted) Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 462 Multiply by 90% to determine \"Capacity\" = 416 CURRENT CAPACITY - 416 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grade 7 -12 School Building Capacity ARGENTA ACADEMY (without portable) Identify each room by use and capacity. 16X8=128 Add capacities for \"Total Physical Capacity\"= 128 Special Adjustments - Program still evolving. Adaptable. Does not count seats unless full time assignment possible. Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 128 Multiply by 100% to determine \"Capacity\" = 128 CURRENT CAPACITY - 128 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades 9-10 School Building Capacity NLRHS - EAST CAMPUS (with portable) (112 for Jr. High) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 60 regular rooms - Stage, 501,502,504, 5058, 101, 103, 106, 107, 109,110,111,112,113,115,116,117,118,200,202,204,205, 206,207,208,209,210,211,212,213,214,215,216,217,218,219, 220,221,222,223,224,225,301,302,303,304,305,306,401, 402, 403, 404, 405, 406, 503, Gym 1, Gym 2, Gym 3, Gym 4, Gym 5, @25 = 1500 Reading rooms - P1 @ 15 = 15 10 Special Education rooms-102A, 1028, 102C, 102D, 108, 114A, 1148, LR, 201, SOSA@ 8 = 80 Room 104, P2, and P3 are used for pull out programs not considered = 0 Add capacities for \"Total Physical Capacity\" = 1595 Special Adjustments - Special Education -41 Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 1554 Multiply by 85% to determine \"Capacity\"= 1321 CURRENT CAPACITY - 1321 (Divide by 2 for 9th grade) 660 10th grade - Multiply STEP 4 by 80% to determine \"Capacity\"= 1243 (Divide by 2 for 10th grade) 622 STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grades 9-10 School Building Capacity NLRHS - EAST CAMPUS (without portable) (112 for Jr. High) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 57 regular rooms - Stage, 501, 502, 504, 505B, 109, 110, 111, 112, 113, 115,116,117,118,200,202,203,204,205,206,207,208,209,210, 211,212,213,214,215,216,217,218,219,220,221,222,223,224, 225,301,302,303,304,305,306,401,402,403,404,405,406,503, Gym 1, Gym 2, Gym 3, Gym 4, Gym 5 @25 = 1425 Reading rooms - 101 @ 15 = 15 10 Special Education rooms - LR, 102A, 102B, 102C, 102D, 108, 114A, 114B, 201, 505A@8 = 80 Room 103 and 106 is used for pull out programs not considered = 0 Add capacities for \"Total Physical Capacity\" = 1520 Special Adjustments - Special Education -41 Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 14 79 Multiply by 85% to determine \"Capacity\" = 1257 CURRENT CAPACITY - 1257 (Divide by 2 for 9th grade) 629 10th grade - Multiply STEP 4 by 80% to determine \"Capacity\" = 1183 (Divide by 2 for 10th grade) 592 ., '' '. STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- Grades 11-12 School Building Capacity 1998-99 NLRHS - WEST CAMPUS (without portable) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 16, 21, 22, 23, 54, 55, 56,101,109,111,112,113,114,115,117,118,200, 201,202,203,204, 205A, 206,207,210,212, 213A, 214,215,217,218,219, 222,401,403,404,406,407,409,410,411,412,414,416,417,510,511,512, G1, G2, G3, 600, 601, 603, 605, 606, 607, 608, 609, 610, stage---- 61 X 25 = 1525 208,209,215,216,220,302,304,305,306,308,310,311,312,400,408,413, 419, 611 , ----1 8 X 8 = 144 602---1 X 5 = 5 112--- 1 X 2 = 2 Add capacities for \"Total Physical Capacity\" = 1676 Special Adjustments - Special Education -25 Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 1651 Multiply by 80% to determine \"Capacity\"= 1321 CURRENT CAPACITY - 1321 ,l ,.,_ ' STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grade 6 School Building Capacity POPLAR STREET MIDDLE (with portables) Identify each room by use and capacity - Sixth grade rooms. 36 rooms-A108, A109, A112, G1, G2, G3, G4, P1, P2, P3, 101, 102, 103, 105, 106,107,108,109,110,112,113,114,200,201,202,203,204, 2058, 207, 208, 209, 210, 211, 212, 213, 214@ 25 = 900 8-Resource-A110,.111, A111, 206, P4, 102A, 205A, 205C@8=64 (Not counted A104A, A104B, PS, 115) Add capacities for \"Total Physical Capacity\"= 964 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 958 Multiply by 85% to determine \"Capacity\"= 814 CURRENT CAPACITY - 814 .. STEP 1- STEP 2- STEP 3- STEP 4- STEP 5- 1998-99 Grade 6 School Building Capacity POPLAR STREET MIDDLE (without portable) Identify each room by use and capacity - Sixth grade rooms. 31 rooms-A108,A109,A112, G1, G2, G3, G4, 102,105,106,107,108,109, 110,112,113,114,200,201,202,203,204, 2058, 207,208,209,210,211, 212, 213, 214@ 25 = 775 8-Resource-103, 111, A110, A111, 102A, 205A, 205C, 206@8=64 (Not counted) 104A, 1048, 101, 115 Add capacities for \"Total Physical Capacity\"= 839 Special Adjustments - Speech -6 = -6 Subtract Step 3 from Step 2 to determine \"Adjusted Physical Capacity\" = 833 Multiply by 85% to determine \"Capacity\" = 708 CURRENT CAPACITY - 708 ....... \" 1998-99 Grades 7-8 School Building Capacity LAKEWOOD MIDDLE (with portable) STEP 1 - Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 26 regular rooms - Gym, Gym, 100, 102, 103, 104, 105, 106, 107, 108, 109,110,202,203,204,206,207,209,210,211,212,213,214, Choir, 405, Band @ 25 = 650 3 Special Education rooms - 106, 201, 205 @ 15 = 45 Rooms 111, 200A, 200B, 208, 215@ 8 = 40 Rooms 101 and Portable SAC are used for pull out programs not considered - 0 STEP 2 - Add capacities for \"Total Physical Capacity\" = 760 STEP 3 - Special Adjustments - Room 201 1/2 (-7), Room 405 1/2 (-12), 405  (-12) = -31 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 704 STEP 5 - Multiply by 85% to determine \"Capacity\" = 598 CURRENT CAPACITY - 598 , .......... 1998-99 Grades 7-8 School Building Capacity LAKEWOOD MIDDLE (without portable) STEP 1 - Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 25 regular rooms - Gym, Gym, 100, 102, 103, 104, 105, 106, 108, 109,110, 202, 203, 204, 206, 207, 209, 210, 211, 212, 213, 214, Choir, 405, Band @ 25 = 625 3 Special Education rooms - 106, 201, 205 @ 15 = 45 Rooms 111, 200A, 200B, 208, 215@ 8 = 40 Rooms 101 and 107 are used for pull out programs not considered - 0 STEP 2 - Add capacities for \"Total Physical Capacity\"= 710 STEP 3 - Special Adjustments - Room 201 1/2 (-7), Choir 1/2 (-12), Room 405  (-12) = -31 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 679 STEP 5 - Multiply by 85% to determine \"Capacity\" = 577 CURRENT CAPACITY - 577 STEP 1 - 1998-99 Grades 7-8 School Building Capacity RIDGEROAD MIDDLE (with portables) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 29 regular rooms - FA1, FA2, Gym 1, Gym 2, G6, G8, 103, 104, 122, 123, 124,125,126,127,128,129,130,132,134,136,221,222,223,224, 226, 227, 229, P1, PS@ 25 = 725 10 Special Education room - G3, G4,G5, L 1, 121, P3, P4, 225, 228, 231@ 8 = 80 Rooms 102 (computer lab), Speech and P2 (SAC) are used for pull out programs not considered. = 0 STEP 2 - Add capacities for \"Total Physical Capacity\"= 805 STEP 3 - Special Adjustments - Regular rooms as Special Education -21 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 784 STEP 5 - Multiply by 85% to determine \"Capacity\" = 666 CURRENT CAPACITY - 666 STEP 1 - 1998-99 Grades 7-8 School Building Capacity RIDGEROAD MIDDLE (without portable) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 26 regular rooms - FA1, FA2, Gym 1, Gym 2, G6, G8, 103, 104, 122, 123, 124, 125, 126, 127, 129, 130, 132, 134,136,221,222,223,224,226, 227, 229, @ 25 = 650 8 Special Education rooms - G3, G4,G5, L 1, 121, 225, 228, 231 @8 = 64 Rooms 102 (computer lab), Speech, and SAC (128) are used for pull out programs not considered. = 0 STEP 2 - Add capacities for \"Total Physical Capacity\"= 714 STEP 3 - Special Adjustments - Special Education usage -21 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 693 STEP 5 - Multiply by 85% to determine \"Capacity\" = 589 CURRENT CAPACITY - 589 STEP 1- 1998-99 Grades 7-8 School Building Capacity ROSE CITY MIDDLE ( without portable) Identify each room housing daily scheduled classes and its capacity by size, law, or curriculum. 19 regular rooms - 103,105, S1, S2, S3, 106, 109, 110, 111, 112, 116, Art, HE1, HE2, Gym 1, Gym 2, FA, THE, LAB@25 = 475 11 Special Education rooms-100,102, 104,108,113,114,115,117, 118,119, Shop@8 = 88 Rooms 101, 107 are used for pull out programs not considered = O STEP 2 - Add capacities for \"Total Physical Capacity\"= 563 STEP 3 - Special Adjustments -Room 116 1/2 (-12), HE2 1/2 (-13) = -25 STEP 4 - Subtract STEP 3 from STEP 2 to determine \"Adjusted Physical Capacity\" = 538 STEP 5 - Multiply by 85% to determine \"Capacity\" = 457 CURRENT CAPACITY - 457\nSCHOOL CAPACITY INFORMATION PULASKI COUNTY SPECIAL SCHOOL DISTRICT \\ November 1 a, 1 998 \\~P ~~\\l \\r ~ti /\\ 1 ) O' p-cy ~,\n h ). ,/' f' i? HIGH SCHOOL Jacksonville Mills North Pulaski Oak Grove Jr./Sr. Robinson Sylvan Hills JUNIOR HIGH SCHOOLS Fuller Jacksonville Middle Jacksonville Junior High Northwood Robinson (2-rooms devlded) Alpha Academy Sylvan Hills ELEMENTARY SCHOOL Adkins Arnold Drive Baker Bates Bayou Melo Cato Clinton College Station Crystal Hill Dupree Fuller Harris Jacksonville Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Murrell Taylor Tolleson SCHOOL CAPACITY 1025 780 900 935 J SO~) 998 f.' SCHOOL CAPACITY 945 800 800 964 486 30~\n? 0 925 P, SCHOOL CAPACITY 370 420 330 768 660 576 833 340 820 465 526 525 785 568 325 476 500 556 523 450 280 460 456 450 570 ~7~ ?i~' -.{ )-r------------------A-N_N_U_A_L __ S_C___OH _ O___LR _E_P_O___R___TP__ U_P__I__E L_ N_R__O_M LE_L_N _B T__ Y_ S_C__H_O _O_L F _O__R___M__ O _c _t_o_b__e__ lr_ ,---~-----~/~j~o/~-J-----------------------------------------------~, fld/UNS - SCHOOL CHOICE BY CHOICE - . 17 \" \" ! ,. 21 T, ~ ~ ~ ~ ~ ~ Pt h1 i,, il'l \"\" ,_., ~I \"' \"3 - ~ \"' f\" ., ~7 \"' - 1~ \" \" \" \" \" ) LEA# 6003J.4+ 0 'f 0 ADE Form# Fin 09-00-010 R/92 Countu PULASKI Law 20 - U.S. C 1221E-1 School : PULASKI COUNTY Grade Span : l,ee,,K- S: US Department of Education FAPD6 R/92 1 + - -- -- - -+\"\"' IMBC:D 1-------------------'-++ _--- --------++'--_-+-'----_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-__-___-__- _-_-_-_-lc-!_n--_1--_1-\n:ii-._i--J_lL-_~-e.~.:- ln_l:I-:Eif-:- -_-+--c--.-.-i:__-i_,,- _- +------------------------------------------------------+---- I-~\" - Enroll *!~1-! :_-2_._:3___ 8-~_~ -l~-~--[Q_~----~-----~----~-----~----~-----! _ nnn\n: Choice**' Jt,..NZ U ,-:r\n,,~.,--------ij K-F\"ull Day Only +----+ +------------------------------------------------------+---- i1 1---------------..!.+_--_-~-,...!.+_.:_+-_-_-_-_-_--_-_-_-_-_-_--_-_-_-_-_-_--_-_-_-_-_--_-_-_-_-_-_--_-_-_-_-_-_--_-_-_-_-_-_-_-_-..::....:..:.._.-_+_e___-__ _:_:__ .\nJillll\\ctlOCf f t1 Enroll*!!/! ',_iJ.c~-~,'.'.'.-~_Jg~j_O __ ~----~-----~----~-----~----~-----! DESESREGATION!,l{)Rfi'ORllll:i '. Grade 1 Grade 2 Grade 3 Grade 4 Choice**' Choice**' +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll -~ * !_tL-2! : ..15 , /,2.,,_, 1:\n___, g _,- ---,- ----,- ---,- ----,- ---,- ----! I~'c, _____________ ...:C:..cch=.--.e..=:0-:*..-\n*1-:'.-.'\n-- --'---'-----'----'-----'-----''-----'-----''----'-----''----'-----''-------------------------\u0026lt;r,.\n''1 Grade:\n+----+ +----+ Enroll *I / I +-~=+ Choice**! I +------------------------------------------------------+---+------------------------~ ~---------------------------+---- ' /(JI /::.ti I] I I/\\ I I I I 1- L _____ - __ 1 .--- -----------------------------------+ I I I I '.j ------------------:-+_-_-_-_-...,+ __ +,....-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_+_-_-_-------------------------+----+ +------------------------------------------------------+---- ::::::.:\nll\u0026lt;'.1~ :---~\n-----\n----~-:_----\n---\n-----\n----\n------\n----\n-----~ ~11 ~9-f+ + 3 g 7 ~ ?\n). ft, I ------------- I - ----------------+---- O'i Grade 6 Has your district voted to PJ,11~:~t~ in School Choice for 1996-97? YVES __ NO u~/ I ___ P_e_r_s_o_n_m_ia__nk_ g_t_h_i_s_r_e_p_o_r__ (tL=.. /,_l!Z-__\"\u0026lt; '\"!,!__ aA.,-_J_.__ah __tw1_ ______ T_e_1_e_p_h_o=n=_=e=_=: ==========~---P_a_g_e_i _______________________ t''.I (I Ju\u0026lt;( .,\n:7~ ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, ~ /77 J 7 -SCHOOL CHOICE BY CHOICE - ARNOLD oe.  ' LEA# 6003~ 1.37 ADE form# fin 09-00-010 R/92 \u0026gt;'.--~C\u0026lt;..!ol.!ul.!n.Lt!\u0026lt;.u!i_~.!:P~U!'L=_-_'A_:_,._,Se.,K_\"-_\"_-I_ ____ _,L,.a.._w\"'-\"\"'20c_\n-_,U\u0026lt;....\u0026gt;\"'\"-\"CE.-.~_1..._.1_ ..,_e\u0026gt;e\u0026gt;.__.,1_\"_'-_-_____________________ ~) [...:.. School : PULASKI CQUNTY US Department of Education / Grade Span :_.K.....,.._--\"b\"'----- FAPD6 R/92 j 1------------------------=+==============================:r,u\"='~\"=~\"- ________________ ___:___:_--1' WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES I ,1--------------------\n=ro-\"/-a~ \"'l-~~~\n-:-~-:---1-~-\n-\n-~-:-~-\n-:-~-:--~-I-\n-\n-~-:-~-\n-:-~-:---1~ -\n-\n-~-:-~-\n-:-~-:---1~ -\n-\n-~-:-~-\n-:-~-:---1~ ---i-\n-~-:~___._l __________________________ -\n' 1 +----+ +------- ----------------------------------------------+---~ 'f----'Pc_'ri:.,=\"'.r:,\"J.nw,n .u ~:.i-c.,-!+j.,-\"-\".,-.C.,.,rL'.L1\",-.- 'e=--i:_n.,_,.__1_.._._ 1.,.L*C_Jl._I ...___ 1_ .1_ __ .l. .__ __,l __ ,_1 _ __.1_ _ ...__1 __.1_ _ ,_1_ __.1 __ ,_1_ _ _ _____________________ ,., IC +----+ 1------------------------------------------------------+ \" 1,, 11 \" \" iC'C ~ 122 I~n . 11, II, ~' ~ ~ ~ ~- ~ ~ ~ ~ ~ ~ ~ I Choice** I I I I I I I I I I I I !-------------------+,_-_-_-_-~+-~+~---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_- __________________________________________________~_+___-__________________________________________ _____ _,,,, +----+ +-----------------------------------------------------+---- ___ K_-_,_u_l_l_D_a_q_O_n_l__q :_:_:_:_:_:_*_:_\n_,_:_\n_=_:_\n~=\n-'~--_~\n'_-f o_=_\n_\n_\n_=\n__\n~__~\n__==__\n_\n_\n_~_\n_\n_\n_\n_\n_\n_\n_\n_\n_\n_\n__\n__\n__=\n__\n_\n_\n_\n_\n_\n_\n_\n_\n_\n_\n_=_l_\n_\n_\n_\n_\n~~'--=-=-=-=-----------------------1~ Grade 1 Enr o 11 * !.k 0_! : ...d... j~Cj I_ s I_ q __I _ ___ I _____ I ____ I _____ I ____ I-----! Chai r,e** I I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- 1-----\"G'-'r_,,a,.,d,_,e=---'2=---------\"E\"'n,.,.r_,,o,_,l\"l,._*c..+_.-,1_~1- ~-11-'-'!-~:c...,.~I~ \"'~-' I._!,' ~- ~ --~----~-----~----~-----~----~-----! Choice**I I I I I I 1-------------------+,_-_-_-_-_,+_~+c_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_--'+_-_-_-_- _____________________ --l:~ Grade 3 Enroll *!:5-i! ::~e::~:\u0026amp;~::::\n:~:z~::::~:::::~::::~:::::~::::~::::::---- t1 Choice**!----! +------------------------------------------------------+---- r, +----+ +------------------------------------------------------+---- I~ Grade 4 Enroll *!J~'.~! :_Lf~_J_~-~-_J:-~_(f _~----~-----~----~-----~----~-----! ~- _____________ .,,Ccehc.,o,_,i,.,_c_,. .\ne._*,c..*,_\"-_'- 1_ _,__ __ ,___ _,__ _ ---''-----'------''---'------''---'------''--------------------------\u0026lt;t Grade 5 Grade 6 +----+ +------------------------------------------------------+ .--- +----+ 1=n.,..n11 -1-1 /I/! +-/--..!-+ Choice**I I +----+ +----+ Enroll *!..2-1! +------------------------------------------------------+---- 1 t~ 1 ,ct-1 /JI,/ 1 1 , 1 1 1 1 I- __________ J --- I ----------------------------------+  I +------------------------------------------------------+---- +------------------------------------------------------+---- : _ g_~ __ LJ_~--~~--~--~----~-----~----~-----~----~-----! I I ~ Choice** I I ,_I I I I I I I I I I ~ 1 1-----------~+3.~q--i,~+_+_/~~1_--_,_.5~,_-_,_L{_,_4_-_,_,,q1----------------------------------+---- I llC Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1\n\".r ------------2-.~-7--------q-~-------------------------l, ,,t-------------------~--------------------------------------------------------\n~ \"1 I 8 I IO \" \" \" \",, ~ ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, -997 /q7 i - SCHOOL CHOICE BY CHOICE - LEA# Countu 6003~ 0 \"l:J... PULASKI School PULASKI COUNTY Grade Span : K--k, ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 US Department of Education FAPD6 R/92 + -+\"-lllMqFR I WHITE NOT I BLACK NOT I I ASIAN/PAC. I AM INDIAN I of \\ ------------------~ r.r~\"\"~~'\" ~~!---~-~_:_:_~-~-~-=---~---~-~_:_:_~--~-~-=:_--:_~-_-'~ -~-=---~--=-_-=1- ~-~-~-=-~---L-_-1~ -=-~-~-~-:-_--'._=-__~+_~:I_ _s_E___s _____________ -,,'.I Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl ,. +----+ +------------------------------------------------------+---- ., c-~~~ 11 * I I I , I  I I I I I I +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I  r -----------------~+_-_-_-_-_+~_+-'----_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-_-_-_-_-_-_+c_-_-_-_- ____________________ --1''. +----+ +------------------------------------------------------+---- K-Full Day Only Enroll : /Cj__, 11__, I '_.13_ i ____ , _____ , ____ 1 -----, ____ 1 _____ 1 Choice**!----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- :j Grade 1 Enroll *!Si! :~s:1_d~'- .,\nii_~ 1 ____ 1 _____ , ____ 1 _____ , ____ , _____ ! - \" z ,-------------~C~h~o~1~ c~e~*~*-'-'--~-~-~---~-~---~-~---'----~--~'----~---'--------------------------f~ +----+ +------------------------------------------------------+---- d z +----+ +------------------------------------------------------+---- l----''-'--'=G=-r=a-d-e-- ----=2= -==.....c.+-'-'-'f-\"L,,_,'l-Enroll *I 11J\"_'-\"_-i '+--,:-I- _-'c\"l_r\u0026gt;.1'i: t=7-'-1_ -I_ -_I- J_'7-yb-I_ '--_\"- _--\n_,f--'-_-_,_:,1.,-_-_--'_'--_-_-_-_-_-'-_-_-_-_-_--'_'--_-_-_-_-_-'-_-_-_-_-_--'_'--_-_-_-_-_~_-_-_-_-_--'+'--------------------------[_\nI u Choice**' I ( ~ f-------------------'-:-=-=-=-=-:--:-=-=-----=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-~ X Enroll *!1'..J_! :_L.J.~-1~-~--~-~--7--~----~-----~----~-----~----~-----1 ~ 1----------------::Cc:-h-o_i,_c_e_*_*-:-l ----:--c-----:----c-----:-----:,-----:-----:,-----:-----:,-----:-----:,--------------------------i Grade 3 ~ +----+ +------------------------------------------------------+---- 13' +----+ +------------------------------------------------------+---- 13\u0026lt; i,, Enroll *I 50 1 I 'lQ I c().t\nI 3 I / I I I I I I I +----+ I~--------------------------------------------------+ Grade 4 pt p, 1--------------~='--'--~-+~--_-_-_~+--+--C-_h-o_i-c_e-*_*-'_ -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-+---_-_-_---------------------,A ~ i,, i,, I\" t-1141 \"' .l----'G'-'r'--'a=-d=-=-e--\"5--------=:\"-':-'-':'--':=:-~. e*=_-1* .::.~*:.~.::.3~\"-'::-,=.., :':---~-f+-~'---t:- ~-.~-.'.-- ~t:--:- f-\":J:f-----:1-:?:.\n.\u0026gt;.:- -:-'-r~J-::,-_:--:,- :-~'--:-:-:-:-'-~-:-:-:-:-:--'~'--:-:-:-:--_,_~-:-:-:-:-:--'~'--:-:-:-:--_,_~-:-_:-:-:_-:_-~'--_---___-_-_________ -j~ +----+ +------------------------------------------------------+---- \"\"'' \"' I\" +----+ +------------------------------------------------------+---- ,____ G_r_a_d_e_6----~--E_n_r_o_1_1_*_!_\n__Q__ _1__ _\n__1:_ } __ _~_- J. _Q___ _'_ ___ q__ _ ___ 1 ___f__ ----~---------~-----------~---------~-----------~--_---_---_-~--_--__-___-_-__!_ __ --1''-I Choice**' \"' I\" +~'!)\"!) + I 31 t Sf\"\"-3 D 3-0 ---------------------------------+---- 1~ Has your district voted to participate in School Choice for 1996-97? __ YES __ NO - 1~ ,, Person making this report: __________________ Telephone: _______ _ I ----------------------------------------------------------------------------r'.'' Page 1 ,\". \" .  J I II 13 ,. \"\" 17 18 \" ~ z V ~ ~ X ~ ~ ~ p, P' ~ ~ L I I... . ~ j ~  .,,  ,, ,, '\" ~ ~' l1t ~\nANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, - SCHOOL CHOICE BY CHOICE - LEA!t Countu PULASKI School: PULASKI COJ.JNTY Grade Span:_-'-!\u0026lt;-'--~\"=---- ADE Formlt Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 US Department of Education FAPD6 R/92 + - +\"'-IIIMDC'O WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES r-~~no +------------------------------------------------------+---- Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +----+ +------------------------------------------------------+---- ' J ' ,, r __ __,P_~La..__'=-.\",~.,~, a~,~_,n,__,+~-~=a~nL_ -_~ __,\u0026lt;'~n,~L'n~~'~,. *--''---~l_ ___ 1 ~ __ '---~---~-~1--~~-~---~-~--~~---------------------- t. K-Full Day Only Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 +----+ 1--~---------------------------------------------------+ Choice** I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *!.5%! : /\u0026lt;/I _J\n)._1_J}\n_1_f_61 ____ 1_ ____ 1_ ___ 1_ ____ 1_ ___ 1_ ____ ! Choice**I +----+ +------------------------------------------------------+---- + --+ +------------------------------------------------------+---- Enroll *!-~5-'! :\n51_./.JJ 1_19 '_\nJ._/_1 ____ 1 _____ 1 ____ 1 _____ 1 ____ 1 _____ ! r.h nir e** I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ Enroll *If r/ I +~-v--+ Choice**I +------------------------------------------------------+---- 1,s:11c,,116, I\" l I I I I I I I I ______ y _____ r ___....., -----------------------------------+ I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *1 7 2_.1 1/g I_/_/\u0026gt; I J7 I /7 I I I I I I I +----+ 1-----\"' --------------------------------------------+ Choice**I +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- En r o 11 * !-5~-! : /_ 5 I __ 7'_ I j_,5_ I_ /_ .1_I ____ I _____ I ____ I _____ I ____ I _____ ! Choice**I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *I//? I 11.r\\ I r/1 1-\n:,I/\"\"\u0026gt; I I I I I I I +J'\u0026gt;-l_+ 1~V OLY---------------------------------------+ Choice** I I I I I I I I I +----+ +---------------------------------- -------------------+---- +----+ +------------------------------------------------------+---- Enroll *l{,)_I I /\u0026lt;fl /,51 /Cjl /'fl I I I I I I +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I ,I ' , ~ 'I r' 1 f.1 ~I cs! ~'( :i:: \u0026lt; I\n,( ., :~, I' t'' ~- +-v~v +IO ,-- [/ 0 -- I d5'\"- I 1--e-----------------------------------+---- [ \"- -------------------'-~--------------------------------------------------------\nt Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 . l '.i L '--' ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, ~ /91 'if - SCHOOL CHOICE BY CHOICE - I LEA# 6003 .i-at:r o\u0026amp;f f' Countu PULASKI School : PULASKI CQUNTY Grade Span : _ _.:._K..,_-~b=---- ADE Form# Fin 09-00-010 R/92 ) Law 20 - U.S.C 1221E-1 US Department of Education ~ FAPD6 R/92 :I t------------------------+'-----_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-.:__-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_--_-_-_-_-_+,._.-\u0026gt;JI_,.,,\"'---' IMl\u0026gt;.,_l___,,_!=_R__ _____________ ----1'1 , I WHITE NOT I BLACK NOT I I ASIAN/PAC. I AM INDIAN I of 1 \\ I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES ,:! t-----------------+_)-__,,~_,_:.,,,\"t\"':'-'~~-+'--1\n-:---y-:-~-~-\n-~-~-:--\n--,: ---y-:-~-~-\n-~-~-:-~-\n-:-~-:.::.:~~G-\n-~-\n~-:--:--y-,- :-~-~-\n-~-~-:-~-\n-:-~---s-~-~-\n-~-1:..:::..:7'-'----=---=-----------------------l .I ,\nf---'.rP:..i'~c., 0,::-:ol\u0026lt;no.1.1...i..1:nn-= --i.,-~al..J~c.:\"!ic 01tll\"--=\"'\"u~::..i-~\u0026gt;.. 1 L 1 ,L_*:\u0026gt;!CL:-:-:-:-:...l:--:L:-:-:-_--L~-:-:-:-:-:-~L:-:-:-_-:---:L-::- :-:...J~L:-:-:-_--L~-:-:-:-:-:-~L:-:-:-_---:-1:-.::- :-:.J~L:-:-:-:-~-1.--:-:-:-:-:.J:L-_-_-__-__________________ ...jli Choice**:====: :====~=====~====~=====~=-==~-----~----~---==~-===~-=-=-:____ 1:1 ,, ll \" 17 ,\", l1\u0026lt;l ~I 1----K_-_F_u_1_1_D_a_y_o_n_1Y _ _ E_n_r_o_1_1_*J__+_ : c,_?__'_ ,!_ ..:.-.= ~-\"'L--__-_:_' !L_~---~_-o_ ___~__ -_L\n_:_c.====================-:..:,+c..._ __________________ --tf~I Choice**' ----:----c-----=-----=-=-~~-,-----:-------'-----------t1-- +----+ +---------------------------------------~--------------+---- . +----+ +------------------------------------------------------+---- Grade l Enro 11 * !9-:'2_:~ t LQI J /9_ I_ /_I __ O _I ____ I _____ I ____ I _____ I ____ I-----~ Choice**' '.J In +----+ +------------------------------------------------------+---- ~t In ,, \" +----+ +------------------------------------------------------+---- -~ 1----G\"--r'--'a\"'de.:e=---=2=----------\"E:.:.n:..:.r...:,o:..:l~l__::*-'-091_-e ,f..,__.,,_1I _ ,,+t-c:2_'\u0026gt;,-1,',-_1+ 1...:.....,1~ ,,__.(,.J../\"\\--''-----'------'-'---''-----'-' ---'-' __ _.,_I--------------------~:, 1 +----+ 1-----------------------------------------------------+ ,. Choice**! I I I I I I I I I I I j \" 28 f------------------+-'----_-_-_:+ __ +\n_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-__-___-_-__-___:+___-____-__-_____ .) ,4 ~ ~ 31 ~ ~ ~ ~ ~ l7 ~ ~ ~ I ~ \" ~ ~ +----+ +------------------------------------------------------+---- '3 Grade 3 I'-/~ I l/~ I / I J._ I I I I I I I !------~-----------------------------------------------+ Choice**' I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Grade 4 Enroll *~_i.2_:!_ ':l.Q.~_.Y_A_~ :-_-~-~J ----~-----~----~-----~----~-----~\nc _____________ _\nC::.:h:c.:=0-:=.1-=e-.c _.*_.c .*.:.1., ___'-----'----'-----'----'-----'----'-----'------''-----'------''-------------------------l'- Grade 5 Grade 6 +----+ +------------------------------------------------------+---- -~ +----+ +------------------------------------------------------+---- :\u0026lt; Enroll *' Q ,, I '\" I .,,.. I 2 I \" I I +----+ 1t __ y ____ - --- \"-' ----------------------------------+ Choice** I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ Enroll *' {p~ I +----+ Choice**' I +3-~t: +------------------------------------------------------+---- :3 y, _3i , J -, -- 1 _, ----, -----, ---- 1- ---- 1- --- 1- ----~ Has your district voted to participate in School Choice for 1996-97? __ YES __ NO ~ . Person making this report: __________________ Telephone: _______ _ Page 1 SI S1 ~ ,l ,.. 5l I J I_ ANNUAL SCHOOL REPORT PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 , LEA# 6003l-ae /::2.9 ADE Form# Fin 09-00-010 R/92 7 CO:.o scHooL cH01cE aY cHoicE -\n,.,._. _ __,C,__,o,.,u,.,n\"-t\"-u\"---'--'-P_..,U_c_,_L_,._,__A_.,,S_,_.,_K_-=. I _,.L. a \"'w\"'-\"'2,.0_-_,.U. .., Sa.._\nC,.__.J._01--\"_'-,'=1:.\u0026gt;_2_ ..,,1_\"_\"-_-____________________________ ,. School : PULASKI CpUNTY US Department of Education Grade Span :_'--K-'---=\"=---- FAPD6 R/92 1-----------------------....:,:+:=-===============================-=,u\"u.'~=n=\"\"n\u0026lt;-----------------------I\"' I WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES 1--------------------\"=-.,.-u\"ulo,__....:,:+================================+=='------------------------IH Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl I +----+ +------------------------------------------------------+---- f 1f--_ _.jpc.~=o :n..l,('-'n u.,rl.t:-CL.\\-~-11-.\u0026lt;1:' .f~c'..okt: , .J.Ln_ _ .c..ul=\"n,=~nL1L.1L..4Il !:.L_. _ L_l._1_1_ _.__I __ .J_.I_ _ L_I_ __ L___l __,I'-----''----'- I ___ .I, __ L_I_ __ L___l_ _____________________ --l , +----+ ,------------------------------------------------------+ r Choice** I I I I I I I I I I I I '-1--__________________ +.,_-_-_-_-_+c_~+___-___- ___________________________________________________________________,_+_L_.-_---_--_---_--_---_--_---_--_---_--_---_--_,'_\" ___________ +----+ +------------------------------------------------------+---- 1---K_-_F_u_1_1_D_a_y_o_n_1___Y_ E_n_r_o_1_._.1.+ _.!! ..'. __'6_.5_., ! .:. ~..~ =-_.3_~_-__J___~ _\u0026amp;'__.._ 1 __L _0_-~--.~.__---~_-.~.~.!~~-~'1-- --------------'-------~-=-----------------~~-==\"'\"'------------------------_,['.\n:: Choice**!----+ -+------------------------------------------------------+---- [ +----+ +------------------------------------------------------+---- t Grade 1 Enroll *'80 I +----+ C-:hn\nro**' I  :~~~ -~-1 I - 9.~I - I I - I---- I----- I---- I----- I---- I-----! I I  I I I I I I I I I ~1----'G'-'r'-'a=d.,,e'---'2~-------'E='n~r,_,,_o..,,l'-'l'-'*'--:-'-, =_,,_,=_,-L=r~=-~I ~i=~~=i=~==~=,.=-'~'--=-=_=_=..,i_=_=_=_= __=_.. ,i_=_=_=_=_=_,=__, === =~=.,_= _iL.=_=_=_=_=-'i_'-_-=_-_=___-_-__=_ ____________ f 12\u0026lt; Choice** I I I  I  I I I I I I I I I .i. +----+ +-----------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- ,. ~ Grade 3 Enroll *I 75'1 13J_1~t..J I 3 I /( I I I I I I I ~ +----+ 1------------- - ----. ----------------------------------+ p,1----------------C-h_o_i_c_e_*_*_I ---,----~:--,--,--~----------,----,-----------,--------------------------, ~ +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- p.1----G-r_a_d_e_4 _______ E_n_r_o_l_l_*...'-'-8~3--'-'--'-'-~-s--,-3-2---,-/-s1--/-/-,---,---,---,---,---,---'-,-----------------------'._ ~ +----+ !---.-----------. --------------------------------------+ ~p, 1---------------~==~-+~--_-_-_~+~-+~--_-_-_C-h_o~i_c-e_*-*_' -_-_-_~_-_-_-_~_~_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_~+---_-_-_-----------------------\n.. ~ +----+ +------------------------------------------------------+---- : Grade 5 Enroll*!_~~! : ~~~_2_'f___'~[_~ ---'J-~- --~-----~----~-----~----~-----~ ( 1 Choice** I I I I I I I I I I I I ~2 +----+ +-------------------------.----------------------------+---- ,,1--------------------+---_-_-_-+--+---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-'--_-'-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_--_-_-_-_-_-_-_-_-_-_~+---_-_-_-----------------------\u0026lt; -:: -Grade 6 Enroll*!-~-~! :-~-~~-\"'i._~__~ k_ {_~f- --~-~- ----~----~-----~----~-----! ~ Choice**I I I t 0 ~ 5,-o+ +,q'J--,~-1:\n---1:\n-li---------------------------------+---- t ,,1------------------~-------~---------~--------------------------------------------~t,. ,., Has your district voted to participate in School Choice ror 1996-97? __ YES __ NO 1: Person making this report: ___________________ Telephone:_________ Page 1 ' \"\" d-i7 4.v, ,/1 i~f Ir ,,1-------------------~-----~~-----------------------------------------------------...\n, ~, , I '-\u0026lt;--------------------------------------------------__\n:\n{!__/1/IJ10N ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 - SCHOOL CHOICE BY CHOICE - LEA# 6003~ 0'f5 Countu PULASKI School : PULASKI cou::rv Grade Span : fu K- h. ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-l US Department or Education FAPD6 R/92 +----------------------- ---------------------------+MIIM~ER I WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I or I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES '1-------------------=Gr~a~d~e~_+_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_+~----------------------------1 Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +----+ +------------------------------------------------------+---- '1-----'-' Pr....,e._-_n,.Lr.,l\u0026lt;e=.,.., ._.~,, n._t..a.,'e-'\"-'-\"''r- '----\"'-'-'Enuo.,.....,,lr'- 'l._*l=-'--\"-1\"''--'1 -'-'l __ l,.__1+1i \\+-'-i-+\u0026lt;/~ l,.___,f--6..-'-l--'A'-}--I.J,1 -/~.l, l_,. ____ ...,lc._ _,_1 _...,l'----'-1 __ _...,l'------------------------...f ic +...LJe--+ 1------ '-\"-' I~ \"\"'I --------------------------------+ 11 Choice**il,71 I~~ 11'b I I I \"r- _________________ +_-_-_-_-_ +_ -_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-___-_-__-___-_-___-_-__-___-_-___-_ -_-_-_-_+_-_-_-_- -\n_.1 13 +----+ +------------------------------------------------------+---- \"1----K_-_F_u_1_1_D_a_y_n_1_Y_ __ E_n_r_o_1_1_*_,!'----'~-~M_~!_....,:__1~_ __~L__\n__ 1 _~_~_ 1_..J_,_~ 9, 1 ________ 1 __________ 1 _________ 1 ___________ 1 _________ 1 ________,__! __________________ --f.i-' 1 1 Choice**I 17 +----+ +---------------------------------------~--------------+---- te +----+ +------------------------------------------------------+---- 19 ~ \" :r- Gradel Enroll *L17_! Choice**I +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- 'I :\n1-----'Gc.crc..ca=-d=e~2'--------~E~n~r~oc.cl=l -*~!..,.,,..1-1,_1~_-!-~.~__:: .t. ,,,,/,,-_~~---_..,-.1,-.7,.i~,-_-_~1 0 ._,,,,_\"'..,\"\u0026gt;-'-_1...-,~-_,.-._,,~__.\"-._..-i_..-..,-,_-_-_~1 -_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_-+~-----------------------!~ ~ Choi c e** I I I 1 LV. ~1--------------------+--------- +----+ ..-.- +-+--_-----_-----_-----_--_---_--_---_--_-----_-----_-----_--_---_--_---_--_---_--_-----_-----_-----_--_---_--_---_-.--._.- ---_---__+--__---------_-----_-------_----_----_-------_i,-1_ -_-_-_-_- J : Grade 3 Enroll *!L03.! :~Q~_f_~_~_5~_~.Q_~----~-----~----~-----~----~-----! 1----------------------~------------------------------------------------------1\" 31 Grade 4 Grade 5 Grade 6 Choice**I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *IO Al +--:L...1.l.+ Choice**I : _1.z_1_ _/_ '3 I ,)__.:I: f.3_. {l_ I ____ 1_ ____ I ____ I _____ 1_ ___ I _____ ! +----+ +------------------------------------------------------+---- +----+ Enroll *I t:Jtl I +-~..l-+ Choice**I +------------------------------------------------------+---- 1 A I ,,/ I ,-, ., I A , I I I I I I I jd-\u0026gt;-i LI CZ:..V ....,_..,. --------------------------------+ I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll Choice** I I I I I I I I I I I I I ,,, 4 +-7-:f_,t + 115 J5,\n_ - 11 f' .\nJ./ 0 ---------------------------------+---- I 1-------------------~-'----------------'---------------------------------------------ij Has your district voted to participate in School Choice for 1996-97? __ YES __ NO j Person making this report: __________________ Telephone:________ Page 1 .,j\n:.1------------------------------------------------------------------------------l I ~,, ff.?7 J~1 y\n1 ,,1-------------------\"'-'----------------------------------------------------------1, \"l\na ~7 j -~ ' ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 Coll~e Sta.+10\"1 LEA# : 600~ /3,S' Countu : PULASKI - SCHOOL CHOICE BY CHOICE - ADE Form# Fin 09-00-010 R/92 Law 20 - U. i::: C 1\"\"11\" 1 School : PULASKI CDVNTY US Department of Education Grade Span : __ I{.,_,___.~,.___ FAPD6 R/92 , 1-----------------------=+=============================:.=-=.,\".u:elMT\u0026gt;~~i:-0tL_ ___________________ --l1,I I WHITE NOT! BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES ..... Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl 1 e +----+ +------------------------------------------------------+---- \\ ,\nf---'D=-~i,.\n-\n:ci.\u0026lt;cu..nu, L.LU,1.,,.,,.'-\\-j..\u0026lt;LL_: ..__J,.i.:.-,:_:.-J.uLin-,1,..e,cnlzu..,,..4..~ ---_-_-_-~'-----.-L-'l -_-'~---_-_-_-_-~.L--_-_-_-'~---_-_-_-_-~L_-_-_-_-'~---_-_-_-_-~L--_-_-_-'~---_-_-_-_-~L_-_-_-_-'-~---_-_-_-_-~'-------------------------1::! 11 Choice** I I I I I I I I I I I I ,i +----+ +---------------------- ---- ------ ----- -- --- .... +----+ +------------------------------------------------------+---- :: K-Full Day Only Enroll *!_LS:.! : _ .\n2_ I _ / I _ 9 I--~- I ___ I _____ I__ _ I_ _ __ I ____ I __ -~ 11\u0026lt; Choice**I I ::. ._ _________________ +_c-_--_c--::_--::_++.,___,_+_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-___ -_c__ -___-__c_____-_=___c_:c.__.cc .c.__c-c'-__c-'- _-_'-._c. '.-_'c.-.- '= '- ...:_.cc_cc_cc_cc_cc_cc___c_c_+_\"_'-_\"_--=_-_c_c_-_______ ---f 1 ~ +---------------------- - - ---- --- - - --- -- + ~ ~ Grade 1 Enroll*!\n:?)_! : __ ,3_~_ _Q _~--ll~ __1 _~----~-----~----~-----~----~-----1 ~ Ch O ire** I I I I I I I I I I I I I [d ~ +----+ +------------------------------------------------------+---- ~ ~ +----+ +------------------------------------------------------+---- n\u0026lt; ~ Grade 2 Enroll * I - - I I .,., I .- I I - I I I I I I I -I ~ Choice**~o{.U.~ :--:::-,.7.\u0026gt;--' ~-JC~-,_., -7----7-----7----7-----7----7-----~ M ,1111-------------------+\"----_-_-...,+~_+---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_--_-_-_-_-_-_-_-_-_-_-_-_,+_-_-_-_- _____________________ ..\n'' : Grade 3 Enroll *!~i! :~s-7~~7~~b-7~~!~7~~~~7~~~~~7~~~~7~~~~~7~~~~7~~~~~!---- r, ~,1---------------C-h_o_i_c_e_*_*_l __ --:I----.,-----:--:--.,----------,---.,---------------------------------\n~ +----+ +------------------------------------------------------+---- u ~ +----+ +------------------------------------------------------+---- I~ ,~1----G-r_a_d_e_4_ ______ E_n_r_o_l_l_*_!__Ji.!_ _] _ : __!__ __Z_1~ -- _-_-, _-_-(-/_-~---_-J_-_/ -~---------~-----------~---------~----_---_---_---_--~--+------,-- -_---------_----,- ---~'.~ p~, 1--------------~=~=----+~--_-_-_~+-~+~C-h-_o-ic_e-_-!_ ~_-_-_-_-_...,_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~+---_-_-_---------------------L ~ +----+ +------------------------------------------------------+---- I..P9.t--~G~r~a~d~e~5~------E=n~r=o=l=l~*~'-l'rt'-'~'-~'___,',...Q-'Ll~-,..'-ri Q. I I Li I / 2 I I I I I I I s. ~ +---:=..--+ 1 -- ._ -- JV ---~l__v _________________________________ + Choice**' +----+ I I I I  I I I I I I +------------------------------------------------------+---- ] +----+ +------------------------------------------------------+---- i Grade 6 \" ~ Choice**' I I I I I ,, ,.1 ~ 2\nsr + ,, , - 9 v '11- -- 1oo ----------------------------------+----\n:, SC ~1-----------------------~~-~~-----~------------------------------------------i,,1'  Has your district voted to participate in School Choice for 1996-97? __ YES __ ND ~I Person making this report: __________________ Telephone:________ Page 1 '.,j \" _1------------------------------.\n. \"\" .q~7, .-1 /{(? I ~C, ~ i ~,l----------------------------------------------------------------------------1 ~ ~ t...,' ______________________________________________________________ __!) ~---------------------------------------------------------------------------------------- ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 CQ.S\\/T AL. H--1L L ' LEA# 6003~ O't 3 - SCHOOL CHOICE BY CHOICE - ADE Form# Fin 09-00-010 R/92 J' Countu PULASKI Law 20 - U.S.C 1221E-1 School PULASKI COUNTY Grade Span : Pt,:e.,k- lo FAP06 R/92 US Department of Education\n:l +------------------------------------------------------+hlllMA~Q J------'-----------------~1-W_H_I_T_E_N_O_T_I _B_L_A_C_K_N_O___T___I_ _ I A_S_I_A_N_/__P___AI A_CM _I_N_D_I_A_N\"-o'-'=I f\"'-'-'-'----------------------l,_:_1 I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES Qr~ne +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- 1 t-----K_-_F_u_1_1_o_a_y_o_n_1_Y_ __ E_n_r_o_1_1_*...,!'-_'-_~.. -.,r! '----':_:i.\n____..~_.._ :q-_ l_'_.i_ __~__ ~___:::uQ. _____1~ :\n:___- :_:_2 : :.:::1.: -========...\nc_::====+ ____________________ --1:: Choice**I d +----+ +---------------------------------------'--------------+---- !! +----+ +--------------------------- - -- - - ---------- + 1 ,1---Gr_a_d_e_l _______ E_n_r_o_l_l_*...:.!r-__q_ +\n-:I' --~-----1-.:2._--.2.-I _.2_--2-1--~-~--1- __-_ -_-=-==1- _-_-_-_-1'-'-_-=__-.=.:_..'.-_'-::.\".-:1_ =_-__-___-11 ._c_ ..__\"' .-c_c\".- _::.=:+=e-::-.-:I- ----------------tf~:'j 1 1-------------'----'C'-'h'-o=i=-c_,,_e.c.*.c.*..c.l __ ......:.._-'------'----'------'----'----'---'---'----'---'----'--------------------------l'- z +----+ +------------------------------------------------------+---- z +----+ +------------------------------------------------------+---- ,.,( \"1- _ ___:G,crc...:a::.d=e--'=2'--------\"E'-'n.:..:rc...:O::.l:_.._.::.\nl_ *-'-!+u_-'-'!F '---,'1-:1 --_J-f:--' v..~..: , ~~---~d.AM'-.1f- -J_-.\n. c1s::\":\u0026gt;-_--'-~-\n::-~_=-H--_~-!=t--__'-1- _-_-_-_-_'-_-_-_-_-_-'--_-_-_-_-_-'_'-_-_-_-_-_-'--_-_-_-_-_-'+'------------------------n~ u Choice**I I I I I I I I I I I I I '.j +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- Grade 3 Enroll I f.:/(1 I ~11 :\n,_2_1 3/1 /g\"I I I I I I I { :,1---------------C-h-o-,-_c_e_--7---------7--l-_-_-_-_-_-_-_-_-_-_-~-------~---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_+ _______________________ _.\nJ +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- ~ Grade4 Enroll+IQ:21 ~ +-ls:2.+ : ~L 1 _,2 b I :ZJ 1 _ / 'j 1 ____ 1 _____ 1 ____ 1 ____ 1 ____ 1 _____ ! ~1------------------'C~h~o~1~c=-=-e*_*~l--~-'-----'----'-----'----'-----'----'-----'----'-----'------''-------------------------\u0026lt;'1 '1 Grade 5 Grade 6 +----+ +----+ Enroll *I ,-/ I +LI!~+ Choice! I +------------------------------------------------------+---+------------------------------------------------------+---- 1 ,.,,1 - , I -, ~ I '1 ,LI I I I I I I tal,__L ....J,.L - _._ I \"\"' 1  --------------------------------+ I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- ,, J Enroll * !l9-.f+ :\n)__~I_~'{ I_\n),? I _g 11 ____ I _____ I ____ I _____ I ____ I _____ ! ..I I.I~-------t--Ch-o-ic-e*---=-* l---'---'----1-----1 -1--1 -1--1 -1--1'----------------f, i , ~I--,------------+ 7,__-Cf,,__-\"7e---+.._:+__1J___/:_-q'{i )f- ---,--$(--,,-,-\"(Y_1_'4_1_-_--_-_--_-_-_--_-_--_-_--_-_--_-_--_-_--_-_--_-_--_-_-+_-_--_-____________ ----iJ Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 ,, - \" ~ b,1--------------------~----------------------------------------------------------l ., I~ ~' ANNUAL SCHOOL REPORT PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 ? p tJ p~e_~ SCHOOL CHOICE BY CHOICE - , LEA# 6003~ 09 'f ADE Form# Fin 09-00-010 R/92 t':r----\"C~o!.!u!.!n.!.-t!\u0026lt;.::uy__~-'=P-\"U'=L_e_!_A_:!\nS_e_!!_K_:,___IL-___ _,1,,_,a..,w\"--'..,\"'-\"\"--=c...\u0026gt;.''1t......c::,._,r-_~.L'::,=::,,_,.1=1='-'1~-------------------------------------.\u0026lt; School PULASKI COUNTY US Department of Education .) Grade Span : -~l\u0026lt;.a.-.,.$,.___ FAPD6 R/92  ' 1------------------------\"+=~=~=-=IT=E.::-.::N:::~:::~:.\n:~:.\n:-:..:\n::.:L::cA::cC=K==N=O=T=l======,:.:\nA\n-=S:..:I:..:A::.:N::c/=P=A=C.::. =,:::A:.c:M=I::.:N=D=I=~::cN=ec_~_l,,_\"u_._.~_,_c_M_f_u_u_\"I_J_:=_._.\u0026lt;_\u0026gt; -l'.I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES f r-r~rlP +------------------------------------------------------+---- Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl ' +----+ +------------------------------------------------------+---- ( 1'l ---'c=-P=-.o..iK\n._.n-'-\"-'nP=.\nT'-11n..\u0026lt;1..1\"'\"'-'.fc\"-'.\"\"-'-'\"----'J_:\"_- '-'-n1'-,\"_\"- \" _-1',n_ l. .Jl '----.',*_o1:. .,_ l ,_1_ __._1_ _ ..1_l_ _ _1, _ __ .,_1_ _ ,_1_ __ 1,__ __._1_ _ ..1_l_ ______________________ .....j \" +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I ..r +----+ +------------------------------------------------------+---- I\" +----+ +------------------------------------------------------+---- \"1----K_-_F_u_1_1_n_a_y__n_1_Y ___ E_n_r_o_1_1+*~- ' ~_p._-~!~~: __/ _3__.J' Q_ _ ' _/__ 3_'_-___/_' Q_ ______ 1 ___________ 1 ________ 1 __________ 1 _________ 1 --------~-1~---------------------,~,, Choice**' \" 19 z z Grade 1 +----+ +----+ Enroll *IJ_/ I + t2_+ Choice**' I +------------------------------------------------------+ +------------------------------------------------------+ I QI ~~I g I I() I I I I I I I ,~ -------------------------------------------------+ I I I I I I I I I +----+ +------------------------------------------------------+---- 8 +----+ +------------------------------------------------------+---- ~!C u---~G'-'r~a~d~e~=2 _______ _,,E~n~r~o,._l+,_-~l~~,L-*.~+_I , ...,-,--1-'l-.~..I, ,-,....n~l_'\"l-\u0026lt;-1/\u0026lt;?\"\"\"l~--O~l--,rr,/~~-~--~--~--~--~--~------------------------l\"' 1LJ -- - -- -- ~ __ .....,._.._ ________________________________ + 20 Choice**' 1\n1t LT\u0026lt;._r-__________________ +_-_-_-_-__+ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-~+~-----------------------------\n'\" :1----G_r_a_d_e_3 ________ E_n_r_o_1_1_*~_-:~, -_:_I_~:~:-~_~_:_:_,_:_9}__::_ :_~_:_:_i_:: __-:~__ , :_:_:_~_:_:_:_::_::_:,_ :_:_~_:_:_:_:_::_: ,_ -_: _:_~_:_:_:_:_::_:, _: _-_: _!_-_-_-__-____________________ _,~ : Choice**' ~4 X :====::= =================================================~= ===:==== : Grade 4 Enroll *!_lf~t_!: (__~_LS.:~_j_[~---~-~----~-----~----~-----~----~-----1 }. ~f----------------C=h_,,o_.,,i'-'c,.,e,._*c..*\"-'-'--~-~--~--~--~--~--~---~--~--~--~--~--------------------------l'~-~ +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- ~1 Grade 5 c~-o 11 * :_\n:~: : j ~ ~- :_ ~ ~-~---i,1 __ ~ -~----~-----~----~-----~----~-----: ~ l .r---------------C-h_o_i_c_e_*_*~!_-_-_-_-_+~~1--_-_-_- +----+ +----__-~ -_--_--_---_--__-_-,_- --_--_---_--_-~-_--_--_---_--_---_-~_---_--_---_--_-~-_--_--_---_--_--_-__~-,__- --_-_---__---__----___--'_-- -_-+--_----_-_~__-_-__-___-_-~_1_~_-_--__-___-______~ ,~-- Grade 6 Enroll I\nYA, I +----+ 1------------------------------------------------------+ ~ Choice** I I I I I I I I I I I I I f ~ +~-il\"l +litf- I :Z..$- h It/\ni_ --------------------------------+----   1-------------------~-~------------~----------------------------------------------ifi  Has your district voted to participate in School Choice for 1996-97? __ YES __ NO ~Person making this report: ___________________ Telephone:_________ Page 1 I 51 ,,f-------------------=7---~CC\"\"\"~cc,Jr-----/-0~.3-=.---------------------------------------r_.. SJ ~() ~ ,I \" \"J /6 ~'-J'''---------------------------------------------------------------------------------'J ' ! ' IC LEA# 60031,26 /0 0 Countu PULASKI School : PULASKI COUNT' Grade Span : Ree. k - ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 US Department of Education FAPD6 R/92 1997 +- - - - - - ------------+\"'' IMr.\u0026gt;ro I WHITE NOTI BLACK NOTI !ASIAN/PAC. 1AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES 0.r~rlP +------------------------------------------------------+---- Total +----+ Fnrnll*l'2/I +~~+ Choice**' e,17 I +----+ IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +------------------------------------------------------+---- ' J I r/ I I,\\ I I a I I I I I I I I-\"\". Dtv,~ ---------------------------------+ I I 11 I I~ I I I I I I I +------------------------------------------------------+---- +----+ +------------------------ - ----------------------------+---- ' I ,, ::t- __ K_-_F_u_1__D1_ a_y_n_1_Y_ __ E_n_r_o_1_1_*~!~!L_,_-_!~-:~--_-_f 1__ __ _(____ / _- _~_-_f_-~___~~__--__ !-__!-f_ -_~_-_-_--__--__--__~---_-----_---~_---'-- __--__-_--~_!-'- ----------------------r~ 1:: Choice**!----+ +------------------------------------------------------+---- ] ::: +----+ +------------------------------------------------------+---- -~, ~ Grade 1 Enroll *!_t,_! : __ 9 I _I!/: I_/['_/ ~I ____ 1 ____ I ____ 1 ____ 1 ____ '-----! -~ 1~'1--------------~C~h~o~i~c~e~*~*~+~' -_-_-_-_~+--+~--_-_-_~_-_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_~_~_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~+---__-_-----------------------\nj ~ +----+ +------------------------------------------------------+---- ,. Grade 2 Enroll *I - 1 I cJ I 11/ I 1\u0026lt;'1 /,/ I ,, +-.J-~-+ I- V --- I -- -_,~I----------------------------------+ ~ Choice** I I I I I I I I I I I I I ,~'1-------------------+~---_-_-~+ __ +~---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-__-___-__-___-~+_-__-___-_-____ \"'\"\n~ +----+ +------------------------------------------------------+---- ~ ~ Grade 3 Enroll *!A$_! :_j_f{~ __ ! __ ~_f.:t,~_f_S.:~----~-----~----~-----~----~-----~ ~ t----------------:C:-:h-0-1:--. c_e_*_*-:-,---,---,-----,----,-----:----,------:------::-----:------::----:-----:-----------------------\"'\", 1 J\u0026lt; +----+ +------------------------------------------------------+---- ~1 xf---__________________ +_-_-_-~-_~_+ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-___-_-__-___-__-_~_+___-_____-___-___ ...,J : Grade 4 Enroll * !~5-:! : _j_[~ __ g:_~_!1-~-j_~~----~-----~----~-----~----~-----! '' ,, ~ Choice**' ~ +----+ +------------------~-----------------------------------+---- ~ +----+ +------------------------------------------------------+---- -1 ~ Grade 5 Enroll *I ?QI I//\\ I / I JI. I ,,, I :,1 f----~==~~------~===-\"--'-+----~_,, __ ,1--'+'----'_-, +--\u0026lt;_r-+:-:~Y-_.~-,-__--_+'- ---,_,'-_-19--_-''--__-~-__'--'-_---i_,- _-_-_~_-_-_-_-_-'_~_-_-_-_-_~_-_-_-_-_~_~_-_-_-_-_'-_-_-_-_-_-'+------------------------!\" c,o,c!----\n____'. ____'. ___'. _ ____'. ___'. ____'. ___'. ____'. ___'. ____! ____ ~ +----+ +------------------------------------------------------+---- Grade 6 Enroll *!.Y-~! :JQ_~_ _9 -_~_~J-~_{~--~----~-----~----~-----~----~-----! 'j L~.t------------.---C-h_o_i_c_e_*_*_I ___ I_~------------, ---------------,---,------------------------,_, ~ 3h 0 + +? 1-- 13 -- / I I -- 9 9 --------------------------------+---- :9 ,_ __ H_a_s_y_o_u_r_d_i_s_t_r_i_c_t_v_o_t_e_d_t_o_p_a_r__pt -ai_-tc~_e1_ i_n_S_c_h_o_o_l_C_h_o_i_c_e~f'-o-r--1_-9_9__9 76? -===Y-E_S_~~~N--------------------------------l\n.i ...., :, Person making this report: __________________ Telephone:________ Page 1 ~I 55 -- \"-, r' I I N-M2J2/S ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, SCHOOL CHOICE BY CHOICE - LEA# 6003~ IO 0 Countu PULASKI School PULASKI COUNTY Grade Span : I\u0026lt; - b ADE Form# Fin 09-00-010 R/92 Law 20 - U. ~ C 1221E-l US Department of Education FAPD6 R/92 1997 J ~----------------------....:c+===============================c.+=~\"='\"'n=c..,._c ____________________ --l:1 WHITE NOT I BLACK NOT I I ASIAN/PAC. I AM INDIAN I of ,1 HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES . + + -- Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsJBoyslGirlsl +----+ +------------------------------------------------------+---- c--nll 41 I / I I I I I I I I I I +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ +--------------------------------------------------+---- Enroll *lj5'I I 71 t:, I /!/_I O' I I I I I I I il +----+ I------------- ____ .!) __________________________________ + :i 17 ~---~~------~----~-j Choice**' K-Full Day Only +----+ +------------------------------------------------------+---- ( =~--G-r_a_d_e __ l ________ E_n_r_o_l_l_*_::-.,5-, -_i_-...,!---':'-:-:-~-~--::-,- :-fa-:-:-~:--:1-z---~:--~-:--::--:,~- :-:-:-:-:~-:-:-:,-- :-::--::-:--,: -:-~-:-:-:-:-~-:-:-:-:-:\"\"'I-----------------------------...z T. Choice**' I I I I I I I I I I I I +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- u----G~r~a~d~e~2~-------E=n~r~o~l~l~~*~I~'+'/~/- l.,_l _~l--\u0026amp;-\u0026lt;:/~l-+-1_ ')~1-,,_' -,..,._~I_.r.,.~l,~. -~l---~---'-1 ___ .,__1_ ~1~--~I~-------------------------,' +J---+ I - ~ --------- J -- .L----------------------------------+ j Choice**I I I I I I I I I I I I -\"' +----+ +------------------------------------------------------+---- ~\nGrade 4 Enroll *!_fQ! :__l~~--.:[_-~f _ ~_L:5-_~----~-----~----~-----~----~-----! ~ -1----------------'C=h_,,,o_.i_,c..,e'-'*'--*\"-'-l __ _,_-1- '----~---'---~--~--~----'----~---'---~--~------------------------- +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- ~~_ _,,G~r..,a~d~e,,_~5--------~\"'~~nu,lul~*c.~~-~-1...l :--~-~---~-~-~-~~--/-?- -~-----~----~-----~----~-----~ Choice**I I I I +----+ +------------------------------------------------------+---- Grade 6 +----+ +------------------------------------------------------+---- Enroll *I ~ I I 1 I 3/ I (:, I // I I I I I I I +----+ 1------------------------------------------------------+ ~ Choice**I I I I ~ -:\u0026lt;iii+ + 5 0 --v '-{ -7 ~-- 7 O ---------------------------------+---- '-' 1~.I---H-a_s_\\l_O_u_r_d_i_s_t_r_i_c_t_v_o_t_e_d_t_o_p-=a'-'r'-'t-'iL-c-i_p_a_t_e\"--'i'--n-S-'-c-h_,o_o_l_C....ch_o_i_c-\u0026lt;_-e-_9- 'f'-7o_-?r__l-=9=_-9-Y_6-E _S_-==--N-O---------------------------r I~ Person making this report: ___________________ Telephone: ________ _ SI SJ ,\". t,11 Page 1 11 \".'.' .-.- -------------------------------------------------------------------------------') .-: ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 --:S-(AJ\u0026lt;.soNV ,/I.e..[./ e!.M - SCHOOL CHOICE BY CHOICE - I I LEA# 6003~ /03 Countu PULASKI ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 J School: PULASKI COUfilY Grade Span : f\u0026lt; - ti._ US Department of Education FAPD6 R/92 + +\"-'IIMqJ::R WHITE N0TI BLACK NOT! !ASIAN/PAC. 1AM INDIAN I of HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES '.If l------------------~\"'u:.,-\n1cMy_P,._.....:,:+==-=-=-=-=-=--=--=--=-======================-=-+=.::-==-----------------------l:I Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl I II II ,, \" \" \" I\u0026lt; 12\u0026lt; 11 i,, I\" ~ f--__,P.__._~.a._-_ .,1\u0026lt;._ ,.. ,_n..,,nua\"'-\"'--'-~'~.. .+..~ca,_,._.,_._. ,. ___ n __.i=.. .n..,.~ '-'n.1._.,..._1 _,,*-'~---_-_-_-~'-----_'--II -_-'~---_-_-_-_-~-'---_-_-_-'~---_-_-_-_-~-'---_-_-_-'~---_-_-_-_-_'-_-_-_-_-'~---_-_-_-_-~'---_-_-_-'~---_-_-_-_-!'------------------------1: +----+ +------------------------------------------------------+---- ,,r , Choice** I I I I I I I I I I I I t------------------+_,_-_-_-_-_,+ __ +,_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-___-_-__-___-__-___-_-__-___-__-___-_-_ -_-_-_-_,+c...-_-_-_- \"\"',,I K-Full Day Only Gradel +----+ +------------------------------------------------------+---- Enroll * 1 IOD1 +----+ I :J.,(,1 :lill ~(JI\n)_bl I I I I I I I--------T----1---------------------------------------+ Choice**' Enroll +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- *!lO.i! : ~ I _ :l.Q. I _ j_j_ I -~ h I ____ I _____ I ____ I _____ I ____ I -----! Choice**' +----+ +------------------------------------------------------+---- J ~5 Grade 2 Enroll *7~~-:7 7-~-~~--:~-~-\n~-~--\n~-~----~-----~----~-----~----~-----7---- ~ 1------''-'-'=~~------~=~=-+~-Lf-,.,t-)_\"\u0026lt;=~-\"'+--I~- ..,..,_,,._ ,-,_,:L,-1!.-...~,_ ,_,.,_'\"\"-..tc-vr..,_~-_-.!2'....'+-l-\"\"'--_-_-_-_-_~_-_-_-_-_--'_-_-_-_-_-_~_-_-_-_-_--'_-_-_-_-_-_~_-_-_-_-_--'+---------~- --------------~ 121 !20 r,, ill ~I Ill i,, 13\u0026lt; 115 Po Pl ll8 1.3,9 Choice** I I I I I I I I I I I I\n1-------------------+_-_-_-_-_+ __ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-___-_-__-___-_-___-_-__-___-_-___-_ -_-_-_-_+_-_-_-_- 4,1 Grade 3 Grade 4 +----+ +------------------------------------------------------+---- J. Enroll *!_':1_L! :~\n1.~-~~~A?.::-~-~-t-~----~-----~----~-----~----~-----! ~c Choice**' +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- Enro 11 * ! _ _:tQ! : .!)_ '- I_ ~5' I _L 8 I_ rJ..J.. I ____ I _____ I ____ I _____ I ____ I _____ ! 1---------------=Ccch:...:o:...:i:..:c:..:e=-*-*_+.\n._I _-_-_-_--'+--+'---_-_-_-_-'--_-_-_-_-_--'__'_-._\n.-. _._ -___-___--_'__- _-_-___-.\n. .._-_-_-_-_--'_-_-_-_-_-_'--_-_-_-_-_--'_-_-_-_-_-_'--_-_-_-_-_--'+---_-_-_----------------------f~ +----+ +------------------------------------------------------+---- f----G=--rcca=-d=--e=--5=---------\"E,.,_n,..,r_,,oc,lc.,l'-\"*...:.1-4/C4/\\,J-,A!c\u0026gt;_-,\":J-l._=.-.,',_\n)1J ,=-\u0026lt;~:\n,\u0026lt;---.\".\".-2/\",,\"_.:,L_l1\"- '--\"~-\u0026lt;-=O\"--'t'--_.._.._:_ -'----'----'----'----.\n.__------------------------1'1 +-:-=-+ I------------------  ----------------------------------+ :1 Choice** I I I I I - I I I I I I I ': 1-------------------,-+_-_-_-_-...,+ __ +,_---_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-___-__-___-...:+c.._-_-___-__-___ --Ji:'\"' +----+ +------------------------------------------------------+---- 1 ~---G_r_a_d_e_6 _____ ,_ __ E_n_r_o_1_1_*__\n__~__!- _ ,1_ :_-l _-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-___-__-___-_-__-___-__-___+_ _________ ...\nH ~ Choice** I I I I I I I I I I I I I ,, ~ s?/:/ +,,/, - ,s 3-- ,q \u0026lt;\u0026gt;- -,s-,-- -------------------------------+---- f,, ,J------:H--:a_s_y_o_u_r_d-:-1--s:-:.- t-r-\ni-c--=t_v_o_t:-e-d-,-..,.t-o_p_a_r-p:t--ai:--:c-t--1e,-----_- :i-n----=s=-c--=h-o-o-=-1--=c-:-h-o-:i-c_e_f=-o-r--:-1-=9-=9--:6---=9=-=7:c:7=-===:--:Y-::E-=s,--::::~N-,-o=--------------------------------r-  Person making this report: __________________ Telephone: _______ _ Pagel ~ ~ .,.1--------------G-o-=1_---\n).,c-::\"i:?'\u0026lt;''1---~=\u0026gt;:-711,----------------------------,.-, \" ,\", f--------------------.\n.__-------------------------------------------------------~ i\" I:\n.-. \" ,\", 17 ,, ,: 7. 7- 2 ~ ~ ~ X ~ ~ ~ ~ 13' p\np, P9 I,\" , ,\",' \"' \" i,\" , i\" I IS\u0026lt; ,. \" is, ,.. ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, - SCHOOL CHOICE BY CHOICE - 1997 LEA# : 6003~ It\u0026gt;'/ Countu : PULASKI ADE Form# Fin 09-00-010 R/92 Law 20 - U.S C 12211=-1 School : PULASKI COU~TY Grade Span : ,I:( I, US Department of Education FAPD6 R/92 o-o .l(inrloT'n~T't'.Dn K-Full Day Only Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 + - - - WHITE NOTI BLACK NOT! !ASIAN/PAC. 1AM INDIAN I of HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES n--~,,. + + Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +----+ +---------------------------------------------------+---- c--n11 ... , I I I I I I I I I I I I +----+ 1------------------------------------------------------+ Ch o i c e ** I I I I I I I I I I I I +----+ +------------------------------------------------- - .... - +----+ Enroll *I 1/?I +-'t..,L+ Choice**' +------------------------------------------------------+---- .... +----+ +------------------------------------------------------+---- +----+ +--------------------- + Enroll *I /' +-t--+ Chnir\"**' I : ~() 1 _ I CJ 1 _ 13' _ I Cf 1 ____ , -----' ____ 1 _____ 1 ____ 1 -----~ I I I I I I I I I I I +----+ +------------------------------------------------------+---+----+ +------------------------------------------------------+---- Enroll *I// I 1/\u0026lt;J1//.1/Yfu/1 I I I I +-~~-+ 1------- - _______ I J ----------------------------------+ Choice**' +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- Enroll *I 7j I +-'- -+ Choice**' :\n2../ ' - I ~ I _L\"I '_ _(_~ I----, _____ , ____ , _____ '----'-----~ +----+ +------------------------------------------------------+--- +----+ +------------------------------------------------------+---- Enroll *!~t_! I / \u0026lt;I / 7 I / 51 / ~ I I I I I I 1--\"\"---------------------------------------------------+ Choice**' +----+ +------------------------------------------------------+---- +----+ l=n.-ol l *' ,.-.-1 I +~- -+ Choice**' +------------------------------------------------------+---- 1/I?11 v' 1 \u0026lt;71//1 I I I I I I 1-------~ -- ~---'fl --------------------------------+ I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ Enroll *Ii 11 +----+ Choice**' +------------------------------------------------------+---- :\n}. lf' _ _j_J , 1 5 , 17_, ----, -----, ----, -----, ----, -----~ I + /.2.'.1 -11/q l/ 101/ --------------------------------+---- Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 ) I ( r !,I 9 .' '\" 1 1\n) _.., I- k\nr ( \"' ~ I a h\"~ is:, ,. 55 I - 1----------------------------------------------------------------------i. \"-------------------~[\nIS\u0026lt; \\ ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 - SCHOOL CHOICE BY CHOICE - LEA# 6003w-.' /0$' ADE Form# Fin 09-00-010 R/92 Countu PULASKI Law 20 - U.S.C 1221E-1 ) School : PULASKI COUNTY US Department of Education j Grade Span : /.(- b FAPD6 R/92 1-------------------------'+!C.-::.--=---.:===.:..::..:....=..:....::======================+,:i\"'\"\"'-''MUJ.!Dt_._,,J:\"R~--------------------lJ 1 WHITE NOTI BLACK NOTI IASIAN/PAC. 1AM INDIAN I of I 't------------------~G=ra=' d-~\"~!--_~_:_:_:_~-~_--~-_I-_ --'.~: _:_:_:_~-~_-_-~ -I-'-.~: _:_:_:_~-'.~:_ -_-~- I -_:_:_=-~-~-~-=-~---~-~-=-~-=-~-~-~----_-~_!___'._:_=_~___:__s___E___s_ __ ~I\n+~~~~: !~~~=~:::::~~~~=~:::::~~~~=~:::::~~~~=~:::::~~~( ' I( 15 \" ,\", K-Full Day Only Grade 1 \"'\"r o 11 * I I I I  I I I I I +----+ 1------------------------------------------------------+ Choice** I I I I I I I I I I I I +----+ +------------------------------------------------------+---- Enroll +----+ *I 3.JI +- '-4-+ Choice**' +----+ +----+ Enroll *I -l. I\"} I +--..L.-L+ Choice**I +------------------------------------------------------+---- : jj_ I ___ r I _ \u0026lt;j I_\n2. _I ____ I ____ I ____ I _____ I ____ I-----! +---------------------------------------~--------------+---+------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- ~ ~ +----+ +------------------------------------------------------+---- '( ~ Grade 2 Enroll *l~,\nI I/ G1 IA I (/ I ...., I I I I I I I ,~ 1-----.0'--'---'==---=---------==----\"'-''--=---'-'--+-'----i\n__\n\u0026gt;-__-f\"- \"J\" '+--1'--\nLf-_-_-/a,'-,.-:'t--__---_f-'-=_--,_ --l_f-_-_-'--_--.:5'!:::_:-_---'_'-_-_-_-_-_-'--_-_-_-_-_---'_'-_-_-_-_-_-'--_-_-_-_-_---'_'-_-_-_-_-_-'--_-_-_-_-_---'+'-------------------------l 1 ~, Choice** I I I ' I I I I I I I I I I '-1 ( ~\n+----+ +------------------------------------------------------+---- la ~ +----+ +------------------------------------------------------+---- = Grade 3 Enroll *!9-.J'.'.'.! :_~y-~_~Q-~--~~---\n\u0026gt;--~----~-----~----~-----~----~-----! ~,t----------------,,C--,-h_o__,i,...c_e_*_*_I __ ---,--,--------,----,--------,--------,---,--------,---,-------,--------,-----------------------~- ~ +----+ +------------------------------------------------------+---- ~ +----+ +------------------------------------------------------+---- = Grade 4 Enroll *!d~-! :_/.5'.:1_ //_1 ___ [1 ___ / 1 ____ 1 _____ 1 ____ 1 _____ 1 ____ 1 _____ ! ~ \" ,_i ~J IJ--------------~==~-~+---_C-_ho-i_ce-*+*~I -+~--_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_~- _-_-_-+'\"\"--_-_-_------------------------,. ~ +----+ +------------------------------------------------------+---- j ~ Grade 5 Enroll *I _, ,....-1 I / n I , , I ,...--1 -'\\ I I I I I I I 'J ~ Choice**7~\"\"'-+ : t..L7L'--7-,.., ~- \"'7 l----7-----7----7-----7----7-----7 J '.I t-------------------+_-_-_-_-_+ __ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-__-___-___-__-___-___-__-___-___-__-______+ _-_-_-_- ...H.. +----+ +------------------------------------------------------+---- 1.,, Grade 6 Enro 11 * !_{_9_! : ,\niQ I_ .3 I __ 3 I_ 3 _I ____ I ____ I ____ I _____ I ____ I _____ ! 1-s! Choice**I I ~ +\n=Tr +13o --c,~ - ,J.5. -- 1 7 ----------------------------------+---- ,., ,l-------,H-,a_s_y_o_u_r__d_s__1t _ r_i_c....,t_v_o_t_e_d_t_o_p_a_pr-a_-,:t---it:--ec---1-,:-i-=--_n --:S::-c-'--h-o--'-o-::-l-'-::C-=_h-'-- o---=-,9i-=c_-_=-e7-_ _=f.-.?,:.-=Yo---_r-- =-E1-----=-s,9--_:9~_~6~ N-O-,-------------------------------l\" I  Person making this report: __________________ Telephone: _______ _ Page 1 'J-'-------------------=~-----::-,::-,:,,------==-------------------------------------------{r,I I? 1'\n\u0026gt;.,\ni.7 -'I.,- ::! ,,1---------------------'-----------------------------------------------------ll, \"' \" ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 Oa..kG. -eoveE. kM , LEA# 6003M-6 IO 8 Countu PULASKI School : PULA::\"I COUNTY Grade Span : ~e k' (,z - SCHOOL CHOICE BY CHOICE - ADE Form# Fin 09-00-010 R/92 Law 20 - U.S C 1:::\u0026gt;:::\u0026gt;1E-1 US Department of Education FAPD6 R/92  _l,.IIIMn~g I WHITE NOT I BLACK NOT I I ASIAN/PAC. I AM INDIAN I of I HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES ,I 1-------------------=~-.,,-,..!Jrl-\"- O__:+===========================-=-=-=--=-=-=\"'\":=-==-----------------------...\n:'I Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl i'I PT\"a .I,( \"nrfaT' ___ ,.. __ +----+ J:'nT\"n11 4-I - I ..__L..t.+ Choice** I\n,\"!] I +------------------------------------------------------+---- ' / n, ~ \" 1 r,\u0026gt; 1  -. 1 1 1 1 1 1 1 I ! I ..:\n.,1. -- 7 --' - ---------------------------------+ I ~I I .\nll '1--------------------+==-.:::--\u0026lt;-\"'\"--'+'----------'---------------------------e.~-.cc-..c-=-=======-cc-cc-=cc-cc-.:::-.:::-=======\"'\"==-----------------------...\n_ +----+ +------------------------------------------------------+---- ' 1 f-.--K_-_F_u_1_1_D_a_y_o_n_l_Y_ _ E_n_r_o_1_1_*.\n,:!=~.::_:' 1=_! ,_:cc\nJ..=-~='=/-=k-iI= =-1c cc-=-~='==\u0026lt;/='================+,:_ ____________________ _,,, \" Choice** I ~ +----+ +------------------------------------------------------+---- \" +----+ +------------------------------------------------------+---- Grade 1 Enroll *!_-2_'{! :_Q.Q~_.25':_~--~~--i--~----~-----~----~-----~----~-----1 rhn\" ro** I I I I I I I I I I I I I +----+ +------------------------------------------------------+---- \" +----+ +------------------------------------------------------+---- l~l-------'G~r2a~d~e,,__=_2_ ____ ~E~n~r2o~l~l..~..'*. =l-Q4/-:-1M.A~-21-~:~~~~-~-~1~_~'-_-3r~~Cj~_~~~---~~~~--~'---~~-~----~-----~----~-----~----~-----1 \" Choice** I I +----+ +-----------------------------------------------------+---- +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- +----+ +------------------------------------------------------+---- ~ Grade 4 Enroll *!_({~! I 171 [b I 31 (o I I I I I I I 1--- -- -----------------------------------------------+ ~f-----------------\"C-\"h\"\"o'-'i,..,c,..,e'-'*~*~' --~~--~--~--~--~--~--~--~--~--~--~----------------------~ +----+ +------------------------------------------------------+---- 1~ Grade 5 +----+ Enroll *I ., u I +------------------------------------------------------+---- 1 / / 1 l~I 21 / I I I I I I I I .Y I y __ ~ ___  ----------------------------------+ I I I I I I I I I I I I\" Choice** I I I I I I I I r ~: +L/H-+ + t 51- 15 '1 - \u0026lt;11/ 5 Y -------------------------------+---- t 1~J---H-a_s_y_o_u_r_d_1_ s_t_r_i_c_t_v_o_t_e_d_t_o_p_a-\"r'-'-t.Li_c_i_p_a_t_e_i_n_S_c_-Ch-\"oh~'-o-o-l- i_c_e__.f'--o-r--19___99___ 67 _?_===-Y-E__S_ -_-~N-_O_ ___________________________ ....\nI,~, Person making this report: __________________ Telephone: _______ _ Page 1 ,. I \"-------------------------------------------------------------------------'''\n' I I IC LEA# ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 - SCHOOL CHOICE BY CHOICE - 6003~ l.3C/ ' ! ADE Form# Fin 09-00-010 R/92 ) Countu PULASKI Law 20 - U.S.C 1221E-1 School : PULASKI cpUNTY US Department of Education l 1---G_r_a_d_e __ s_p_a_n_,_-_:-_k'=_~-=-_-_~{p___'_-__-___-_- _:-_-_- +,._-_-_-_-_-_-_-_-_-_-_-_~-~-~-~-~---~-~-~-=----_-_-_---===:c::...==:....:.c....::...:__:_-=-----_-_-_-_-_-_-:.::.-c:,+::.,.N,.,U,.,M:.uB\"'E\"'R\"----------------------l:1 : ~~!\n:N~~T: ~i:~~N~~T: HISPANIC :A~!~~~~:~- ::~A!~~~AN :c~!ssES ,I --------------------'~'-':'--'~\"-!\"-\"-~--'~-\n-:-~-:-7-~-:-.\n---1-:-7-\n-:-~-:-7-~-\n:---.- 1-:-7-\n-:-~-:-7--'G\n--:--l- .- s-7-\n-:-~-:-7-~-:-\n-~-:---\n--,: -~-:-7-~-:-\n-~-:-+-:.-.-I '---\"-----------------------1 '!,. ___ PL...!..r..._e-.u.,K.i,_,_n,.,1d..,eecrL...a,._asu..r_.t=\"\"'----...JE...u.n1.Lr.,,o,_.,__,,l_l'---_--'*_'---_'~--'--'~--'-----__--__,-_~_-.-_,__-,___-,-_-+...-,-_'---_--_-...-J_--.__,-__--__--__--__--__-,__,--_-_-_-_-_-_-,._-_-_-_-_,-_-_-__-___-_-___+_,.__-_-__-___-____ -I,, +----+ 1------------------------------------------------------+ Choice**! I I I I I I I I I I I l\nir f-------------------'-+_-_-_-_-_,+'--_+,_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_cc.:_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-=+=::.::.c-=-----------------------1.1,1 13 \" K-Full Day Only ll \" -\" \" \" Grade 1 l20 +----+ +------------------------------------------------------+---- Enroll *!~_:2:: !~ -~~-~~-~--~-~---~~----' __________+ ___ Choice**' +----+ +----+ Enroll *!_--ZL! +------------------------------------------------------+---+------------------------------------------------------+---- : ~j__ I _ _3~ s: I_ / 0 I ____ I _____ I ____ I _____ I ____ I-----! ~I ~ 1---------------\"C\"-h'--'o'-'1'--' c,,_e,,_*_=_* .:..l _,__,.__ _ _,__ __ ,.___ _,__ __ ,___ _,__ _ ___,,___ _ _,__ _ ____,_ _,__ _ ____,_ ______________________ t~ Enroll *7=\n~:7 7=~~~==~=:~=~~=~==~==~====~=====~====~=====~====~=====7==== po ~ ,, ,, Grade 2 +-\"\".l.l+ ,.,.. ____ P',._I -- I----------------------------------+ d ~ Choice** I I I I I I I I I I I I I\n~7 +----+ +------------------------------------------------------+---- ~, 118 ~ llO Grade 3 +----+ +------------------------------------------------------+---- ~ ,, Enroll*!$_.\n\u0026gt;_! :~Q_~_\n?l{.~__j J_~--~l-~----~-----~----~-----~----~-----1 Choice**' IJ2 +----+ +------------------------------------------------------+---- iJ:, +----+ +------------------------------------------------------+---- p, 35 * !_kJ_(,_! Grade 4 Enroll I,: ).._(,, __I _,_\n_.Iu _ _ I _f_' __I _a(/_ _ _ I_ ___I_ ____I_ ___I_ ____I ____I _____+I ______ t,\n,,1- --------------=Cc.\n.hc.coc.cicccc...ec...*_*--'-I--~-'-----'----'-----'----'----'-----'----'------'----'------'-----------------------~\"~ +----+ +------------------------------------------------------+---- \"' Ila +----+ +------------------------------------------------------+---- 39 ' 1----~G~r_,ae_:d,,___e_\"_--:e,5_ _,,E,.,_n,._,r_,o'--'l.__._l_*.::...,_!4,~..,._-r--1\"~--'!'---'--: p\u0026lt;..\n..,1.,\n_._i,a__-.lb,.\ncQ- \\.LJ:'H~'l-_-~'-_---l~n-----''~-~'------_~-(_}-q_f- -'-'-_-_-_-_-_-'_~_',-._-_- I_--__--_-_-_-'~---_-__--__--__'--' -_-'!------------------------1:j ., ., '.-' . ., .\"., . \" - ,0 ,, 52 SJ ~ \" 56 -, Grade 6 Choice** I I I I I I I I I I I I I +----+ +------------------------------------------------------+---- +----+ Enroll*! 111 +----+ Choice**! I +iTf8+ +',)-'-t- ---------------------------------------------------+---- , ______I' )'e) \\.P-5_-_1_ _/_3__'_ LI (_!_ ___1_ _____I_ _______I_ ______I ________I __ I +I Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 f------------------=-..---i---,z~-----:----,.\n:----------------------------------------lCI .\n,f, t. ~~:\u0026gt; /~P \\ ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 ' I _l ?~:~3i-+e /1./2- - SCHOOL cHoxc:D:vF::::c:i: 09-00-010 R/92 I Yn----\"C'-'o'-'u\"-'n\"-t\"-u,.__,__.,_P..,,Uc,,L.,A,_,S,,,K\"-I\"------------,:,---:c-----'1\"\"'a\"\"w\"'-'\"-,_.\"'-n_-_.,,_._u_.s....,c._\u0026amp;a1:, __:, ,_._1..._i::-..,,1~------------------------------------1\"- School : PULASKI ~OUNTY US Department of Education Grade Span :_~K~-~~~--- FAPD6 R/92 I f------------------= ... ======================iJ:ltl{__ _____________ --11 WHITE NOT! BLACK NOT! !ASIAN/PAC. 1AM INDIAN I of ' HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES I 1-------------------~c,T~~/~t~:~\n~-+~,\n-:-~-:-~-\n-:-\n-~-:---,\n-:---y-:-~-\n-:-\n-~-:-~~\nc..c:-~-s---,\n.-~.:.,- -\n----~-----:----~-----\n----:----~----:---------,i:G1 ---:-\n-~-:-~-\n-:-~-:---,\n-:-\n-~-: 16 C 19 P~D .u\nnA---~~~Dn ~n~n11 ~:----~ ~----:-----~----~-----~----~-----~----~-----\n----~-----~---- I. I\" +----+ 1------------------------------------------------------+ :J 11 Choice** I I I I I I I I I I I I \" 1-------------------'+_-_-_-_-_+,___+_,__-__-______________________________________~+_~_---_---_---_---_---_---_---_---_---_--I_J_ ________________________________________ +----+ +------------------------------------------------------+---- 1 ~--K_-_F_u_1_1_D_a_y_o_n_1__Y_ _ E_n_r_o_1_1_*5..i!. .c....c.'5\"_-=.!__.._,\u0026lt;:__ j\n__.g_~ /_____-_1_ _'_ -_-- ---~---_ __f__ _ _____ 1 ~-~---_' -'---------~--~~----~-----------~~---------~' ~-_\n_-_-_+-~-- --------------------f., Choice**' f _________________ __:,:c.:~~~:::,__,__\n_ ____ _\n_ __ __\n__..c\n.===:.......c...\n.\n__=======-\"--\"======----------------------t' +------------------------------------------------------+---- U +---------------------- -- - - -+ Grade 1 Enroll *!_'28_! I 8 I ~ I\n:$ I /\"2- I I I I I I I ,--2----------------------------------------------------+ r.hnire**I I I I I I I I I I I I z +----+ +------------------------------------------------------+---- n +----+ +------------------------------------------------------+---- 2' Grade 2 Enroll *I 01/ I I.\u0026gt; ..... ,,.,t:i11 A I\" ~ +~-L-+ Iv ___ - L--- - ---~ ----------------------------------+ \" Choice**' T, +----+ +------------------------------------------------------+---- ~ ~ +----+ +------------------------------------------------------+---- l :f-- __ G_r_a_d_e___3_ ____ E_n_r-,0_1_1__*.'.8. ._ :!!f _ :........:.!_...,_:_~-~--..,..~---~_-_-[- ~J- _--_.:.-,-. .' 1 ___7__ ---...,~--------....,~----------..,.~--------..,.~----------..,..~----_----_---.-.,..-'_ +--~-'- -----------------\n:~ Choice**I ~ +----+ +---------------------------------------------------+---- j ~ +----+ +------------------------------------------------------+---- ~J : Grade 4 ::::::*: 7~-~! :f-~-~~~--1-~--1--~----~-----~----~-----~----~-----! ~ ,,.1--------------~===-~ ...- _-_-_-...-. -... .~.._ -_-_-_~_-_-_-_-_-_-_~_-_-_-_~_-_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_~_-_-_-_-_-_~_-_-_-_-_.~.-._ -_-_-_-----_--~-----_----_------_--~-- 1,, : Grade 5 ::::::.:~:~~:,_ _ _..~l~~\".!-rl~c!J---'~'--:-.:~.-.-.-.1 ~w-~\"1:'-- 1 -:~~\"i:,._.~.:.~ :---.?+.--.:.-. ~ 1 :-_---:-:.~ ..-.: -:-:-:-:-:~: :---_-:-:-'~-:-:-:-:-:-~.,. .: -:-:-: .~..-.:.- :-:-:-:-~ .,.-. _-_------------------------r:I +----+ +------------------------------------------------------+---- I~ +----+ +------------------------------------------------------+---- lli! Grade 6 Enroll * I / :t I I ~l I\ni_/ I g I (.,. I I I I I I I +.!IZ::-:l-+ 1------------------------------------------------------+ ~ Choice** I I I I I I I I e ~l--------------'+\u0026lt;/:....:__i_-_+_ ...~ _l_.31-G__l_,_ 7T_-\"5._r_-_S3_-_-_-_--_-_-_-_--_-_-_--_-_-_-.._. --_-___-___-__-_-___-__-___-_-__-___-__ -_--_-_ r'\" Has your district voted to participate in School Choice for 1996-97? __ YES __ NO Person making this report: __________________ Telephone: _______ _ Page 1 /I/ \u0026gt; loe ,,~----------------------------------------------------------------------------11\" 1, \"---------------------------------------------------------------------------~'\n/ ' ANNUAL SCHOOL REPORT - PUPIL ENROLLMENT BY SCHOOL FORM - October 1, 1997 - SCHOOL CHOICE BY CHOICE - LEA# 60031-W- I 30 Countu PULASKI School : PULASKI COUi\n:!J:.Y Grade Span : K -o ADE Form# Fin 09-00-010 R/92 Law 20 - U.S.C 1221E-1 US Department of Education FAPD6 R/92 + ---- --------- - ------ -------------------+~IIMqER WHITE NOTI BLACK NDTI !ASIAN/PAC. 1AM INDIAN I of HISPANIC I HISPANIC I HISPANIC I ISLANDER !ALASKAN !CLASSES Grade +------------------------------------------------------+---- Total IBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlslBoyslGirlsl +----+ +------------------------------------------------------+---- 'f-----'P-'rL,._e-.[JK._n=. \" uel ...._o,r.a, ,.,. _,rL.._t:_:_ ,._e_....i.=,..nu .\"~l.L..'O._wl.,.,1_._*._ _, l ,_l_..,_l _ _.l ___ ,_l _ _._1_ __ ,.___ _._l __ ,.____ __._l __c,.___ .1., _ _,l'---------------------------1 +----+ 1------------------------------------------------------+ Choice** I I I I I I l I I I I I ,1 \u0026gt;--------------------'+_-_-_-_-_+~~+_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-_-_-_-_-_-_-_+_-_-_--------------------------\u0026lt; ,I 13 +----+ +------------------------------------------------------+---- :: K-Full Day Only Enroll *!k~! :_a.a(~~ '- q ,_ _c:\n_, ____ , _____ , ____ , _____ , ____ , _____ ! J l,.f--------------C-h_o_i_c_e_*_*-'1--~-~-----------------------------~------------------------id 17 +----+ +---------------------------------------~--------------+---- ( [la +----+ +------------------------------------------------------+---- :f---G-r_a_d_e_l ______ E_n_r_o_l_l_*______- ~,!--'.J:. ..!_.:..-..j: -0-,--~-3_--,--i,_ -,-_-J--'t--,-_- __-_ -, _-_-_-_-_-,-_-_-_-_-_,--_ -_-_-,,--_-_-_-_-,-_-_-__-_+ .:....I----------------------,'.(~, ~ Choice**' 1 ~ +----+ +------------------------------------------------------+---- ~ ~1----=Gc.:r....:a=-d=-e_=_-_=_2_ __ .=E,_,_n,_,r....,o-':---,'-lf,~:-\nIl-=':: -'*Ic--c7.':---'-~l ~.tc-...,,_--,--,,__L-._.-.,'.c, -1,_ --'~'----+-----.,I-'~--1-d-)-f.-:-.-.'.~.I- ---_-_-_-.:....-_-_-_-_-_,-_-_-_-_-_-.:....-_-_-_-_-_,-_-_-_-_-_-.:....-__-___-_-__-~_+___-__-___-_- ___ -r~- 1 fY\"\" t __ L ------ V --------------------------------+ ~ ~ Ch o ice** I I I I I I I I I I I I ,A ,~1-------------------'-+_-_-_-_-....:+ __ +_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-__-_-___-_-__-___-_-___-_-__-___-__-___- -_-_-_+_-_-_-_- ___,,1, : Grade 3 Enroll *!~:z:I ::~2:~::i1:~::{~~:{::\n:~::::~:::::~::::~:::::~::::~:::::I____ ~ f----------------:C:--:h-0-1-:--. c_e_*_*-:,---,---,-------,---,---,-----,,----,-----,,----,-----::----:-----:------------------------,, 1 ~ +----+. +------------------------------------------------------+---- ,. L~f--------,----------:=---:-::---'+_-_-_-_-_+'--_+.,.-_-_-_-...,-_-_-_-_-_-_-,..-_-_-_-..,.-_-_-_-_-_-_-,...-_-_-_-..,.-_-_-_-_--_-,...-_-_-_---:----_-_-___-_-_--,_-:_--_--__-___-__-_-,-_--___-_-__- _---,+_-_-_-_- --\n'' : Grade 4 Enro 11 * !b_\u0026lt;t__! : ,23_ I o2i:'\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 "}],"pages":{"current_page":1,"next_page":null,"prev_page":null,"total_pages":1,"limit_value":12,"offset_value":0,"total_count":11,"first_page?":true,"last_page?":true},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":9},{"value":"StillImage","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Arkansas. Department of Education","hits":1},{"value":"Civil Rights Congress (U.S.)","hits":1},{"value":"Colburn, David","hits":1},{"value":"Simpson, Bryan","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"Education--Arkansas","hits":7},{"value":"Little Rock School District","hits":7},{"value":"Education--Evaluation","hits":4},{"value":"Educational law and legislation","hits":4},{"value":"Educational planning","hits":4},{"value":"Little Rock (Ark.)--History--20th century","hits":4},{"value":"Education--Finance","hits":3},{"value":"Education--Curricula","hits":2},{"value":"Educational statistics","hits":2},{"value":"Little Rock (Ark.)--History--21st Century","hits":2},{"value":"Pulaski County Special School District","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Brock, James, 1922-2007","hits":1},{"value":"Colburn, David R.","hits":1},{"value":"Hayling, Robert Bagner","hits":1},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1},{"value":"Kunstler, William A.","hits":1},{"value":"Lance, Charles","hits":1},{"value":"Manucy, Albert C.","hits":1},{"value":"Manucy, Holsted, 1919-1995","hits":1},{"value":"Mathis, Charles C., Jr.","hits":1},{"value":"Peabody, Mary E. (Mary Elizabeth), 1891-1981","hits":1},{"value":"Plummer, James","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Brock, James, 1922-2007","hits":1},{"value":"Hayling, Robert Bagner","hits":1},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1},{"value":"Manucy, Holsted, 1919-1995","hits":1},{"value":"Mathis, Charles C., Jr.","hits":1},{"value":"Peabody, Mary E. (Mary Elizabeth), 1891-1981","hits":1},{"value":"Samet, Seymour, 1919-2014","hits":1},{"value":"Simpson, John Milton Bryan, 1903-1987","hits":1},{"value":"Stuart, Virgil","hits":1},{"value":"Williams, Hosea, 1926-2000","hits":1},{"value":"Young, Andrew, 1932-","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":9},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":7},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":6},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":6},{"value":"United States, Florida, 28.75054, -82.5001","hits":1},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":1},{"value":"United States, Georgia, Fulton County, Atlanta, East Lake Meadows","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Arkansas","hits":7},{"value":"Florida","hits":1},{"value":"Georgia","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1946","hits":3},{"value":"1947","hits":3},{"value":"1948","hits":3},{"value":"1949","hits":3},{"value":"1950","hits":3},{"value":"1951","hits":3},{"value":"1952","hits":3},{"value":"1953","hits":3},{"value":"1954","hits":3},{"value":"1955","hits":3},{"value":"1977","hits":3},{"value":"1940","hits":2},{"value":"1941","hits":2},{"value":"1942","hits":2},{"value":"1943","hits":2},{"value":"1944","hits":2},{"value":"1945","hits":2},{"value":"1956","hits":2},{"value":"1957","hits":2},{"value":"1958","hits":2},{"value":"1959","hits":2},{"value":"1960","hits":2},{"value":"1961","hits":2},{"value":"1962","hits":2},{"value":"1963","hits":2},{"value":"1964","hits":2},{"value":"1965","hits":2},{"value":"1966","hits":2},{"value":"1967","hits":2},{"value":"1968","hits":2},{"value":"1969","hits":2},{"value":"1970","hits":2},{"value":"1971","hits":2},{"value":"1972","hits":2},{"value":"1973","hits":2},{"value":"1974","hits":2},{"value":"1975","hits":2},{"value":"1976","hits":2},{"value":"1978","hits":2},{"value":"1979","hits":2},{"value":"1980","hits":2},{"value":"1981","hits":2},{"value":"1982","hits":2},{"value":"1983","hits":2},{"value":"1984","hits":2},{"value":"1985","hits":2},{"value":"1990","hits":2},{"value":"1998","hits":2},{"value":"2000","hits":2},{"value":"2001","hits":2},{"value":"1986","hits":1},{"value":"1987","hits":1},{"value":"1988","hits":1},{"value":"1989","hits":1},{"value":"1991","hits":1},{"value":"1992","hits":1},{"value":"1994","hits":1},{"value":"1999","hits":1},{"value":"2004","hits":1},{"value":"2005","hits":1}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"1940","max":"2005","count":121,"missing":0},{"name":"medium_facet","items":[{"value":"documents (object genre)","hits":6},{"value":"black-and-white photographs","hits":1},{"value":"document files","hits":1},{"value":"exhibition (associated concept)","hits":1},{"value":"photographs","hits":1},{"value":"transcripts","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":8},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":1},{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":1},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Office of Desegregation Management","hits":7},{"value":"Civil Rights Library of St. Augustine","hits":1},{"value":"Seymour Samet Papers","hits":1},{"value":"Southern Labor Archives","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"Butler Center for Arkansas Studies","hits":7},{"value":"Georgia State University. Special Collections","hits":1},{"value":"Proctor Library","hits":1},{"value":"Schomburg Center for Research in Black Culture","hits":1},{"value":"University of Miami. Library. Special Collections","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":10},{"value":"Collection","hits":1}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":11}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}