{"response":{"docs":[{"id":"bcas_bcmss0837_1745","title":"Court filing concerning plaintiff's response to Joshua intervernor's request reconsideration and motion for new trial, Joshua intervernor's motion for relief concerning the Office of Desegregation Management budget, Pulaski County Special School District (PCSSD) motions for approval of middle school, other motions and memorandum attached.","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":["United States. 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Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Education--Arkansas","School districts","Pulaski County Special School District","Little Rock School District","Education--Evaluation","African Americans--Education"],"dcterms_title":["Court filing concerning plaintiff's response to Joshua intervernor's request reconsideration and motion for new trial, Joshua intervernor's motion for relief concerning the Office of Desegregation Management budget, Pulaski County Special School District (PCSSD) motions for approval of middle school, other motions and memorandum attached."],"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/1745"],"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":["filing"],"dcterms_extent":["26 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\u003c?xml version=\"1.0\" encoding=\"utf-8\"?\u003e\n\u003citems type=\"array\"\u003e  \u003citem\u003e   \n\n   \n\n   \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n   \n\n\n   \n\n   \n\n\n   \n\n   \n\n\n\n\n\n\n\n\n   \n\n \n\n \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n   \n\n\n   \n\n  \n\n   \n\n\n   \n\n \n\n\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eDistrict Court, order; District Court, plaintiff's response to Joshua intervenors' October 1, 2002, letter; District Court, plaintiff's response to Joshua intervenors' motion for reconsideration and motion for new trial; District Court, Joshua intervenors' supplement to motion; District Court, two orders; District Court, the Joshua intervenors' motion for relief concerning the Office of Desegregation Management budget; District Court, the Joshua intervenors' memorandum concerning the Office of Desegregation Management budget; District Court, order; District Court, Pulaski County Special School District (PCSSD) motion for approval of middle school site; District Court, memorandum in support of Pulaski County Special School District (PCSSD) motion for approval of middle school site; District Court, motion for hearing regarding relevance of 28 U.S.C. 455 to the present proceedings; District Court, the Joshua intervenors' motion to stay reduction of Office of Desegregation Management staff; District Court, order; District Court, plaintiff's response to Joshua intervenors' motion for hearing regarding the relevance of 28 U.S.C. 455 to the present proceeding; District Court, memorandum brief in support of plaintiff's response to Joshua intervenors' motion for hearing regarding the relevance of 28 U.S.C. 455 to the present proceeding; District Court, order denying motion for hearing regarding relevance of 28 U.S.C. 455 to the present proceedings; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool    This transcript was create using Optical Character Recognition (OCR) and may contain some errors.    UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. * * * * -PULASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, et al., * 4:82CV00866 u.fo1{k,~CQRT EASTERN DISTRICT ARKANSAS OCT O l 2002 JAME~~  l!:ly: ~ 2 - ,   . Defendants, * * RECEIVED MRS. LOREN JOSHUA, et al., * lntervenors, KATHERINE KNIGHT, et al., lntervenors, * * * * OCT - 3 2002 OFFICE OF DESEGREGATION MONITORING ORDER Attached is a copy of a letter from Mr. Walker dated October 1, 2002. presume it should be treated as a motion of some kind. Accordingly other counsel of record may respond within the time permitted by the Federal Rules of Civil Procedure. IT IS SO ORDERED. Dated this 1st day of October, 2002. THIS DOCUMENT ENTERED ON GOCKET SHt'.:ET !N COMPLIANCE ~vv i1r.~i RMuLi::: 58 AND'C'R~ gr. RCF ,.,, ,,.., ,--.,(  ' - - - - - - v. ___ - 0 -- - - - - 6 8 0 JOHN W. WALKER SHAWN CHILDS JOHN W. WALKER, P.A. ATTORNEY AT LAw 1 723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 3743758 FAX (501) 3744187 October 1, 2002 Honorable Judge William R. Wilson United States District Court 600 West Capitol, Suite 423 Little Rock, AR 72201 I Re: Little Rock School v. Pulaski County School Case No. 4:82CV00866 Dear Judge Wilson: OCT - 2 2002 OFACE OF DESEGREGATION MONITORING OF COUNSEL ROBERT McHENRY. P.A. DONNA J. McHENRY 8210 HENDERSON ROAD LITTLE ROCK. ARKANSAS 72210 PHONE: (501) 372-3425  FAX (501) 372-3428 EwuL: mchenryd@swbell.net On page 172 of your Order of September 13, 2002, you determine a compliance remedy with respect to the Joshua Intervenors, Section D. You also require the ODM to monitor LRSD's compliance with Section 2. 7.1. May I bring to your attention that the remedy being imposed is not preceded by any court order determining and defining the parameter of Joshua's monitoring. Those issues were not before the Court. The Court now determines that Joshua must monitor and must immediately bring to the LRSD 's attention all problems that are detected as the court has determined those problems to be. In doing so, the Court seems to impose a greater burden upon Joshua than it has imposed upon the Office of Desegregation Monitoring. I, therefore, would like to request that the Court define the nature of the monitoring that it expects ofJoshua, i.e. access to information by Little Rock, cost of production of such information, access to staff responsible for fulfilling the obligations (must this be done in writing with communication directed to LRSD counsel), and so forth. I believe that it would be appropriate for the Court to spell out the obligations which it now imposes upon Joshua and the legal basis therefor in view of the fact that the remedy defined was not sought by LRSD or any party. I also note that LRSD is not required to inform Joshua of anything set forth on pages 170 through 1 72 except to provide a compliance report on or before March 15, 2004. I must also object to Court's imposing monitoring requirements upon Joshua that were contemplated to be the responsibility of the ODM. The Court's comments indicate that it does not forsee or require a continued responsibility for monitoring of the intensity which the Court of Appeals for the 8th Circuit required. In this respect, we note that the Court created the ODM and expected the ODM to carefully monitor on a daily basis, full-time, the activities of the Little Rock Page 2- Letter to Judge Wilson October 1, 2002 and other school districts. By placing the responsibility that you appear to place on Joshua, unless clarification otherwise provides, the Court is shifting the required monitoring from the ODM to Joshua. We do not believe that to be fair or reasonable. Before your final order is entered, and becomes appealable, I respectfully request a hearing on this matter so that an appropriate record on the issues of the role of ODM monitoring and Joshua monitoring may be fully developed. JWW:js cc: All Counsel of Record Ms. Ann Marshall IN THE UN1TED STATES DISTRJCT COURT EASTERN DISTRJCT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRJCT V. NO.4:82CV00866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRJCT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KA THERJNE KNIGHT, ET AL RECEIVED OCT - 8 .too2 OFFICE OF DESEGREGATION MONITORING PLAINTIFF'S RESPONSE TO JOSHUA INTERVENORS OCTOBER 1, 2002 LETTER PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS For its response to the Joshua Intervenors' (\"Joshua\") October 1, 2002 letter, Plaintiff Little Rock School District (\"LRSD\") states: 1. For more than decade, Joshua has reported to the Eighth Circuit Court of Appeals and to the District Court that it was engaged in the process of monitoring LRSD's compliance with LRSD's various desegregation obligations. At one oral argument, counsel for Joshua introduced a number of Joshua monitors to the panel of the Court of Appeals. 2. The 1998 Revised Desegregation and Education Plan formalized a process for resolving any desegregation compliance problems which were discovered during the course of Joshua's monitoring. The obvious purpose of that process, which is found beginning at  8.2 of the Revised Plan, was to allow the quick resolution of any compliance issues for the benefit of both the - Joshua class members and the LRSD. 3. There is nothing on page 172 of the Court's September 13, 2002 Order which imposes upon the Joshua Intervenors any obligations which are not contained in the Revised Desegregation and Education Plan or inherent in the class representatives' and class counsel's obligations to the class members. 4. The Court's September 13, 2002 Order followed weeks of litigation about issues which Joshua did not raise with the LRSD during the term of the Revised Plan. By requiring that Joshua and LRSD follow the \"process for raising compliance issues\" set forth in 8.2, et. film. of the Revised Plan, the Court is simply requiring the parties to abide by the terms of their own agreement. 5. TheLRSD can find in the Court's Order no basis for Joshua's argument that the Court has somehow imposed \"a greater burden upon Joshua than it has imposed upon the Office of Desegregation Monitoring.\" The LRSD does not read the Court's Order as \"imposing\" any burden upon either Joshua or the ODM which did not exist for years prior to the Court's Order. 6. The Court should decline Joshua's request \"for the Court to spell out the obligations which it now imposes upon Joshua.\" Nothing is required of Joshua that Joshua should not have been doing all along. The Court has simply let the parties know that in addition to 2.7.1 of the Revised Plan, their agreement with respect to the resolution of compliance issues remains viable. The Court's Order continues a sensible and efficient system for resolving compliance issues and puts Joshua on notice that objections raised for the first time on April 15, 2004 which were not raised pursuant to the compliance process could be subject to an argument that those issues have been waived. 7. The Court should require that any future requests for relief submitted by Joshua should be placed in the form of a Motion and filed pursuant to the Federal Rules of Civil Procedure and the local rules of this Court. WHEREFORE, for the reasons set forth above, Joshua's letter/motion of October 1, 2002 should be denied. Respectfully submitted, LITTLE ROCK SCHOOL DISTRJCT FRJDA Y, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on October 7, 2002. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations 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 P. 0 . Box 17388 Little Rock, AR 72222 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 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, ET AL MRS. LORENE JOSHUA, ET AL KA THERINE KNIGHT, ET AL RECEIVED OCT - 8 2002 OFFICEOF DESEGREGATIO.MONITORING PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS PLAINTIFF'S RESPONSE TO JOSHUA INTERVENOR'S MOTION FOR RECONSIDERATION AND MOTION FOR NEW TRIAL Plaintiff Little Rock School District (hereinafter \"LRSD\") for its Response to Joshua Intervenor's (hereinafter \"Joshua\") Motion for Reconsideration and Motion for New Trial states: The LRSD will respond to each numbered paragraph of Joshua 's Motion for Reconsideration in tum. 1. The Court's use of the term \"supervision\" on page 2 its September 13, 2002, Memorandum Opinion (hereinafter \"Opinion\") was appropriate. It is common for a school district implementing a court ordered desegregation decree to be referred to as being under court \"supervision.\" See Freeman v. Pitts, 503 U.S . 467, 471 (1992)(\"The DCSS has been subject to the supervision and jurisdiction of the United States District Court for the Northern District of Georgia since 1969 . .. \" (emphasis supplied)). The Office of Desegregation Monitoring (\"ODM\") acted under the authority of the Court to supervise the LRSD. 2. Evidence related to Joshua's failure to raise compliance issues during the term of the LRSD's Revised Desegregation and Education Plan (hereinafter \"Revised Plan\") was relevant to the Board's good faith, to assist the Court in interpreting the Revised Plan, and to the Board 's estoppel defense. 3. The ODM works for the Court, and it is entirely appropriate for the Court to define its role and for the Court to take into account the LRSD's position with regard to ex parte contact between the Court and ODM. 4. Joshua cannot blame their failure to come forward with evidence on the Court's focus on \"brevity and substance.\" In any event, Joshua agreed to narrow the issues and the time limits imposed by the Court and cannot now be heard to complain. See Tr. Dec. 11 , 2001 , pp. 36-37. 5. The LRSD denies that footnote 15 on page 9 gives the impression that Joshua counsel have been involved in this case since 1982. The record is clear that Joshua intervened ' only after the LRSD prevailed in this case. While the 1989 Settlement Agreement did also resolve the Clark and Cooper cases, the Court is correct that this is a 20 year-old case. 6. The Court correctly noted that the claims for relief and remedies sought differ in the present case from Clark. Clark was simply a continuation of the Cooper case filed in 1956 asking that \"an injunction be issued against continued segregation of the races in the Little Rock public school system.\" Aaron v. Cooper, 243 F.2d 361 , 362 (8th Cir. 1957). The LRSD filed this case in 1982 seeking consolidation of the three Pulaski County school districts based on interdistrict constitutional violations by the other districts and the State of Arkansas. See LRSD v. PCSSD, 584 F.Supp. 328 (E.D. Ark. 1984). The LRSD denies that either the late Honorable Henry Woods or Special Master Aubrey McCutcheon found that the LRSD continued to unlawfully discriminate against African-American students. 7. The LRSD denies that the information in footnote 47 on pages 26 and 27 is inaccurate. It is entirely appropriate for the Court to evaluate and comment on ODM's productivity. Nothing in the Court's opinion suggests that the Court has violated or intends to violate the Eighth Circuit's mandate. 8. The LRSD denies that the ODM has been in an \"advisory position to the LRSD\" since December 27, 1996. The ODM returned to its monitoring role at the conclusion of the 2 Revised Plan's transition period. See Revised Plan,  10. Nothing in the Court's opinion suggests that counsel for Joshua was to take over the ODM's monitoring responsibilities. Counsel for Joshua was obligated to monitor the LRSD based their ethical duty to their clients and their implied contractual duty to the LRSD. 9. The LRSD denies that the Court's discussion of Joshua's 1996 request for attorneys' fees indicates bias or hostility toward counsel for Joshua, implies collusion between the lawyers, suggests Judge Wright did not know the tenns of the settlement, complains unfairly that a matter on appeal should not be resolved by the parties, suggests that Joshua's counsel agreed to assume the role of ODM, or holds counsel for Joshua to public contempt for being paid. As to counsel for Joshua's attempt to justify the monito.ring fees paid by the LRSD, the LRSD denies that counsel for Joshua attended \"hundreds of meetings\" with school District officials, that counsel for Joshua was ever \"threatened with arrest,\" and that the LRSD revised its policies because of counsels' \"persistence and vigor.\" The LRSD also denies the implication that - counsel for Joshua was responsible for the additional funding the three Pulaski County districts receive from the State by virtue of litigation related to the 1989 Settlement Agreement. While the discussion of professional fees is not directly related to the issues before the Court, the Court was free to include this discussion in its opinion. 10. The LRSD denies that the testimony ofDrs. Walberg and Armor was inapposite to the issues before this Court. Their testimony provides the context in which the LRSD and Joshua agreed to the Revised Plan and the basis on which the Court approved the Revised Plan, both of which are relevant to interpreting Revised Plan 2.7. 11 . The LRSD denies that there is no evidentiary basis for the Court's finding that ODM and Joshua did not object to the LRSD's Interim Compliance Report. Dr. Bonnie Lesley testified to this fact (Tr. Nov. 19, 2001 , p. 287), and it is stated in the introduction to the LRSD's Final Compliance Report (CX 870, p. iv.). 3 12. The LRSD denies that the Court was required to share with the parties any criticisms it had of ODM's June 14, 2000, discipline report. The LRSD's Interim Compliance Report was admitted into evidence as CX 869. The LRSD denies that the issue of discipline was not ripe for objection after the LRSD filed its Interim Compliance Report. Dr. Linda Watson testified that ODM and Joshua were regularly provided copies of the District's Disciplinary Management Reports. See Tr. Nov. 19, 2001, p. 83. 13. The Court is correct that Joshua failed to present any evidence that the LRSD was not in substantial compliance with its obligations regarding faculty and staff, student assignment, special education and related programs, parental involvement and school construction and closing. Joshua did not present any evidence on these issues:precisely because it abandoned those arguments. See Tr. Dec. 11, 2001 , pp. 36-37. Joshua cannot now be heard to complain that the Court did not allow Joshua to present evidence on those issues. 14. The Court found that Revised Plan  8.2 did not expressly require Joshua to raise compliance issues pursuant to the process set forth therein. See Memorandum Opinion, p. 89. Even so, evidence of Joshua's failure to raise compliance issues was relevant to the Board's good faith, to assist the Court in interpreting the Revised Plan, and to the Board's estoppel defense. The LRSD denies that there was \"much evidence that Joshua regularly brought matters of compliance to the attention of the school district administrators.\" 15. Footnote 2 of the Revised Plan is unambiguous, and the Court correctly interpreted the plain language of the footnote. The LRSD denies that Joshua introduced evidence \"that certain goals were to have been fully met while others would be ongoing.\" 16. The LRSD denies that the Court must presume \"that there is a correlation between student achievement and money expenditures by school districts.\" The LRSD also denies that only conclusion to be drawn from any continuing racial disparity in achievement is that the beneficiaries of desegregation funding have been white students. Joshua's argument ignores the fact that the racial disparity in achievement exists when students arrive for their first day of 4 school. As Drs. Wal berg and Armor explained, it would be impossible for the LRSD to eliminate the racial disparity in achievement given the current racial disparity in socioeconomic status. 17. The LRSD denies that the Court improperly referred to the Green factors. The Revised Plan constituted an agreement voluntarily entered into by the LRSD. The LRSD entered into that agreement because it believed implementation of the Revised Plan was in the best interest of Afucan-American students, and indeed, all students in the District. 18. The Court is correct that in this case the LRSD has never been adjudicated a \"constitutional violator.\" The LRSD denies that it was held in contempt during the implementation of the 1990 settlement plan. 19. The Court correctly interpreted Revised Plan  2. 7 as not requiring the LRSD to eliminate or reduce the racial disparity in achievement. Joshua sought to use the racial disparity in achievement to establish the LRSD's noncompliance with Revised Plan 2.7, and the Court correctly placed the burden of proof on Joshua to establish a causal connection between the current racial disparity in achievement and the LRSD's alleged noncompliance. 20. The Court acknowledged that the Revised Plan did not expressly require Joshua to raise an issue pursuant to Revised Plan  8 before it could object to the LRSD's final report. See Memorandum Opinion, p. 89. 21. The LRSD will respond to each subparagraph of paragraph 21 in tum: (a) The Court drew a reasonable inference from the fact that Joshua failed to further pursue these issues and from Baker Kurrus's testimony that he asked Dr. Carnine to work with Joshua to resolve these issues. See Tr. July 24, 2002, p. 751. (b) Dr. Lacey so testified (Tr. July 24, 2002, p. 777), and no \"record of past actions\" is required for the Court to credit the testimony of a witness. ( c) Joshua points to nothing in the \"record\" which would indicate that the Court's characterization is erroneous. 5 (d) In fact, Junious Babbs testified that ODM and Joshua were provided copies of the Compliance Plan and Compliance Handbook.Court. See Tr. July 5, 2001, pp. 73, 77 and 78. Moreover, ODM's August 11 , 1999 report establishes that ODM received both. See pp. 39 and 40. Counsel's suggestion on cross-examination that Joshua did not receive them is not evidence. See Eight Circuit Model Jury Instructions (Civil) 1.02 (2001). Thus, the only evidence before the Court was testimony that ODM and Joshua did receive the Compliance Plan and Compliance Handbook. (e) The record in this case includes motions by the LRSD after Joshua filed its objections to stop counsel for Joshua from entering the offices of LRSD staff members unexpectedly and from using the Freedom of Information Act (\"FOIA\") to conduct discovery. Joshua's opposition to these motions provides ample support in the record for the Court's finding. (f) The Revised Plan did not prohibit the LRSD from holding meetings without Joshua being present. Thus, there was no \"failure\" for the Court to excuse. (g) The Court correctly found that Revised Plan  2.5 did not require the LRSD to eliminate or reduce the racial disparity in discipline. (h) The criticisms offered by the Court were readily apparent from the report itself, and Joshua cannot blame the Court for failing to put it on notice of these shortcomings. (i) The suspension index is a well-recognized statistic and has been explained in numerous desegregation cases. See, li, Hoots v. Pennsylvania, 118 F.Supp.2d 577, 608 n.25 (W.D. Pa. 2000). The Court was free to accept the LRSD's calculations which were admitted into evidence without objection. See CX 743 . (j) The Court correctly interpreted Revised Plan  2.5 as not requiring the LRSD to eliminate or reduce the racial disparity in discipline. Joshua sought to use the racial disparity in discipline to establish the LRSD's noncompliance with Revised Plan  6 2.5, and the Court correctly placed the burden of proof on Joshua to establish a causal connection between the current racial disparity in discipline and the LRSD's alleged noncompliance. (k) The Court correctly noted that not a single student testified that he or she had been discriminated against in the imposition of discipline. The LRSD fails to see how the Court's admonition not to present cumulative evidence prevented Joshua from calling any students to testify during the hearings on Revised Plan  2.5 . (I) The Court's description of Dr. Watson's testimony is accurate given the ' context in which the statement was made. (m) The fact that African-American teachers suspended African-American students more than white teachers is not \"a finding ofracial mistreatment by AfricanAmerican teachers toward African-American students.\" (n) The Court's statement that \"students of all races tend to gravitate toward sports that they have grown up playing and that they enjoy'' does not condone racial disparities in activities. ( o) The only inference to be drawn from testimony of Ray Gillespie is that the LRSD responded appropriately when confronted with allegations that white coaches mistreated African-American student athletes. (p) The Court did not accept a \"means\" test for participation in activities. The LRSD presented evidence of the steps it took to ensure that no student was denied participation in an activity due to a financial barrier, and Joshua came forward with no evidence that a single student was denied participation in an activity because of a financial barrier. ( q) The Revised Plan did not require the LRSD to eliminate or reduce the racial disparity in the percentage of students taking AP courses. The LRSD has worked hard to increase the number of African-American students in AP courses, and it has done 7 so. The LRSD's success cannot be diminished by Joshua characterizing the LRSD's efforts as \"minuscule.\" (r) The Court gave due weight to the testimony of Jason Mercer and Ramona Horton. (s) The Court did not accept a \"means\" test for participation in the University Studies Program at Hall High School. It is true that Dr. Lacey did not identify the race of the student for whom a private donation was sought so the student could participate in the University Studies Program. See Tr. July 24, 2002, p. 802. However, it was reasonable for the Court to infer that the student was African-American for two reasons. First, when counsel for Joshua began this series of questions, he limited the question to AfricanAmerican students. See Tr. July 24, 2002, p. 801. Second, there was evidence that African-American students were more likely to be poor, and therefore, to be excluded by financial barriers to activities. See Tr. July 24, 2002, p. 602 and 624. (t) (u) The Court gave due weight to Ms. Watson's testimony. The Court correctly interpreted Revised Plan  2.7 as not requiring the LRSD to eliminate or reduce the racial disparity in achievement. (v) The Court may infer that counsel for Joshua read Revised Plan  2. 7 before agreeing to it, and therefore, knew what it required. (w) The Court is correct that Joshua did not raise the issue of the LRSD's March 19, 2001, agreement with the State of Arkansas in its Opposition to the LRSD's Motion for an Immediate Declaration of Unitary Status filed May 30, 2002. WHEREFORE, the LRSD prays that Joshua's Motion for Reconsideration; that Joshua's Motion for New Trial or in the Alternative Motion for Relief from Judgment or Order be denied; that the LRSD be awarded its costs and attorneys' fees expended herein; and that the LRSD be awarded all other just and proper relief to which it may be entitled. 8 F:\\HOME\\FENDLEY\\l..RSD 200 1\\unitary-rcsponsc-mot-rcconsider.wpd Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRJDA Y, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501) 37 -\"1LM-+---- 9 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on October 7, 2002: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations 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. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 F:\\J-IOME\\FENDLEY\\LRSD 2001 \\uni1ary-rcsporuc-mot-rccoruidcr wpd 10 : - JOHN W. WALKER, P.A. A't'TORNEY AT I.Aw 1723 l3RoADWAY Lrrru: RoCK, .AluWlsAS 7.2206 TE.t.EPRONE (501) 374-3758 FAX (501) 374-4187 JOHNW. WALKER SHAWN CHILDS OFCOUNsEL ROBERT Mc~1.~ DONNAJ. M=t 8210 liENtll!RSON BaAn Ll1't1.P. Roel[, .AiKANSAS 72210 l'BONE: (601) 572-8426  FAX (501) 372,.8428 EMan.: mchen:ryd@nrbell.net Honorable William R.Wilson United States District Judge 600 W. Capitol Suite 149 Little Rock, Arkansas 72201 Re: LRSD v. PCSSD Dear Judge Wilson: Via Facsimile: 604-5149 October 9, 2002 Tius is a supplement to my letter motion of October 1,2002. I appreciate the Court treating it as a motion, although I did not so couch it, and I believe that the appropriate action taken by the Court in inviting the parties to react will be most useful. 1 believe that it is important for me to specify, however, what Joshua believes it would be appropriate for the Court to do with respect to clarifying the monitoring role of the Office of Desegregation Monitoring. I am therefore asking that the Court conduct a hearing: ( a) to identify the instructions received by the Office of Desegregation. Monitoring (later referred as the ODM) regarding monitoring and reporting in reference to the LRSD's Motion for Unitary Status; (b) to consider whether the instructions received by the ODM were consistentmth the earlier identification ofODM's role as setfonh by the Court of Appeals for the Eighth Circuit; and ( c) to identify with greater particularity ODM' s monitoring and reporting role regarding the three school districts, If the Court is inclined to have me fonnalize my October 1, 2002 letter and today's letter in motion form, I will be happy to do so. I am also writing to observe that the Joshua Intervenors filed a Motion for Reconsideration within the time allowed by law and that there has no response filed by either party within the rule time to our motion. Local Rule 7.2(b) requires that any party opposing our motion shall file such motion within eleven days. By my count, any opposing party should have filed its opposition not later th.an October 4, 2002. Today is obviously October 9, 2002. I am nor aware that the Court has a received a Motion to Extend the Time and I have not had a request from any counsel regarding an extension of such time. Page Two October 9, 2002 Accordmgly, we request that the Court role on the motion. JWW:lp cc: All Counsel of Record Ms. Ann Marshall Brown i _-t.ttorne-; at Law 17ZJ Broadwcry Ltrrle Roa:; _4.J-!car..sr::s 72206 Telephone (501) 374-3758 .Fzc (501) 37-~ '.' 187 F/4,X TR.-4.L\"'iSlY.!ISSION CO\"y'ER SEEET Da:i2: [ To: [ Fa..-c: l __ 3. c-..\u0026lt;-2 ...... r- d)-.:-.LJ_c_JP __ __,1 Re: ,. l Sender: [_= =g,;===luY-==========; YOU SHOu2D R.ECE.TVE [_ _ (including cover sheer)] P.:!..GE(S), fl'ICLUDING l'F..JS CO VER. S,--:.r;;''f:T. IF YOU DO NOT RECEIVE ALL THE PAGES, P LE...:JSE CJ.LL \"\u0026lt;(501) 374-3758\u0026gt;\" The information coma.ineciin !his ~;mile meo:sage is atto:r-ey privilege:i and conficientfaJ. information intended only for the use of .b.e in.diviriual or en.rit-; nmned. above. If tile ruder of this m~sage is il.Ot tb.e intended recipient, or me ~ployee or agen, res-ponsibie to de.!iver it ro 1:le intended recipient, you sre b.ereoy .iotiiied ilint any cfuse:nination, di.'\"ll'founon or cop;1ing of cbis COIIlllluuication is stric:tiy prohiliii:ed. If you bave received. ihis commi'tni.c:icon in error, ple!:l!e immediate notify u.s by wlephoiie, md rerura the onginal messagi: .a J.l.:'J at the above address via .lie U.S. Postal s~:--lic:. Tilanic you. R CEIVED EAST~Rs~l~~e~~s s - CT 12 2002 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS OCT 1 1 2002 AO 72A (Rev.8/82) OFFICE OF LITTLE ROCK DIVISION JAMES W. DES REGATION MONITORING By: __~ ~~~.,..,J... ..... LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. I, ET AL. MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, ET AL. ORDER PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS On September 24, 2002, Joshua lntervenors (\"Joshua\") filed: (a) a Substituted Motion for Reconsideration (docket no. 3678), 1 which asks me to revisit many aspects of the September 13, 2002 Memorandum Opinion (docket no. 3675) (\"Memorandum Opinion\") declaring the Little Rock School District (\"LRSD\") to be unitary with regard to all aspects ofits operations under the Revised Plan (CX 871 ), except for 2.7.1; and (b) a Motion for New Trial or in the Alternative Motion for Relief from Judgment or Order ( docket no. 3677). On October 7, 2002, LRSD filed a Response to Joshua Intervenors ' Substituted Motion for Reconsideration and Motion for New 1On September 23, 2002, Joshua filed their first Motion for Reconsideration (docket no. 3676), which contained numerous errors. The next day, September 24, 2002, Joshua filed a second Motion for Reconsideration, which corrected most of those errors. I will consider this second motion as a Substituted Motion for Reconsideration, although it was not so designated. As a matter of fact, a motion for reconsideration is not recognized in the Federal Rules of Civil Procedure. They are, however, commonly filed and ruled upon in this jurisdiction--and I will hew to this custom. 3 6 8 4 AO 72A (Rev.8/82) Trial (docket no. 3682).2 After an initial review of Joshua's Substituted Motion for Reconsideration and Motion for New Trial, I considered summarily denying both motions on the ground that each of the arguments in support of reconsideration or a new trial is without any apparent merit. I believe that my 17 4-page Memorandum Opinion fully and accurately sets forth the relevant history of this case and that my detailed Findings of Fact and Conclusions of Law are amply supported by the record and controlling legal authority. In short, I have given this case my best shot, and, if counsel for Joshua believe I have erred, they should ~ppeal my decision to the Court of Appeals for the Eighth Circuit. Thus, on the merits, Joshua's arguments raise nothing that warrants comment beyond my stating I find they are without any factual support or legal foundation. However, to the extent that a number of Joshua's arguments tend to torque the Memorandum Opinion out of shape, and are supported only by speculation and personal innuendo, I think it best to set the record straight. First, Joshua suggests that I improperly \"faulted\" Joshua for failing to present evidence 2Under Rule 7 .2(b) of the Local Rules, LRSD's Response to Joshua's Substituted Motion for Reconsideration was due eleven days from September 24, 2002, and its Response to Joshua's Motion for a New Trial was due eleven days from September 23, 2002. Because Joshua's Substituted Motion for Reconsideration and Motion for New Trial were served on counsel for LRSD pursuant to Fed. R. Civ. P. 5(b)(2)(B) (mail) and (D) (electronic means), an additional three days must be added to LRSD's eleven days. See Fed. R. Civ. P. 6(e). Thus, LRSD had fourteen days to respond to those motions, making its Response to Joshua's Motion for New Trial due on or before October 7 and its Response to Joshua's Substituted Motion for Reconsideration due on or before October 8. As indicated previously, LRSD filed its Response to both those Motions on October 7. In a letter dated October 9, 2002, Joshua's counsel asked me to strike LRSD's Response to those two motions because it was not filed within eleven days. Because Joshua's counsel overlooked Fed. R. Civ. P. S(b) and 6( e ), they miscalculated the deadline for the filing of LRSD 's Response to be October 4. Therefore, their request to strike that Response is denied. -2- A072A (Rev.8/82) on the March 19, 2001 Agreement between LRSD and the Arkansas Department of Education (CX 548). Substituted Motion for Reconsideration at 2. To the contrary, the Findings of Fact explicitly state that: The March 19, 2001 Agreement between the ADE and LRSD is unrelated to the question of whether LRSD has substantially complied with its obligations under the Revised Plan. It is important, too, that Joshua did not raise that issue as part ofits challenge to LRSD's request for an immediate declaration ofunitary status. Memorandum Opinion at 149, ,1 17 ( emphasis in original). Thus, although Joshua introduced CX 548 into evidence,3 I expressly did not consider it in deciding the unrelated question of whether LRSD had substantially complied with its obligatio.ris under the Revised Plan. Nowhere in my Memorandum Opinion do I \"fault\" Joshua for failing to produce evidence regarding the March 19, 200 l Agreement between LRSD and ADE--a subject that clearly was not before me in the hearings on unitary status. Second, Joshua contends that I should not have addressed \"the involvement of the ODM with respect to issues which were litigated before Judge Wright and Judge Wilson . . . [because] the competence of the ODM, the quality of the ODM reports, [and] the budget of the ODM .. . were not before the Court in evidentiary form .'\"' Substituted Motion for Reconsideration at 2, 6-7, and 10. The ODM, an employee of the district court, has monitored LRSD's compliance 3It strikes me as a little strange that Joshua introduced the March 19, 2001 Agreement into evidence during the hearing on unitary status and now argues, in their Substituted Motion for Reconsideration, that the document is irrelevant to the question of whether LRSD substantially complied with its obligations under the Revised Plan. I agree that the document is irrelevant to the issue of substantial compliance, but this begs the question of why Joshua chose to introduce the document into evidence in the first place. I remain puzzled. 4For the record, my Memorandum Opinion does not consider \"the competence of the ODM.\" -3- A072A (Rev.8/82) with its obligations under the 1990 Settlement Agreement, the 1992 Desegregation Plan, and the Revised Plan. Because the ODM works for the court, all of its budgets, as well as all of the reports it has prepared over the years, have been filed and are part of the record in this case. Historically, all of the parties and the court have used ODM reports, to the extent they were relevant, during the many hearings that have taken place since 1991. After being assigned this case in January of 2002, I carefully reviewed the entire record. In doing so, I examined the ODM 's annual budgets from 1990 to date. I was troubled by the large increases in the OD M's budget over that period of time. I was also troubled by the large sums of money that I discovered had been paid to the attorneys for both Joshua and the three school di stricts.5 While attorneys are unquestionably necessary in school desegregation cases, it is the school children who ultimately are disadvantaged by unnecessary or exorbitantly high litigation costs. Thus, I believe that it was entirely appropriate for me to express my views on the ODM's rapidly escalating budgets,6 which are part of the record in this case, and the total amount of money that has been paid to all of the attorneys in this case during the last ten to fifteen years. As footnote 58 makes clear, my concern is with the enormous amount of money that has been paid to the entire professional group--the ODM, the attorneys for LRSD, PCS SD, NLRSD, and Joshua. As I thought my admonition made clear on page 44 of the Memorandum Opinion, I believe the issue of the money paid to the professional group is important because \"I understand the meaning of being careful with a dollar, and I expect the professional group to keep that 51n most long-running school desegregation cases that have been decided in the last ten years, courts have expressed dismay over the high cost of school litigation. I now know why. 6See Memorandum Opinion at 26-27. -4- A072A (Rev.8/82_) _ important point fixed in their minds from here on out.\" Why Joshua's counsel seriously contend that I should not have addressed a subject of such obvious importance is beyond me. In the same vein, Joshua's counsel argue that I should not have commented on the quality of the ODM's June 14, 2000 Report of Disciplinary Sanctions in LRSD (docket no. 3366). Joshua's counsel used that Report extensively in his examination of various LRSD employees who testified during the hearings on unitary status. Joshua's decision to use that Report, one of the Court 's own documents, in his examination of witnesses on the issue of student discipline, required me to read and carefully analyze that do~ument. In doing so, I discovered patent deficiencies which rendered the Report of little use to the court or the parties in trying to determine the cause for African-American students being over-represented in disciplinary proceedings. Thus, in my discussion of the history of this litigation (Memorandum Opinion at 47-50), I was obliged to point out the flaws in the ODM's Report of Disciplinary Sanctions. I note that Joshua does not deny those flaws--they simply object to my noting them. In my Findings of Fact on the issue of student discipline, I again commented on the OD M's Report of Disciplinary Sanctions, which was prepared for the express purpose of being used by the court in monitoring and evaluating LRSD's compliance with the Revised Plan. In light of that fact, I believe I would have been remiss ifI had not closely scrutinfaed the ODM's Report in deciding whether LRSD had substantially complied with those sections of the Revised Plan dealing with student discipline. Otherwise, what is the role of the Judge? Finally, and perhaps most importantly on this point, none of my Findings of Fact on the issue of whether LRSD substantially complied with its obligations regarding student discipline were based on anything contained in the OD M's Report of Disciplinary Sanctions. Rather, my -5- AO 72A (Rev.8/82 findings simply pointed out that, because the Report failed to develop a proper statistical model for evaluating the data on student discipline, its conclusions were based on pure speculation-making the Report of no use to the court or the parties in evaluating the cause for AfricanAmerican students in LRSD receiving a disproportionate number of suspensions. See Memorandum Opinion at 105-07, ,i,i 24-26. Third, Joshua's counsel take general exception to my discussion of the attorneys' fees that have been paid in this case during the last twenty years and particular exception to my allegedly erroneous finding \"that the Joshua counsel, including the Legal Defense Fund counsel, were paid more than $3,750,000 for their work between 1987 and the present time.\" Substituted Motion for Reconsideration at 3. The amount that Joshua's counsel have been paid, to date, in attorneys ' fees is a matter of public record. As pointed out in footnote 58 of my Memorandum Opinion, these attorneys' fees are as follows: $3,150,000 paid to Joshua's counsel under the 1990 Settlement Agreement;7 $700,000 paid by LRSD to Joshua's counsel for monitoring work performed after December 12, 1990, and before July 1, 1998 (see Exhibit 7 to docket no. 3581 ); and $124,861 paid by LRSD to Joshua's counsel for monitoring work performed under the Revised Plan between July 1, 1998, and January 2001 (see Exhibit 8 to docket no. 3581 ). Thus, based entirely on the evidence in the record, without any need for me to speculate or make assumptions, Joshua's counsel have been paid, to date, $3,974,861 in attorneys' fees--this is more than $3,750,000. In footnote 58 of my Memorandum Opinion, I hazard what I admit to be a \"guess\" that, since 1990, the attorneys ' fees that LRSD, PCS SD, and NLRSD have paid to their own attorneys 7LRSD v. PCSSD, 921 F.2d 1371 , 1390 (8th Cir. 1990). -6- AO 72A - ~(Rev.8/82) \"totals at least $4,000,000.\" Joshua's counsel clearly lack standing to complain about my \"guess\" regarding the aggregate amount of attorneys ' fees paid to counsel for the three school districts--an estimate that LRSD has not challenged. In light of these undisputed facts, I seriously question how Joshua's counsel can make the statement that \"counsel Walker does not accept the court's conclusion that he has directly benefitted from the perpetuation of this case.\" Substituted Motion for Reconsideration at 9. With all due respect to Mr. Walker, I am having a hard time escaping the conclusion that he has been \"directly benefitted\" by receiving millions of dollars in attorneys' fees in this case. Fourth, Joshua's counsel, without citing any supporting facts, accuse me of \"a predisposition which could only have come from previous attitudes regarding the role oflawyers in this long-standing case\";8 \"negative attitudes toward lawyers who are involved with and associated with this case\";9 and \"a bias or hostility toward Joshua's counsel.\"10 Although this should go without saying, I want to remind Joshua's counsel that, while I ruled against them on five of the six arguments they advanced, this does not mean that I harbor any bias against or hostility toward them. 11 For the record, I have no \"predispositions,\" \"negative attitudes,\" or \"bias or hostility\" toward Joshua's counsel. I did indeed express dismay over the attorneys' fees that have been paid to all of the 8Motion for Reconsideration at 2. 9Motion for Reconsideration at 3. 10Motion for Reconsideration at 7. 11\"The Judge must not like me\" is a refrain usually sung by lawyers who have just been called to the bar--when a lawsuit doesn't tum out exactly as they had wanted. Experienced lawyers generally resist the temptation to raise this claim. -7- A072A (Rev.8/82) attorneys in this case--! believe that was a subject that called for comment during my discussion of the long history of this case. Likewise, the concerns I expressed about LRSD's decision to pay Joshua's counsel $700,000 for performing monitoring work for which Judge Wright ruled Joshua's counsel had already been paid ( docket no. 2821) and the $48,333.33 per year that LRSD agreed to pay Joshua's counsel for performing monitoring work under the Revised Plan are directly supported by detailed citations to the record 12--not speculation or conjecture--and also deserved to be mentioned in my review of the history of this case. As I stated in the Memorandum Opinion, counsel for both LRSD an,d Joshua should have done a better job of documenting the reasons for the payment of these attorneys' fees and the precise role of Joshua's counsel in receiving monthly payments from LRSD to monitor its compliance with the Revised Plan. However, in reaching that conclusion, I was guided entirely by the plain facts contained in the record and not by any \"preconceived ideas\" or a \"bias or hostility toward Joshua's counsel.\" Fifth, Joshua argues that: (a) because I discuss the fact that the OD M's staff and budget have more than doubled since its creation, I am implicitly criticizing \"Judge Wright's actions and the Court of Appeals for requiring the creation of the office in the first place\"; 13 (b) I \"may be I signaling that [I] want to end the role of the ODM as that role was established and created by the Eighth Circuit\"; 14 and ( c) I may be trying to infer that \"Joshua take over the roie of ODM with respect to monitoring at a rate of approximately $49,000 per year.\" 15 No one could fairly read the 12See Memorandum Opinion at 33-35 and 38-44. 13Motion for Reconsideration at 6. 14Motion for Reconsideration at 7. 15Motion for Reconsideration at 7. -8- A072A (Rev.8/82) Memorandum Opinion as stating anything within shouting distance of these three farfetched notions. As I repeatedly noted in my Memorandum Opinion, Judge Wright did an outstandingjob of presiding over this case for eleven long years, during which time she faithfully and skillfully decided well over a thousand motions. Nowhere do I implicitly or explicitly direct any criticism toward her. 16 Likewise, my Memorandum Opinion makes it clear that I believe it was a good idea for the Eighth Circuit to create the ODM so that the district court and the Eighth Circuit could ensure \\. that each of the three school districts complied with their many desegregation obligations. Obviously, it is important for the ODM to continue its monitoring work until each of the three school districts is declared to be unitary and released from further supervision by the court. At this point, my only concern is that the ODM operate as frugally and efficiently as possible in going forward with its monitoring of the now much less onerous single remaining compliance issue for LRSD and the desegregation obligations that remain in effect for NLRSD and PCS SD. Finally, Joshua's counsel are absolutely correct that, in my Memorandum Opinion, there \"surely cannot be an inference that Joshua was [to] take over the role of ODM with respect to monitoring at a rate of approximately $49,000 per year ... . \" There is no such \"inference\" or \"implication.\" Sixth, Joshua argues that they should be allowed to present additional evidence ofLRSD' s alleged noncompliance with other sections of the Revised Plan. Substituted Motion for Reconsideration at 10-11. In support of this argument, Joshua alleges that \"the court previously 161 do not understand how counsel can possibly discern (or divine) any such criticism in the Memorandum. -9- AO 72A (Rev.8/82) instructed Joshua not to present any of that evidence [on LRSD's alleged failure to substantially comply with its obligations regarding faculty and staff, student assignment, special education and related programs, parental involvement, and school construction and closing].\" This is not true. It is an after-the-fact assertion. On May 9, 2002, I entered an Order (docket no. 3598) explaining in detail how I intended to proceed in conducting up to five days of hearings on the remaining issues Joshua had raised in their challenge to LRSD's request for unitary status. Four pages of that Order were devoted to discussing what transpired during the December l l., 2001 hearing before Judge Wright, which was held to discuss the remaining grounds for Joshua's challenge to LRSD's substantial compliance with the Revised Plan. Id. at 9-12. The May 9 Order pointed out that, during the December 11 hearing, Joshua's counsel attempted to raise numerous new grounds for challenging LRSD 's alleged noncompliance after they had rested their case on what they viewed as their three strongest grounds--lack of good faith, failure to comply with obligations related to AfricanAmerican achievement, and student discipline. Judge Wright ruled that Joshua could present evidence on three remaining grounds for noncompliance: advanced placement courses; guidance counseling; and extracurricular activities. In addition, she ruled Joshua could present additional evidence of LRSD's alleged lack of good faith, but only to the extent that evidence was related to advanced placement courses, guidance counseling, and extracurricular activities. Judge Wright also made it clear that, after she had heard the evidence on these three remaining areas of alleged noncompliance, she would decide the question of unitary status. Joshua's counsel responded: \"That 's fin e, Your Honor.\" (Docket no. 3597 at 36-37.) Consistent with Judge Wright's ruling during the December 11 , 2001 hearing, the May 9 -10- A072A (Rev.8/82) Order provided that I planned to conduct up to five days of additional hearings on unitary status, during which Joshua would be allowed to present evidence of LRSD's alleged noncompliance with its obligations related to advanced placement courses, guidance counseling, and extracurricular activities. In addition, I allowed Joshua to present noncumulative evidence related to: (a) LRSD's lack of good faith, but only to the extent that it was related to advanced placement courses, guidance counseling, and extracurricular activities; and (b) how LRSD 's alleged failure to comply with its obligations regarding advanced placement, guidance counseling, and extracurricular activities adversely affected the aca~emic achievement of African-American students (docket no. 3598 at 13-14). I hardly see how the May 9 Order could have been any clearer in setting forth the precise ground rules regarding Joshua's three remaining challenges to LRSD's substantial compliance with the Revised Plan. Joshua's counsel raised no objection to the May 9 Order, and, after completing three additional days of evidentiary hearings on July 22-24, 2002, Joshua's counsel rested their case challenging whether LRSD should be declared unitary. Under these circumstances, there is no basis for Joshua's counsel to argue that the court \"instructed\" them not to present evidence ofLRSD 's alleged noncompliance with numerous other provisions of the Revised Plan. Joshua's counsel agreed, flat footedly, to the ground rules for conducting the hearings on unitary status, including the six specific areas of the Revised Plan under which they challenged LRSD's substantial compliance. It is far too late for Joshua to argue that they should be allowed to engage in piecemeal litigation by raising additional grounds for attacking LRSD's substantial compliance with the Revised Plan. Again--one last time--the grounds delineated by Judge Wright and me, and agreed to by all counsel, were fully litigated. -11- AO 72A (Rev.8/82) I do not know how to put it any more plainly than that. IT IS THEREFORE ORDERED that Joshua's Substituted Motion for Reconsideration be and it is hereby DENIED. IT IS FURTHER ORDERED that Joshua's Motion for a New Trial or in the Alternative Motion for Relief from Judgment or Order be and it is hereby DENIED. nf DATED this day // of October, 2002. -12- /)J v_J ~ . ~ L!l UNITED STATES DISTRICTJU~ THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH tULE 58 AND/OR 79(a) FRC ON 10 I 1 / o 2.. BY D ~VI , () AO 72A (Rev.8/82) ECEIVEf OCT 1 2 2002 OFRCE GfSEGREGATtnN ;\\\\'.: lilTGRING EAsrM~l~~gl!2b IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS OCT 1 1 2002 LITTLE ROCK DIVISION JAMES W. Mc By: A K LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, ET AL. ORDER PLAINTIFF DEFENDANTS INTERVENORS INTER VEN ORS In a letter dated and delivered to me on October 1, 2002, counsel for Joshua requested that I modify or clarify: ( a) various aspects of the compliance remedy contained in the September 13, 2002 Memorandum Opinion (the \"Memorandum Opinion\") declaring LRSD to be partially unitary; and (b) the role of Joshua and the ODM in performing future monitoring work in this case. Later that day, I entered an Order ( docket no. 3680), stating that I intended to :treat the letter as \"a motion of some kind.\"1 In a letter dated October 9, 2002, counsel for Joshua wrote me a \"supplement\" to their October 1, 2002 letter. Attached to this Order is a copy of the October 9 letter. On October 7, 2002, LRSD filed its Response to Joshua's October 1, 2002 letter (docket no. 3681 ). Because I see no reason to await LRSD's Response to the matters raised in Joshua's 1A copy of the October 1 letter is attached to my Ord~r. A072A (Rev.8/82) October 9 letter, I will proceed to address the merits of the reliefrequested by Joshua's counsel in both of those letters. As a threshold matter, I want to clarify how I view these two letters. On September 24, 2002, Joshua filed a Substituted Motion for Reconsideration (docket no. 3678) requesting that I clarify or modify many aspects of the Memorandum Opinion. Because both of Joshua's letters are seeking reconsideration of still other aspects of the Memorandum Opinion, I will treat those letters as a \"Supplement\" to their Substituted Motion for Reconsideration and address in this Order only those arguments raised in that \"Supplement.\"2 In the future, I think it will be best if all counsel file motions--not letters--raising any issues that they believe require my attention. I should not be copied on general correspondence amongst counsel. First, Joshua's counsel request that I clarify the monitoring obligations the Memorandum Opinion imposed on them with regard to LRSD's compliance with 2.7.1 of the Revised Plan. I shall do so. In 1990, Joshua's counsel made the commitment to participate in a monitoring system to ensure that LRSD, NLRSD, and PCS SD complied with their desegregation obligations under the 1990 Settlement Agreement. See Memorandum Opinion at 34. Later, in approving that Settlement Agreement, the Eighth Circuit recognized that counsel for Joshua were \"the best  defenders and guardians of the interests of their own clients.\" LRSD v. PCSSD, 921 F.2d 1371, 1386 (8th Cir. 1990). Between 1990 and 1998, Joshua's counsel participated in monitoring 2In a companion Order that I am entering contemporaneously with this Order, I have addressed and rejected the arguments raised by Joshua in their Substituted Motion for Reconsideration. -2- A072A (Rev.8/82) LRSD's compliance with the 1990 Settlement Agreement and the 1992 Desegregation Plan.3 After Joshua and LRSD implemented the Revised Plan in 1998, Joshua's counsel entered into an agreement with LRSD to monitor its compliance with the Revised Plan, a task for which LRSD agreed to pay Joshua's counsel $48,333.33 per year.4 Thus, for the last twelve years, Joshua's counsel have been involved with monitoring LRSD's compliance with its desegregation obligations . . In Section VII.A., B., and C. of the Memorandum Opinion, I outlined the Compliance Remedy LRSD must implement in order to comply with its remaining obligations under  2. 7. l of the Revised Plan. Because I believe that Joshua's counsel have an ethical obligation and professional duty to monitor LRSD's compliance with its obligations under  2. 7. l , I provided a monitoring role for them in Section VII.D of the Memorandum Opinion. I intended for Joshua's counsel to continue to perform their monitoring role according to the same procedure they and LRSD have followed for many years in this case. One could read the October 1, 2002 letter as suggesting that Joshua's counsel only intend to continue to monitor LRSD's compliance with 2.7.1 of the Revised Plan if they are ordered to do so by me. I do not believe I can force Joshua's counsel to perform monitoring duties--something that I may have mistakenly assumed they wanted to continue to do. I will leave it up to Joshua's counsel to decide if they have an ethical duty and professional obligation to 3Judge Wright ruled Joshua's counsel were not entitled to receive attorney's fees for any monitoring work performed after the Eighth Circuit's approval of the 1990 Settlement Agreement (docket no. 2821). While that ruling was on appeal to the Eighth Circuit, LRSD voluntarily agreed to pay Joshua's counsel $700,000 forperformingthatmonitoringwork. See Memorandum Opinion at 33-35 and 38-44. 4See Memorandum Opinion at 42. -3- AO 72A (Rev.8/82) continue monitoring LRSD's compliance with its sole remaining obligation under the Revised Plan. I hope Joshua's counsel resolve that question in favor of continuing their long-standing commitment to monitoring LRSD's compliance with its desegregation obligations. However, since they complain about my expressly directing them to continue monitoring LRSD's compliance with  2. 7 .1 of the Revised Plan--something I never expected to hear--I believe I must now modify Section VII.D. of the Memorandum Opinion to read as follows: Joshua may monitor LRSD 's compliance with  2. 7 .1 and, if they choose to do so, they should bring to the attention of LRSD, on a timely basis, all problems that are detected in its compliance with its obligations under  2.7.1, as those obligations are spelled out in this Complianc'f: Remedy. Thereafter, Joshua and LRSD must use the \"process for raising corripliance issues\" set forth in  8.2, et seq., of the Revised Plan to attempt to resolve those compliance issues. If those efforts are unsuccessful, Joshua shall present the issues to me for resolution, as required by  8.2.5. Any such presentation must be timely. Regardless of whether Joshua's counsel continue to monitor LRSD's compliance with  2. 7 .1, the ODM staff most certainly will continue their close monitoring ofLRSD 's compliance with that section of the Revi_sed Plan. I have every confidence that the staff of the ODM will carefully monitor LRSD's implementation of the Compliance Remedy I have ordered under 2.7.1 of the Revised Plan. If Joshua's counsel decide to continue with their monitoring role, which is independent from the monitoring work performed by the ODM, the preceding paragraphs of this Order make it clear that I expect them to follow the same monitoring practices they have followed for years in this case. I expect counsel for Joshua and LRSD to cooperate and work together to ensure that things go smoothly with regard to monitoring LRSD's implementation of its obligations under  2. 7 .1. However, if actual disputes arise regarding monitoring, I will be available to resolve them. -4- A072A (Aev.8/82) Second, Joshua's counsel makes an unsupportable and speculative statement that certain unspecified\"comments\" in the Memorandum Opinion \"indicated that [I] do not foresee orrequire a continued responsibility for monitoring of the intensity which the Court of Appeals for the Eighth Circuit required.\" This assertion simply is not true. I will expect and require the ODM staff to work hard every day to ensure that all three school districts fully comply with all of their remaining desegregation obligations. Of course, for LRSD, these obligations are now far less onerous than they have been in the past. Likewise, NLRSD has already been declared unitary with regard to several ofits original desegregation obligations. In other words, while I will expect ' and require the ODM staff to diligently and fully discharge their obligation to monitor the three school districts, the reality is they now have far fewer obligations. Finally, in Joshua's counsel's October 9, 2002 letter, they request that I conduct a hearing to clarify the role of the ODM. I find there is no need for any requested clarification of the role of the ODM--much less for a hearing on that subject. I feature myself capable of directing the ODM staff in performing their ongoing duties as monitors. IfI waiver in this belief, I may, at that time, call on counsel for suggestions. Of course, if Joshua's counsel determines that the ODM staff is not adequately discharging its monitoring duties, I would expect them to immediately file an appropriate motion. In closing, let me repeat the comment I made in my companion Order addressing the merits of the arguments made by Joshua in their Substituted Motion for Reconsideration: \"I have given this case my best shot, and, if counsel for Joshua or LRSD believe that I have erred, they should appeal my decision to the Court of Appeals for the Eighth Circuit.\" No more paper should -5- A072A (Rev.8/82) be wasted in asking me to reconsider aspects of my September 13 Memorandum Opinion or to clarify roles or responsibilities associated with the Compliance Remedy. That's myrulin'. If any party perceives error, that party should get its best hold and go to the Eighth Circuit. IT IS THEREFORE ORDERED that Joshua's Supplement to their Substituted Motion for Reconsideration be and it is hereby DENIED. IT IS FURTHER ORDERED that Section VI.D. of the Memorandum Opinion is modified to read as set forth, supra, at 4. TM DATED this day / ( of October, 2002. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 7~ ON IO '\" l Q-Z... gy_j-\"\"'-=;~,,,__,_~- -6- JOHNW. WALKER SHAWN CHILDS Honorable William R.Wilson United States District Judge 600 W. Capitol Suite 149 Little Rock, Arkansas 72201 Re: LRSD v. PCSSD Dear Judge Wilson: JOHN W. WALKER, P.A. ATTORNEY AT LAw 1723 l3RaADWAY Lrrru: RoCK, .Aluw.SAS 7.2206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 Via Facsimile: 604-SJ 49 October 9, 2002 0FCOtlNsEL ROBERT M~,'!..~ DONNAJ.M=r 8210 liENi\u0026gt;KRSON Ra.\\n Ll'rrl.P. Ro~ AIKANSAs 72210 PHONE: (501) 872-8426  FAX (501) 372-8428 EMAn.: mcliemyd@s1rbell.net Tiris is a supplement to my letter motion of October 1,2002. I appreciate the Court treating it as a motion, although I did not so couch it, and I believe that the appropriate action taken by the Court in inviting the parties to react will be most useful. I believe that it is important for me to specify, however, what Joshua believes it would be appropriate for the Court to do with respect to clarifying the monitoring role of the Office of Desegregation Monitoring. I am therefore asking that the Court conduct a hearing: (a) to identify the instructions received by the Office of Desegregation Monitoring (later referred as the ODM) regarding monitoring and reporting in reference to the LRSD's Motion for Unitary Status; (b) to consider whether the instructions received by the ODM were consistent with the earlier identification of ODM' s role as set forth by the Court of Appeals for the Eighth Circuit; and ( c) to identify with greater particularity ODM' s monitoring and reporting role regarding the three school districts, If the Court is inclined to have me formalize my October 1, 2002 letter and today's letter in motion fonn, I will be happy to do so. I am also writing to observe that the Joshua Intervenors filed a Motion for Reconsideration within the time allowed by law and that there has no response filed by either party within the rule time to our motion. Local Rule 7.2(b) requires that any party opposing our motion shall file such motion within eleven days. By my count, any opposing party should have filed its opposition not later than October 4, 2002. Today is obviously October 9, 2002. I am not aware that the Court has a received a Motion to Extend the Time and I have not had a request from any counsel regarding an extension of such time. Page Two October 9, 2002 Accordmgly, we request that the Court role on the motion. JWW:lp cc: All Counsel of Record Ms. Ann Marshall Brown .!!.trorne\"J at Law 17:Z3 Broadwcy Ltrrle Rod; A:rkar..s:::s 72206 Telephone (501) 374-3758 .F'zc (501) 37-! '.1187 Fil TR..4.J.~SlV1ISSION COv'JER SERET p A ...:!.. 0 ..c:-1 . Date: [ To: [ Fa..\"C: l _..... .,3.c;.....c..-7 .f.. .-.o ~L-..::cJV;___ ____,7 Re: ,. ' Sender: [_= =~===l)==========; YOU SHOu'LD RECElr'\"E [_ __ (including cover sheer)} PA.GE(S), INCLUDING l'EJS COVER. S,~'f.T IF YOU DO NOT RECEIVE ALL THE PAGES, PLEA.SE CALL \"\u0026lt;(50]) 374-3758\u0026gt;n T.he information comaineci. :in this fu:!:im:ile m~sage is attorney privilegea and couficientfal infomiation mrended only for tb.e use of 'die indivirlulll or en.tit\u0026lt;/ nllm.ed. above. Ii tile re:icier of mis mem1ge is il.Ot the intended reci:pienr, or me employee or agenr res-pons,\"bie to de!.iver re to the intended. recipient, you sre b.ereoy aoti:iied ilim any disse::nination. di.'1ri\"ouiion or copying of cllis commuuicarion is .rtricrly prohibited. If you b.ave received. this c.onmumic:ition in c!l:IOr. p1C3.!e immedi.\u0026amp;e notify us by telephone. md = cb.e ongmal message .a l.l.'l at tile above address via rb.e U.S. Post.l.l Sc:~iice. Ti:um.k you. RECEIVED OCT 1 6 2002 OFACE OF DESEGREGATION MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NIRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. THE JOSHUA INTERVENORS' MOTION FOR RELIEF CONCERNING THE ODM BUDGET DEFENDANT INTER VEN ORS INTER VENO RS The Joshua Intervenors respectfully move for the entry of an order for the parties' participation in the establishment of the budget for the Office of Desegregation Monitoring, in accordance with the decision of the Court of Appeals for the Eighth Circuit in Little Rock School District v. Pulaski County Special School District No. 1, 971 F 2d. 160, 166 (8th Cir. 1992). This motion is based upon the following allegations and the accompanying memorandum. 1. It has come to the attention of the Joshua Intervenors that this court is in the process of reducing the ODM staff and budget. A member of the ODM staff affected by staff and budget reductions planned by the court has contacted counsel for these intervenors with regard to her legal rights. 2. In LRSD v. PCSSD, supra, the Court of Appeals for the Eighth Circuit articulated the 1 rights of the parties with regard to the establishment fo the ODM budget. To this point, it appears that the court plans to make reductions in the ODM budget and staff without affording the parties the opportunity for participation in the budget-setting process, identified by the Court of Appeals. 3. The Joshua Intervenors concern about this matted~ magnified by the virtual non-use of ODM in the process of determining whether the LRSD had attained unitary status. That is, the court's lengthy opinion is silent on the question of the court's requesting ODM to report on any particular aspect of LRSD' s compliance with the Revised Plan, evidencing that no such request was made. 4. Appeal of the court's merits decision is likely. Any contemplated change in ODM's staffing level should take account of the fact that the Court of Appeals will have the final word - (absent Supreme Court review) on the scope of the LRSD's remaining plan obligations. 5. Alternatively, ODM' s staffing and budget should not be such that it is unable, in the future, to monitor the three districts ' compliance with remaining plan obligations in the manner contemplated by the Court of Appeals. Wherefore, the Joshua Intervenors respeqtfully pray that the court: a. provide the parties access to documents exchanged between ODM and this court concerning ODM staffing and the ODM budget (in th past and in the future): and b. permit the parties to promptly review, analyze, question, and make recommendations concerning or objections regarding the ODM budget and elements thereof, prior to their implementation. Respectfully submitted, 2 /', /) / 1 I ,I I ,  Ro 22 Locust A venue Lexington, MA 02421 781-862-1955 Mass. 405900 ohn W. Walker ~ John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 AR 64046 . - . CERTIFICATE OF SERVICE 3 RECEIVED OCT 1 6 2002 OFACE OF OCT :  DESEGREGATION MONITORING JAM Es 'J1J fi,_ r- r , ~ IN THE UNITED STATES DISTRICT \u0026amp;'!JllT_  f. ~-A\u0026lt; EASTERN DISTRICT OF ARKANSAS -- WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT ~S. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEFENDANT INTER VENO RS INTER VENO RS THE JOSHUA INTERVENORS' MEMORANDUM CONCERNING THE ODM BUDGET The Joshua Intervenors respectfully submit this memorandum in support of their accompanying motion for relief concerning the ODM budget. It has come to the attention of the Joshua Intervenors that this court is apparently in the process of reducing the ODM staff and budget. In a 1992 decision, the Court of Appeals identified the roles of the court and the parties in the establishment of the ODM budget. See Little Rock School District v. Pulaski County Special School District No. 1, 971 F 2d. 160, 166 (8th Cir. 1992). The motion seeks to insure that the parties have the opportunity for participation identified by the appellate court. A viable ODM is important to these intervenors because in their counsel's view the ODM was not given by the court the role envisioned by the Court of Appeals in the process for  determining court that the LRSD had attained unitary status in most areas. Intervenors' counsel 1 want to guard against a like result in the future. . ,1/ J ff -4? . IC7Ju L / ) ~ ,,y~/4 Robert Pressman t- 22 Locust A venue Lexington, MA 02421 781-862-1955 Mass. 405900 I I :..- / Respectfully submitted, . . 46 John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 CERTIFICATE OF SERVICE I do hereby certify that a copy of the foregoing motion has been to all counsel of record on this r, day of October, 2002. )  ,- / / ,-) ( ./ J26 7 : /_,,,/ \u0026lt;\"// / -1 :./ c)---r. '-1 - 1  /, r ,1 ,J\\ 'l,/.v,__(,'f 1 1-v ,: __,,, 2 RECEIVED OCT 1 7 2002 OFACEOF DESEGREGATION MONITORING UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. MRS. LOREN JOSHUA, et al. KATHERINE KNIGHT, et al. ORDER OCT '1 C 2002 JAMES \\'I'. L'i -=RK Qy: ___ -\"t.L--=ll'~.\u0026amp;..\u0026lt;;::;:,...,..,.~~ Defendants Intervenors Intervenors Joshua Intervenors have filed a pleading entitled \"The Joshua Intervenors' Motion for Relief Concerning the ODM Budget.\" Paragraph 4 of this pleading reflects that, \"(a)ppeal of the court's merits decision is likely.\" If an appeal is to be taken, Joshua's motion is considerably premature. Following the procedure used in the past in this case (and Eighth Circuit directives), once a proposed budget is submitted by the ODM, I will enter an Order attaching a copy of the proposed budget and will provide all parties an opportunity to file objections or comments. ! To my knowledge, no proposed budget has yet been submitted, and; if an appeal is taken, it is unlikely that there will be any significant changes in the budget until the appeal is decided. Accordingly, because Joshua's motion is premature, it is denied, without prejudice. rfl IT IS SO ORDERED this 11_ day of October, 2002. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR~(~ ON\\o \\ l~ 10 2..- 8YJ\u0026gt;.1~~~-;;_=.....- U. S. DISTRICT JUDGE { .,, 6 8 8 RECEIVED IN THE UNITED STATES DISTRICT COURT OCT 2 1 2002 EASTERN DISTRICT OF ARKANSAS OFACE OF WESTERN DIVISION DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL  DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEFENDANTS INTERVENORS INTERVENORS PCSSD MOTION FOR APPROVAL OF MIDDLE SCHOOL SITE PCSSD for its motion, states: 1. Plan 2000 requires that: \"An elementary school, located around 145th Street and a middle school or junior high school in the Crystal Hill/Maumelle area will be built.\" 2. The PCSSD proposes to acquire a site located at Carnahan and Murphy Drives in Maumelle, Arkansas and to construct its new middle school there. 3. The PCSSD proposes to build a school with a capacity of 1,000 students and to reserve 200 seats for M to M students. 4. The history of the site selection process, statistical projections concerning racial balance and other pertinent information is set forth in the accompanying memorandum. WHEREFORE, PCSSD prays that its motion be granted and for all proper relief. 373871-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 CERTIFICATE OF SERVICE On October 22, 2002, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 373871-v1 2 Mr. Dennis R. Hansen Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. 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 RECEIVED IN THE UNITED STATES DISTRICT COURT OCT 2,i 2002 EASTERN DISTRICT OF ARKANSAS OFACE OF WESTERN DIVISION DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEFENDANTS INTERVENORS INTERVENORS MEMORANDUM IN SUPPORT OF PCSSD MOTION FOR APPROVAL OF MIDDLE SCHOOL SITE Plan 2000 Plan 2000 requires that: \"An elementary school, located around 145th Street and a middle school or junior high school in the Crystal Hill/Maumelle area will be built.\" This Court approved a district-wide conversion to middle schools on June 4, 2001. Accordingly, this request is specifically to build a middle school to be located at Carnahan and Murphy Drives, Maumelle, Arkansas. A Brief History 1. Pine Forest Elementary School remains the only PCSSD school within the city limits of Maumelle. Pine Forest Elementary School was built in 1980. The present capacity of the school as used this year is 556 .. Maumelle was incorporated in 1985 with a population of 4,359. Today, the population of Maumelle is approximately 10,557. 369448-v1 2. Since its inception as a town in the 1960s, junior and senior high students from Maumelle have all been bused to Oak Grove Junior-Senior High School. As noted in previous filings with this Court, the PCSSD desires to convert Oak Grove into a 9-12 high school and to construct a 6-8 middle school to substitute for the current Oak Grove Junior High School. 3. Currently, Pine Forest Elementary, which would jettison its sixth grade under this proposal, can accommodate only 63% of K-6 children residing in Maumelle. The remainder are currently bused to either Crystal Hill Elementary or Oak Grove Elementary. Under this proposal, both Crystal Hill and Oak Grove Elementary would become K-5 schools. 4. To accommodate current M to M sixth graders at Crystal Hill and to otherwise help realize a fully intergraded middle school, the PCSSD would reserve 200 seats at the new middle school for M to M students. 5. The PCSSD Board of Directors voted 6 to Oto seek approval for a school located within Maumelle at their meeting held on November 13, 2001. Advantages of a Maumelle Site 6. The proposed school will allow the PCSSD to move toward completing its conversion to the middle school system and will relieve over-crowding at the landlocked Oak Grove Campus. 7. The proposed school will allow the PCSSD to establish a middle school with an interdistrict feature offering more choices and grade levels particularly for those LRSD students who currently attend Crystal Hill Elementary. 369448-v1 2 8. The PCSSD proposes to construct the school with a capacity of'1,000 students providing room not only for the 200 seats reserved for M to M students 1, but also space for students who can be attracted from the local charter school, area private schools and children who are currently being home-schooled. 9. The PCSSD proposes to begin construction by April 1 of 2003 so that the new facility can be open for education by August of 2004. The PCSSD requests approval of this motion as early as reasonably possible so that sites specific work can be completed prior to the April 1, 2003 commencement of construction. 10. The PCSSD proposes to pay for the acquisition and the construction of the school by re-financing existing debt as approved by the voters on September 17, 2002. The Site Selection Process 11. On January 17, 2002, Dr. Henderson, then Assistant Superintendent for Support Services and now Interim Superintendent, addressed approximately 150 parents at the Pine Forest PTA meeting regarding the progress toward selecting a site for a new middle school. Five different proposed sites were highlighted. 12. On February 4, 2002, Dr. Henderson addressed the Crystal Hill Elementary PTA meeting. Again, approximately 150 parents were in attendance and the same five proposed sites were reviewed with them. 13. Dr. Henderson addressed the Oak Grove Elementary PTA meeting on March 5, 2002. Approximately 90 parents were in attendance. On this occasion, seven 1 By agreeing to this reservation, the PCSSD is assuming that M to M funding as currently configured and provided will remain in effect for the foreseeable future. If such funding is reduced or eliminated in the future, the continued reservation of such seats would likely prove impossible. 369448-v1 3 proposed sites were described. 14. By letter dated March 13, 2002, Dr. Henderson invited the Joshua lntervenors to serve on the Site Selection Committee. By letter dated March 15, 2002, Mr. John Walker, on behalf of Joshua, declined the invitation to participate. 15. By memo dated March 19, 2002, the Pulaski Association of Classroom Teachers nominated Diane Jones to serve on the Site Selection Committee, as a Knight intervenor. 16. By memo dated March 14, 2002, the principal of Crystal Hill Elementary School forwarded the names of four parents who desired to serve as members of the Site Selection Committee. One of those is a parent of an M to M student attending Crystal Hill. Oak Grove and Pine Forest Elementary Schools provided a bi-racial list of committee members by telephone. 17. A preliminary meeting of the Bi-Racial Site Selection Committee, which included representatives of ODM, was held on April 23, 2002, at Pine Forest Elementary School. 18. The second meeting of the Site Selection Committee was held on April 29, 2002, at Crystal Hill Elementary School. As part of this meeting, the Committee physically visited the seven possible sites. 19. As the process continued, some of the sites were deleted for various considerations including costs and lack of availability. 20. A copy of the minutes of the meeting held on April 29, 2002, is attached as Exhibit A. It includes capsule descriptions of each site evaluated including information concerning costs. 369448-v1 4 21. The next meeting was held May 8, 2002, at Oak Grove Elementary School. 22. A revised list of the Site Selection Committee members as of May 1, 2002, is attached as Exhibit B. 23. At the Oak Grove meeting, an initial vote was taken to rank the available sites. A final meeting was held on June 10, 2002, at Pine Forest Elementary School. At the end of the process, the site described in Paragraph 1 of this memorandum was selected by the Committee and approved by the School Board. Statistical Considerations 24. As part of the Court approved process for building Crystal Hill Elementary School, the PCSSD agreed to reserve up to 399 seats at Crystal Hill for transferring LRSD students. The construction of the middle school would eliminate the sixth grade at Crystal Hill. It is appropriate to reserve, at a minimum, that prorata number of seats at the new school for LRSD students. 25. Excluding pre-K, there are seven grades at Crystal Hill including kindergarten. This equates to 14% of the seats. 14% of 399 is 56 seats. 26. This number, however, is not sufficient to reach the long-standing PCSSD goal of a minimum of 20% African American students at every school. Accordingly, the PCSSD proposes to reserve a total of 200 seats for eligible M to M transfers at the new school. This would provide 10% of the African American student body if the school is built to house 1000 students. 27. This number coupled with the African American student population currently residing in the Crystal Hill, Pine Forest and Oak Grove zones will be sufficient 369448-v1 5 to safely populate the new school at at least 20% minority. An examination of the current fourth, fifth and sixth grades at those referenced schools demonstrates this projection. Crystal Hill Pine Forest Oak Grove 4\"' Grade Black Students 4\"' Grade Black Students 4\"' Grade Black Students MtoM Resident Total MtoM Resident Total MtoM Resident Total 51 51 2 9 11 5 9 14 5'\" Grade Black Students 5'\" Grade Black Students 5'\" Grade Black Students MtoM Resident Total MtoM Resident Total MtoM Resident Total 51 51 0 20 20 1 6 7 61 \" Grade Black Students 6'\" Grade Black Students 6'\" Grade Black Students MtoM Resident Total MtoM Resident Total MtoM Resident Total 38 38 3 8 11 4 17 21 140 140 5 37 42 10 32 42 28. To make the projection, one should consider both the M to M students currently attending 41 \\ 5th and 6th grade at these schools, together with the resident African American population in these zones. This totals 224 students. This number, as compared to 1,000 seats, projects a minimum population of over 22% African American at the new middle school. 29. Overall, the latest census figures project 7 40 school children between the ages of 12 and 15 years old will be resident within the city limits of Maumelle by the . - year 2005. (Please see Exhibit C). This, together with the students who will be transferred from the Oak Grove area together with the projected M to M students, dictates sizing the school to accommodate 1,000 students. Staffing 30. There should be no negative affects on current staffing. While the Oak Grove Junior/Senior High will be no more, the new middle school will require similar, if not identical, administrative staffing. 369448-v1 6 31. The same students who are currently taught at the sixth grades at the three elementary schools will simply attend the new middle school. The same students who would be seventh and eighth graders at Oak Grove Junior/Senior High School will simply be attending the new middle school but will require the same number of teachers as the District currently employs at the sixth grade in the elementary schools and at the seventh and eighth grades at Oak Grove. Attendance Areas 32. The \"attendance zone\" for the new middle school will be identical to the current attendance zone for Oak Grove Junior/Senior High School. Accordingly, there will be no need to change any attendance zones. Transportation 33. Currently, all secondary Maumelle students are transported from ', ... Maumelle to Oak Grove for grades seven through twelve. Under this concept, resident Maumelle students would now be allowed to attend grades six, seven and eight in their resident community but would continue to be transported for grades nine through twelve at Oak Grove High School. Those Oak Grove students currently attending Oak Grove Junior High School would be transported to Maumelle for their middle school years. The PCSSD believes that this arrangement generates greater equity for the affected communities as the transportation factor is more equally shared under the new arrangement. 34. M to M students would continue to be transported by choice. That is, since they elect to be M to M students, they are not \"assigned\" to the schools they select. Under this proposal, they would simply have the option to continue in an 369448-v1 7 interdistrict setting that includes the seventh and eighth grades and does not terminate at the sixth grade. WHEREFORE, the PCSSD prays that the Court approve the location of a new middle school located at Carnahan and Murphy Drives, Maumelle, which would reserve 200 seats for M to M transfer students and for all proper relief. 369448-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 By _ ....,...._~--..,..:....;:;=-a.__ _____ _ A nty Special s 8 CERTIFICATE OF SERVICE On October 22, 2002, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 369448-v1 9 Mr. Dennis R. Hansen Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 12201  Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 PULASKI COUNTY SPECIAL SCHOOL DISTRICT Donald J. Henderson, ED.D. Assistant Superintendent DIVISION OF SUPPORT SERVICES 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2227 Ext. 209 Fax: (501) 490-0483 Minutes of Crystal Hill/Maumelle Area Bi-Racial Selection Committee Meeting April29,2002 Dr. Don Henderson opened the meeting by handing out a_ meeting agenda and a sign-in sheet for attendees to sign. Dr. Henderson provided several handouts to the attendees and discussed each handout as .they were distributed. Comments and questions were made during the handout process. Dr. Henderson introduced Mr. Jim Sharkey, City of Maumelle, who went over the possible sites. Mr. Sharkey had several map displays that helped show the location of the sites. The sites discussed were six sites from the Maumelle area and the site adjacent to Crystal Hill Elementary owned by PCSSD. Sites 1 and 2 are owned by the City of Maumelle and land costs would be $25,000 per acre. If one of these sites is selected the City would provide an access road and utilities to the site. Site 3 is along Maumelle Boulevard north of the Kroger Store. This site originally was 19 acres but due to a recent partial sale the area now available is 12 acres. Additional acreage is available from adjacent property owners so that a 20 plus acre site could be obtained. The owners of these lands would want to do some type of land swap rather than sell the properties. Access and utilities are available to this site. Site 4 is a 19-acre site at intersection of Naylor Drive and North Odom. Asking price is $50,000 per acre. Access and utilities are available to this site. - Site 5 is a 42-acre site north of the Molex Plant. Needed acreage would be available at $1 .00/SF ($43,560 per acre). Access and utilities are available~to 1111 ___ 1111!11_IIII this site. . EXHIBIT I Site 6 is an 18-acre site owned by Baptist Health. Addition acreage is available from adjacent property owners so a 20 plus acre site could be obtained. Price is in the $2.00 to $2.50/SF ($87,120 to $108,900 per acre) range. Access and utilities are available to this site. Site 7 is property owned by PCSSD that is adjacent to Crystal Hill Elementary. Approximately 20 acres of the 30 acres originally purchased for an elementary/middle school site is available for a middle school. The property value in this area is probably in the $3.50 to $5.00/SF ($152,460 to $217,800) range. This site could be used in a land swap if needed. Following Mr. Sharkey's presentation a field trip via PCSSD school bus was made to visit each of the possible sites. The field trip concluded at approximately 8:00 PM. Next meeting of committee will be at Oak Grove Elementary on Wednesday, May 8, 2002 at 5:30 PM.  Revised 05/01/02 CRYSTAL HILUMAUMELLE AREA MIDDLE SCHOOL SITE SELECTION COMMITTEE COMMITTEE MEMBER Terri Ayers ( j. ; 12 Mine Hill ; I No. Little Rock, AR 72118 758-2861 / Russell Laster 24 Hogan Drive Maumelle, AR 72113 851-2151 j Ms. LaBrenda Cohens 1 \u0026lt;1j ').. ?- 7-022 Marche Lateral Road No. Little Rock, AR 72118 851-1717 Mr. Anthony Gross ~,- ., 10711 Mundo Road No. Little Rock, AR 72118 r t \u0026gt;.- Ms. Diane Jones _,} r  123 Ridgeland Drive  Maumelle, AR 72113 851-8188 / M s. P am Skile s ..f,. . :,.. i ,,. \".I  ': .;_ 13 Havenwood Lane 1\\ 1 Maumelle, AR 72113 753-7653 / Ms. Pam Roberts 117 Carnahan, Suite 3 : .1. :.  {:'j : i.__:,tJJ :,..., Maumelle, AR 72113 851-9300 ,11'1s. Essie Coffee .i'. 1),/ 13916 Old Maumelle Rd. Maumelle, AR 72113 851-2696 I ,. ! v'Walter Pace , l-s( i'-,  25023 Highway 365, North Maumelle, AR 72113 851-1388 :. : . \\ ~ .. ~\\ ~ REPRESENTING Crystal Hill Elementary Parent Crystal Hill Elementary Parent Oak Grove Elementary Parent Oak Grove Elementary Parent Knight Intervenors Community Person PCSSD School Board Member District Bi-Racial Committee District Bi-Racial Committee I EXHIBIT /3 -/4s. Mary Scruggs 8 Hickory Place Maumelle, AR 72113 851-8450 -l -.. .. - vl\\1r. Brent Lowrey J. :;.!' . '. (t\\.; 14505 Berberich No. Little Rock, AR 72118 803-4456 . /4r. and Mrs. Reggie Davis _  4 Holly Brook Cove :,_.\\ ';\\) I 1 Maumelle, AR 72113 851-2177 , Mrs. Nancy Foster 12 Barber Drive Maumelle, AR 72113 851-8708 / 1-Mrs. Shenel Sandidge '.  : . _ ,, 17 Pin Oak Loop (_., . Maumelle, AR 72113 \\ (_.-, :,; if_, ,. f:, ~..l 57(H) 682-7893(W) Mrs. Carol Worley 12 Stoneledge Drive i . } \\ ( . Maumelle, AR 72113 'r'.\\ r: : , , . J 851-8208 (H) ~2.1'.\"~.5~5 (W) v1'1rs . Melissa Guldin Office of Desegregation Monitoring One Union National Plaza r: ,, t ! 124 West Capitol, Suite 1895 , :\\\\ : \\ Little Rock, AR 72201 376-6200 / Mr. Horace Smith Office of Desegregation Monitoring One Union National Plaza ('.  i : 124 West Capitol, Suite 1895 Little Rock, AR 72201 376-6200 .)Mr. Richard Crider 26 Sugarloaf Loop Maumele, AR 72113 851-8846 . . .... -   ..  --  --~--- --- ......... . Oak Grove Elementary Parent , Oak Grove Elementary Parent :,u' Pine Forest Elementary Parent Pine Forest Elementary Parent Pine Forest Elementary Parent Office of Desegregation Office of Desegregation Crystal Hill Elementary Parent . ( . I ~ 's. Barbara Means '.: __ l.~ / M ... 1J, tI; t ,.;-,L. .. ~_r j \"J tv'~ ,'\\\\\": _. 13500 Ridgehaven Road G ; . \\( U i C ..-r \u0026lt; ,.\\ Little Rock, AR 72211 223-8477 Dr. Donald J. Henderson. 925 East Dixon Road Little Rock, AR 72206 490-6209 Dr. Martha Johnson 925 East Dixon Road Little Rock, AR 72206 490-6205 Mr. Jim Sharkey, CCD Director Community and Economic Development 550 Edgewood Drive, .Suite 590 Maumelle, AR 72113 Mr. Junius Babb Assistant Superintendent Little Rock School District 501 Sherman Street Little Rock, AR 72202 Mr. Bobby Acklin North Little Rock School District 2700 North Poplar Street North Little Rock, AR 72114 Crystal Hill Elementary Paren,t PCSSD Assistant Superintendent PCSSD Director of Equity ., . c~;s~s~,ta-_f~ ;r -\u0026lt; . -~ . Pulaski County Special School District . Pro:pQsed)\\fi:dd'}e S~bool ,.  According to the 2000 U.S. Census, 1,984 children between the ages .of 5 to 17 years old reside within-the City of Maumelle . . The average annual growth rate for.this age group w~ 4%, between the y.eatS 1990 and 2000. Based on:this continued average rate of growth, the City of Maumelle should have . approximately 2; 146 children in the-year 2002 and 2, 4l4 children in the: y~ar-2005. According to the 2000 U.S. -Census, 591 children between the ages of 12 to 15 years old . reside within the-City of Maumelle. The average annual growth rate for this age group was 4. 6%, between the years 1990 and 2000. Based on this continued average rate of growth, the City of Maumelle should have  approximately 646 children in the year 2002 and 740 children in the year 2005. According to the 2000 U.S. Census, 431 children between the ages of 13 to 15 years old reside within the City of Maumelle. Unfortunately, the U.S. Census did not obtain data on 12 to 13 year old children. Source: Mr. Jerry L. Bell Assistant Research Specialist Census State Data Center UALR Institute for Economic Avancement Tel: 501-569-8538 EXHIBIT I ~ RECEIVED C lr-D \\f- li--..J\"l'ff OCT 2 9 2002 OFACEOF DESEGREGATION MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERJ.'-J DIVISION U s OISlRICT ~~SAS EASTE.RN DISTRICT oc, 2 5 2002 JAMES W. McCORMACK, CLER~ B'f.- OE.P CLE.RK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO.I, ET AL DEFENDANTS INTER VEN ORS INTER VEN ORS MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL MOTION FOR HEARING REGARDING RELEVANCE OF 28 U.S.C. 455 TO THE PRESENT PROCEEDINGS The Joshua Intervenors respectfully move the Court to set a hearing for the purpose of determining whether 28 U.S.C. 455 has any relevance to the present proceedings. The Joshua Intervenors respectfully submit that 28 U.S .C. 455 states: (a) Any justice, judge, or magistrate [magistrate judge J of the United States shall disqualify himself in any proceeding in which his impartiality might reasonably be questions. (b) He shall also disqualify hi\"mself in the follovving circumstances: (]) Where he has a personal bias or prejudice concerning a party, or personal knowledge of disputed evidentiary facts concerning the proceeding; (2) Where in private practice he served as lawyer in the matter in controversy, or a lawyer with whom he previously practiced law served during such association as a lawyer concerning the matter, or the judg eor such lawyer has been a material witness concerning it; (3) Where he has served in governmental employment and in such capacity participated as counsel, adviser or material witness concerning the proceeding or -1- expressed an opinion concerning the merits of the particular case in controversy; (d) For the purpose of this section the following words or phrases shallhave the meaning indicated: (1) \"proceeding\" includes pretrial, trial, appellate review, or other stages of litigation; In reference to 28 U.S .C. 455(b)(2), the Comt is required to disqualify itself\"where in private practice he served as a lawyer in the matter in controversy ... \" Undersigned counsel are informed that the Honorable District Court, while in private practice, appeared in 833 F.2d 113 (8th Cir. 1987) in re: Little Rock School District vs. Pulaski Countv Special School District, No. 1., Nos. 87-2150 and 87-2363, before the United States Court of Appeals for the Eighth Circuit. The cited Opinion addressed the issue of whether Judge Henry Woods should be disqualified. The disqualification - issues had been raised by several of the parties including, notably, the Board of Education of the Little Rock School District. See attached Opinion, Exhibit A. The Court of Appeals determined \"that errors of procedure took place but we do not agree that it is reasonable to infer partiality or bias on the part the able and experienced district judge.\" The Court of Appeals apparently upheld the arguments of his honor which were made while His Honor was in private practice. The Court of Appeals did not explain its reasons in that Opinion but did so in 839 F.2d 1296, 1299. The disqualification issues, which were presented by His Honor while in private practice, were addressed in a lengthy Opinion on pages 1301, 1302 and 1303. The Court of Appeals, in that same Opinion, also addressed many of the issues which are raised or could have been raised in the present proceedings including compensatory programs in the LRSD, 839 F.2d 1306, magnet schools, 839 F.2d 1309, and teacher assignments in LRSD, 839 F.2d 1296. -2- The Court , in writing its Opinion dated September 13, 2002, included virtually all the citations from the Court of Appeals (see Exhibit B) hereto but did not refer to, mention or address these two impo1iant Opinions in which the Collli, participated as a trial attorney in private practice. Plaintiff's counsel have sought to obtain the briefs which were filed with respect to Nos. 87-2150 and 87-2363 by His Honor, while in private practice, and any other briefs or activity which address that subject and have been unable to do so in a timely fashion. Their own records are incomplete regarding those filings . Request has been made of the Clerk of the Court of Appeals, however, to retrieve such briefs of all the parties regarding the two cited cases and are informed by the Clerk of that Court that he will retrieve the file. See Exhibit C. The Joshua Intervenors request that the Court convene an evidentiary hearing for the purpose of exploring the role the Court had, if any, while in private practice with respect to the subject case. - In this respect, counsel having just learned this information, also notes that the Court has employed as a law clerk of the Court's staff one of the original lawyers who filed the instant case, Ms. Janet Pulliam. Counsel also note that at least one of Joshua counsel is a friend of Ms. Pulliam. Ms. Pulliam and her associates, however, are listed as counsel of record in at least these appellate citations; 778 F.2d 404, 407; and 959 F.2d 716. She was in association with Phil Kaplan and other counsel in833 F.2d 112 where Mr. Kaplan's name appears before the Honorable William R. Wilson, Jr. and she was in association with Mr. Kaplan in 839 F.2d 1296. This is confirmed by the fee application of counsel for the LRSD which went to the Comi of Appeals in 1992. See Exhibit D. The Joshua Intervenors believe that 28 US.C. 455 issues are raised which should be developed at a hearing. Counsel are not moving for the Court to recuse at this time; however they would like to have an opportunity to review the proceedings that are set fo1ih above and any other ,., - .) - writings to which the Court was privy, while in private practice, between himself and his client, Judge Woods. In that way, the Com1 and the pai1ies would be in a better position to address the applicability of 28 U.S.C. 455. FURTHERMORE, the Joshua Intervenors respectfully further pray that at such heaiing the Court 1) inform counsel whether the present assignment of this case to this Court considered His _Honor's earlier role in the case while in private practice, in the light of28 U.S.C. 455(b)(2); 2) the basis for the Com1's conclusion that it did not have a duty to recuse pursuant to 28 U.S.C. 455 (b )(2); and 3) request that the Court, if possible, make available to counsel copies of all briefs which His Honor has filed in this case while in private practice. '; 7 / ,. ./ , I / I .  I, . I  //\\ /--J';,( -~-+ ,/_ ~ '-c,'2-r,.;,f,-/'Lu:..._;, Robert Pressman, Mass Bar No. 40960 22 Locust A venue Lexington, MA 02421 (781) 862-1955 Respectfully submitted, Jo n W. Walker, AR Bai No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72206 (50 l) 374-3 758 (501) 374-4187 (Fax) Rickey Hick1\u0026lt;_9{ Bar No. 89235 -. Attorney at L-a:w Evergreen Place 1100 North University, Suite 240 Little Rock, Arkansas 72207 (501) 663-9900 -4- \\ CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing: hqf been serzs:9- fl -~ ,,,and U.S. Mail, postage prepaid to the following counsel of record, on this i-5 , l\\_day of cfl-. '/?-\u0026amp;..., 2002: 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 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 -5- Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rocle Arkansas 72201 Ivlr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201-3472 Mr. Richard Roachell ROACHELL LAW FIRM 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-7388 3 833 FIWERAL llEI'ORTEU, 2d SE!t!ES In 1e LJ'l\"J'LI~ HOCK SCHOOi, lllS'!'lllC'r, Petilloncr. LITTLE HOCK SCIIOOL DIS'fJtl C:r, Appellant, V. PUl,ASIU COUNTY SPECIAi, SCHOOi, DlS'l'Rl\u0026lt;.:I' NO. I, Appcllcc. Nos. 87-2150, 87-2303. United States Court of Appeals, Eighth CircuiL Submitted Nov. 3, 1987. Deciclcd Nov. 6, 1U87. Supplemental Opinion Filed l'eb. 9, 1988. l.,iligalion was hroughl involving election for school board positions. The Uniled States District Court for the Eastern District of Arkansas, Henry Woods, J., direct,. ed elections for three school board positions and nppenl was filed and petition for writ of mandate was filed asking for disqualification of district coutt judge. The Court of Appeals, Arnold, Circuil .Judge, held Lhnt: (1) fact Lhat lawyer wilh whom trial judge once practiced npp\"ared at one time in nnolher case consolidated with pending cnse did not require district court judge's disqualification, and (2) enors of procedure in p1oceeding did not give rise lo reasonable inference of parLialily or bias so as to require disqualiricalion of district courL judge. Ordered accordingly. J. Judges e,,45 Fact that lawyer with whom district court judge once practiced appeared at one lime for amicus curiae in case consolidated with and Inter severed from pending case did not warrant disquali(icalion of district court judge; consolidated case was closed case, or at most, dormant, when it was consolidated and such fleeLing and tenuous connection did not require recusal. 28 U.S. C.A.  455(n), (h)(2). l.   Herny Woods, Unile\u0026lt;I Slates Dislrlct 2. Judges \u0026lt;S=-~9(1) Procedural errors which occurred in litigation involving school board election did not give rise to reasonable inference of partiality or hias so as to require disqualification of district court judge. 28 U.S.C.A.  465(a), (b)(2). P.A. Hollingsworth, LiLtle Rock, Ark., for appellant. William R. Wilson, Jr., Little Rocle, Ark., fot Judge Woods in mandamus. Phil Kapla,i, Little Rock, Ark., for Little Rock School Dist.  Sam Perroni, Little RocU, Ark., for Rayburn. Phillip Lyon, Chicago, 111., for North Lit,. tie Rock. Before HEJi NEY, ARNOLD, and WOLLMAN, Circuit Judges. ARNOLD, Circuit Judge. The two proceedings captioned above, to gether wiLh a number of appeals raising related issues, were argued before us on November 3, 1987, in Little Rock, Arkansas. Two of Lhe many important issues p1esenled deserve immediate answers: (1) Shall the school-board election now scheduled for December 8, 1987, in the Little Rock School District (LRSD), be allowed to lake place? (2) Who shall preside over the District Court! No. 87- 2368 is an appeal by LRSD from Lhe DistricL Court's I order of October 1, 1987, directing that elections for three school-board positions be held on December 8, 1987. This order is affirmed. We find no error of law, abuse of discretion, or clearly erroneous finding of fact in the District Court's order. It is ou, understanding that LRSD is free now to pursue actively the search for a new superintendent, and that it will be free to hire someone right after the elec tion. No. 87-2160 is a petition for writ of mandamus filed by LRSD, asking us to Judge for the Eastern District of Arkansas. APPLICATlON OF WOOD 113 Cltcns833 F.211 ltJ (SlhClr. 1981) declare that Judge Woods should have dis- The judgment in No. 87-2363 is affirmed qualified himself. In the alternative, it is The petition for writ of mandamus in No. suggested that we simply direct that anoth 87-2160 is denied. We t.lirect lhnt our rnnn er judge be assigned lo this case. ln addi dates in these lwo cases issue forthwiU1 lion to the petition for mandamus, various 1 t is 50 ordere\u0026lt;l. appeals also include suggestions for Lhe disqualification of the trial judge. We are not satisfied that such drastic re1ief is ap propriate. [1] Two main grounds for recusal are urged. First, a lawyer with whom Judgt? Woods once pracLiced appeared at one Lime for an amictis curiae in a case called Cla,t, v. Board of Educ. of the Little Rock School Dist, No. LR-C-64-155. The o;otrict Court first consolidated Cla,k with the instant case, then later severed it and returned it to the docket of another judge. Disqualification is sought under 28 U.S.C.  455(b)(2), which requires disqualification \"where in private practice . . a lawyer with whom [the judge] previously prncliced law served during such association as a lawyer concerning the matter.\" We disagree with this argumenl Clark was a closed case, or at most dormant, when it was consolidated with this one, and in any event it has now been severed. We do not think that such a fleeting and tenuous con nection between the present case and the judge's p3rlner's activiLies while in practice years ago, was intended by Congress to require recusal. [21 In addition, Lhe parties seeking disqualification assert that because of certain procedural improprieties the judge's \"impartiality might reasonably be questioned.\" 28 U.S.C.  455(a). We agree that errors of procedure took place, but we do not agree that it is reasonable to infer partiali ty or bias on the part of U,e able and experienced District Judge. He has performed with diligence in circumstances that are anything but easy. We decline to re rnove him from the case.  Another opinion will be filed in due course further explaining our reasons for the conclusions expressed today with re spect to the election and disqualification matters, and addressing as well the other questions raised in these cases. In re Applicalion of Lnny A. WOOD lo Appear Before the Grnnd Jury (Misc. 85-L-02). Appcnl of UN11'ED S'l'A'fl~S of America. No. 86-1719. United SLnl.es Court of Appenls, Eighth Circuit Submilled March 10, 1987. Decided Nov. 12, 1987. Former conspirncy defendant, who w; acquilted, broughL applicalion to mnke inc vidual presentation lo grand jury concer ing allegations of perjury by F'Bl agent. United States ALtorney presented alleg lions lo grand jury, which declined to t.al acLion. Applicant then filed petition alle ing matter had not been fairly present, nnd again requesting permission to nppe before grand jury. The United Slntea D lrict Court, District of Nebraska, Wan, !{. Urbom, J., issued order lo United St.ul Attorney of Disll\"ict to make represen1 lion of matler, or applicant's petition war be granted. The United States appeal\u0026lt; The Court of Appe\u0026gt;tls, Henney, Cir\u0026lt;! Judge, held that (1) District Court's ori was proper exercise of supervisory pow and (2) order did not violate separation powers. Affirmed. f\u0026lt;'agg, CircuiL Judge, dissented w opinion. ~ --  \u0026lt;.\u0026gt; ~- ..) ---:s: -~ l-l{ - 921 F.2d 1371 (1990) 949 F.2d 253 (1991) 56 F.3d 904 (1995) 148 F.3d 956 (1998) 243 F.2d 361 (1957) .369 F.2d 661 (1966) 426 F.2d 1035 (1970) 449 F.2d 493 (1971) 465 F.2d 1044 (1972) 705 F.2d 265 (1983) 778 F.2d 404 (1985) - 971 F.2d 160 (1992) 131 F.Jd 1255 (1997) 83 F.Jd 1013 (1996) 112 F.3d 953 (1997) JOHN W. WALKER SHAWN CHILDS ivlr. j\\,fichael Gans United States Court of Appeals for the Eighth Circuit Thomas F. Eagleton Court House Room 24.329 111 South 10th Street St. Louis, MO 63102 JOHN vV. 'vVALKER, P.A. A'ITORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FA.t'C (501) 374-4187 Vi.a Facsimile - 314-244-2780 October 22, 2002 Re: Case No. 84-1543 Little Rock School District v. Joshua; Case No. 84-1620 Little Rock School District; OF COUNSEL ROBERT JVIcHENRY. P.A. DONNA J. 21-IcHENRY 8210 HENDERSON ROAD W'ITLE ROCK. ARKANSAS i2210 PHONE: (501) 372-3425  FAX (501) 372-3428 EM.ill: mchenryd@swbell.net Case Nos. 87-2150 and 87-2363 - Little Rock School District v. Pulaski County Special School Dear Mr. Gans: Would you kindly search your files and advise whether you have in your archives the briefs of the Appellants and the Appellees regarding the above captioned cases. I am panicularly interested in whether there were briefs filed on behalf of the District Court in the above captioned cases. JWW:js Thank you for your attention to this matter. ~incerely, %9 F'JWBJIJ\\L ItEPOitTJm, 2d SERJES Cl'lTl,E R\u0026lt;JCI( SCHOOL D!STR!CT. Appollant, Aune Milchell; Bob Moore; Pfl.t Gee; Pal Rayburn; Mary .T. Gngej North LiHli Roch CIDs:;room Teachers Associalion; Pula!;Jd Association rJf Clai-~room TeaChP.r~; Litf.le Rock Cl~ssroom 'J.'':!:achers Association; Al~xa Arm slron:;; I{arlos Armsfronr;; Etl Bullinv ton; 1\\h,yyam DcJ.vjs; .Jani1.::e Deni: John Harrison; Alvin 1-J.ndson; Talia Hut.Ison; Milton .Jacksoni Lor\u0026lt;2:ne Jo.~ht1a; Lesl.ie .lo!'lhu;:,.; Stacy .Joshua: Wayne .Joshuai ltatherine f{nighl: Sara Matthews; Ber.it)' Mcl{inney; .Derr iclt Milesi .hrnlCe Miles; .John M. Mi l2s; NAACPi Joyce Person; Brli1n Tnyl01:; Hilton Taylor; Par5l,a 'f~ylor: RfJbert Willingham; 1'011y~ Willi11g. ham, Jnterve11orn, V. PULASIU COUNTY SPECIAL SCHOOi, D_18TJ1ICT II I; North Little . Rock School DislrJct; Ll;!:OI\\ B:irues; Sheryl Dunn; Mac Faulhn~ri Ilichanl A. Gid, ding:,; Mari:,.rme Go::;ser; Dl111 Hind man; Shirley Lowery; Bob Lyon: GCorge A. McCrary; Bob l\\lf)rnr.; Stert Morley; Buddy R~ines; D~vid Sain: Hoh Stender; Dole Wnrd; John \\VRrd: Judy Weari Gni.inger Williams, Dcfen- 1lant-::, PhiliJl E. Kapla11; JanP.t PulH::i.mi John Bi.lheilner; F.A. Holling!'iworth, Appel lees. LITTLE llOCK SCl!OOL JJJSTHICT, Appellee, Aune Mitchell; Bob P.-'loore: Pat Gee; Piit R~Jburn; Mary .T. Gage; fforth Lilllr . Roel( Clrtl=i!'il'oorn Teachers /\\ssociation: Pul::u,ld As:mciation or Classroom Teachers; Little Reel\u0026lt; Classroom Te::tchets Assnc.ialion; Alexa J\\_rm!' it.ro11g; I{arlos An11!'itron11; Ed Dul/ingt, 111; l{huyyam Dads; Janice Deni: .Jo h 11 Hnnisun; Alvin Hut.Ison; T:1li.i ; . t: i.,l'l'TLE 1t0CJ{ SCHOOL lHS'l', \" Plll,ASIO \u0026lt;)T\\'. 8CltOOL I . 'i.l'I Cllc :i.c: 959 F.,.d 716 (IUh Cir. 1992) Huclsun: Milton Jackson; .l,ur-?:nc Josh- Sara l\\lnU:llcw:,: H\u0026lt;'cl(J' l\\'lcllin ucJ'; Hcr- 110; Le~lie. Joshua; Slncy Joshun; riclr J\\.li les; .Tn ni (e Mi.lr.:r.; Jo hn M. Wr1y11e Joshua; J(alhninc J.{nighl.; Miles; NAACP; Joy\u0026lt;:~ .Pcnm11: Bthrn Sl\\rn ~fa.Llhews: He.ckr l\\ld{ inuer; Der- Taylor: .lli ll.0 1\\ 'l':t)' lor; Par i:: hn TaJ lor; rick ~mes; Janice ntiles; .Juhn I\\'[. lloherl. \\V illi11 p. lrn 111: 'f'onJ'a Willin rr- ~liles; NAACP; Joyce Persol!; Ddan Imm, lulervcnon;, Tr1rlor; Hilto11 Taylor; Pan; lrn. Tay lor; v .  Robert Willi11ghru11: To11yn Will ing- PUl. ,\\Sl\\l CO\\JN'l'Y sn;c.u1. SCIIOOI, ham, IntervenonJ, PULASl{l COUNTY SPECIAL SCHOOL DISTRICT # I: North Little !lock School District: L(!on Barnes; Sher.\\'! D111111: J\\lnc Faullrner; Riclrn rd A. GicldingSi Mnria1111c Gosser; Don Himlmnn; Shirley i..fJtrery: Bob L)'OJli George A. l\\kCrory; Bol, Moore; Sl.c,e ~forley; Butld.r Rnines; Dadd Sain: Dab Stender; Dale \\Varel; .J ohn Wnnl; Judy Wear; Grainger Willin111s, De[en don ls, Philip E. J{nphn; .i~t1et Pullia111; .John IJilhcimer: P.A. llo ll i11gsworth, Appe/la11ls. LITJ'LE ROC![ SCHOOL DIS'l'!llCT. Appelhrnt, Anne Milchclli llolJ l\\foore; Pat. Gee; Pnf: Hayburn; l\\fory .J. Gage: Norlh Little flock C.:las~room Tcad1crs Association; Pulos-kt Assor.iation ur Classro(1m Tenchers; J ,iltle Rock Cla~sroont . Teo.chers J\\.ssodalion; Alcxn Arm-strong; Rarlos Annslro11g; Ed B11fli11r.lo11; l(hayyfuu J.)avi!';; Janice Hcnl.: John Harrison; Aldn Ilml.c;on; 'l'alin Hudson: Milton .fncksoni .Lorc11e .Jo~h. ua; Leslie .Joshua; Sl0;cy J o~ lrn :i; Wa_rne .Jo~lni:i.; !{nllt!!dne JC11 ig-llt.i IJISTl l l CT ff .l: North l,lltlc H.oclt fk hoo l Hist.rid: Leon JJ:in1 1~!;i Sher.1'1 1J111111; .t\\:lnc Ji'1111 llmer; lticJrnnl A. n it1- di 11 r,s; Muri:rnne Om:sex; ])un Jl i1111- 1tm n; Sh irlny l,nwcty: Uob L.Yon: \u0026lt;:cnrirc A. McCrnry; Hoh Moon::; Steve .l\\'lorl~y; Utu111y .1lai 11 e5; 1):1\\'id S:i i1t; Boh Sl:cntlc r; On ie \\Vnnl; John Wnnl; Jud]' Wear; (~ rai11 r~er \\V illi;1111 ~, DP.fen~ Phi.lip R Rapln11: .fmtd I1u11i:1111; Joh11 Bilheimer: P.A .. ll ollin ~!-wmth. Appcll cte,;. Nos. D.l-.tr.3R, !H-1U1R, , .. ,,1 D.l--ZIG2. United Stat.es Court: or Appe:tlf::, gight;h Circuit. Suhmitted ,fan. '1, J992. Decided Marc:li ?..!I, .lH92. .Law firm which ,eprescuted school di$ti ict in schoril de~eg-rcg:ll:io11 Ci\\SC n11plied (or att.orney fees for  ~crv icP.s rendP. rr.,1. The United Stat.e~ .Uisl.rkt Court for I.he gast.r.rn Dist.rid n( Ark~nsas, Snsa11 Web her Wrir,hl:, ,J.1 round thnt. di~trict Wt18 a prevnili11g p:ut_y, l:h:it t.l1e parties hn,I agreed l:lrnt clisl:dct would prosecute foe pct.ilions at firm~ pn~vailing 1ntet,, that di~t.rid wonlrl pay tliffcrP.nr:.c bet.ween \\.heir billed ml.rs \"ml \\ltocr.ed~ u.f nny :tU.oi:11cys1 fees award, and 1.hnt I.he p:trtir.~ hnll rnotlifir. cl their n,rrec111c11l. l,t\u0026gt; providP. that ixro11p :ind firm \\\\;ou ld split: ewinly any aw:tnl mncle h_1 the coo rt. I lir,l.rid nppe:ile,1. The Court of Appeals he.lei I.hat: (1) nmouol: of nwanl was neil .her dearly erro1H?.0115 nor ~huM of ,!iscrnl:ion: (2) (i11din1,r l.h:1t. cnt\\- 1-rnd r.xisl.ed hct:wccn clistr id: hnd firm a11d conl.enL\":: of I.Im cont.rnd w:m supported hy I.he e,,idenr.e; and (B) tlisl.ricl: w:is not e::; l: opp,~d 1-(1 dcf~nd :tj{:dn~I: conlP.nl.ion llrnt superin!:cudent had np;recd l.o firm's ptopost, I for r;o;r,o ~plit in aw~rd of :'tU.ornnys' foes . Affirmed. --:..---____ __ _ RECEIVED OCT 3 1 2002 f:t1 -o UC'.' Mn: f~.fl.JI IN THE UNITED ST A TES DISTRICT coultl5'rt:,~N 8itf~,trl 1 OFFICE OF EASTER.t\"'\\J DISTRICT OF AR.KAJ.\"'\\JSAS DC Hicr,4Jtt;SA.s DESEGREGATIOH MOHITORIHG WESTERN DIVISION JAM T 2 5 lOO By.- s VV Mccc , '2 LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL _DISTRICT NO.I, ET AL MRS. LORENE JOSHUA, ET AL KA THERINE KNIGHT, ET AL RMA.cic 'L'~F Of: P C(;;;RK DEFENDANTS INTER VEN ORS INTER VEN ORS THE JOSHUA INTERVENOR'S MOTION TO STAY REDUCTION OF ODM STAFF The Joshua Intervenors respectfully move for the entry of an order staying reduction of the - ODM staff, if any, until the final approval of the ODM budget. For cause, the Joshua Intervenors respectfully show the Court as follows: 1. On or about October 14, 2002, Intervenors' counsel learned from an African American staff member of ODM, Ms. Linda Bryant, that she had been given notice of termination as an ODM staff member effective on or about October 15, 2002. Ms. Bryant conveyed to counsel her understanding that her termination was attributable to a directive or requirement of this Couii. 2. Thereafter, in an Order entered on October 16, 2002, this Court recognized that under the law of the case [LRSD v. PCSSD, 971 F.2d 160, 166 (8 1h Cir. 1992)], the pa1iies must have the opportunity for comments and objections prior to final approval of the ODM budget. See Order, para. 3. This Court also wrote that \"no proposed [ODM] budget has yet been submitted .. .. \" Order, para. 4. A. \\j os hua. staymnt -1- 3. The number of ODM staff is a matter encompassed in the ODM budget. 4. In view of the content of the Court's Order of October 16, 2002, it appears that (a) the termination of Ms. Bryant may have resulted from a misunderstanding; (b) alternatively, any actual directive or requirement that Ms. Bryant be te1minated, prior to the completion of the budget-approval process, was inconsistent with the law of the case. WHEREFORE, the Joshua Intervenors respectfully pray that the Court delay any reduction of ODM staff until final approval of the next ODM budget and declare that it was not the Comi's intention that any reduction in ODM staff take place before final budget approval. Robert Pressman, Mass Bar No. 405900 22 Locust A venue Lexington, MA 02421 (781) 862-1955 A: \\joshua.staymnt Respectfully submitted, y' hrr W. Walker, AR Bar No. 64046 / 'JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72206 (50 l) 3 74-3758 (501) 374-4187 (Fax) Rickey Hicks, AR Bar No. 89235 Attorney at Law Evergreen Place 1100 Nonh University, Suite 240 Little Rock, Arkansas 72207 (501) 663 -9900 -2- CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been sent by fa~ and U.S. Mail, postage prepaid to the following counsel of record, on this ';2_ ,;1-/4iay of 62-e,6.i..\u0026amp;.-.\u0026gt;c- 2002: 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 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 A: \\jos hua. staymnt Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, Arkansas 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201-3 4 72 Mr. Richard Roachell ROA CHELL LAW FIRNf 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-73 88 Jo~;lw. Walker  I_ ., - .) - A.uonz2y at Zc.w 1723 Broad,,vcry Lt..,_,l~ Roe~ ld.7,b:?t.ras ';1206 Te!ephor:e (501) 374-3758 Fr=: (501) 374-418~ .L~\"\u0026lt;{ TR.~\"fSiY.J1SSION COv-:E.R SHEET .... J. Da:ie_ ,- L Io ( J.. c I Zo O --z- 1 .;o.- [ Fa::.. [ $7/-0107) i Re: [ Sender~ (_ YOU S'.!.~OuID R.ECE.:.'i/E [__ __( including cover shee~J] Pd.GE(S), INCLUDING TEJS COvL'?. \u0026amp;\u0026lt;-:.TET. IF YOU DO NOT RECEIVE .tl...LL THE PAGES, PLEASE CALL \"\u0026lt;(501) 374-3758\u0026gt;\" The iD:fur.nmion coi.mined.in tlll! fucs;mile =age is a.ttoraeyprivileged.ao.d coufidenti:il .in:formation im:encied only for the use of tb.e indidua! or entity namd above. Tf the re~e: of mis message is not th.e incencied reci-pie!lt, or tb.e e::nployee or ..g~ ~onsibie ,o ~liver re ro dle in:.;;nd.cd. recrpien.:, you are b.e.--eby ll.O~ed ibar my dissetrinarion. c!L-mbunon or copying of 1bis communication is sn-ictly prohibim. if you have received. dris communic:i.tiOll m =r, pies.se i=.ediE.Ie ilOttty us by ,:clepr..one, and return ,he or:ginal me.;sage to us E.! tb.e above address via die U.S. Pesta! Service. T..:lc.llk you.. ---------------------- ~ RECEIVED OCT 3 1 2002 - OFFICE OF DESEGREGATION MONITORING IN THE UNITED STATES DISTRJCT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRJCT vs. 4:82CV00866-WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al MRS. LORENE JOSHUA, et al KA THERINE KNIGHT, et al ORDER FILED E U.S. DISTRICT COURT ASTERN DISTRICT ARKANSAS OCT 2 5 2002 ~~Mr-Y~_-s_w=GG'.::~::Q~~::':Q~:.C l!;RK -- ~ PLAINTIFF DEFENDANTS INTER VEN ORS INTERVENORS Joshua Intervenors' Motion to Stay Reduction of ODM Staff is DENIED because it is moot- please see the Order entered on October 16, 2002. IT IS SO ORDERED this 25th day of October, 2002. W~0.~- UNITED ST A TESDlSTRICT E THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE (~~~~1~1,j~Q~~~~~.~~ 6 9 2 1N THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 RECEIVED PLAINTIFF PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL OCT 3 0 2002 OfFICEOF DESEGREGATION MONITORJNG DEFENDANTS JNTERVENORS INTER VEN ORS PLAINTIFF'S RESPONSE TO JOSHUA INTERVENOR'S MOTION FOR HEARING REGARDING THE RELEVANCE OF 28 U.S.C.  455 TO THE PRESENT PROCEEDING Plaintiff Little Rock School District (hereinafter \"LRSD\") for its Response to Joshua Intervenor's (hereinafter \"Joshua\") Motion for Hearing Regarding the Relevance of 28 U.S.C.  455 to the Present Proceeding states: 1. Joshua's Motion should be denied for failing to comply with the requirement of Local Rule 7.2(a) that all motions be accompanied by a brief consisting of a concise statement of the relevant facts and applicable law. Joshua essentially seeks to obtain discovery from the Court to determine whether grounds for disqualification exist and an advisory opinion as to the applicability of 28 U.S.C.  455(b)(2). The LRSD knows of no legal authority for Joshua to obtain discovery from the Court. If such legal authority exists, Joshua should include it in a brief as required by Local Rule 7.2(a). It is well-settled that advisory opinions are rarely, if ever, proper in federal litigation. See Order filed Feb. 19, 2002, p. 1 (Docket No. 3576). 2. Joshua's Motion should also be denied because (a) it is too late for Joshua to seek recusal based on the Court's representation of the Honorable Henry Woods over a decade ago and (b) the Court's prior representation of Judge Woods does not require recusal pursuant to 28 U.S.C.  455(a) and (b). WHEREFORE, the LRSD prays that Joshua's Motion be denied; that it be awarded its costs and attorneys' fees expended herein; and that it be awarded all other just and proper relief to which it may be entitled. F:IHOME\\FENDLEYILRSD 200 1\\unitary-rcsponsc-mot-hcaring-DQ wpd Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on OctoberZr-, 2002: Mr. John W. Walker JOHN W. WALKER, P.A. 1 723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations 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 Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 F:\\HOME\\FENOLEY\\LRS D 200 I \\unitary-response-mot-hearing-DQ. wpd 3 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, ET AL   MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL RECEIVED OCT 3 0 2002 OFRCEOF DESEGREGATION MONITORING RECEIVED OCT 3 0 2002 OFACE OF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS MEMORANDUM BRIEF IN SUPPORT OF PLAINTIFF'S RESPONSE TO JOSHUA INTERVENOR'S MOTION FOR HEARING REGARDING THE RELEVANCE OF 28 U.S.C.  455 TO THE PRESENT PROCEEDING I. Joshua Cites No Authority Authorizing the Relief Sought. Joshua essentially seeks to obtain discovery from the Court to determine whether grounds for disqualification exist and an advisory opinion as to the appli,cability of 28 U.S.C.  455(b)(2). The LRSD knows of no legal authority for Joshua to obtain discovery from the Court. If such legal authority exists, Joshua should include it in a brief as required by Local Rule 7.2(a). It is clear that Joshua has no right to compel discovery from the Court. See Cheeves v. Southern Clays, Inc., 797 F.Supp. 1570, 1580-81 (M.D. Ga. 1992)(\"At the outset, there is simply no precedent for deposing the presiding judge pursuant to compulsory process in aid of motions to disqualify; and, for a number of practical as well as legal and policy considerations, there is no need or justification for such a procedure.\"). It is equally clear that advisory opinions are rarely, if ever, proper in federal litigation. See Order filed Feb. 19, 2002, p. 1 (Docket No. 3576). For these reasons alone, Joshua's Motion should be denied. II. 28 U.S.C.  455. Joshua's Motion should also be denied because (a) it is too late for Joshua to seek recusal based on the Court's representation of the Honorable Henry Woods over a decade ago and (b) the Court's prior representation of Judge Woods does not require recusal pursuant to 28 U.S.C.  - 455(a) and (b). Each of these grounds for denial will be discussed in tum below. A. It is too late for Joshua to seek recusal based on the Court's representation of the Honorable Henry Woods over a decade ago. The Eighth Circuit has consistently held that motions to disqualify pursuant to 28 U.S.C.  455(a) and (b) must be filed in a timely manner. Holloway v. United States, 960 F.2d 1348 (8th Cir.1992)( claims under 28 U.S.C.  455 must be made in a timely manner); Oglala Sioux  Tribe v. Homestake Mining Co., 722 F.2d 1407, 1414 (8th Cir.1983) (\"Although 455 does not include an explicit time limitation, we believe that a timeliness requirement is appropriate .... \"); United States v. Bauer, 19 F.3d 409, 414 (8th Cir.1994) (\"This court has held that claims under  455 'will not be considered unless timely made.'\") (quoting Holloway). Parties are required to apply for recusal \"at the earliest possible moment after obtaining knowledge of facts demonstrating the basis for such a claim,\" Apple v. Jewish Hosp. \u0026amp; Medical Ctr., 829 F.2d 326, 333 (2nd Cir.1987), for two reasons: (1) a prompt application affords the district judge an opportunity to assess its merits, and (2) a prompt application avoids the risk that a party is holding back a recusal motion as a fall-back position in the face of an adverse ruling. See In re International Business Machines Corp., 45 F.3d 641,643 (2nd Cir.1995); accord In re Cargill, Inc., 66 F.3d 1256, 1262-63 (1st Cir.1995) (\"In the real world, recusal motions are sometimes driven more by litigation strategies than by ethical concerns.\"); Phillips v. Amoco Oil Co., 799 F.2d 1464, 1472 (11th Cir.1986) (\"Counsel, knowing the f    This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\u003e   \n\n  \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n  \n\n  \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n   \n\n   \n\n\n\n\n\n   \n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n\u003c/item\u003e\n\u003c/items\u003e"},{"id":"bcas_bcmss0837_1043","title":"External Evaluations, correspondence and personal vitas","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":["2002/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["External Evaluations, correspondence and personal vitas"],"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/1043"],"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":["78 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\nMemorandums related to \"\"Extended Year Education (EYE) Program Evaluation\"\" and \"\"Middle School Transition Program Evaluation.\"\" Personal vitas for Theresa Akey and William P. Moore.\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nMd:l!c: 5:/4col ll'cJnsffe,IJh /Jrd?l'i:2#7 Educo/c.tJh TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET RECEIVED LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools FEB 11 2003 OFFICE OF DESEGREGATION MONITORING PREPARED BY: ~~onnie A. Lesley, Associate Superintendent for Instruction DATE: February 27, 2003 SUBJECT: Middle School Transition Program Evaluation Background Information One of the group of programs requ ired by the federal court to be evaluated with the participation of an external evaluator was the Middle School Transition Program. The District made the transition to middle schools in fall 1999. One of the four \"draft\" program evaluations presented to the Board of Education in summer 2000 was the one on the Middle School Transition for school year 1999-2000. Steps Taken as a Result of the Program Evaluation The District took no steps as a result of the 1999-2000 program evaluation, since, as is noted in the document, the data gathered that year were considered to be baseline data, against which to evaluate progress in the future. That statement does not mean that no changes in the middle schools have occurred since 1999-2000. In addition to numerous individual school level changes, the following significant District-led changes have occurred:  Full phase-in of new mathematics curriculum, instructional strategies, materials, and assessments\n Full phase-in of new science curriculum, instructional strategies, materials, and assessments\n Refinement of implementation of the new middle school Reading/Writing Workshop program (curriculum, instructional strategies, materials, and assessments)\n Implementation of new curriculum for Research and Writing Pre-AP at grades 6-8\n New writing curriculum implemented in 2002-2003.  Beginning of phase-in of new social studies curriculum, instructional strategies, materials, and assessments\nBoard Memo February 27, 2003 Page Two  New magnet programs implemented in fall 2001 at Cloverdale Middle School and Mabelvale Middle School\n Full implementation of the Safe Schools/Healthy Students grant project, focused almost exclusively at the middle school level, providing a range of comprehensive programs and services to improve learning climate and student achievement\n Increased enrollment in grades 6-8 Pre-AP courses in the core areas\n Increased enrollment in Algebra I in grades 7-8\n Administration of new Benchmark examinations in grade 6\n Involvement of four middle schools (Cloverdale, Mabelvale, Henderson, and Southwest) in Successful Transitions and Making Middle Grades Work, as developed by the Southern Regional Education Board\n Strengthening of the middle school fine arts programs\n Implementation of Act 1748, requiring physical activity at each grade level, K-9\n Implementation of Fred Jones' classroom management strategies. Designation of External Consultant and His/Her Qualifications On December 2, 2002, the District awarded the contract for the Middle School Transition program evaluation to the firm, Youth Policy Research Group, Inc., Dr. William Moore, Senior Partner. The resumes of Dr. Moore and his associate, Dr. Theresa Akey, are attached, establishing their qualifications. Administrator Participation in Conducting the Program Evaluation In addition to Dr. Moore and his associates, specifically Dr. Theresa Akey, the following LRSD staff participated in the evaluation: Dr. Ed Williams, Department of Planning, Research, and Evaluation Ms. Mona Briggs, Department of Planning, Research, and Evaluation Dr. Kathy Lease, Assistant Superintendent for Planning, Research, and Evaluation Principals of the eight middle schools, who participated in the administration of assessments and who completed surveys and administered student surveys Teacher Participation in Conducting the Program Evaluation All grade 7 teachers who administered the SAT-9\nand all grade 8 teachers who administered the Benchmarks\nAll grades 6-8 teachers who completed surveys and/or who administered student surveys I Board Memo February 27, 2003 Page Three Impact on African-American Student Achievement The study conducted by the external evaluator did not attempt to draw any conclusions related to this research question since the student performance data available for the study were \"baseline, and there are serious questions about the appropriateness of the achievement measures and about the validity of some of the other performance outcome measures.\" Recommendation That the Board of Education approve the Middle School Transition program evaluation for submission to the federal court. BAL/adg ' ~ ~ ~ \"\" \"\"- \"\" - - ~    .a. T. AJceY f l uuw, v .. - . -- RFQ23-01 a-Response of Youth Policy Research Group, Jnc. THERESA AKEY, PH. D. BIOGRAPHICAL SKETCH OCTOBER, 2002 Dr. Toeresa J,/\n.ey bas extensive experience in the areas of evaluation, research and assessment. She earned her doctorate in educationil psychology, research and statistics from the UniversitY of](ansas in 1995 and her master's in comrnunitY and school counseling from Delta Staie University in !990. She bas approximately 12 years experience working as a consultant with nonprofit service agencies. Her major work bas focused on agencies that provide supports to families of children with disabilities, including evaluation of grants, staff development traming, and site-based research projects. She bas also worked with nonprofit organiza!ions in the areas of alcohol and drug abuse, comrnunitY counseling, and other services in both rural and urban areas. She served as project director and research director of the Beach Center on Families and Disabilities where sbe co-anthored grants, conducted research, and coordinated research and evaluation activities for a large research center focused on service provision to fumilies of children with disabilities. Dr. J,/\n.ey bas extensive background in educationil assessment. research, evaluation, and analytic methods. She served as an assistant professor in the area of research and analytic methods at Auburn University for two years, and roost recently in the role of director of educationil research. evaluation, and assessment in a ](ansas City area school district for the last four years. 38 ~   '  '-   I -..       J. T. A~ (Y01J1h Policy Research Group, inc.) 2 RFQ23-0JO--Respon.se ojYowh Policy Research Group, inc. CURRICULUM VITAE THERESA M. AKEY, PH.D. P.O. Box 4196 Kansas City, KS 66104-0196 (816) 935-0852 (V) (816) 62S-1927 (F) tak~rg.org PROFESSIONAL STATEMENT A collaborative, innovative professional with interests in educational evaluation and assessment issues, including school reform, teacher professional development and evaluation, instructional strategies, standards-based education, and alternative educational environments. Seeks to promote continuous improvement of educational and youth-serving organizations through collaborative partnerships, action-oriented research, and application of theory to practice. AREAS OF PROFESSIONAL EXPERTISE o Research design and analysis including complex quantitative analyses (HLM, SEM), categorical modeling, and qualitative design and analysis. o Development of educational assessment materials and psychometric validation of those materials. o Program evaluation in educational and community settings o Curriculum development in K-12 and higher education settings o Professional development in the use of data for organizational improvement, assessment development, and program evaluation o Grant and proposal writing o Information management development for educational information EDUCATIONAL HISTORY Ph.D. (1995). University of Kansas, Lawrence, KS, Educational psychology and research with emphases in developmental psychology and quantitative research methods  Ed.S. (1992). University of Kansas, Lawrence, KS, School psychology  M.Ed. (1991). Delta State University, Cleveland, MS, School psychology B.S. (1990). University of Arkansas, Little Rock, AR, Psychology and sociology 39 ,     '  ''  ' - II       T. Akev (Yowh Policy Research Group. inc.) 3 RFQ23-0JO-Response of Youth Policy Research Group, bu\n. PROFESSIONAL EXPERIENCES RESEARCH AND EVALUATION Youth Policy Research Group, Kansas City, Mo (June, 2002 to present). Senior Partner D Acting managing partner in research and evaluation corporation- administration and company management D Indiana Teaching ~ality Center (May 2002 to present). Evaluation project of best practices in teacher evaluation. ~alitative policy analysis of national standards in teacher evaluation and comparison of Indiana school districtS to those standards.  YDSI, Inc (May 2002 to present). Multivariate statistical analyses of insuuctional survey and observation data, including data display, technical assistance, and interrupted ti.me-series analyses   Kansas City, Kansas Public Schools (May 2002 to present). Development and implementation of case management system to display and organize student information  Kansas City, Kansas Public Schools Qune 2002 to present). Alignment and development of standards-based mathematics and language artS assessments  Park Hill School District, Kansas City, MO (July 1998 to May, 2002), Director of Research Evaluation and Assessment D Oversight and coordination of all district assessment and program evaluation activities. D Preparation of short-term and long-range budget and operational plans\nD Fiscal authority for budget of $200,000+ annually. D Responsibility for all personnel and resource utilization within the Department D Development and implementation of a comprehensive local curriculum-cm.bedded assessment system integrated with the Missouri Standards  D Development and implementation of district-wide continuous improvement planning and  eDvoacluuamtieonnt ation and analysis of district performance on all state accreditation performance and evaluation guidelines . D Development and implementation of district-wide: program evaluations of instructional practices, special education, professional development, assessment, supplemental instruction (Title 1, gifted, ESL), curriculum, and otha educational initiatives  D Served on regional and state comminees related to K-U assessment and evaluation issues. D Led applied and theoretical research projectS to address pressing educational issues relevant to local policy and instructional practice. D Collaborated with district stakeholders and school leadership to find innovative solutions to chronic educational problems in the Disrrict. Akey Consulting, Auburn, AL (June 1996 to July 1998) and Kansas City, MO. (Aug. 1999 to May, 2002), Founder and Owner O Online assessment and data information coordinating consultant for Kansas Cir-y, Kansas Public Schools. Design and implementation of online assessment and case management sysrem for reporting assessment information to teachers and adminiscrarnrs  D Assessment and data consultant for Kansas City, MO Regional Professional Development Center. Facilitated development of regional local assessments tied tO state standards and benchmarks  ::J Statistical analysis consultant for Kansas City Kansas Public Schools. Systems reform data analysis 40 I t   ' ' '          t  T Akey (Yowh Policy Research Group. Jnc.J ./ RFQ23-0JO-Response of Youth Policy Research Group. Inc D Educational consultant to Missouri school disrrictS- using data to make insuuctional decisions and best practices in standards-based assessment. Have consulted with approximately 10 different school districts to do uaining and planning in this area. D Consultant to Kansas City, MO School District- review of performance indicators and data management system and statistical consultant for desegregation case. D Educational consultant to Alvin Nash, Kansas City, Missouri Mayor's office. Suategic planning. D Educational consultant for the West Alabama Learning Coalition of Schools. Program evaluation and grant/proposal writing on teacher professional development and collaboration. D Educational evaluation consultant for Celebration School and Disney Corporation. Evaluation of integrated assessment practices. D Consultant for Chambers County-Auburn University Partnership. Program evaluation of insuuctional effectiveness and professional development. Beach Center on Families and Disabilities (1993 to 1996), Lawrence, Kansas, Research coordinator (1995-1996) and Research project director (1993-1996). D Coordinated center research activities and data analysis as research coordinator D Provided technical assistance in instrument development o Developed insuuments to measure consuucts of psychological empowerment D Primary research investigator on two projectS (one qualitative and one quantitative) concerning responsive services and psychological empowerment in family members of a child with a disability  D Worked in collaborative manner with community-based family support programs in several states to evaluate responsiveness of services to families of a child with a disability  D Grant and report writing Jones Research Consulting (1991-1996), Lawrence, Kansas, Founder and owner D Training consultant in empowering professionals and families. Beach Center on Families and Disabilities, University of Kansas. D Research and statistics consultant. Department of Educational Psychology and Research, University of Kansas D Family support consultant to Wisconsin Family Support program. Program evaluation D Insuuctional consultant to Douglas County Christian Schools, Lawrence, KS TEACHING AND ACADEMIC POSITIONS University of Kansas, Lawrence, KS (September 2001 to present). Psychology and Research in Education Department, Adjunct Professor, Educational 'Research, Statistics, and Classroom Assessment University of Missouri-Kansas City, Kansas City, MO Qanuary 2000 to present). Department of Educational Psychology and Research, Adjunct Professor, Classroom Assessment Park University, Parkville, MO Oanuary 2000 to present). Education Department, Adjunct Professor, Standards-Based Assessment Auburn University, Auburn, AL (1996 to 1998). Assistant Professor, Department of Educational Foundations, Leadership and Technology, Educational Statistics (including suucrural equation modeling, hierarchical linear modeling, multivariate statistics, and basic statistics), Research Methods, and pre-service classroom assessment University of Kansas, Lawrence, KS (1995-1996), Department of Educational Psychology and Research, Insuuctor, Basic educational statistics  41 I '    '           T. Akev (fowh Policy Research Group, Jnc.) ) RFQ23-01 O-Response of Youih Policy Research Group, Inc. University of Kansas, Lawrence, KS (1991-1995). Department of Educational Psychology and Research, Graduate Teaching Assistant, Developmental psychology, basic educational statistics, and multiple regression. CLINICAL AND APPLIED PROFESSIONAL EXPERIENCES Topeka Public Schools (1991-1993). Topeka, KS, School Psychologist Clarksdale Public Schools ( 1990-1991 ), Clarksdale, MS, School Psychologist Arkansas Children's Hospital (1989-1991), Little Rocle., AR, Behavioral Intervention Unit, Classroom Teacher Arkansas Children's Hospital (1989-1991), Little Rocle., AR, Counselor GRANT FUNDING St. Clair, MA, \u0026amp; Akey, TM. (1999). Using Reflective Practice Groups to Improve Mathematics Instruction. Goals 2000 Grant, $40,000, .!J\u0026lt;ey, T. M. (1993). Family support influences on the development of parental skill and efficacy. NIDRR Grant # H133330070, RTD-5. Funded June 1993 as part of $650,000 grant, $45,000 per year for 5 years. /\\key, T. M. (1993). Validating the Psychological Empowerment Scale for parents of children with disabilities. NIDRR Grant# H133330070, RTD-7, Funded June 1993 as part of $650,000 grant, $35,000 for 5 years . PUBLICATIONS Aley, T. M. \u0026amp; Ares, N. M. (in press). Using a Learning Partnership to Teach Classroom-based Assessment in Context: .Conceptual and Belief Changes in Preservice Teachers. Teaching Education  Aies, N.M., \u0026amp; /\\key, T. (2000/2001). Self-organization in educational systems. Louisiana Education Research 1oumal. 25(1), 49-71  /\\key, T. M., Marquis, J. M., \u0026amp; Ross, M. E. (2000). The development of the Psychological Empowerment Scale: Evidence of its construct validity. Educational and Psvchological Measurement. 60Q), 419-437  Jensen, C., Hansen, C., Green, S. B., \u0026amp; /\\key, T. M. (1997). An investigation of item difficulty incorporating structure of listening tests: A hierarchical linear modeling analysis. Proceedings of the Language Testing Research Colloauium  Green S.B., Salkind, .J., \u0026amp; /\\key, T.M. (1999). Using SPSS for Windows: Analvzing and Understanding Data, 2nd Edition. New York: Prentice Hall  Green, S. B., .AJzey, T. M., Fleming, K. K., Hershberger, S. L., \u0026amp; Marquis, J. G. (1997). The effecrs of the number of scale points on chi square fit indices in confirmatory factor analysis. Srrucrural Eauation Modeling, 1(2) . 42 t t            J,.. T. Akey (fouih Policy Research Group, Jru:.) 6 RFQ23-0JO-Response of YOUih Policy Research Group, In!:. Akey, T. M. (1996). Empowering families of children with a disability: Implications for professional educators and service providers from a family-centered program- Teacher Education Research and Practice, 12(2). Green, S.B., Salkind, N .J., \u0026amp; Akey, TM. (1996). Using SPSS for Windows: Analvzing and Understandin_g Dara~ 1st Edition. New York: Prentice Hall. Jones (Akey), T. M., Garlow, J. G., Turnbull, H. R., \u0026amp; Barber, P. A. (1995). Family empowerment in a family suppon setting. In G. Singer, L E. Powers, \u0026amp; Olson, A.L (Eds.) Redefining farnilv support Introduction to oublic-orivate oarmershios. Jones (Akey), T. M. (1995). To hdp o, not to hdpc A ,n,dy of group ,nd in\u0026lt;fi,idu,l wriabks in , monl system. Unpublished doctoral dissertation. Depanment of Educational Psychology and Research, University of Kansas Jones (Akey), T. M. (1994). Development of the Psychological Empowerment Scale: Preliminary investigations. Unpublished master's thesis. Department of Educational Psychology and Research, University of Kansas. Frey, B., Jones (Akey), T. M., \u0026amp; Saxon, T. F., (1993). Exoloring Research: Teacher's Manual ITeacher's Manual for N.J. Salkind's Exploring Researchl. New York: MacMillan. CONFERENCE PRESENTATIONS A.ND WORKSHOPS Akey, T. M. (2000). Using Data to Improve Instruction. Workshop presented to the Regional Professional Development Center, Kansas City, MO, April 16, 2001. Akey, T. M. (2000). Using Data to Improve Instruction. Workshop presented to East Central Show-Me Curriculum Administrators Association, St Louis, MO, April 1, 2000  Akey, T. M. (2000). Using Data to Improve Instruction. Workshop presented to West Central Show-Me Curriculum Administrators Association, Kansas City, MO, February 16, 2000  Pennell, J., Eick, C., and Akey, T. M. (2000). Teacher beliefs and grading practices. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2\u0026amp;-30, 2000  Akey, T. M., Sanders, S., Boyd, P., Gorrell, J. J., Kamen, M., \u0026amp; Salisbury-Glennon, J. (1999). Assessment and evaluation .in the Celebration School: Links to learning and curriculum. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 19-23, 1999  Ares, N. \u0026amp; Akey, T. M. (April, 1999). Modeling and understanding of social interactions. Roundtable presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 19-23, 1999 . Akey, T. M. \u0026amp; Lawrence, F. (April, 1998). Undersranding the effecrs of non-normal data on latent growth curve models. Violations of normality and influence of sample size. Paper accepted as part of a ,ymposi= (also chai, wd o,g,niw of session) Madding Non-norm,\\ Dau fo, the annual m~cing of the American Educational Research Association, San Diego, CA., April 12-17, 1998  43 I 9 ~ --~ ~ ~  ~ w l.l!.t ~ - T. Akey (J'owh Policy Research Group, inc.) 7 RFQ23-0 I (}-Response of }'ouch Policy Research Group, inc. Mey, T. M., \u0026amp; Ares, N. M. (November, 1997). Conceptual and Belief Changes: Implications of a Sociocultural Approach to Educating Preservice Teachers in Classroom-Based Assessment. Paper presented at the annual meeting cif the MidSouth Educational Research Association, Memphis, TN, November 12- 14, 1997 Mey, T. M., Marquis, J. G., \u0026amp; Turnbull, H. R. (August, 1997). Effecr.s of Family Support Programs on Parental Empowerment. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL, August 1997. Lmcig, D., \u0026amp; M\u0026lt;y, T. M. (April, 1997) Family Adapucion in f,mili,s wiili Adult Cbild\u0026gt;-en wiili Mcnul Retardation: Impact of Family Suengths and Appraisal. Paper presented at the annual meeting of the American Counseling Association, Orlando FL, April 1~13, 1997. Mey, T. M. \u0026amp; Green, S. B. (March, 1997). A Model of Moral Decision-Making: A Srudy of Group and Individual Influences. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. March 24-28, 1997. Mey, T. M. \u0026amp; Green, S. B. (March, 1997). The Relationship Between Power and Intercorrelated Dependent Variables in MANOVA. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL. March 24-28, 1997. Mey, T. M. (February, 1997). Confirmatory Factor Analysis of a Moral Dilemma Helping Measure. Papa p,esmt\u0026lt;d at th, ,nnu,I mming of ili, E,,tem Educaciou,I Ros=ch Assnciacion, Hilton Hou!, SC, February 19-22, 1997. Jensen, C., Hansen, C., Green, S. B., \u0026amp; Mey, T. M. (1996). An investigation of item difficulty incorporating structure of listening tests: A hierarchical linear modeling analysis. Paper presented at the Language Testing Research Colloquium, Tampere, Finland, July 31-August 3, 1996. Mey, T. M. (December, 1995). Effecr.s of family support programs on parental empowerment. Workshop presentation at the annual Empowering Families Conference, Chicago, IL. Jones (Mey), T. M. (August, 1994). The development of the Psychological Empowerment Scale: Preliminary investigations. Poster presentation at the annual meeting of the American Psychological Association, Los Angeles, CA. Jones (Akey), T. M. Qune, 1993). Roundtable discussions on family empowerment and family services. Invited round table participant and presenter at the annual-Family Support and Family Empowerment Conference, Dartmouth, NH. RECENT TECHNICAL AND EVALUATION REPORTS Mey, T.M. (2002). Effecrs of standards-based assessment on insuuctional practices in middle school math teachers. Technical report for the Park Hill School District, February 2002. Akey, T.M (2001). Using data as a method for school improvement planning and decision-making: Administrators. Technical report for Park Hill School District, August 2001  Akey,~- M. (2000). 2000-2001 Disuict Performance Update: Assessment of the Show-Me Standards. Evaluaoon report prepared for Park Hill Scnool Disuict, October 1::, 2000.   J t '  t 'I           ill T. Akey (fouth Policy Research Group, inc.) 8 RFQ23-0JO-Response of YOUJh Policy Research Group, inc. Akey, T.M (2001). Using data as a method for insrructional planning and decision-making: Teachers. Technical repon for Park Hill School Disuict, August 2001. Akey, T.M. (2001) Validation of learning expectations for a standards-based curriculum in communication am. Technical repon for Park Hill School Disuict, January, 2001 Akey, T. M. (2001). Effectiveness of the Class-Within-a-Class Model .. Evaluation report for Park Hill School District. February, 2001 Akey, T. M. (2001). Evaluation of class rank procedures: Examination of alternate methods. Evaluation report for Park Hill School District. February, 2001 Akey, T. M. (2001). EffectS of Block Scheduling on lnsrructional Practices. Evaluation repon prepared for Park Hill School Disuict, February, 2001  Akey, T. M. (2000). Title I Evaluation Report Adequate Yearly Progress and Recommendations for Program Improvement. Evaluation report prepared for Park Hill School Disuict, December 7, 2000. Akey, T. M. (2000). 1999-2000 District Performance Update. Evaluation report prepared for Park Hill School District, October U, 2000. Akey, T. M. (2000). EffectS of Block Scheduling on Student Outcomes: Mastery achievement, credits, and test scores. Evaluation report prepared for Park Hill School District, April, 2000. Akey, T. M. (1999). Effectiveness ofFull-Day Kindergarten: Third Year Evaluation. Evaluation report prepared for Park Hill School District. Akey, T. M. (1999). 1998-1999 Disuict Performance Update. Evaluation repon prepared for Park Hill School District, October 10, 1999  BOOKS Green, S. B., Sal.kind, N. ]., \u0026amp; Akey, T. M. (1997). Using SPSS for Wmdows: Analyzing and Understanding Data. New York: Prentice Hall  Green, S. B., Sal.kind, N. ]., \u0026amp; Akey, T. M. (1997). Using SPSS for the Macintosh: Analyzing and Understanding Data. New York: Prentice Hall. PROFESSIONAL AND COMMUNITY SERVICE Kansas City, Kansas YWCA, (Dec 2001 to present), Board of Directors Heartland Student Achievement Gap Organization, (August 2001 to present). Board of Directors Park Hill Educational Foundation, (August 2000 to present), Advisory Board 45 I  ~    ~ -  t t         Auburn University T. Akey (Youth Policy Research Group, Inc.) 9 RFQ23-0JO-Response of Youth Policy Research Group, Inc. 1998: Undergraduate Core Curriculum Development Committee for Teacher Education 1997: Chair, Library Appeals Committee 1997: Reviewer. Professional Educator, College of Education Universitv of Kansas 1993: Representative to the Graduate Student Council Student representative for faculty meetings of Educational Psychology and 1993, 1995: Research .Deparonent. RECENT HONORS Nomination for Dissertation of the Year: University of Kansas, School of Education, May 1996 Who's Who in College, 1987, 1991 President's List 1987-1991 Outstanding Psychology Student, 1990 PROFESSIONAL ORGANIZA TIONS Show-Me Curriculum Administrators Association 1998 to present ASCD National Organization, 1998 to present Missouri ASCD: 1998 to present American Psychological Association: 1990-1998 Society for Research In Child D~elopment 1992 to present American Educational Research Association: 1993 to present 1997: Reviewer for American Educational Research Association Arinual Meeting MidSouth Educational Research Association: 1996-1998 1998: Graduate Student Involvement Committee 1997: Reviewer for MidSoutb Educational Research Association Annual Meeting 1997: Graduate Student Involvement Committee Eastern Educational Research Association: 1996-1998 American Evaluation Association 1998-present 46 I                  W. P. Moore (Youth !'Otley J(esearcn vruu , ,,,.__ , , RFQ23-01 O--Response of Youth Policy Research Group, Inc Wn.,LIAM P. MOORE, PH. D. BIOGRAHICAL SKETCH OCT0BE~ 2002 Dr. Moore holds a doctorate in Educational Psychology from the University of Kansas and is a Senior Parmer with Youth Policy Research Group, Inc. located in Kansas City, Kansas. Currently be is the co-investigator for the evaluation of a systemic change initiative (First Things First) in the Kansas City, Kansas Public Schools and just completed a post-doctoral fellowship with Juniper Gardens Childrens Research Project exploring the dimensions of effective learning communities in schools. Dr. Moore serves also as a lecturer at the University of Kansas where he teaches Evaluating School Programs, a doctoral-level educational evaluation course  Dr. Moore has served as Research and Evaluation Director in two urban school districts\nSenior Research Associate with the Ewing Marion Kauffman Foundation\nand held faculty positions in research and measurement at the University of Kansas- Dr. Moore co-founded and directed the Dramatic AIDS Education Project, a collaborative AIDS education program for school-age youth and has spent the last 6 years conducting research and evaluation srodies on the efficacy of this AIDS education program for youth. Two years ago, the Project received Kansas City's Ribbon of Hope Award for outstanding community service towards the elimination of HIV /AIDS  Previously, Dr. Moore was Senior Ma.na:,oing Consultant with GPR\u0026amp;E, a research and evaluation consulting firm. He has consulted with school districts, not-for-profits, health care institutions, national foundations, youth development intermediaries and universities. He is a past member of the Board of Directors of Kansas City Public Achievement, a Minnesota-based youth empowerment program\nand recently retired, after 6 years, from the Board of Directors of Sunflower House: A Child Abuse Prevention Center, where be was Vice-President of Education and a member of the agency's Executive Committee. He now serves as a member of the Advisory Board . Dr. Moore has served as an expert witness in Federal school desegregation litigation\nwas a member of the Panel of Writers for the development of the new Student Evaluation Standards coordinated by The Joint Committee on Standards for Educational Evaluation\nand served a twoyear term as a member of the National Research Development Committee for the American Occupational Therapy Foundation  Dr. Moore's research and evaluation interests have focused on effectively documenting the success of educational reform initiatives\nthe impact of mandated assessment -programs on teacher instructional practice\nand the impact of education on the HIV-related knowledge, attitudes and behavioral intentions of youth. Dr. Moore has published in Applied Measurement in Educarion, Educational Assessment, the International Journal of Educational Research, and The American Occupational Therapy Journal. Dr. Moore served 4 years on the Editorial Board of the Occupational Therapy Journal of Research and is currently a grant reviewer for the W. T. Grant Foundation . 7       t  W. P. Moore (Youth Polic-y Research Group. inc.) 2 RFQ23-0JO--Response of Youth Poiicy Research Group, inc. CURRICULUM VITAE WILLIAM P. MOORE, PH. D. OCT0BE~ 2002 Home 114 78 South Wtlder Street Olathe, KS 66061 913. 829. 3077 gprekc@aol.com Office P. 0. Box4196 Kansas City, KS 66104-0196 816. 564. 0143 01) 913. 390. 6162 (F) wmoore@YPrg.org Educational History 1991 Ph.D. 1984 M.A. 1981 B.S. University of Kansas, Lawrence, KS Educational Psychology Major: Evaluation, Research, and Measurement University of Kansas, Lawrence, KS Education Major: Secondary Curriculum and Instruction University of Kansas, Lawrence, KS Education Major: Secondary Soci.al Sciences Emphasis: Psychology and Sociology Current Appointments and Positions Senior Parmer. Youth Policy Research Group lnc  Kansas City, KS Lecturer. University of Kansas. Lawrence. KS Granc Reviewer. Willi.am. T. Grant Foundation., ew York.. JY Advisory Board, Sunflower House: A Child Abuse Prevention Center. Overland Park.. KS Advisory Board. Community Health Promotion Program. University of Kansas Medical Center, Kansas City. KS 8 t  t t '' ' -' ~,, ,  ~  ii  ..  W. P. Moore (l outh Policy Research Group. mc.1 j RFQ23-0JO-Response of YouJh Policy Research Group. inc. Professional Experience Consultation 2002-Present Senior Parmer, Youth Policy Research Group, Inc., Kansas City, KS. Youth Policy Research Group is a cmpora!e partnership formed by youth and education researchers located ID the Kansas City merropofuan area. The mission of this fum is to engage ID applied research and evaluation studies that will conrnDnte to policy and practice decisions and dialogue about the necessary supports and resources youth require to aclrieve long-term developmental success both acaderoicallY and behaviorally. Mucb of the work already complered by YPRG researchers is ID the K-12 education arena. Acting n,anagmg partner in research and evaluation corporation- administration and company management. 1993-2002 Senior Manrurin9- Consu)tan~ Great Plains Research and Evaluation, Olathe, KS. GPR\u0026amp;E was an education and youth development research and policy fum focused on improving the programming and organizations that children and youth experience- Qverall responsil,ility for managing research and evaluation conrractual work. Oversaw a staff of part-time consultants. managed resources and budget, negotiated contraets, oversaw project development, implementation, coordination of cla1a collection, analysis, rnssemmation, and action planning for future decision-making with clients. Clients included:  Ewing Marion Kauffman Foundation. Through contactual work awarded by EMKF we assisted the following clients:  State of Kansas, SRS, Alcohol \u0026amp; Drug Abuse Services + State of Missouri, Dept. of Mental Health, Div. of Alcohol \u0026amp; Drug Abuse + State of Colorado, Team Fort Collins + Kansas City-St. Joseph Diocese Schools  youth Opportunities unlimited  Coalition for Positive Family Relationships Shawnee Mission East High School, St. Thomas Aquinas High School, Shawnee Mission North High School, Grandview High School, Lee's Summit High School Blue Valley High School, Wmnetonka High School, Park Hill School District, Center High School, Hickman Mills Management School II  Telemedicine Research Center, Portland OR.  Gambone \u0026amp; Associates: Youth Policy and Research Firm, Philadelphia, PA  Department of Preventive Medicine, University of Kansas  Shawnee Mission Medical Center Foundation  Johnson County Regional Prevention Center  Kansas City Young Audiences-KCY A  Center for Educational Testing and Evaluation, University of Kansas  Child Abuse Prevention Coalition  The Coterie Theatre 9 I  .. ~ ~ ~ ~ ~ t  i   ~ ii8 W. P. Moore (Yourh Policy Research Group. Jnc.J .: RFQ23-0JO-Response of Youth Policy Research Group, Inc. Tbrough contactual work awarded by KCY A., we worked with the following clients:  Kansas City Arts Partners  Kansas City Lyric Opera  Kansas City Symphony  Fort Osage School District 1988 Evaluation Consultant. Deparrment of Art Education, Universitl' of](ansas, Lawrence, Kansas- Evaluation and data analysis of survey data examining the impact on participants of the Artist-in-Residence program, an integrated art education approach. 1987-88 Research Consultant. iawrence Unifred School District, Lawrence, ](ansas. Citywide telephone survey of attitudes towards Lawrence Public Schools. Development of sampling procedures, u,strumen1 development and revision, training of telephone interviews and protocol development. Oversee all technical aspects of data collection and analysis for survey oftaXPayers and for survey of district employees. Research \u0026amp; Evaluation Management and Staff Positions 1998-2002 Director, Department of Educational Research and Assessroent. Kansas Ciry, Kansas Public Schools, K,nsas City, ](ansas. Cabinet-level position with direct report to superintendent of Schools. Responsibilities included the overall IIJllllll,,oeroent of research, evaluation and assessment functions within the District. Created and organized the department from separate functional units. Prepared short-term and long-range budget and operational plansResponsibility for all personnel and resource utilization within the Department- Coordinated the actions of 8 professional and suppart staff members, as well as ten consultants, to respond to policy and strategic decision making ~ of senior district leadership, board memb=, building ~tors and district staff_ Met with State-level )ea\u0026lt;lership, communitl' 1eadershiP, and Unified Government staff to respond to external stakeholder needs for information. Planned for. and led applied and theoretical research projects to ,rldress pressing educational lssues relevant to local policy and i:nstnJCtional practice. Collaborated withJdistrict stakeholders and school leadersmP to find innovative solutions to cbronic educational problems in the District. 1997-1998 Senior ReseaICh Associate, Department of Research and Evaluaiion. Ewing Marion Kauffman Foundation. K,nsas City, Missouri. Responsibilities include providing research and evaluaiion support to internal clients and external grantees. PriroarY responsibility for leading all research and evaluation support to Foundation youth developm.ent-k-12 educational program initiatives. Client initiatives include local and national resrrucruring efforts in urban school districts. Provide leadership and management of teams associated with research and evaluation efforts. supervise three junior research and evaluation associates, liaison between research and evalUBiion and clientso creaxe, plan and manage research and evaluation projects: identifl' and select external vendors for specific projectS\ncreate and review RFPs: review grant proposals requiring research and evaluation oversight or support. Provide information for senior Foundarion and school district leadersmP to infonn policy and program decisions regarding urban school restructuring. 10   ' ~ ~  ~     ~ ~,,,, ,,.. \",.., ,,, W. P. Moore ffouth Policy J(esearc:11 v, uuy, ,,__  RFQ23-0J{}-Response ofYouch Policy Research Group. Jnc. 1996-1997 Director, Department 0 [Educarional Research and Improvement, Km,sas Ciry. Missoud School Dis1ricl, K,msas City, Missouri. Cabinet-level position with direct report to Superintendent of Schools. Responsibilities included the overall management of research and evaluation functions within the Disrrict. prepared short-tenn and loog-range budget plans, fiscal authority for budger of $600,0Q(},-. Resjl\u0026lt;\u0026gt;DS1DilitY for all personnel and resource utilizarion withio the Department. Coordinared the actioos of IO professional and support staff. Established partnerships with communirY groups and school facu]t)' to discuss innovative solutions to chronic educational problems in the Disrrict. Represented the District through information and expert testimony to attorneys and the Federal Court in desegregation litigation. !993-1995 Director of Research and Assist\u0026lt; Professor, Deparnnent of OT Education, University of Kansas Medical Cenrer, K,msas City, Kansas ResponsibiJities included mentoring faculty and sn,dents to develop and complete researcb. coordjnariog and facilitating federal and private grant development, and conducting educational and psychological research. Collaborating with other researchers in health and education. In addition, provided technical support, ins(rumelll and methods development- analytic assistance, and evaluation support to researchers, students  and faculty rnernb= univefsiry-wide. MernbershiP in Data Envelopment Analysis Users Group and Tele-educarion users group. Served on~ and school-wide committees representing researcb. curriculum and instrUCUon interests. As a member of the faculty of the School of Allied Health I coordinated all school-wide professional development events for faculty. 1989-92 Proer.mEvaluator. Km,sas City, Missouri School District, Department of Research. Evaluation, and Testing, K,msas City, MissourL Complete responsibilitY for the evaluation of seven to nine magnet school programs ,nnually. Developed evaluation plans, instmlllentation data collection procedures, trained ev-tion personnel, com:dinated all data  collection schedules and activities, assessed reliability, analyzed all data, and wrote formative, summ,rive, and achievement-enrollment surnn,aries annually. Reports informed local policy decisions for Board and senior district )eadership. Reports were used to infonn Federal court decisions regarding coropJiance with court orders and progress toward established desegregation outcomes as well as state-level policy reg,rding desegregation effectiveness in Missouri. I 987-88 Research A,sistallt. Center for Educational Testing and Evaluation. Kansas Internship Program, University ofK,msas, Lawrence, Kru,sas. Collected, analyzed, and presented da1a concerning the development of an observational system for intern teacher/trainer performance-based assessment. Teaching and Academic Appointments 2002 Lecrorer. Depanment ofPsycbology and Research in Educarion, University of Kansas. Teaching PRE 816 Evaluation of School Programs, a graduate-level evaluation comse for doctoral students. j  1993-1995 Assistant Professor. Department of OT Education. University of Kansas Medical Center. Tenure-line faculty appointment in the o,aduate School Concurrent appointment as J\nlirector of Research. Taught research methods course, graduate s,aristics and research seminar, graduate professional development ge,ninar\nprovided thesis advising to gtudents and contnDuted to the development of graduate progrmtl policies and curriculum. Mentored faculty and students in applied social science and behavioral research. o,airperson of Program Evaluation Corornittee. W. P. Moore (Youth Policy Research Group, inc.) 6 RfQ23-01 a-Response of Youth Policy Research Group. Inc Coordinator of school-wide faculty Development Education semmars. Elected to School of Allied Health Research Committee. 1993-1995 B,,search Assi-t ProfesSO'- University of l(ansaS eancer Center, University of Kansas Medical Center. Honornr)' appointroent ,eeogrn,:ing contnDution to research and scholarly activitl' ContnDute consulting and coJlaborarive service to research projects- 1991-1992 J.se'U\"\" I)epartro\"nt of Educational Psychology-and Rese\u0026amp;ch. University of Kansas. Courses taught included EPR 720 a graduate level classroom assessment course\nEPR 790 Research and EvaJuarion Proposal Development\nand EPR 710 a graduate level statistics course. 1988-89 g,.,,uate Teaching As~ Department ofEducational Psychology and Research, University of Kansas- Complete responsibility for teaching two sections of EPR 3 JO, a first year graduate level educational assessment and measurement c\\asS. 1984-86 Social Sciences m=ctor and De artmen' Actin\" C  erson. Turner High School, Tumer Unified School District, 1(ansaS City, l(ansaS- Taught sections of psychology, sociology, political science, and history. Assutned acting cl,airperson pos\\tion in Spring of 1986    1981-82 fu,cial Sci\"\"'es ]I,@!!Ctor. parsons Junior High SciJool, Parsons Unified School District, parsons, Kansas- Taught ,ections of American rnstotY and introductory Jaw. -- .... .... -rt   ~ t8 ~ ~.. Assessment and Testing I 998-2002 Drr\u0026lt;Ct% Educational Resemch and Assessroent Kansas City, Kansas Public Schools, K,,nsas City, l(ansaS- l see above for description of responsibilities)  t 996-1997 n_rrecrgr, Dep,rttnent of Educational Research and 1mproveroont, Kansas Ci,y, Missouri School District, Kansas City, J,!issouri (see above for description of responsibilities)- 1988-1989 filsistmt to T estjng Coordina19\u0026lt; Center for Educational Testing and Evaluation, K,,nsas J,,linimum eorrrpetency Testing Program, University of l(ansaS, 1..awrence, K,,nsasResponsible for assisting the coordinator in the dailY operation and coordination of a state-wide legislative mandated basic skills testing program. Developed system for rtern banking 3.000 test rterns\ntest paste-up and consrruction\nreviewins printing drafts, a\u0026lt;Jroinistering pilot srod\nes of items\nassisting with test equating and srandard setting activities.    ' -'.. .. .. ~ ~.. ~ ~ ~ ~.... ~ ~ '8 ~ .~. a..t W. P. Moore (Youth Policy Research Group, inc.} - RFQ23-01 O-Response of Youth Policy Research Group, inc. 1987 Test Item Writer. Center for Educational Testing and Evaluation, University of Kansas, Lawrence, Kansas. Developed original and revised existing multiple choice mathematics and reading items for inclusion on the 1988 K.MCT tests (grades 2, 4, 6, 8, and 10). 1986-1987 Testing Research Assistant. Center for Educational Testing and Evaluation, Kansas Minimum Competency Testing Program, University of Kansas, Lawrence, Kansas. Assisted in test construction., item tracking, and general test development activities and research regarding the KCMT. Publications Educational Psychology Gambone, M.A., Klem, A., Moore, W. P., and Summers, J. A. (2002). First Things First: Creating the conditions \u0026amp; capacity for community-wide reform in an urban school district. Ewing Marion Kauffman Foundation: Kansas City, MO  Gambone, M.A., Klem, A., Moore, W. P., and Summers, J. A. (2002). Executive Summary of First Things First: Creating the conditions \u0026amp; capacity for community-wide reform in an urban school district. Ewing Marion Kauffman Foundation, Kansas City, MO. Moranetz C.A., Hammig B.J., Moore W.P., and Coleman-Henderson K. Violence and Teens: Characteristics of High Risk Youth, Submitted to the The American Journal of Health Behavior. Moore W.P., Moranetz C.A., Owens M.M., Wordlaw-Watkins S.D., Parmet D.B., Enenbach M.J., Arroyo E.J., Hanna M.T., and Hammig B.J. The Effectiveness of a Dramatic HWIAIDS Education Program on the .Knowledge, Attitudes, Behavioral Intentions and Perceived Personal Risk of Urban Adolescents, Submitted to the Journal of Adolescent Health Moranetz C.A., Hammig B.J., Moore W.P., Turkman D.F., Miller J.W., Stebbins D.R., Brown C.M., and Mosier M.C. The Community Health Project: An Example of Effective Service Learning at the University of Kansas, Submitted to Academic 1\n1:edicine. Moore, W. P. (1996). Successful grantspersonship: Achieving the three clarities. Ewing Marion Kau:ffi.:nan Foundation, Kansas City, MO  Brown, C., Moore, W. P., Heroman, D., \u0026amp; Yunek, A. (1996). Influence of instrumental activities of daily living assessment method on judgments of independence. The American Occupational Therapy Journal_ 50(3), 202-206. Moore, W. P. (1995). Action research: A primer for teacher professional development. Ewing Marion Kauffman Foundation, Kansas City, MO. 13 I  I  I ~ '_,  ~ ' -' -' ---- ' W. P. Moore (Youth Policy Research Group, Inc.) 8 RFQ23-0J(}-Response of Youth Policy Research Group. Inc Moore, W. P. (1994). Toe devaluation of standardized testing: One district's response to a mandated assessment. Applied Measurement in Education, 7(4), 343-367. Moore, W. P. (1994). Appropriate test preparation: Can we reach a consensus? Educational Assessment, 2(1), 51-68. Miller, M. D. \u0026amp; Moore, W. P. (1991). Private-public school differences in the United States: Findings from the Second International Mathematics Study. International Journal of Educational Research, 15 (5), 433-444. Moore, W. P. Relationships among teacher test performance pressures, perceived testing benefits, test preparation strategies, and student test performance (Doctoral dissertation, University of Kansas, 1991 ). Dissertation Abstracts Internationale. Health Research and Psychology Beisecker, A. E., Murden, R., Moore, W. P., Graham, D., Helmig, L. (1996) Attitudes of medical students and primary care physicians regarding input of older and younger patients in medical decisions. Medical Care, 34(2), 126-13 7. Fabian, C. J., Kamel, S., McKittrick, R., Zalles, C., Simon, C., l(imler, B. F., Zeiger, S., Moore, W. P., and Chin, T. (1995). Breast tissue biomarkers in women at high and low risk for breast cancer. Proceedings of Cancer Symposium. Wayne State University: Kluwer Publishers. Beisecker, A. E., Helmig, L., Graham, D., and Moore, W. P. (1994)._Attitudes of oncologists, oncology nurses, and patients regarding medical decision-making by older and younger breast cancer patients. The Gerontologist, 34, 505-512 Fabian, C. J., Zalles, C., Kamel, S., IGmler, B. F., McKittrick, R., Trainin, A. S., Zieger, S., Moore, W. P., Hassanein, R.S., Simon, C., Johnson, N., Vergara, B., Jewell, W.R., Lin, F., Bhatia, P., and Chin, T. (1994). Prevalence of aneuploidy, overexpressed ER and EGFR and dysplastic cytology in random breast aspirates of women at high and low risk for breast cancer. Breast Cancer Research and Treatment, 30, 263-274  Beisecker, A. E. \u0026amp; Moore, W. P. (1994). Oncologists' perceptions of the effects of cancer patients' companions on physician-patient interactions. Journal of Psychosocial Oncology, 12 (1/2), 23-39. Fabian, C. J., Zalles, C., Kamel, S., McKittrick. R., Moore, W. P., Zeiger. S  Simon, C., IGmler. B., Cramer, A., Garcia, F., and Jewell, W. (1993). Biomarker and cytologic abnormalities in women at high and low risk for breast cancer. Journal of Cellular Biochemistry, J 7G, 153- 160. ~ I ' '  '  ' ' ' ' ' ' ' ' ' -' --' -\" ' ' --'  W. P. Moore() owh Policy Research Group. Inc.} 9 RFQ23-0J(}-Response of Youth Policy Research Group. inc. Beisecker, A. E. \u0026amp; Moore, W. P. (1992). Physician-cancer patient-companion interactions. Proceedings from the first annual meering of Psychosocial Oncology: Enhancing Parient and Family Care, Beverly Hills. Research, Evaluation and Planning Reports Moore, W. P. and Husman, M. (in press). Constructing youth engagement: A synthesis of literature, observation and professional opinion. Prepared under contract to Kansas City Young Audiences by Youth Policy Research Group, Inc.: Kansas City, KS. Moore, W. P. and Gramlich, A. (Sep. 2002). Evaluation of the impact of the school to enrrepreneurship program: Findings from the 2001-2002 implementation. Prepared under contract to the Ewing Marion Kauffman Foundation by Youth Policy Research Group, Inc.: Kansas City, KS. Gambone, M. A, Klem, A., Moore, W. P., and Summers, J. A. (2002). First Things First: Creating the conditions \u0026amp; capaciry for community-wide reform in an urban school district. Gambone \u0026amp; Associates: Philadelphia: PA. Gambone, M. A, Klem, A., Moore, W. P., and Summers, J. A. (2002). Executive Summary of First Things First: Creating the conditions \u0026amp; capaciry for community-wide reform in an urban school district. Gambone \u0026amp; Associates: Philadelphia: PA. Moore, W. P., Anthony, J., and Husman, M. (Nov. 2001). Evaluation of the TeacherArtist Residency Professional Development Model. Great Plains Research and Evaluation: Olathe, KS. Moore, W. P. (June, 2001) Effectiveness of the Young Audiences' Artist Training Conference. Great Plains Research and Evaluation: Olathe, KS. Moranetz, C., Moore, W. P., \u0026amp; Coleman-Henderson, K. (Dec, 1999). Evaluation of a Violence Prevention Program for High Risk Youth Phase One: Profiling Participants in Project SAFE. Great Plains Research and Evaluation: Olathe, KS. Moore, W. P. (1999). Learning about evaluation: Who are the stakeholders? Research Brief 4, Department of Educational Research and Assessment, Kansas City, Kansas Public Schools. Moore, W. P. (1999). Summary of parent and staff support for the Early Release Program, Research Brief, 2, Department of Educational Research and Assessment, Kansas City, Kansas Public Schools. Moore, W. P. (1999). School leadership mobility in the Kansas City, Kansas Public Schools. KCKPS Research Brief 1, Department of Educational Research and Assessment. Kansas City, Kansas Public Schools. 15 I I   I '    ' ' ' ' ' ' '  -    W. P. Moore (Yauch Policy Research Group, Inc.) JO RFQ23-0JO-Response of Youth Policy Research Group, Inc. Moore, W. P., Wright, D., \u0026amp; Cantwell, D. (1999). Assessment 2000: A Plan to create a world class assessment system in the Kansas City, Kansas Public Schools. Kansas City, Kansas Public Schools. Moore, W. P., Wright, D., \u0026amp; Cronister, J. (1998). 1997-1998 Student perceptions of instructional environment: District summary. Kansas City, KS: Department of Educational Research and Assessment, Kansas City, KS Public Schools. Richtermeyer, G., Moore, W. P., \u0026amp; Jones, R. L. (1998). Project Choice: A summary of parent perceptions five years later. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P., Helliner, T., fomas, L., Jones, R., \u0026amp; Gonzalez, S. (1998). Public achievement in Kansas City: Evaluation of the first year of implementation. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P., Jianas, L., Helliner, T., \u0026amp; Jones, R. (1998). The scholarship initiative: Synthesis of findings from phases 1 and 2 of the implementation evaluation. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P., Helliner, T., Jianas, L., Jones, R., \u0026amp; Robinson, R. (1998). Evaluation of the first year of implementation of Public Achievement in Kansas City: Mid-course findings  Kansas City, MO: Ewmg Marion Kauffman Foundation. Moore, W. P. (1998). Long-term planning for the evaluation of Arts Partners programming in schools. Olathe, KS: Great Plains Research and Evaluation. Moore, W. P., Richtermeyer, G., Helliner, T., \u0026amp; Jones, R. (1998). Professional development for urban principals: Findings from a needs assessment of Kansas City principals. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Jones, R. (1998). Evaluation of the third annual Successful Schools network meeting. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W.P. \u0026amp; Jones, R. (1998). Evaluation of the second Missouri Superintendent's Forum. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Jones, R. (1998) Evaluation of the second First Things First educational roundtable for school-site reform . Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Jones, R. (1998). Evaluation of the Missouri Superinrendent's Forum. Kansas City. MO: Ewing Marion Kauffman Foundation  16  '  '' '  '' ' ' ' ' ' ' ' ' ' ' ' ' ' W. P. Moore (fouih Policy Research Group, 1 nc.J JI RFQ:!3-0JO-Response of Youih Policy Research Group. Jn:: Moore, W. P., Jones, R. (1997). Evaluarion of the First Things First Educational Roundtable for Schaal-Sire Reform. ].(ansas City, MO: Ewing Marion Kauffman F oundarion Daniels, S. D., fomas, L., \u0026amp; Moore, W. P. (1997). Sustainability study of youth development granrees. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. (1997). Teacher perceprions of school leadership: Decision making support informarion. Kansas City, MO: Kansas City. Missouri School District. Moore, W. P. ( 1997). College prepatory education' Results of observations at Lincoln College P,eparatory Academy. ].(ansas CIT)'. MO: ].(ansas CIT)', Missouri School District. Moore, W. P. \u0026amp; )(ass. H.K. (1997). Evaluation of the educational resrructuring efforr in the Kansas City-St. Joseph Catholic Diocese elementary schools: Findings from the second year of evaluation. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. (1997). Intern.al audit of Iowa Tests of Basic Skills special testing to determine swdent eligibility for Admission to Lincoln College P,epartory: A report to the Superincendent. Kansas City, MO: Kansas City, MO School District. Moore, W. P. \u0026amp; Kass, H.K. (1996). Evaluarion of the implementation of the FYI Training Insritute. Kansas City, MO: Ewing Marion Kauffman Foundation  Moore, W. P. \u0026amp; Kass, H. K. (1996). Evaluation of the initial implemenJation af the Bug H U. G. S. educarion.al program. Shawnee Mission, KS: Shawnee Mission Medical Center Foundation.. Moore, W. P ., Kass, H.K., \u0026amp; Welch., K. (1996). Evaluation of the education.al rest,ucruring effort in the Kansas City-St. Joseph catholic diocese elementary schools: Findings from the first yew of evaluation. ].(ansas CIT)', MO: Ewing Marion Kauffman Foundation Moore, W. P. \u0026amp; Kass, H. K. ( 1996). Implementation evaluation and identification of our comes for selected music programs offered through Arts Partners. ].(ansas City, MO: )(ausaS City Young Audiences. Moore, W. P. \u0026amp; Kass, H.K. (1996). Evaluarion of the implementation of Arts Farmers prog,ams in the Fort Osage School District. Kansas CIT)', MO: J(ausaSCity Young Audiences. Moore, W. P. (1996). Summary of technical assistance ourcomesfor nation-wide substonce use projectsfimded by the Ewing Mwion Kauffman Foundation. Kansas City, MO, Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Welch. K. (1996). Evaluarion report for the 3-on-3 youth ourreach prog,am Context, implementation and preliminary outcomes. ].(ansas City. MO: Emlg Marion Kau:ffinan Foundation. I   ' -~ '' ''' ' ' ' ' ' ' ' ' ' ' ' ' ' ' W. P. Moore (Youth Policy Researcn Group. inc.) !2 RFQ23-0JO-Response of Youth Policy Research Group. Inc Moranetz., C. A., Moore, W. P. Hutcheson, D. \u0026amp; Wendt, K.. J. (1996). Summary of impact of the Dramaric AIDS Education Project at catholic high sclwols: Technical Report. Kansas City, KS: University ofl(ansas Medical Center. Moore, W. P. \u0026amp; Kass, H. ( I 996). Evaluation report for Baseline Training in the midwest region of the United States: Implementation, rechnicol specifications, and perceived outcomes. Kansas City, MO: Ewing Marion K.auffinan Foundation. Moore, W. P., Welch, K.., \u0026amp; Kass, H. (1995). Final evaluation report for the STAR continuarion grants program. I(ansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Welch, K. (1995). Evaluation report for the Ewing Marion Kauffino-n Foundation's Project ST AR continuation granrs program: Unintended outcomes and future role off oundation in substance abuse prevention. Kansas City, MO: Ewing Marion Kanffinan Foundation. Moore, W. P. (1994). Evaluarion of the Mind's Edge arts integration program: An examination of the process and products. Kansas City, MO: Kansas City Young Audiences. Atwater, J. \u0026amp; Moore, W. P. (1992). Achievement and enrollment evaluation of the Applied Learning ElementarY Magnet Schools, I 990-I 99 I  Kansas City, MO: Kansas City  Missouri School District, Evaluation Office. Moore, W. P. (1992). Achievement and enrollment evaluation of the Faxon Monressori Elemenrary Magnet Sclwol Program, 1991-/992. Kansas City, MO: Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1992). Achievement and enrollment evaluation of the Science/Math Middle Magnet Sclwols Program. I 991-199 2. Kansas City, MO: Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1992). AchievemenI and enrollment evaluation of the Southwest High School Math/Science Magnet Program, I 991-1992. Kansas City, MO: Kansas City. Missnuri School District. Evaluation Office. Moore, W. P. (1992). Summarive evaluation of the Applied Learning Elemenrary Magnet Sclwols Program. I 99 J-199 2. Kansas City. MO: Kansas City. Mi,souri School D\n,\nrrict. Evaluation Office. Moore, W. P. (1992). Summarive evaluation of the Science and Mathematics Magner Elemenrary Sclwols. Longiwdinal Report, I 989-1990. Kansas City. MO: Kansas City. Missouri School District.. Evaluation Office. 18 I  ~ - ' '  '  ' ' '' '''''' 1ft -~ ~ Ir P. Moore (T'oucn Poucy Research Group  .1 n:. J 3 RFQ23-0I (}-Response of J'ouih Policy Research Group. in::. Moore, W. P. (1992). Summative evaluation of the lnvesrigarive Learning Elementary Magnet Schools, 1991-1992. Kansas City, MO: KansaS City. Missouri School District, Evaluation Office. Moore, W. P. (1992). Formative evaluation of the Holliday Monressori Elementary Magnet School Program, 1991-1992. J(\n,nsas City, MO: Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1992). Formative evaluation of the Southeast Health Professions Magnet High School, 1 991-199 2. J(\n,nsas City, M 0: J(\n,nsas City, Missouri School Disrrict. Evaluation Office. Moore, W. P. (1991). Achievement and enrollment evaluation of the Investigative Learning Elemenrary Magnet Schools, 1990-1991. I(ansas City, MO: 1(ansas City, Missouri School District, Evaluation Office. Moore, W. P. (1991). Achievement and enrollment evaluation of theScience/Math Middle Magnet Schools, 1990-1991. I(ansas City, MO: l(ansaS City, Missouri School District, Evaluation Office. Moore, W. P. (1991). Formative evaluation of the Holliday Montessori Elementary Magnet Schaal, 1990-1991. Kansas City, MO: K\n,nsas City, Missouri School Disrrict, Evaluation Office. Moore, W. P. (1991). Formative evaluation of the Science and Mathematics Magne1 Elementary School Program, 1990-1991. Kansas City. MO: l(ansaS City, Missouri School District, Evaluation Office. Moore, W. P. (1991). Formative evaluation of the Southeast Health Professions Magnet Wgh Schaal, 1990-1991. Kansas City, MO: K\n,nsas City, Missouri Schoo 1 Disrrict, Evaluation Office. Moore, W. P. (1991). Summative evaluation of the Fax.on Montessori Magnet School Program, Longicudinal Report, 1989-1991. Kansas City, MO: Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1991 ). Summative evaluation of the Southwest Science and Mathemacics Magnet High School Prag.-am, Longitudinal Report, 1989-1991. K\n,nsas City, MO: Kansas City. Missouri School District, Evaluation Office. Moore, W. P. (1990). AchievemenI and enrollment evaluation of the Jnvescigarive Learning Elemenrary Magnet Schools, 1989-1990. Kansas City. MO: Kansas City. Missouri School District, Evaluation Office. 19 I   ' ' ' '  '  '  '    W. P. Moore (iourh Policy Research Group, Jnc.j /4 RFQ23-0JO-Response of Youth Policy Research Group, Jnc. Moore, W. P. (1990). Formative evaluation of the New Faxon Montessori Magnet School, 1989-1990. Kansas City, MO: Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1990). Formative evaluation of the First Year Science and Mathematics Magnet Elementary Schools, 1989-1990. Kansas City, MO: Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1990). Formative evaluation of the Southwest Science and Mathematics Magnet High School, 1989-1990. Kansas City, MO: Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1990). Mid-year formative evaluation of the First Year Science and Mathematics Elementary Magnet Schools, 1989-1990. Kansas City, MO: Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1990). Mid-year formative evaluation of the Science/Math Middle Magnet Schools, Longitudinal Report, 1987-1988, i988-1989, 1989-1990. K,,nsas City, MO Kansas City, Missouri School District, Evaluation Office. Moore, W. P. (1990). Summative evaluation of the Science/Math Middl.e Magnet Schools: Longitudinal Report, 1987-1988, 1988-1989, 1989-1990. Kansas City, MO: Kansas City, Missouri School District, Evaluation Office  Moore, W. P. (1988). Evaluation report on the Artist-in-Residence Program. Lawrence, KS: University of Kansas, Department of Art Education. Published Abstracts Wendt K.J., Moranetz C.A., Wallace D.D .. HoffG.L., Moore W.P., Hamm.R.H., Bindman A.B., Lehman J.S. Deterrents to HIV Testing and Care: An Analysis of the HIV Referral Syscem in Missouri, Presented at 125th Annual American Public Health Association Meeting. Indianapolis. Indiana. November 1997  Wendt K.L Moranetz C.A., and Moore W.P. Treatment Group Composition Effects in A HIV Education Program For Teenage Youth. Presented at 18th Annual Scientic Sessions of The Society of Behavioral Medicine. San Francisco, California., April 1997  Moore, W.P .. Moranetz C.A., and Wendt K.J. , Artitudes and Predicrors of HIV Risk Reduction Behavior in Carholic Teenagers. Presented at 26th International Congress of Psychology. Monrreal. Canada. August 1996. 20 I I ' ' ~ ' -~ \\ ' ' '' ' ' ' ' -' ' ' -'  W. ?. Moore (Youth POiicy Researcn Group, inc.J ,J RFQ23-0JO-Response o_( l'outh Policy Research Group, In=. Conference Presentations and Session Chairs Wright. D ., Moore, W. P ., and Heiro=. J. (2002, Apr.). Whom did we miss and why? Character\nstics of non-participating general education srudents in mandated achievement assessments. Paper presented at the annual meeting of the American Educational Research Association, ew Orleans, LA. Moranetz, C. A., Hamming, B. J., Moore, W. P., Mosier, M. M., Turla:nani, D. F., Young. B., \u0026amp; Anthony, A. (2000, Apr.). Service learning Merging medicine and public health. The Community Healrh Project at the University af Kansas. Paper presented at the annual meeting oftbe Association for Teachers of Preventive Medicine, Atlanta. GA. Coleman-Henderson K., Moranetz C.A., Moore W.P. (2000, Apr.). Violence and Teens Characteristics of High-Risk Youth, Srudent National Medical A.,sociarion 35 Annual Medical Education Conference, Los Angeles, CA. Wendt, JU., Moranetz, C. A., Wallace, D. D., Hoff, G. L., Moore, W. P., Har=, RH  B-A. B., and Lebman, J. S. ( l 997, Nov.). Deterrents to HIV testing and carec An analysis of the HIV referral system in Missouri. Paper presented at the annual meeting of the American Public Health Association, Indianapolis, IN. Moore, W. P. (1997, Apr.). Using multiple measures in evaluation. Chairpenon for conference session in Division R Research on Evaluation Special Interest Group. Session delivered at the annual rneerinll of the American Educational Research Association, Chicago, IL. Wendt, IC, Moranetz., C. A, \u0026amp; Moore, W. P. (1997, Apr.). Treatment Group Composition Effects in A HW Education Program For Teenage Youth. Paper pre-ed at the annual meeting oftbe Society for Behavioral Medicm.e, Washington, DC. Moore, W .P ., Moranetz C.A., and Wendt K.l. ( 1996, Aug.). Attitudes and Predicrors of HIV Risk Reduction Behavior in Catholic Teenagers, Presented at the 26th International Congress of Psychology, Montreal.\nCanada- Moore, W. P. \u0026amp; Mercer, C. (1995, Apr.). The role of teachers in the development of the national educational research agenda Is ar,yone in Washington listening? Paper presented at the I 995 annual meeting of the AJDerican Educational Research Association, San Francisco. Moranetz, C. A. \u0026amp; Moore, W. P., Owens, M., \u0026amp; Wordlaw, S. (1995, Apr.). A collaborative AIDS education model for changing knowledge and behavioral intentions of adnlescenrs. Paper presented at the I 995 annual meeting of the Society of Behavioral Medicllle. San Diego. 21 W. P. Moore () 'owh Pnlicy Research Group, inc./ /6 RFQ23-0JO-Response of YouJh Policy Research Group, Inc Moranetz., C. A., Moore, W. P., Owens, M., \u0026amp; Wordlaw, S. (1995, Mar.). The impact of a dramatic AIDS education program on knowledge and behavioral intentions of teenagers. Paper presented at the 1995 annual meeting of the Association for Teachers of Preventive Medicine, New Orleans, LA. Moranetz, C. A., Moore, W. P., Owens, M. M., \u0026amp; Wordlaw, S. D. (1994, Nov.). AIDS education and prevention: A medicine and drama model for changing knowledge and behavioral intentions of adolescents. Paper presented at the annual University of Kansas Medical Center Faculty Research Day, Kansas City, KS. Kamel. S., Fabian, C., Zalles, C., McKittrick, R., Kimler, B., Zeiger, S., Simon, C., Moore, W. (1994, Nov.). Correlation of breast tissue biomarkers with hyperplasia and dysplasia in fine needle aspirates (FNA's) of women at high and low riskfor breast cancer. Paper presented at the annual Faculty Research Day at the University of Kansas Medical Center. Kansas City, KS. Moranetz, C. A., \u0026amp; Moore, W. P. (1994, July). The dramatic AIDS education project: The impact of an innovative program on the knowledge, attitudes and behavior of teenagers. Paper presented at the 19th annual meeting of the National Wellness Conference, Stevens Point, Wl. Scott, D. A., \u0026amp; Moore, W. P. (1994, Jun.). Predicting academic success and failure. Paper presented at the annual meeting of the Commission on Education, Boston. Moore, W. P., Moranetz, C. A., Hanna, M. T., \u0026amp; Arroyo, E. Y. (1994. Jun.). Effects of a dramatic education intervention on AIDS-related knowledge, attitudes, and behavioral intentions. Paper presented at the sixth annual meeting of the American Psychological Society. Washington. DC. Moore, W. P. \u0026amp; Esselman., M. E. (1994, Apr.). Exploring the context of teacher efficacy: The role of achievement and school climate. Paper presented at-the annual meeting of the American Educational Research Association, New Orleans. Fabian. C., Zalles, C., Kamel. S., McKittrick. R., Kimler, B., Zeiger. S., Simon, C  Moore, W. (1994, Apr). Correlation of breasr tissue biomarkers with hyperplasia and dysplasia in fine needle aspirates (FNA's) of women at high and low riskfor breast cancer. Paper presented at the 85th annual meeting of the American Association for Cancer Research, San Francisco. Moranetz. C. A., Arroyo, E. Y .. Hanna. M. T .. \u0026amp; Moore, W. P. (1994. Feb). The implementation and evaluation of an innovative AIDS education program. Paper presented at the fifth annual meeting of the American Journal of Health Promotion research conference. Colorado Springs. CO. 22   ' ' ~ ' ' ' ~ ' ' ' ' ' '\\ '.. '''\" -.. W. P. Moore (Youth Policy Research Group, Inc.) Ji RFQ23-0JO-Response of Yourh Policy Research Group. Jnc. Beisecker, A. E. \u0026amp; Moore, W. P. (1993, Nov.). Attirudes regarding desire for information and patient input in medical decisions for breast cancer. Paper presented a! the annual meeting of the American Public Health Association, San Francisco. Beisecker, A. E. \u0026amp; Moore, W. P. ( l 993, Sept.). The effects of patient age on attitudes of oncologists. oncology nurses and female patients regarding patient input in medical decisions for breast cancer. Paper presented at the snnual meeting of the American Association for Cancer Research, San Diego. Moranetz, C. A., Moore, W. P., Arroyo, E. Y., \u0026amp; Hanna, M. T. (1993, Nov.). The impact on teenagers of an innovafive AIDS education program: Results from the first pilot year Paper preseoted at the University of Kansas Medical Center annual faculty research day, Ki,nsas City, KS. .  Moore, W. P. \u0026amp; Mercer, C. ( l 993, Nov.). Identifying research prioriries in education: Results from a national sample of university educarors. Paper presented at the snnual F acuity Research Day, University ofl(ansas Medical Center, Kansas City, KS. Moore, W. P. ( l 993, Apr.). Preparation of swdents for testing: Teacher differentiation of appropriare and inappropriate practices. Paper presented at the snnual meeting of the National Council on Measurement in Education, Atlanta- Beisecker, A. E. \u0026amp; Moore, W. P. ( l 992, Nov.). Attiwdes of oncologists and oncology nurses regarding medical decision-making by older and younger breast cancer patients: Implications for provider-patient communication. Paper presented at the snnual meeting of the American Public Health Association, Washington, D. C. BeIBecker, A. E. \u0026amp; Moore, W. P. (1992, Nov.). Attitudes of medical sn,dents and primary care physicians regarding input of older and younger patients in medical decisions. Paper presented at the annual meeting of the Gerontological Society of America, wasmngton, D c. Moon,, W. P. \u0026amp; Beisecker, A. E. (l 992, Nov.). Oncologist's perceptions of physician cancer patient-companion interactions. Poster presented at the University of Kansas Medical Center Faculty Research Day, Kansas City, KS. Beisecker, A. E. \u0026amp; Moore, W. P. (1992, Sept.). Physician-cancer patient-companion interactions. Presented at the first Psychosocwl Oncology: Enhancing PatiOnt and Family Care Conference, Beverly Hills, CA. Essebnan, M. E. \u0026amp; Moore, W. P. ( 1992, Apr.). In search of organiiationnl variables which can be altered to promote an increased sense of efficacy. Paper presented at the American Educational Research Association annual meeting, San Francisco. 23 W. P. Moore ffouch Policy Research Group. Inc.) 18 RFQ23-0JO-Response of Yauch Policy Research Group, Jnc. Moore, W. P. (1992, Apr.). Testing perceptions, practices, and malpractice: The impacr on teachers of court-ordered achievement testing in a desegregation setting. Paper presented at the National Council on Measurement in Education annual meeting, San Francisco. Moore, W. P. \u0026amp; Esse~ M. E. (1992, Apr.). Teacher efficacy, empowerment, and a focused instructional climate: Does student achievement benefit? Paper presented at the American Educational Research Association annual meeting, San Francisco. Moore, W. P. (1990, Apr.). Ethnic group differential mathematics achievement: Some findings from the Second International Mathematics Study. Paper presented at the American Educational Research Association annual meeting, Boston. Moore, W. P. \u0026amp; Miller, M. D. (1990, Apr.). Differential insrructional environments in public and private school classrooms: Some findings from the Second International Mathematics Study. Paper presented at the American Educational Research Association annual meeting, Boston. Moore, W. P. \u0026amp; Peckover, R. (1989, Nov.). Integrating the phases of item management utilizing Apple's HyperCard. Poster presented at the annual meeting of the Association for Psychological and Educational Research in Kansas, Pittsburg, KS. Moore, W. P. \u0026amp; Hsia, S. (1989, Nov.). Qualitatively better education in private school classrooms? Some findings from the Second International Mathematics Study. Paper presented at the annual meeting of the Association of Psychological and Educational Research in Kansas, Pittsburg, KS. Hsia. S. \u0026amp; Moore, W. P. (1989, Nov.). Factors associated with minority group achievement: Some findings from the Second International Mathematics Study. Paper presented at the annual meeting of the Association for Psychological and Educational Research in Kansas. Pittsburg, KS.  Miller, M. D. \u0026amp; Moore, W. P. (1988, Apr.). Private-public achievement differences in the Second International Mathematics Study. Paper presented at the annual meeting of the American Educational Research Association, ew Orleans. Salkind, N. \u0026amp; Moore, W. P. (1988, Apr.). Leaming about children and families. Paper presented at the meeting of the Southwestern Society for Research in Human Development. New Orleans. Moore, W. P. (1 987. ov.). Teacher observation under a microscope: A iechniquefor evaluating the effectiveness of beginning teachers. Paper presented at the annual meeting of the Association for Psychological and Educational Research in Kansas- Lawrence, KS. lnvited Addresses, Seminars, and Training Presentations I ~  ' '' '''''' ' ' ' ' -''' .. '..  '  '.. W. P Moore(} ouih Polzet Researcn Grou_o. 1nc.1 , ~ RFQ23-010---Response of fown Policy Researcn Group, Jru: Moore, W. P. and Gambone. M.A. (2002. Aug.). A theory ofchange approach to evaluating community-wide reform. Invited presentation to the Los Angeles. California County Commissioners meeting, Long Beach, CA. Gambone, M. A. and Moore, W. P. (200'.?.. Feb.). A theory of change approach to evaluating education system reform. Invited presentation at The Aspen Institute's Roundtable on Comprehensive Community Initiatives for Children and Families. Glen Cove, Long Island, New York. Moore, W. P. (2001. Aug.). Re-casting the role of the arts in k-12 education: How the arts can contribute to the national educational reform dialogue . Invited panel presentation at the Annual National Conference of Young Audiences Organizations. Kansas City, MO. Moore, W. P. (1998, Aug.). Next steps for the evaluation of Public Achievement in Kansas City. Invited presentation to the Kansas City Partners of Public Achievement. Kansas City, MO. Moore, W. P. (1998, May). Understanding the process of benchmarking and establishing benchmarks w guide internal improvement efforts. Invited presentation to the Department of Research and Evaluation, Ewing Marion Kauffman Foundation. Independence. MO. Moore, W. P. (1998, Feb.). Re-casting the role of the arts in education: How evaluation can shape the local and national agenda. Invited panel presentation to the Young Audiences Board of Directors. Kansas City, MO. Moore, W. P. (1997, Jun.). Furure direcrionsfor the West-Cenrral Associated Schools: What do evaluation results tell us? Invited presentation to community and school stakeholders of the West-Central Associated Schools sponsored by the Ewing Marion Kauffman Foundation. Kansas City, MO. Moore, W. P. (1997, Apr.). Setting realistic and meaningful system and school goals. Invited kevnote address at the Kansas City, Missouri School District's District-wide administrators workshop on school improvement planning. Kansas City, MO. Moore, W. P. (1996, May). Consequences of mandared achievement testing: Resulrs from a desegregating school district. Invited presentation to College of Education faculty and staff, Auburn University. Auburn, AL. Moore, W. P. (1996, Apr.). Introduction to positive youth development through asset building in our communities and schools. Invited keynote address to the Advisory Board ofthe HelpNet Community Project. Overland Park. KS. 25 ' ~ ' -- \" \"-   -~ \"\" \" ~ -  -  W. P. Moore rTouzh Policy Research Group, h,c.) 2(J RFQ23-0JO-Response of You1h Policy Research Group. Inc. Moran.etz, C. A. \u0026amp; Moore, W. P. (1996, Apr.). Adolescent health behaviors: The good, the bad and the ugly. Invited keynote address to parents of O'Hara High School. Kansas City, MO. Moore, W. P. (1996, Apr.). Consequences of mandated achievement testing: Results from a desegregating school district. Invited presentation to College of Education faculty and staff, University of Wyoming. Laramie, WY. Moore, W. P. (1996, Mar.). Teacher leadership through action research. Invited keynote address to Park Hill School District Administrative Leadership. Kansas City, MO. Moore, W. P. (1996, Feb.). Preparing your grant application to increase the chances of funding. Invited professional development seminar to Baseline Cad.re members from Colorado, Kansas, and Missouri. Kansas City, MO. Moore, W. P. (1996, Feb.). Professional development through action research. Invited staff development seminar to Park Hill School District faculty and staff. Kansas City, MO. Moore, W.P. (1995, Dec.). Evaluation as a stimulant for creating a learning organization. Invited presentation to the Board of Directors of l(ansaS City Arts Partners. Kansas City, MO. Moore, W. P. (1995, Nov.). The role of evaluation in a learning organization. Invited presentation to the Board ofDirectors of Kansas City Young Audiences. Kansas City, MO. Moore, W. P. (1995, Nov.). Locatingfunders and.preparing grant applications. Invited staff development seminar to ST AR schools faculty. Sponsored by the Ewing Marion Kauffman Foundation, Kansas City, MO. Moore, W. P. (1995, Oct.). Achieving the three clarities of successful grantspersonship  Invited staff development seminar to Baseline program cad.re in Kansas, Missouri, and Colorado  Sponsored by the Ewing Marion Kauffman Foundation, 1(ansaS City, MO  Moore, W. P. (1995, Sept.). Designing client-focused program evaluacions. Invited staff development seminar sponsored by the University of Kansas Medical Center, Child Development Unit, Kansas City, KS. Moore, W. P. (1995, May). Outcomes-Based Evaluation. Invited staff development seminar to the staff of Kansas City Young Audiences. Kansas City, MO. Moore, W. P. (1995. Apr.). Using SPSS (Statiscical Package for the Social Sciences) in applied research. Invited staff development seminar to the faculty of the University of Kansas Department of Occupational Therapy Education. Kansas City. KS  26 I  ' ' ~ ~  .. .. ~ ~ ~ ..   ~ ~ ~ ~ ~ ~.-. W P. Moore (Youih Policy Research Group, Inc. ) ~l RFQ23-0JO--Respome of Youth Policy Research Group, Inc. Moore, W. P. (1995, Mar.). Improving your classroom-based assessments. Invited staff development seminar to the University of Kansas Department of Physical Therapy Education, Kansas City, KS. Moore, W. P., \u0026amp; Richards, L. (1994, Dec.). Assessing independent living. Invited presentation at the University of Kansas Medical Center OT Education conference: The Competent Professional: A Balance of Work-Play-Leisure, Kansas City, KS. Moore, W. P. \u0026amp; Moranetz, C. (1994, Aug.). An AIDS education program. Invited presentation to community and business leaders sponsored by the Child Abuse Prevention Coalition, Overland Park, KS. Moranetz, C. \u0026amp; Moore, W. P. (1994, Apr.). The implementation of an innovative AIDS education project. Invited presentation to the Kansas University Affiliated Programs Child Development Unit (CDU), Kansas City, KS. Moore, W. P. (1994, Apr.). How to improve your classroom-based assessments  Svmposium Chair for the University of Kansas School of Allied Health Faculty Development Education Seminar, Kansas City, KS. Moore, W. P. (1994, Mar.). Clinician as researcher. Invited address to the Kansas University Affiliated Program Child Development Unit (CDU), Kansas City, KS. Moore, W. P. (1994, Mar.). The clinician as researcher. Invited address to the Leadership in Occupational Therapy Service Systems (LOTSS) Group at the University of Kansas, Kansas City, KS . Moore, W. P. (1994, Mar.). Problem-based learning and critical thinking. Symposium chair for the University of Kansas School of Allied Health Faculty Development Education Seminars, Kansas City, KS.  Moore, W. P. (1994, Mar.). How children are assessed in schools. Invited address to community and business leaders sponsored by the Child Abuse Prevention Coalition, Overland Park, KS. Moore, W. P. (1994, Feb.). How to be creative and effective in the classroom  Svmposium Chair for the University of Kansas School of Allied Health Faculty Development Education Seminars. Kansas City, KS  Moore, W. P. (1993, Dec.). Developing educationally useful and defensible classroom tests. Invited training seminar to the faculty of the Department of Occupational Therapy Education, University of Kansas, Kansas City, KS. Moore, W. P. Clinician as researcher. (1993, Nov.). Invited kevnote address at the annual meeting of the Kansas Occupational Therapy Association, Topeka, KS. 27 ~ ' \\ ~ \\ ~ '  ' ~ ' ' '  ~ ~ W. P. Moore (Yourh Policy Research Group. j 11!:.} 2] RFQ23-0W-Response ofYourh Policy Research Group, Inc. Moore, W. P. \u0026amp; McCl~ L. (1993, Nov.). Understanding quantitative and qualitative research approaches. Invited presentation to the Leadership in Occupational Therapy Service Systems (LOTSS) Group at the University of Kansas, Kansas City, KS. Moore, W. P. \u0026amp; Esselman, W. P. (1992, Mar.). The influence of school climate on student achievement and teacher efficacy. Invited presenta1ion to Kansas City, Missouri School Di.strict Conflict Resolution subcommittee, l(an.sas City, MO. Moore, W. P. \u0026amp; Seever, M. (1992, Mar.). Large-scale testing: The impact on instrUction and school curriculum. Invited presentation to Area 2 Di.strict principals, Hartman Elementary, Kansas City, MO. Seever, M. \u0026amp; Moore, W. P. (1992, Jan.). How students learn: Implications for insrrucrional design. Invited presentation to Area 2 Di.strict principals, Hartman Elementary, Kansas City, MO. Moore, W. P. (1992, Mar.). Test performance and test preparation: How instruction and curriculum are influenced Invited presentation during spring staff development to administration and faculty at district elementary schools, West Rock Creek Elementary, Kansas City, MO. Moore, W. P. (1992, Mar.). Testing practices and preparation: How to benefit your students' test performance. Invited presentation to Swinney and Volker elementary school administration and faculty, Swinney Elementary, Kansas City, MO. Moore, W. P. (1992, Feb.). Testing programs and teacher practices. Invited presentation to Swinney and Volker elementary school School Advisory Committee, Swinney Elementary. Kansas City. MO. Moore, W. P. (1991, Aug.). Health professions educational programs in the Kansas Cicy, Missouri School Disrrict, A sta1US report. Invited kevm,te address to fi,oulty at the 1991 District Inservice Conferences. University of Missouri-Kansas City, Kansas City, MO. Moore, W. P. (1990, Aug.). A report on the status of mathematics and science education in the Kansas Ciry, Missouri School Disrrict. Invited kevnote address to di.strict-wide faculty at the 1990 Opening of School Conference, Kansas City, MO. Externally Funded Research \u0026amp; Training The Evaluation of the Kansas Superintendent's Forum. Principal Investigator: W. Moore. Total CostS: 96.157.25. Funded by the Kansas Health Foundation.. November 2002-December. 2004. 28 W P. Moore (Youth Policy Research Group, Inc.) 23 RFQ23-0!0-Response of Yau.th Policy Research Group, Inc. Evaluation of the Impact of the School to Entrepreneurship Program. Principal InveStigator: W. Moore. Total Costs: 9750.00. Funded by the Ewing Marion Kauffman Foundation., July 2002- ovember, 2002. The Dramatic AIDS-Education Project: A program for extreme risk youth. Co-principal Investigators: J. Pelster, C. Moranetz, W. Moore. Total Costs: 18,000. Funded by Heart of America Community Foundation for AIDS and Design Industries Foundation Fighting AIDS, October, 1995-September, 1996. Development of a Consolidated Interdisciplinary Model for Providing Inclusive Education and Related Services for Children and Youth with Disabilities. Co-Principal Investigators: W. -Dunn and W. Moore, Dept. of OT Education. US Department of Education. Total Costs: 157,962. Application Approved, May, 1995. Institute on Statistical Analysis for Education Policy. American Educational Research Association Grants Program for the Enhancement of Education Statistics, Mathematics, and Science Education., and the Educational Research Infrastructure. Funded. April, 1995. The Dramatic AIDS Education Project: Development of a Middle School Educational Intervention. Principal Investigator: C. Moranetz\nCo-Investigator: W. Moore. Joint submission with The Coterie Theatre. Total Costs: 34,000. Funded by The Kansas City Junior League, June, 1995-May, 1997. The Dramatic AIDS Education Project: Continuation for Year Two. Principal Investigator: C. Moranetz\nCo-Investigator: W. Moore. Joint submission with Toe Coterie Theatre. Total Costs 36,000. Funded by Twentieth Century Companies, AU:,crust, 1994-August 1995. Establishing Educational Priorities in Kansas. Principal Investigator: W. Moore, Dept. of OT Education\nCo-investigator: C. Mercer. Funded by the Kansas State Board of Education. Total Costs: 5,000. January 1993-September 1994. Establishing Educational Priorities in Kansas. Principal Investigator: W. Moore, Dept of OT Education. Funded by the University of Kansas, Graduate Studies and Faculty Research Grant, Total Costs: 1,000. April, 1994 and March, 1995 The Validity of JADL Assessments for Predicting Function in Natural Environments. Principal Investigator: W. Moore, Dept of OT Education\nCo-Investigator: C. Brown. Funded by the University of Kansas, School of Allied Health, Dean's Research Fund. Total Costs: 750.00. July 1993-June 1994. The Dramatic Aids Education Project. A joint project with Toe Coterie Theatre and the University of Kansas Medical Center. Principal Investigator: C. Moranetz, Associate Professor Preventive Medicine. Co-investigator: W. Moore. Total Costs: 23,000. Funded by Twentieth Century Companies, Inc. August 1993-July 1994. 29 I  ~ '   ..   \".... .... .... .... .... ..  W. P. Moore (fouth Policy esearcn RFQ23-0JO-Response of Youth Policy Research Group, inc. Honors, Awards, Elected and Appointed Positions Adv\u0026lt;\nory Council, CommunitJ' Health Promotion Project, University of Kansas Medical Center, 2A0d0v1i-sPorreys Benota rd, Sunflower House: A Child Abuse Prevention Ctr, 1998-Present National Panel of Writers, Joint Cornrrrinee on Standards for Educational Evaluation, Subcommittee to develop standards for student evaluation, Western Michigan University, 1998 Vice-President of Education, Sunflower House, A Child Abuse Prevention Ctr, 1998 Kansas City Ribbon of Hope Award, The Dramlictic AIDS Education Project, 1997 Board Secretary, Sunflower House, A Child Abuse Prevention Center, 1997 Board of Directors, Sunflower House, 1997-1998 Vice-President for Education, Child Abuse Prevention Coalition, 1996. \"Faculty Marshall, University of Kansas Commencement Ceremonies, 1995 Who's Who in American Education, 5th Edition. A. N. Marquis Publishers, 1996-1997 Univ. ofKansas School of Allied Health, Research Committee, Elected by Faculty, 1994 Univ. of Kansas Graduate Studies and Research faculty Travel Grant, 1994, 1995 Board of Directors, Child Abuse Prevention Coalition, 1994 Appointment to the KU Cancer Center as Honorarv Research AssisW\u0026gt;t Professor, 1993 Univ. of Kansas School of Allied Health, Dean's Research Award, Fall, 1993 Selected by faculty to Madeline Hunter Effective Tear.rung Cadre, 1985-1986 Kansas National Education Association-Turner, Building Representative, 1985-86 Professional Service National Reviewer. W. T. Grant Foundation., 2002-Present Member, Panel of Writers, The Joint Committee on Standmds for Educational E valuarilm  Western Michigan University., 1997-1998 National Succes.eful Schools planning T earn. 1997-1998 Editorial Board Member. Occupational Therapy Journal of Research, 1994-1998 Member. ational Research Development Committee. American Occupational Therapy Foundation. 1995-97 Grant Reviewer, U.S. Deparrment of Health and Human Services. Administration on Children- Y outb and Families, 1992-1998 Program Reviewer. American Psychological Sociery. 1992-1995 Manuscript Reviewer, Macmillan Publishing. Educational Psychology. 1991-1995 Manuscript Reviewer. Wadsworth Publishing. Educational Psychology. 1995-1996 30  t       .. .... .... .... .... ....  \" W. P Moore (You1h Policy Research Group. inc.) __ RFQ23-0JO--Response of }'ou1h Policy Research Group, Jr::. Regional and Local Kansas Ciry Merropolitan Task Force to Establish Local Standards for Evaluarion, 1998 Kansas Ciry Urban Principal's Leadership Planning Team. 1997-1998 Kansas Ciry Metropolitan Area Early Childhood Care and Education Planning Team. 1997-1998 Missouri Superintendent's Forum Planning Team, 1997-1998 Kansas Ciry, Missouri School-to Career Communiry Steering Commitree, 1997-1998 BE2 School-to-Career Functional Team Member, Benchmarking and Evaluation, 1997-2000 Kansas Ciry Public Achievement: Leadership Team member. 1998-2000 Dramatic AIDS Education Projecr: Co-Director, Research and Evaluation. 1993-1997 Consuhant, Research and Evaluation, 199'.?., 1998-Present Coalition for Positive Family Relationships: Education and Training Committee member, 1995-1997 Family Research Team Committee member, 1995-1997 Sunflower House: A Child Abuse Prevention Center Advisory Board Member, 1998-Present Vice-President of Education, 1997-1998 Executive Committee, 1997-1998 Strategic planning Crurirperson, 1997-1998 Board of Directors, 1997-1998 Education Committee member, 1997-199 Child Abuse Prevention Coalition: Board of Directors, 1994-1997 Sunflower Children's Advocacy Center/CAPC Merger Joint Task Force, 1995-96 Wyandotte County, Child Abuse Task Force, CAPC 1995-1996 Vice-President, Education, 1996 Executive Committee, 1996-1997 Executive Director Search Committee, 1994 Strategic Planning Chairperson\n1994-1997 Education Committee member, 1993-1997 HelpNET:A Communiry Response to Youth Development, Overland Park, KS, Co-Organizer, 1995-1996 Institutional Summer School Planning Committee, Member, Kansas City. Kansas Public Schools. 1998-2002 KCKPS and KNEA Instructional Improvement Initiative Planning Committee, 1999-2002 Overcrowded Schools Committee. Member. Kansas City, Kansas Public Schools, 1999-200'2 Superintendent's Assessment Advisory Committee. Chairperson. Kansas City. Kansas Public 31 W. P. Moore (YouJh Policy Research Group, Inc.) 26 R.FQ23-0IO-Response of Youth Policy Research Group, inc. Schools, 1998-2002 Kansas City, Kansas Public Schools District Data Team, Chairperson., Kansas City, Kansas Public Superintendent' s Management Team (Cabinet), Kansas City, Kansas Public Schools, 1998-2002 Schools, 1998-2002 First Things First: Kansas City, Kansas School District, Research Management Team, 1997-2002 Superintendent's Cabinet, Kansas City, Missouri School District, 1996-97 Desegregation Transition Planning Team, Kansas City, Missouri School Dist., 1996-97 Education Leadership Planning Team, Kansas City, Missouri School District, 1996-97 Missouri School Improvement Plan, Advisory Council, KCMSD, 1996-97 Superintendent's Planning Team for School Reorganization and Closings, KCMSD, 1996-1997 Superintendent's Testing Advisory Committee, Kansas City, Missouri School District, 1991-92 Kansas City, Missouri School District Magnet Program Planning Committees, 1989-91 Graduate Faculty, University ofKansas, 1993-1995 Internal Advisory Panel, University of Kansas Medical Center, Primary Care Physician Education Grant, 1994 Coordinator, School of Allied Health Faculty Development Seminars, 1993-95 Research Committee, Member \u0026amp; Secretary, School of Allied Health, 1994-1995 Thesis Committee Member, Departments of OT Education., Preventive Medicine, Speech and Hearing, 1993-96 Co-Chairperson., Program Evaluation Committee, Dept of OT Education, 1993-1995 Graduate Committee, Dept of OT Education, Member, 1993-1995 Senior Directors Committee, Dept of OT Education, Member, 1993-1995 Chairperson, Student Research Handbook Committee, Dept of OT Education., 1993-1995 Acting Department Chairperson, Dept. of Social Sciences, Turner High School, 1986 Turner SRA Testing Committee, 1985-86 Faculty Sponsor, Turner Students Mental Health Patients Cbristma:S Fund, 1985 orth Central Accreditation Steering Committee, Turner Unified School District, 1985 Chairperson., North Central Accreditation Goals and Objectives Committee, Turner School District, 1985 32 Likmd ,Yeh~ Mu~(0G) /12?/(}A'I ~/uQ-/u)n TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER RECEIVED 3001 PULASKI STREET LITTLE ROCK, AR 72206 FEB 11 2003 Board of Education T. Kenneth James, Superintendent of Schools OFFICE OF DESEGREGATION MONITORING PREPARED BY: 1 ?--.Bonnie A. Lesley, Associate Superintendent for Instruction DATE: February 27, 2003 SUBJECT: Extended Year Education (EYE) Program Evaluation Background Information One of the group of programs required by the federal court to be evaluated with the participation of an external evaluator was the Extended Year Education (EYE) program. District staff had completed a program evaluation after the end of the 2000-2001 school year, and it was presented to the Board of Education for information. Another report was also completed for the 2001-2002 school year. Both of these preliminary studies are attached for the Board's information. Steps Taken as a Result of the 2000-2001 Program Evaluation Three schools initially participated as EYE schools: Stephens Elementary, Mabelvale Elementary, and Woodruff Elementary. In fall 2002, two additional schools were added : Cloverdale Elementary and Mitchell Elementary. Some modifications to the intersessions were made in 2002-2003, but these were not a result of the program evaluation. Designation of External Consultant and His/Her Qualifications On December 2, 2002, the District awarded the contract for the Extended Year Education (EYE) program evaluation to the firm , Youth Policy Research Group, Inc., Dr. William Moore, Senior Partner. Dr. Moore's and Dr. Theresa Akey's resumes are attached, establishing their qualifications. Administrator Participation in Conducting the Program Evaluation In addition to Dr. Moore and his associates, specifically Dr. Theresa Akey, the following LRSD administrators participated in the evaluation: Ms. Frances Jones, Assistant Superintendent for Elementary School Services Dr. Ed Williams, Department of Planning, Research, and Evaluation Ms. Patricia Price, Director of Early Childhood and Elementary Literacy Board Memo February 27, 2003 Page Two Mr. Ken Savage, Department of Computer Information Systems Ms. Sharon Brooks, Principal, Stephens Elementary School Ms. Tab Phillips, Principal, Mabelvale Elementary School Ms. Janice Wilson, Principal, Woodruff Elementary School Teacher Participation in Conducting the Program Evaluation Teachers at Stephens, Mabelvale, and Woodruff who administered the various assessments-ORA and Observation Surveys at grades K-2\nBenchmarks at grade 4\nAL Ts at grades 2-5\nand SAT-9 at grade 5. Impact on African-American Student Achievement The external evaluator's conclusion wast hat \" Unfortunately, the limited nature oft he original design and existing data do not afford us an opportunity to answer in a rigorous manner the key evaluation question oft he extent of impact of the initiative on black student performance.\" Recommendation That the Board of Education approve the Extended Year .Education (EYE) program evaluation for submission to the federal court. BAL/adg ' ~ -~ \"\" ~ ' ~ ~ \"\"- --  Jl T A/CeV fl UWr\u0026lt;, v .. - . -- RFQ13-0JO-Response ~[Yauch Policy Research Group, Jnc. THERESA AKEY, PH. D. BIOGRAPHICAL SKETCH OCTOBER, 2002 Dr. Theresa Akey bas exrensive experience m the areas of evaluation, research and assessment She earned her doctorate m educational psychology, research and sraristics from the University of Kansas m 1995 and her master's m cornrnunitY and school counseling from Delta State University m 1990. She bas approximately 12 years experience working as a consultant with nonprofit service agencies. Her major work bas focused on agencies that provide supports to families of children with disabilities, ll}cludlllg evaluation of grants, staff development training, and site-based research projects. She bas also worked with nonprofit organizations mt he areas of alcohol and drug abuse, cornrnunitY counseling, and other services m both rural and urban areas. She served as project director and research director oftbe Beach Center on Families and Disabilities where she co-authored grants, condDcted research, and coordinated research and evaluarion acrivities for a large research cenrer focused on service provision to fumilies of children with disabilities. Dr. Akey bas extensive background m educational assessment, research evaluation, and analytic methods. She served as an assisrant professor mth e area of research and analytic methods at Auburn University for twO years, and mosr recently in the role of director of educational research, evaluation, and assessment m a J(mlsas Ciry area school district for the last four years. 38 I ~   '''- ..  .... \" ..     .... T. Akey (Yowh Policy Research Group. Jnc. J 2 RFQ23-0JO--Response of YouJh Policy Research Group, Jnc. CURRICULUM VITAE THERESA M. AKEY, PH.0. P.O. Box 4196 Kansas City, KS 66104-01% (816) 935-0852 (V) (816) 628-1927 (F) takey@YErg.org PROFESSIONAL STATEMENT A collaborative, innovative professional with interests in educational evaluation and assessment issues, including school reform, teacher professional devdopment and evaluation, insrructional strategies, standards-based education, and alternative educational environments. Seeks to promote continuous improvement of educational and youth-serving organizations through collaborative partnerships, action-oriented research, and application of theory to practice. AREAS OF PROFESSIONAL EXPERTISE  Research design and analysis including complex quantitative analyses (HLM, SEM), categorical madding, and qualitative design and analysis.  Development of educational assessment materials and psychometric validation of those materials. :::i Program evaluation in educational and community settings  Curriculum devdopment in K-12 and higher education settings  Professional devdopment in the use of data for organizational improvement, assessment devdopment, and program evaluation  Grant and proposal writing Information management development for educational information EDUCATIONAL HISTORY Ph.D. (1995). University of Kansas, Lawrence, KS, Educational psychology and research ,vith emphases in devdopmental psychology and quantitative research methods  Ed.S. (1992). University of Kansas, Lawrence, KS, School psychology  M.Ed. (191). Delta State University, Cleveland, MS, School psychology B.S. (1990). University of Arkansas, Little Rock. ~ Psychology and sociology 39 I   -t   I I  ' -        T. Ake\\ (Youih Policy kesearcn Group, inc.J J RFQ23-0JO-Response offouth Policy Research Group. Inc. PROFESSIONAL EXPERIENCES RESEARCH AND EVALUATION Youth Policy Research Group, Kansas City, Mo (June, 2002 to present). Senior Partner D Acting managing partner in research and evaluation corporation- administration and company  mInadniaagneam Teenatc hing ~ality Center (May 2002 to present). Evaluation project of best practices in teacher evaluation. ~alitative policy analysis of national standards in teacher evaluation and comparison of Indiana school districtS to those standards. D YDSI, Inc (May 2002 to present). Multivariate statistical analyses of instructional survey and observation data. including data display, technical assistance, and interrupted time-series analyses  o Kansas City, Kansas Public Schools (May 2002 to present). Development and implementation of case management system to display and organize student information o Kansas City, Kansas Public Schools Qune 2002 to present). Alignment and development of standards-based mathematics and language artS assessments  Pane Hill School District, Kansas City, MO (July 1998 to May, 2002), Director of Research Evaluation and Assessment  Oversight and coordination of all district assessment and program evaluation activities.  Preparation of short-term and long-range budget and operational plans\n Fiscal authority for budget of $200,000+ annually. D Responsibility for all personnel and resource utilization within the Department  Development and implementation of a comprehensive local curriculum-embedded assessment system integrated with the Missouri Standards  D Development and implementation of district-wide continuous improvement planning and D eDvoacluuamtieonnt ation and analysis of district performance on all state accreditation performance and D eDveavluealotipomn egnuti daenldin iems .p lementation of district-wide program evaluations of instructional practices, special education, professional development, assessment, supplemental instruction (Title 1, gifted, ESL), curriculum, and otha educational initiatives  D Served on regional and state committees related -to K-12 assessment and evaluation issues.  Led applied and theoretical research projecrs to address pressing educational issues relevant to  local policy and instructional practice  Collaborated with district stakeholders and school leadership to find innovative solutions to chronic educational problems in the District. Akey Consulting, Auburn, AL (June 1996 to July 1998) and Kansas City, MO. (Aug. 1999 to May, 2002), Founder .and owner O Online assessment and data information coordinating consultant for Kansas City, Kansas Public Schools. Design and implementation of online assessment and case management system for reporting assessment information to teachers and administrators  :J Assessment and data consultant for Kansas City, MO Regional Professional Development Center. Facilitated development of regional local assessments tied to state standards and benchmarks  D Statistical analysis consultant for Kansas City Kansas Public Schools. Systems reform data analysis 40 ~ ~  ' ' ' '         t t  T Akey (Yowh Policy Research Group, Im:. ) ./ RFQ23-0JO-Response of Youzh Policy Research Group, inc. D Educational consultant to Missouri school districtS- using data to make instructional decisions and best practices in standards-based assessment. Have consulted with approximately 10 different school districtS to do training and planning in this area. D Consultant to Kansas City, MO School District- review of performance indicators and data management system and statistical consultant for desegregation case. D Educational consultant to Alvin Nash, Kansas City, Missouri Mayor's office. Strategic planning. D Educational consultant for the West Alabama Learning Coalition of Schools. Program evaluation and grant/proposal writing on teacher professional development and collaboration. D Educational evaluation consultant for Celebration School and Disney Corporation. Evaluation of integrated assessment practices. D Consultant for Chambers County-Auburn University Partnership. Program evaluation of instructional effectiveness and professional development. Beach Center on Families and Disabilities (1993 to 1996), Lawrence, Kansas, Research coordinator (1995-1996) and Research project director (1993-1996). o Coordinated center research activities and data analysis as research coordinator D Provided technical assistance in instrument development  Developed instruments to measure constructS of psychological empowerment  Primary research investigator on two projectS (one qualitative and one quantitative) concerning responsive services and psychological empowerment in family members of a child with a disability.  Worked in collaborative manner with community-based family support programs in several states to evaluate responsiveness of services to families of a child with a disability   Grant and report writing Jones Research Consulting (1991-1996), Lawrence, Kansas, Founder and owner  Training consultant in empowering professionals and families. Beach Center on Families and  DRiessaebairlcihti easn, dU nstiavteisrtsiictsy coofn Ksualntsaanst.. Department of Educational Psychology and Research, University of D KFaamnsialsy support consultant to Wisconsin Family Support program. Program evaluation o lnscructional consultant to Douglas County Christian Schools, Lawrence, KS TEACHING AND ACADEMIC POSITIONS University of Kansas, Lawrence, KS (September 2001 to present). Psychology and Research in Education Department, Adjunct Professor, Educational Research, Statistics, and Classroom Assessment University of Missouri-Kansas City, Kansas City, MO Qanuary 2000 to present). Department of Educational Psychology and Research, Adjunct Professor, Classroom Assessment Park University, Parkville, MO Qanuary 2000 to present). Educacion Department, Adjunct Professor, SAtuanbduarrnd sU-Bniavseerds iAtys,s eAsusmbuernnt , AL (1996 to 1998). Assistant Professor, Department of Educational Foundations, Leadership and Technology, Educational Statistics (including suucrural equation modeling, hierarchical linear modeling, mulcivariate statiscics. and basic statistics), Research Methods, and pre-service classroom assessment University of Kansas, Lawrence, KS (1995-1996), Department of Educational Psychology and Research  Instructor, Basic educacional statistics  41        I    T. Akey (J\"outh Policy Research Group. JnC.) J RFQ13-0JO-Response offowh Policy Research Group, Jn:: University of Kansas, Lawrence, KS (1991-1995). Department of Educational Psychology and Research, Gradu~te Teaching Assistant, Developmental psychology, basic educational sratistics, and multiple regression. CLINICAL AND APPLIED PROFESSIONAL EXPERIENCES Topeka Public Schools (1991-1993). Topeka, KS, School Psychologist Clarksdale Public Schools (1990-1991), Clarksdale, MS, School Psychologist Arkansas Children's Hospital (1989-1991), Little Rock, AR, Behavioral lntervention Unit, Classroom Teacher Arkansas Children's Hospital (1989-1991), Little Rock, AR, Counselor GRANT FUNDING St. Clair, MA, \u0026amp; M.ey, TM. (1999). Using Reflective Practice Groups to Improve Mathematics Instruction. Goals 2000 Grant, $40,000, Af.ey, T. M. (1993). Family support influences on the development of parental skill and efficacy. NIDRR Grant # H133330070, RTD-5. Funded June 1993 as part of )650,000 grant, $45,000 per year for 5 years. Af..ey, T. M. (1993). Validating the Psychological Empowerment Scale for parents of children with disabilities. NIDRR Grant t H133330070, RTD-7, Funded June 1993 as part of $650,000 grant, $35,000 for 5 years . PUBLICATIONS Af..ey, T. M. \u0026amp; Ares, N. M. (in press). Using a Learning Partnership to Teach Classroom-based Assessment in Context Conceptual and Belief Changes in Preservice Teachers. Teaching Education  Ares, N.M., \u0026amp; Af..ey, T. (2000/2001). Self-organization in educational systems. Louisiana Education Research 1ournal 25(1), 49-71  Af..ey, T. M., Marquis, J. M., \u0026amp; Ross, M. E. (2000). The development of the Psychological Empowerment Scale: Evidence of its construct validity. Educational and Psvcholorical Measurement. 60Q), 419-437  Jensen, C., Hansen, C., Green, S. B., \u0026amp; Af..ey, T. M. (1997). Ari investigation of item difficulty incorporating structure of listening tests: A hierarchical linear modeling analysis. Proceedings of the Language Testing Research Colloauium  Green, S.B., Salkind, N.J., \u0026amp; Af..ey, TM. (1999). Using SPSS for Windows: Analvzing and Understandin_g Data, 2nd Edition. New York: Prentice Hall. Green, S. B., Af..ey, T. M., Fleming, K. K., Hershberger, S. L.. \u0026amp; Marquis, J. G. (1997). The effects of the number of scale points on chi square fit indices in confirmatory factor analysis. Srrucrural Eauation Modeling, ~(2) . 42   t           I T. Akey ffouJh Policy Research Group, inc.) 6 RFQ:23-0 I a-Response of Youth Policy Research Group. Inc. Afcey, T. M. (1996). Empowering families of children with a disability: lmplicati.ons for professional educators and service providers from a family-centered program. Teacher Education Research and Practice, 12(2). Green, S.B., Salkind, N.]., \u0026amp; Mey, T.M. (1996). Using SPSS for Windows: Analvzing and Understanding Data, 1st Editi.on. New York: Prentice Hall. Jones (Akey), T. M., Garlow, J. G., Turnbull, H. R..., \u0026amp; Barber, P.A. (1995). Family empowerment in a family support setting. 1n G. Singer, LE. Powers, \u0026amp; Olson, A.L. (Eds.) Redefining farnilv support: Introduction to public-private partnerships. Jones (Akey), T. M. (1995). To hdp o\u0026lt; not to help, A ,o,dy of group and individual v,,iabks in a monl system. Unpublished doctoral dissertation. Depanment of Educational Psychology and Research, University of Kansas Jones (Afcey), T. M. (1994). Development of the Psychological Empowerment Scale: Preliminary investigations. Unpublished master's thesis. Department of Educational Psychology and Research, University of Kansas. Frey, B., Jones (Afcey), T. M., \u0026amp; Saxon, T. F., (1993). Exoloring Research: Teacher's Manual (Teacher's Manual for N.J. Salkind's Exploring ResearchJ. New York MacMillan  CONFERENCE PRESENTATIONS AND WORKSHOPS Akey, T. M. (2000). Using Dau to !mprnve lmtruction. Wo,kshop p,esenwl to tl Regional P,.ofcssioual Development Center, Kansas City, MO, April 16, 2001. Afcey, T. M. (2000). Using Data to lmprove lnstr11ction. Workshop presented to East Central Show-Me Curriculum Administrators Association, St Louis, MO, April 1, 2000  Afcey, T. M. (2000). Using Data to lmprove lnstr11ction. Workshop presented to West Central Show-Me Curriculum Administrators Association, Kansas City, MO, February 16, 2000  Pennell, J .. Eick, C., and Afcey, T. M. (2000). Teacher beliefs and grading practices. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 26-30, 2000  Afcey, T. M., Sanders, S., Boyd, P., Gorrell, J. J., Kamen, M., \u0026amp; Salisbury-Glennon, ). (1999). Assessment and evaluation .in the Celebration School: Links to learning and curriculum. Paper presented at the annual meeri.ng of the American Educational Research Association Montreal, Canada, April 19-23 , 1999  Ares, K \u0026amp; Akey, T. M. (April, 1999). Modeling and understanding of social interactions. Roundtable presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 19-23, 1999 . Afcey, T. M. \u0026amp; Lawrence, F. (April, 1998). Understanding the effeccs of non-normal data on latent growth curve models. Violations of normaliry and influence of sample size. Paper accepted as pan of a \"\"\"posiuro (al.so chai, rnd o,gmiu\u0026lt; of smion) Modeling on-norm,! D,u fo, ,he rnnu,l ro~ring of the American Educaoonal Research Association, San Diego, CA. April 12-17, 1998  43 I  , t i ~  I 9 8  ~ ~ W!f ~ l.-il.t -- ~- T. Akey (foUih Policy Research Group, inc. , R.FQ23-0 Io-Response of Youih Policy Research Group. Jn::. /Cm, T. M, \u0026amp; A=, N. M. (Novanbe\u0026lt;, 1997). Conttpa\u0026gt;al and Bclicf ChanS\"' lmplicarions of, Socioculnml Apptn\u0026gt;ch to EducaUUg ps=,vicc Tcachm\n. Cl\u0026gt;,s,ooroB.scd Assessment P\u0026gt;pcr p,cscnd \u0026gt;t ili, mnual rowing of ,he MidSouili Eduational R,scatch Associ\u0026gt;rion. Memphis, TN, ovcnbet 12 14, 1997 /Cm, T. M., M\u0026gt;tqui,, J. G., \u0026amp; Tum bull, H R. (August. 1997). Effrro of f,mily Suppon Ptogr,uns on P\u0026gt;tcntal Eropow=ncnL P\u0026gt;pct P\"\"ntcd \" ,he ,nnual meeting of ,he Aroctiosn Psychological Associ,tion, Chicago, IL, August 1997. Lusti~ D., \u0026amp; /Cm, T. M. (Ap,il, 1997) f,mi\\y Adapurion\n. f,milics wiili Adult Cbildten wi,h Mental Rewdationc lmp\u0026gt;ct ofF.unily So-cngilis and Apprais\u0026gt;l PP'\" p,cscnusl \u0026gt;t m, ,nnual meeting of m, American Counseling Association, Orlando FL, April 10-13, 1997. Akey, T. M. \u0026amp; Gtccn, S. B. (M,tch, 1997). A Modd of Mo,al Deci,ionM,ltingc A Srody of Gwu p wd Individual Influcnw. P,pcr p,=ntcd \" ,he ,nnual mccUUg of ,he An,ctican Educational Rcs=ch Association, Chicago, IL March 24-28, 1997  Akey, T. M. \u0026amp; G,w,, S. B. (M=h, 1997). Tb\u0026lt; Rchuionsbip Jk,wccn Pomt md Intcnnrrdansl Dependent V,riablcs m MANOVA. Posre, p,,,,,ntcd \"m, ,nnual mcering of ,he An,ctiosn Educ\u0026gt;rional R,s=ch Association, Chicago, IL March 24-28, 1997  Akey, T. M. (FcbnW'/, 1997). Coofum\u0026gt;to,Y F,ctot Analysi, of, Moral Dilcnun Hdping Mcasut\u0026lt; P,p,s p,cscntI \u0026gt;t m, ,nnual mceUUg of m, E,w= Educ,rion\u0026gt;l R=ch A,soci,tion. Hilton Head, SC, February 19-22, 1997. Jensen, C., Hmscn, C., G=n, S. B., \u0026amp; Ny, T. M. (1996). An invarig,rion of i= difficuley inro,poraUUg srructut\u0026lt; of li,twing tcsuc A l,i,wchical lin\u0026lt;\u0026gt;t mod ding ,n,lysi.. P,pcr p,csW,I \u0026gt;t ili\u0026lt; Language Testing Research Colloquium, Tampere, Finland, July 31-August 3, 1996. Akey, T. M. (D=mbu, 1995). Effects of family support p,ogrnms on P\"'W ,mpow,nncnt. Wmkshnp presentation at the annual Empowering Families Conference, Chicago, IL. Jones (A'y), T. M. (August, 1994). Tb\u0026lt; dcodopmcnt of ,he Psychological EmpQWWO'' Sc,k Plimin,ry invcsrig,rions. Pom\u0026lt; p,cscnrarioo \u0026gt;t ,he ,nnual roceUUg of m, An,aican Psychological Association, Los Angeles, CA. Jones (Akey), T. M. Uun\u0026lt;, 1993). Roundublc discussioos on family cmpnwcnn\u0026lt;nt wd f=ily sctvises. Invited ,oundrabl\u0026lt; p,rticip\u0026gt;n\u0026lt; wd P\"''\"' ,t m, ,nnual f,mily Support ,nd f,mily Empowenn\u0026lt;n\u0026lt; Conference, Dartmouth, NH. RECENT TECHNICAL AND EVALUATION REPORTS /Cm, T.M. (2002). Effects of sw,dwl.s-b.a,d ,sscssmon\u0026lt; on insnuctional pnctiscs in middle school m\u0026gt;ili teachers. Technical report for the Park Hill School District, February 2002. Akey, T.M (2001). Using d,u ,s , method fo ,chool imp\"\"'\"'\"'' plannffig ,nd dctisionmkingc Administrators. Technical report for Park Hill School District, August 2001. Akey, T. M. (2000). 2000-2001 Diso-ict P,.fonnan Updac Asscssmcns of ili\u0026lt; Show-Mc Srand\u0026gt;tds Evaluation report prepared for Park Hill School District, October 12, 2000. 44 t ~ ~ t  t ~ I          .. T. Akey (YOUih Policy Research Group. inc) 8 RFQ23-0JO--Response of Youth Policy Research Group. Jnc. AJ\u0026lt;ey, T.M (2001). Using data as a method for insuuctional planning and decision-making: Teachers. Technical report for Park Hill School Disuict, August 2001. Akey, T.M. (200 l) V ,lidacion nf l,aming c\u0026lt;p\u0026lt;ctacinn, fo, , ,rand,uds-b,sol cuniculum in rommunicacinn ans. Technical report for Park Hill School Disuict, January, 2001 Akey, T. M. (2001). Effecrivon\u0026lt;Ss of th\u0026lt; Cl,ss-W\u0026gt;thin-,-Cl,,, Modd  .,..Ju,rion ,\u0026lt;port fo, Puk Hill School Disuict. February, 2001 Akey, T. M. (2001). Ev,lu,rion of cl,ss rank p,ocoluresc Ex,min,cion of ,!,en, m,thod,. Ev,lu,cion report for Park Hill School District. February, 2001 Akey, T. M (2001). Eff\u0026lt;ru nf Block Scboluling on !nsrrucrinnal P,wi= Ev,lu,cion ,\u0026lt;port p,opu,d fo, Park Hill School Disuict, February, 2001. ll\u0026lt;ey, T. M. (2000). Titl, l v,lu,rinn F,pnnc Ad\u0026lt;qu\u0026gt;. Y=ly P,ng,css ,nd F,cnmmondarions fa, Program Improvement. Evaluation report prepared for Park Hill School District, December 7, 2000. ll\u0026lt;,y, T. M. (2000). 1999-2000 District P\"fnnnmcr Upd,tt. Evalu,rinn report pp=d fo, Puk Hill School Disuict, October 12, 2000  Al=f, T. M. (2000). Eff,ru of Blnck Scboluling on Srod,nt Outt\u0026lt;\u0026gt;m\u0026lt;'' Man\u0026lt;,Y ,chi=\"'' uolin, ,nd test scores. Evaluation report prepared for Park Hill School Disuict, April, 2000. AJ\u0026lt;ey, T. M. (1999). Effectiveness of Full-Day Kindergarten: Third Year Evaluation. Evaluation report prepared for Park Hill School Disuict. N\u0026lt;ey, T. M. (1999). 199\u0026amp;-1999 District PWOnnancr Upd\"' v,lu,rion ,\u0026lt;port pel\"'ol fo, Puk Hill School Disuict, October 10, 1999  BOOKS Gmn, S. B., Salkind, N. J., \u0026amp; !1,_ey, T. M. (1997). Using SPSS fa, Windows, An,!yzing ,nd Undc\u0026gt;unding Data. New York: Prentice Hall  Green, S. B., Salkind, N. J., \u0026amp; AJ\u0026lt;ey, T. M. (1997). Using SPSS for the Macintosh: Analyzing and Understanding Data. New York: Prentice Hall  PROFESSIONAL AND COMMUNITY SERVICE Kansas City, Kansas yWCA, (Dec 2001 to present), Board of Directors Heartland Student Achievement Gap Organization, (August 2001 to present). Board of Directors Park Hill Educational Foundation, (August 2000 to present), Advisory Board 45 I ~ ~ t   ~        ..    T. Akey (Youth Policy Research Group, Inc.) 9 RFQ23-0JO--Response of Youth Policy Research Group, Jru:. Auburn Universitv 1998: Undergraduate Core Curriculum Development Committee for Teacher Education 1997: Chair, Library Appeals Committee 1997: Reviewer. Professional Educator, College of Education Universitv of Kansas 1993: Representative to the Graduate Student Council Student representative for faculty meetings of Educational Psychology and 1993, 1995: Research Deparonent. RECENT HONORS Nomination for Dissertation of the Year: University of Kansas, School of Education, May 1996 Who's Who in College, 1987, 1991 President's List 1987-1991 Outstanding Psychology Student, 1990 PROFESSIONAL ORGANIZA TIONS Show-Me Curriculum Administrators Association 1998 to present ASCD National Organization, 1998 to present Missouri ASCD: 1998 to present American Psychological Association: 199~ 1998 Society for Research In Child Development 1992 to present American Educational Research Association: 1993 to present 1997: Reviewer for American Educational Research Association Annual Meeting MidSouth Educational Research Association: 1996-1998 1998: Graduate Student Involvement Committee 1997: Reviewer for MidSouth Educational Research Association Annual Meeting 1997: Graduate Student Involvement Committee Eastern Educational Research Association: 1996-1998 American Evaluation Association 1998-present 46 l I  -t              ,,  W. P. Moore (Youth J'ollcy J{esearcn uruu, \"\"-- '  RFQ23-0JO-Response ofl'OU1h Policy Research Group, Inc. WILLJAMP. MOORE, PH. D. BIOGRAHICAL SKETCH OCTOBER, 2002 Dr. Moore holds a doctorate in Educational Psychology from the University of Kansas and is a Senior Partner with Youth Policy Research Group, Inc. located in Kansas City, Kansas. Currently he is the co-investigator for the evaluation of a systemic change initiative (First Things First) in the Kansas City, Kansas Public Schools and just completed a .post-doctoral fellowship with Juniper Gardens Cbildrens Research Project exploring the dimensions of effective learning communities in schools. Dr. Moore serves also as a lecturer at the University of Kansas where he teaches Evaluating School Programs, a doctoral-level educational evaluation course. Dr. Moore has served as Research and Evaluation Director in two urban school districts\nSenior Research Associate with the Ewing Marion Kauffman Foundatio~ and held faculty positions in research and measurement at the University of Kansas- Dr. Moore co-founded and directed the Dramatic AIDS Education Project, a collaborative AIDS education program for school-age youth and has spent the last 6 years conducting research and evaluation studies on the efficacy of this AIDS education program for youth. Two years ago, the Project received Kansas Ci-rys Ribbon of Hope Award for outstanding community service towards the elimination of HIV /AIDS  Previously, Dr. Moore was Senior Managing Consultant with GPR\u0026amp;E, a research and evaluation consulting furn. He has consulted with school districts, not-for-profits, health care institutions, national foundations, youth development intermediaries and universities. He is a past member of the Board of Directors of Kansas City Public Achievement, a Minnesota-based youth empowennent program\nand recently retired, after 6 years, from the Board of Directors of Sunflower House: A Child Abuse Prevention Center, where he was Vice-President of Education and a member of the agency's Executive Committee. He now serves as a member of the Advisory Board . Dr. Moore has served as an expert witness in Federal school desegregation litigation: was a member of the Panel of Writers for the development of the new Student Evaluation Standards coordinated by The Joint Committee on Standards for Educational Evaluation\nand served a twoyear term as a member of the National Research Development Committee for the American Occupational Therapy Foundation  Dr. Moore s research and evaluation interests have focused on effectively documenting the success of educational reform initiatives\nthe impact of mandated assessment programs on teacher instructional practice\nand the impact of education on the HIV-related knowledge, anirudes and behavioral intentions of youth. Dr. Moore has published in Applied Measurement in Education, Educational Assessment, the Jnrernational Journal of Educarional Research, and The American Occupazional Therapy Journal. Dr. Moore served 4 years on the Editorial Board of the Occupational Therap} Journal of Research and is currently a grant reviewer for the W. T. Grant Foundation. 7 I  ~ ' ' '         W. P. Moore (}'ouzh Policy Research Group. inc.) 2 RFQ13-0JO-Response of You.th Policy Research Group, Inc. CURRICULUM VITAE WILLIAMP- MOORE, PH. D. OCTOBER, 2002 Home 11478 South Wilder Street Olathe, KS 66061 913. 829. 3077 gprekc@aol.com Office P. 0. Box 4196 l(ansas City, KS 66104-0196 816. s64. 0143 M 913. 390. 6162 (F) wrooore@YPrg.org Educational History 1991 Ph.D. 1984 M.A. 1981 B.S. University of Kansas, Lawrence, KS Educational Psychology Major: Evaluation, Research, and Measurement University ofl(ansas, Lawrence, KS Education Major: Secondary Curriculum and Instruction University of Kansas, Lawrence, KS Education Major: Secondary Social Sciences Emphasis: Psychology and Sociology Current Appointments and Positions Senior Partner, Youth Policy Research Group lnc., Kansas City, KS Lecturer, University of Kansas, Lawrence, KS Grant Reviewer, William T. Grant Foundation, New York., NY Advisory Board, Sunflower Housec A Child Abuse Prevention Center, Overland j'ark, KS Advisory Boa,d, Communitl' Health Prornotion Program, University of Kansas Medical Center, Kansas City, KS 8 I  ~ , -' ---I I I ~ ~ ~     -- W. P. Moore (l'outh Poiicy Research Group, me.\n3 RFQ23-0JO-Response o_(Youth Policy Research Group, Inc. Professional Experience Consultation 2002-Present Senior Partner, Youth Policy Research Group, Inc., Kansas City, KS. Youth Policy Research Group is a corporate partnership formed by youth and education researchers located in the Kansas City metropolitan area. Toe mission ofthis firm is to engage in applied research and evaluation studies that will contribute to policy and practice decisions and dialogue about the necessary supports and resources youth require to achieve long-term developmental success both academically and behaviorally. Much of the work already completed by YPRG researchers is in the K-12 education arena. Acting mana::.aing partner in research and evaluation corporation- administration and company management. 1993-2002 Senior Mana...oin2: Consultant, Great Plains Research and Evaluarion, Olathe, KS. GPR\u0026amp;E was an education and youth development research and policy furn focused on improving the programming and organizations that children and youth experience. Overall responsibility for managing research and evaluation contractual work. Oversaw a staff of part-time consultants, managed resources and budget, negotiated contracts, oversaw project development, implementation, coordination of data collection, analysis, dissemination, and action planning for future decision-making with clients. Clients included:  Ewing Marion Kauffman. Foundation. Through contactual work awarded by EMKF we assisted the following clients:  State of Kansas, SRS, Alcohol \u0026amp; Drug Abuse Services  State of Missouri, Dept. of Mental Health. Div. of Alcohol \u0026amp; Drug Abuse  State of Colorado, Team Fort Collins  Kansas City-St. Joseph Diocese Sc\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_1227","title":"Oral deposition of Jim Burgett","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":["Bushman Court Reporting"],"dc_date":["1992-07-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational law and legislation","Court records","School board members","School management and organization"],"dcterms_title":["Oral deposition of Jim Burgett"],"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/1227"],"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":["filing"],"dcterms_extent":["60 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\nDeposition taken at Wright, Lindsey and Jennings, Little Rock, Arkansas\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant\nThis transcript was created using Optical Character Recognition and may contain some errors.\n Ll'I'lLE Ct {-1  vs. OCK SCHCOL D1S'!flC~, PltdntlffE LR-c-e~-66 * PULASKI CCtlNJ. SPECIAL SC COL DISTBICT 0. l, ct  * UNITED S'IATES DIS'IRICT COUF 1t * EAS1ER DISTPICT CF AFRANSAS D f ncantc WESTEF OIVlSlO MFS. LCP-ENE JCSHUI,, ct ~l. * nt tVEnorr\n* Y..A'IHHU E KNIGHT, t t tl. lnt:1:venorE, * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *  * * TUE OAAL DEPOSITlC' OF JlM BUFGETT APPEARANCES: Z..B. SAMUEL JONES, III, E .... c._., Wn t.t, Lincl ... ey 6 Jcnningc, 20CD Wcrthen Bank Buildjng, ~co west Ccpitol Avenue, L1ttl ~eek, AtkBnE\u0026amp;C 7~2Cl Z..ESSRS. JO NW. WALKER \u0026amp; NARI\u0026lt; DUFNf/l.'TE, Et\nE., 1723 Bt:0.dwc.y, Littl!' lxCick, Atk,,ntu: 7,\nc6 ALSO PFiESEN'I': rm. BOBBY LES'JER, Supu intt.nclc.r,t * * * * * * * BUSfW.AN CCUF.T FEPOf'IING, INC. 201 Etst Sixth Stieet Little Beck, Atkc.nr\u0026amp;\u0026amp; 7,~c2 ( ! 01\u0026gt; zn-~11s 'IHE C~AL DEPOSlTlCN CF JU. BUFGE'lT, , wj tnU, pru:tUCEC c:t the re~uiet cf the Int rvenort, t~kcn in the ~bcvc-Ltylca ,no nu~berca c~use on the ~!th a~y cf June, lS2, bcfort Jeff Bennett, CC, LS tl9, a Nct,ry Public in tnd fer White County, Arkt:nsu\n, t Wright, Lindsey \u0026amp; JEnn nst, aco Wottl'ien Btnk Bujl61n9, Litll~ Beck, AtkEnStE, rt !:20 p.fu. pur~u~nt tc the S'Il PULJ\\'I IC't'S IT IS S'IIPULATED AND AGREED by Hid bet EErl the p~rtic:t thtough their reEpectiv~ c~uns~l thtt the 6 pcsiticn cf JlM BUF.GETT mt.y be tiken Lt the tlnic ~nd pl E.Ce !er the purpu\ncE. of di~ccvc1y, pure ~nt to the Fea1r1l toles ~f Civil Pr~ccdurc, and thc:.t .11 forir.~lHiu with reg,ac to the t.iking of st.id depccition ire r,u.Eby \\v~ivcil including ptu:er.t,ticn, tt!t,ding, subscription by thE: witneu,, nctic~ of filing, tHing, C:lc.\nu.a tht ~ll objecticn st le rEl V6ncy, mct~,lelity, ,ne competency so of!tted ,t the trlCl ot thjr C~S(. the \\t.ilnccs heieinbEfc,re n,meci, being first cluly ci.uticnE:\u0026lt;l cr,d swotn, er eftirKed, to tell tte truth, tle wt~lc truth, ~na nothing but the truth, teEt1f1ed \u0026amp;s fellow: BUSIW:.AN COUR'I f.EPCF('J n:G, INC. 201 East Sixth Str~ct Little Fock, r~rk~r.~es 7ViC2 (!.01) ~72-~115  1 2 .., .:\u0026gt; 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 - 3 MR. JONES: I woula ~ake the some nototicn that I aid 1n Mr. Matthews' deposition. irn. WALKER: That'E fine . EXAMINAT::iCN BY MR. WALKER: Q. What i your n~rne, please? A. Jim Burgett. Q. Are you a member of the Board of Pulaski County? A. Yes, I am. Q. Mr. Bursett, ar you f~mjl1~r with the proposed budget cuts? A. Which ones? Q. Tht.t were c.ooptea on March 17? A. I recollect, list of those, yes, sir. Q. You're \u0026amp;lso familiEr with the reorgtnization plan that goes with it? A. Yee. Q. It has been suggested by einother Boc:.10 member that you m6y have been one of the persons to propose budget cuts and the reorganjzation, that you rooy have been one of the persons on the Board that arguea strongest for the budget cuts and the proposed reorgonization\nwould that be a fair statement? A. I dont know about any other Board members. Q. I see. A. If you want to ask me directly about tbet I ctin answer you. BUSH~!AN COURT REPORTING, INC. (501) 372-5115  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 4 Q. Did you hvve a rnejcr role in proposing the budget cuts? A. I don't know if I had a major role, but I did argue strongly for them, yes. Q. Do you know any Board member who in your presence a1guea rnor strongly than you for them? A. All I can say is that on different items there was st1ong feelings about one ~na not so strong feeljng~ on another. Fer example, I would say when it came to athletics and extre curricular activities I argued very strongly a91nst those, whereas I djdn't argue as strong against others. Q. I'm asking you now about the concept of budget cuts to begin with. Were you the pe1Son saying before the budget cuts were undertaken in March of 1S92, were you the person who argued for what you may call fiscal responsibility in the form of the budget cuts before the millage was submitted? A. Yeah, I think th~t would be a fajr Et~tement. Q. Now, what was jt that you were trying to accompliEh by the budget cuts? A. Whet WGE it I was trying tc accomplish? Q. What did you ~rgue that you would accomplish by reducing thE budget from one year to the next, what was it you were accomplishing? A. It was my impression from our business mGn\u0026amp;9er that we didn't have enough money to operate for the next school yEsr, and thst without r~ducing the budget and saving some money thet BUSHMAN COURT FEPOR'lING, INC. ( 501) 372-5115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 li 16 19 20 21 22 23 24 25 we wouldn 1 t be able to operate. It's as simple as that. Q. I see. Dia he tell you th6t that would be amelioretEd at all in the event that the millage passed? A. He didn't put it that way. He said that, as far as I can recell, thGt just because we passed the millage didn't mean that we'd be out of the woodE entirely. That we had a greGt deal more work to do in the long run. Q. Did he tell you how far out of the woods you would come by the millage prssing? A. I don't recall right off-band how far. Q. Did he give you a written ststerncnt of how far you would come with the millage passing before you undertook to cut the budget? A. No, I don't believe we did that. I believe we looked ~t budget cuts before we oiscussea it. Q. Since the millage has pas~ed, do you know wh~t the irnp~ct the rnill~ge passing will have upon the projected buaget cuts? A. I can't say thtt in any detail, because I have been unQble to ettend the ltst two Boarc meeting. Q. Is there~ reoon you cculan't attend the l~st two meetings? A. Q. A. Q. Yes, sir, of cours the1e's been a re~son. What 1s the re~son? The f1rst reason w,s I had my sall bladder cut. So you were ill? BUSW:AN COURT REPORTING, INC. (5Cl) 372-5115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 1E lS 20 21 22 22 25 6 A. Yes. Q. Whet w,s the second reason? A. The second I w~s out-of-state. Q. I didn't mean to offena you ana meke you upset. A. You didn 1 t. I would heve a reason. I've ettended evry other Board meeting since I wos elected. Q. I just wante.d to know what the re,son was. You voted on each one of these items one-by-one th,t wre recommended by Mr. Lester? A. Yes, WE did. Q. Diel you also make some. recommended buciget cuts of your own, did you mak some p1oposea cuts yourself? A. As part of the workshop thot we did over a year ego, I submitted a list of things, yes. Q. Did ,ny of those things that you suggested coree within thSs list cf 27? A. May I see that? (Witness viewing document.) Yes, I believe some of these were on my list. Q. A. Which one.s were on your list? I hate to say exactly which onN: were on my list without n,y list being here. Q. A. Q. A. Do you hEve your list? Do I h~V 0 list? YS. I'm sure jt's in my records ~thorn~. BUSfil:AN COURT REPORTING, INC. (501) 372.-51]5  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 - 7 Q. Did you ever make that a part of the aistrict's records? A. Yes, I did. It was a tot,l th0l we all submitted. So I know they bad a copy of it, because it was in a packet, I'm sure. Q. Did you recommend that the desegregc,tion office be reorganized? A. I didn't recommend that, sir. I believe thc.1t my recommendation that I suppo1.te:d was to reorgt.niz1: the central administration staff, and that WE employ a professional to do that and put that off on him to do. Q. Did you employ a professional to de that? A. Yes, we have employed a professional. And th~t's Mr. Lester. Q. Did you u:commend the reduction in the number of alpha pos1tions which is item lC before you? A. I believe I supported that, yes. Q. Did you recommend it? A. Recommend it, no, sir, I didn't. Q. Did you reconm.end B reduction in the number of coordinators? A. I dont believe that was one of mine, no. Q. Did you reccmffiend a reduction in all out of district tr~vel? A. Let roe cl~rify scn,ething here. Are wt tolking about c.S of the BoQrd meeting where we did these cuts, or ere you talking BUSHMAN COURT REPORTING, INC. (501) 372-::115  1 2 2 4 5 6 7 8 9 10 11 12 13 14 15 16 17 10 19 20 21 23 24 25 8 obout my or1ginal list? Q. I'm saying as of the time preceding Merch 17, 1992, in thet intense period when you all were trying to reorganize in order to decide to submit a mill\u0026amp;ge to the people. A. Q. A. Q. A. Q. I understond. Which one did you ask ~e about? Out of district travel. Yes, I supported that. Is that one of your recommendations? That's one that I supported, yes. Why would you recommend cutting out all out of distrjct trc::vel? A. Because I felt that out of district trevel was something that we could sEve money on. It wes not a necessary expnse. Q. Did you h~ve an idea of what the out of distr1ct travel was in the past used for? A. Q, for? A. Q. A. I think so. What is your understand1ng of what that travel wes used You mean for Board rr.embers? Thit says all out of district trovel. Most of the out of district trovel that I am awere of 1s done for professionol reascn6. Q. I understand. You wanted it all cut out. So what w~s the reason that you wanted out of 6istrict trevel for staff members cut out? BUSHr.AN CCURT REPORTING, INC. (501) 372-E.llE  1 2 3 4 5 6 7 8 9 10 11 12 13 H 15 16 17 ]6 19 20 21 22 23 24 25 Q. That's the only reeson? A. I would rather have tht cut out then have the reeding program cut. Q. Let me ask you this. Dia you perceive thot the out of district travel w~s for the purpose of obteining further trajning for the steff development? A. I'm sure thel everyone who trevels toe professionzl meeting c,n gt.thet -- you come c.Wi.Y with something. Q. Do you knew whether the desegregation plan commits the district to st,ff development? A. I'm sure the desegregation plan does commit the district to staff development. Q. Befot e you voted upon this particular 1 tem, a 1d you esk Mr. Lester what effect this cutting out all out of district travel would have upon the desegregation plan? A. Mr. Welker, I don't believe I c:sktd Mr. Lester any spec1fic item that way. I believe that whet I did ask w~s th,t how would all these things go together. How could they be taken care of in relation to the desegregation plan. Q. Did you do that in a public meeting or in executive sessjon? A. I don't remember whether I've done it in a public meeting or not. I haven't discussed it in executive sersion with him. I have discussed it one-on-one in his office. BUSHMAN COUR'I REPORTING, INC. (501) 372-5115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 1.S 16 17 18 19 20 21 22 23 24 n 10 Q. Wes e.ny other Board men,ber preEent when you a iscussec it with hlm in hlE office? Q. Now, have you reao the des gregation plan? A. Well, I've tried to get through the whole thing, yes, sir. I heve over the years. Q. Over the years? A. Yes. Q. H\u0026amp;ve you read the desegregetJon plan since it WES fine.lly approved by Judge Wright? A. Yes, I h~ve gotten through that. Q. Do you knew whot the district's ccmmitment is tc staff development in that plan? A. Specifically? Q. Yes. A. No, I cannot recoll that right off-hena. Q. Do you have a staff development officer here on your staff? A. Yes, we ao, A. Mr. Jim Herring, I believe. Q. Mr. Jim Herring has a staff of how rr.any people? A. Two or three, I woulo think. I don't know. Q. And how many staff members do you ell have in the district? A. How many stdf members do we have in the district? Q. Yes, sir. BUSHMAN COURT REPORTING, INC. (501) 372-~115  1 3 4 5 7 8 9 10 11 12 12 14 15 16 17 1E 19 20 21 22 23 24 25 A. Q. A. Q. We're telking about teachers and Yes. Whoever you call st~ff. Somewhere between 13 ana 1,500. 11 So Mr. Herring ana his two staff member ~re responsible for the staff development for a whole year for these 1,500 people? A. I guess he js, Q. Now, are they supposed to -- tell me what his office does? Just tell me what he does in steff dEvelcprnent to your knowlEdge? A. Well, to rr.y knowledge he has developed plans for cl,sses that ore held and are taught, thet teachers ana administrators cen take to upgrade their skills and be higher on the pay scale. we have varjous people who -- teachers and coordinators who teach those, administrators who teach those. Coordinates the well, I know I was involved with him this year on the Site-Based Sh~re Decision Making Commjttee amongst othe1 things. Q. Well, now, ao you find any incongruity in him conducting staff development for those purposes and his not de.veloping or heving staff development fer aesegregatj.on purposeE? MR. JONES: He never said he didn't have staff development for desegregation. Q. All right. Well, let me ask you this. You're sayJng th,t one of the reasons that he conducts sttff development is to afford people an opportunity to get pay raises by, cf course, BUSr~lAN COURT REPORTING, INC. ( 501) 372-5115  1 2 3 4 6 7 e 9 10 11 12 13 14. 15 16 17 16 19 20 21 22 23 24 25 A. Q. 12 That's: dght. Do you fine any congruity 1n trying to find ways to get ycur st\u0026amp;ff rnerebers highet up en the pay reiwe at a tirn when you're trying to cut cos:tE? A. No, I acn't. Q. I see. So you're trying to give these teachers s many raises as poEsible while you're trying to have budget cuts? A. No, sir. I didn't s\u0026amp;y tht. Is id tht people are trying to raise their skills profeEEionally as well as be on th pay scale. I me,m Q. Tell me, ao you knew Mt. Don Stewart? A. Yes, sir. Q. Can you tell me why Mr. Den Stewart would be in one of these classes? A. Q. A. To be in one of them? Yes. I didn't know he was in one of them. I know he teaches one, or maybe more than one. I hcven't read the curriculum. Q. I see. All right. Is it your position that Mt. Stewart is not trying to -- is not in one cf these classes as~ student trying to obtain higher pay himself? A. I wouldn't know about that. I don't know if it applies to him at that level. Q. okay. I'm trying to find out just e little bit about thiE BUSHMAN COURT REPORTIKG, INC. (501) 372-5115  1 2 3 4 5 6 7 6 9 10 11 12 J 3 14 15 J6 17 18 lS 20 21 22 23 24 25 st~ff devlopmnt. Do you have anybody who is primarily responsible for desegregation staff development? A. I would presume that would come und~r his office. Q. Have you ever asked Mr. Lester whether it did? A. No, I did not. 13 Q. Do you know what the rc:.ce of the pE:rsons who work with him, the other two perscns, is? A. I think they' le one iE blEck and one is white. Q. What's the name of the black person that works with him? A. Is that Brenda. I don't know. Q. You don't know? A. I don't know. Q. You thought it was Brenda Spriggs? A. Yes. Q. I thought she was in multicultural educ6t1on, and there was a special position, somewhat over my objection, cre~ted for her as a directive of thot? MR. LESTER: I've been trying to stay out of this. But Mary Mcclendon 1s a black lady i~ under him, coordinator, and Brenda Spriggs is multicultur~l. MF. JONES: And you didn't object to it. Q. And Ms. Mcclendon h~s no expertise in oescgregetion st~ff development, h~s she? A. 1 don't know. Q. Okay. Is Ms. McClenaon the ltdy who used tc be a BUSIW.J\\N COURT FEPOR~ING, INC. \u0026lt;!i0l) 3n-s115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 'i 1 19 20 21 22 vice-principal out at -I don't know. Q. A. Q. -- the Air BaEe Elementary School? I don't know. Okay. 14 MR. JONES: I thought you wanted to ~sk about budget cuts. MR. WALKER: I em. I'm just trying to find out what this man knows about what he was acing. Q. (BY MR. WALKER) You did rEcommEnd that some teacher positions be eliminated, didn't you? A. Q. A. Q. A. Q. In the lest budget cuts? Yes. Yes. How many d1a you recomrnena be el jminE.tea? Oh, gosh. I'm esking about your recommendation now, not whet action you took. But hew rn~ny did you recommend be cut? A. Q. A. Q. I don't know exactly. Did you reco1r.me:na thet \" number of cooraint.tors be cut? I supportecl thst recommendcit :ion. Woula this have a tendency -- well, first of ~11, were the ccordin~tors necesssry in the first place? A. Are you asking me pexscnelly wh6t I think about ccordinE.tors? BUSHMAN COURT REPORTING, INC. (501) 272-fll:  1 2 3 4 5 6 7 8 9 10 ll 1~ 13 14 1~ 16 17 18 19 20 21 22 23 ~4 25 I - 15 Q. Yes. A. Yeah, I think personally th\u0026amp;t coordinators are necessary. I sure ao. Q. Now, by cutting them out, does that diminish the quality of the course offerings? A. I would say th\u0026amp;t the -- Q. Listen to my question. Does th\u0026amp;t diminish the quality of the course offerings in the programs which they c0ordinttea ana participated in? A. If the teachers themselves took up the sl6ck, I don't think it would diminish the quality of the course offerings. I don't know why the course offerings would be dependent on the coordinators being there. Q. I see. So ifi the teachers took up the slack. How would the teachers take up the sl~ck? How could the teachers take up the slack? A. Well, basically to keep on doing the same thing thet they're alr ady doing. Q. I see. So they would be ooing the sarre things that they were doing without 6irection and ccoperation and Eupporl of the ,dministt\u0026amp;tive staff of the centr\u0026amp;l office to the same extent as A. To the same extent, th6t's correct. Q. so this re6lly will dim1niEh the qu\u0026amp;lity of the progrms and evaluation and other things r.ext year -- BUSHMAN COUR'I REPORTING, INC. (501) 372-5115  l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 16 A. I can't say that for sure, Mr. Welker, whEther it would diminish it or not. Q. A. Q. A. Q. I see. Are you a former educotor? Yes. Whet is your field? I was a band director, sir. Now, you dJd understand as a teacher that one reason for getting speci~l treining, or having coordinators, or directors was to strenghten the quality of thE progrsms that those persons supervised or coordinated? A. Yes, I co. Q. So would it not be logic~l that jf you intend to strenghten the progr~rns by adding specialty persons to them, that you would correspondingly weaken programs by taking people oway from those programs\nisn't that lcgicel? A. Well, I would disagree with that somewhat. Because, whilE not maybe progressing os much and having that ability to take from the coordinators those things which they can do, that dcetn't necessarily mean that what you 1ve tlready eccoropljshed is going to dimlniEh. I woula say it wouldn't grow. Q. I see. Aren't you ccmroitted to having a program, ot l~ast e desegregation prcgrare, which 1s at least as eff~ctive in the future ~sit has been 1n the psst? A. Q. I would hope so, yes, sir. And if you cut out statf, don't you diminish the ability cf BUSHMAN COURT REPORTING, INC. (501) 372-5115  1 2 3 4 -C: 6 7 e 9 10 ll 12 13 14 l~ 16 17 1 19 20 21 22 23 24 2-5 - 17 the d1strict to m~int,in at least grcwth in the continuum cf educational progress from year to yer thit you hao prcmiEed the ccUJ: t tbot you would be implen,enting? A. My problEm as a Boara member lE making a chcice. I was net the one who decided to put the ccordinators on the blcck. Q. No, listen to my question. A. I unoerstana your question. Q. I'm asking just about the effect. I'm not asking about you as a Board merob~r in charge. In terms of the effect, you understand that you've indicatea to the court that these programs sre working, and that they will work, and that they will work in part because you have these staff members in place. Now, when you say that you h~ve them in place, de ycu not thereby represent to the court th,t yo~1c going to keep thefu in place? A. Not necessarily. Q. All right. Now, you ao recall that there has been some problm with the court, and you're saying that you Ell put things in your plan that you dian't necessarily rne~n or need. I mean, bow are you going to go -- and I'm being very explicit. How ere you gojng to -- and I'm surE that that is th case, don't misunderste.na me. This is a deposition, so I can say that. But how are you going to let your lawyer get in a position where he hes to defend that position one more time? A. Which position are you talking about? BUSHMAN COURT REPORTING, INC. (501) 372-5115  l 2 -:, ~ 4 ~ 6 7 8 9 10 11 12 13 14 15 16 17 16 19 2C 21 22 23 24 25 H, Q. Which is that you put things in \u0026amp; program, in other words, you presented things to the court that you didn't necess\u0026amp;rjly need? A. Th\u0026amp;t we necesssrily didn't need? Q. That you didn't necess\u0026amp;rily need and, therefore, you coulo re.duce them without sny impi.ct upon the dee:egregation plan? MR. JONES: I object to the form of the question. I don't think we've ever Eaia that we put things in the plan that we didn't need as a district. I have said there were things in the. plan that weren't directly relate.a to desegregation, th\u0026amp;t certain jobs were described fut re~sons I never fully understood. If tliet helps any. I don't think I ever said these people weren't needed, John. MR. JONES: And, of course., this w1tne.ss h0sn't indicated he relished making any of these cuts. A. To the contrary. (Off-the-record.) Q. were any of these coordinators th~t were cut jnvolvea in either gifted and talented educ~t1on, or guidance and counseling Eervices, or the Division of Instruction? A. I thought ,11 of them were patt of the divlsion of instruction. instruction. MR. JONES: Everybody you just named falls under BUSH.MAN COURT REPORTING, INC. (50]) 372-5115  1 2 3 4 C 6 7 8 9 10 11 12 13 14 16 17 1 19 20 21 22 23 24 25 19 ~R. WALKER: I thought so. Q. (BY MR. WALKER) Now, there were -- in the pl~n there's \u0026amp;n ind1c\u0026amp;tion that s\u0026amp;id, \"CCffipleting the stEff of the Division of Instruction are six secondBry curriculum coordinators representing the verious disciplines.\" Have these persons been cut by this pl\u0026amp;n? A. Would y-0u re\u0026amp;d that st-tement agaJn, please? Q. \"Completing the st\u0026amp;ff of the Division of Instruction ere six secondary curriculum coordln\u0026amp;tors representing the var3ous disciplines.\" Have those persons been cut or will those persons b cut? A. I think some of those persons have been cut, probably not all cf them. I know we retained mvth and science. Q. This is on p\u0026amp;ge 22 cf the pl\u0026amp;n. \"It 1s not enough to be concerned only the pupil assignment plans that in~ure segreg\u0026amp;ted schools. To be effective, the instructional progr\u0026amp;m must respond to the educution\u0026amp;l and sociQl needs of all students.\" Now, it goes on to say, \"Elementc.ry teachers are ai\nsisted by assistant principal/instructionel specialist and $condcry teachers receive aid from jnstructional curriculum coordinators. The presence of these resource people help the clesErcoffi teacher to meet the diverse needE of students in desegregcted clu\nsrooms.\" Now, why would you, after just put ting something in and having the court approve it right before this happ~ned, why BUSHMAN COURT REPORTING, INC. (5Cl) 272-!,115  l 2 3 4 5 6 7 8 s 10 11 12 1::, 14 15 16 17 )6 19 20 a 22 23 24 25 ,e 20 woula you cut them out? A. Well, actually I just followed the recommenaat ons thtt we get from our professionil. Q. But now, you all were pressuring the profesEionels to come up with the budget cuts of the. Boc:.ro, weren't you? I mean, they weren't operating in a vacuum? A. I don't think it was just the fact that we were pressuting anybcdy. we were all under ptessure to get something done. The end of the schocl year was rBpidly approaching. Many things were happening. We were trying to get our mHl,ge through. My point is that only very reluctantly, Mr. Walker, did I support these. Q. All right. Now, in this it is cltar that you represented to the court that you would have these coorc11n~tors. At least, that's the way I read it on pages 23 and 24. Did you reaa -did you all consioer this plan, and especjally pages 23 ana ~4, before you made the decision lo cut these ccorc1inotots? A. I think that that was probebly mentioned, yes, s1r. Q. All right. A. But we didn't know whether it would work or not. Q. You knew, if you mention something, just to mention it doesn't mean anything. Did you aEEEES it? Did you \u0026amp;SSCEE th impact of it in the light of the ccmrnitme.nts that you hid mz.de to the court? A. I think that we left that up to the superintendent to BUSHMAN COURT REPORTING, INC. (501) 372-511~  1 ,\"t, 3 4 5 6 7 8 9 lO 11 ]2 13 14 ]5 16 17 1 19 20 n 22 23 24 25 recommend to us. Q. So you're putting this bee bock on the bock of the superintendent? A. Right. 21 Q. All right. Well, I want you to know th~t I'm going to be not UEing -- relying so much on the superintendent this time es I am on you Boara members to justify these things. A. Well, fine. Q. And 1 woula like for you tc tell me whether you have any other rEEEon, other than prcjectea ccst savings, for knocking out something that had be.en included in the aesegregatlon pl,n, other than the cost sc:.vings? A. Other than the cost savings? Q. Yes, sir. A. I don't think there was any. Q. All right. Now, you were ,wtre thEt. the court hc:.s t 1a you repeetedly that. financial considerationc c~nnot be uEed to oirr.inist. the 6e.~ gresc:.tion ccrr.mitme.nt~ rn this dHtuct? Q. I see. Well, why would you do something thot was contrary to your cesegre9c:t1on p1osrarr, or comrr.itroc.nt. .. ? A. Well, at this point in time I'n. not sure that it wos. Q. Well, you say -- you understond how the ccurt ch~st1sed us obout being lDte in the proposals, ~nd bow she insisted on us getting things in, ~nd then how she took tim to study BUSHMAN COURT :REPORTING, INC. (5Cl) 27Z-5ll5  1 3 4 5 6 7 s 9 10 11 12 13 14 15 16 17 18 19 20 21 23 24 25 22 everything, ana then bow she approvea thiE, I think, the early port of thiE year. Do you think that she would go through all of this, ano we would go through ell of this, if these wordE meant nothing? A. Q. Well, I don't th1nk tb~t we think th~t they megn nothing. Well, why is it that you're going to cut out these coord1noto1s if you've ccmroitteo to the. ccurt to ht.ve them? A. Q. Well, whet elEe were we going tc cut cut. well, th~ts not for rr.e to say. rm just saying now why did you -- . JONES: Well, I mean, I know 1ttE not your deposition, but it's \u0026amp; question we all wonder ebcut. You know, what elEe would we do? Q. Well A. I mean, I'm faced with a cho1ce. I either vote for this or don't vote for it. Q. Well, you -- let me ask you this. Did you vote to give were you preeent when the vote weE taken tc give Mr. GoEE' wjfe A. Q. A. Q. A. Q. No, I Wc.S not. Did you ,ppr ove that? Do you eppr eve of it? I was not thre. Did you apprcve it? I don't know wht the circumstnces on tht rais ~r. Wll, you h d 11 the backup a,ta from the Bo~rd -- from BUSHMAN COURT REPOR'l'ING, INC. (5.Cl) 272-5115  1 2 3 4 5 6 7 8 9 10 ll 12 13 14 15 16 17 18 19 20 21 22 23 24 23 Mr. Lester, djdn't you? He gave you the backup datt, didn't he? A. Q. A. Q. A. Q. A. Q. A. Q. It 'E probably in my p\"cket. You haven't read it? I haven't read that portion of it, because 1 Wc.En't there. You and Mr. Gess \u0026amp;re friends, tren't you? Friends? Perscnel friends? No. You tren't? We're just acguaintanceE. Okc.y. You ana he have not hc.d E discussjon tbout that subject st all? A. Q. A. No, Slt. Okay. Absolutely not. As E rec.ttet of fact, when it firEt come up he recused hims~lt, he wasn't even tround the Board. Q. A. Q. Why would he vote on it when it came up the lc:.st tiree? Well, I don't knew. I wtsn't here. Do ya'll have e policy that matterE affecting a family member are acteo upon, thc.t the person in the fan:Hy who's on the Beare should recuse themself? A. one. Q. A. I don't recall reading thtt specific policy, if there is Do you hc:.ve a nepotiEm policy? I believe there 1s one, yes, sir. BUSHrl.AN COUtT REPORTING, INC. (~Cl) 372-~115  1 2 3 4 6 7 8 9 10 11 12 13 14 15 16 17 1 19 20 21 22 2-:- 24 24 Q. What's difference in what I just asked the first time and what I asked in te1ms of the nepotism policy? A. I think it w~s a place where there wcs employment involvea, two teacherE, or one teacher w~snt to be eroplcyed at a schcol where another one wE.s mployea or e1E a supervisor. Where one would have supervisory consideration over the other. Q. Have you seen any document thjs yEar shewing the progress that the oit.tlict hes mace toward meeting the district 1 s desegregation go~ls and objectives? A. Any? Q. Have you seen a document which is an \u0026amp;nalysis of the progress being made toward achieving the ditrict's desegregaticn -- A. Q. A. Q. We received one from Mr. Bowles, I believe. When did you get that? I think it wis tometin.e t.fter Janu\"ry. Now, ao you con1der it to be, change in the pl~n to combine the Office cf Pupil Personnel a~6 the Office of Desegregat1cn? A. Do I consider it a change in the plan? Q. Yes. A. Ne. Q. would you m1na looking et this organiz~tion chart that you presented to th~ court? A. (Witness viewing document.) BUS!Wi.AN COURT REPORTING, INC. (~CJ) 372-5115  1 2 3 4 r: ~ 6 7 6 9 10 11 12 13 14 lS 16 17 18 19 20 21 22 23 24 ~-i:: \"-~ 25 MR. JONES: We'll stipulete the chirt chnges. MR. WALKER: That's what I 'n. showing you. Q. (BY MR. WALKER) Leck at that, plecse? Now, on this chart that was presentea to the court the desegreg~ticn projection was off to the Eide and directly related to the superintendent. And the only section that related to every department wes the desegregation cffjce, other than the superjntendcnt's office, of course. And new you've put desegregation and pupjl personnel together. Does that represent a functional change? A. Well, I'm not sure -- I understand whEt you're driving at. I see htre a direct line between the superintendent and pupil personnel and desegregation, and I see ljnes of consultation and cooperation between the schools ano personnel and instruction and business affajrs and support services. Now -- Q. Well, you're saying here that it's pretty eviaent that the Pupil Personnel Department had no direct supervis1on over anybody in the first place. So by combining those two departments, nothing w~s changed\nis that right? A. You mean, we're talking about sol1a lines new of airect authority? Q. Yes, solio lines. A. Well, no, they don't. Q. Okay. Now, tell me, why was it neceE-sary to reduce the number of asE.ist superintendents\nwas that for financial retsons or what other reason? BUSH~AN COURT REPORTING, INC. (501) 372-Ell!:  1 3 4 6 i e 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 2(\nA. I think it wo~ tin~nciel re~scns. Q. How much money did you seve -- well, let n.e get some understanaing of that. W know that you h\u0026amp;ve bss1c\u0026amp;lly net cut anybody out of Mr. Collins' department\nisn't thet correct? All the people are still there? A. A fr as I know. Q. All are still there. So thst means they're all there with the SQroe sal~ry except for the 8 percent rcducticn in the raise propcrt1on of Mr. Collins' s~lary? A. Right. Q. All right. And we know that sll the people in Mr. Bow lei:' office ere still there. And the only thing that's htppened is that Mr. Bowles has suffered er had a reauction of 8 percent of the raise that he got. So are we to believe th\u0026amp;t the only sav1n9s to be effectuated is 8 percent of two 13 percent raises? ~R. JONES: I object to th6 form ct the question. It ignores the elimination of, I think, two directors' positions, at l~ost one, Director of Athletic\u0026amp; \"na Director of Activities . MR. WALKER: Are those under the Pupil Personnel Dep\"rtment? MR. JONES: I think both of them were. Q. (BY MR. WALKER) All right. Now, those persont who -- the Directer of Athletics and the Director of what else, whatever it is, those people dia not suffer p~y decreases, though, did they? BUSHMAN COURT REPORTING, INC, ( 501) 372-51J 5  1 2 3 4 5 6 7 8 9 10 Jl 12 13 14 15 16 17 16 19 20 21 22 23 24 25 A. I don't know whre they would fall. Q. Who were those people? 27 A. The Director of Athletics was Ron Higgins, Whet the other director? MR. JONES: That's all. Q. All right. Is Mr. Higgins still working for the district? A. As far .as I know he is going to be. Q. Has he had a p~y reauction for this ye~r, for this next ye~r over last year? A. I aon't know what his pay is going to be. It depends on what his job is, I would presume. Q. Well, so we have e pay reduction for Mr. Higgins, possibly, and Mr. Collins has a pay reductJon of approximately $4,500, and Mr. Bowles has~ pay reduction of approximately $2,9C0. MR. JONES: If the newspapEr article is accurate, and I'm not going to stipulate that a newspape1 article is accurate. Q. Do you h~ve any reason to believe thmt Mr. Bowles is well, let roe say something. If Mr. Lestr says that it's 8 percent, the aifference is S percent of a pay raice MR. JONES: 8 percentage points. Q. percentoge points of the pay rajse of 13 percent -- MR. JONES: Right. Q. -- that roeQns then that if Mr. Collins wa~ making $64,500 l~st year, I'll figure that out. B percent of the ra1se that he BUSHMAN COURT REPORTING, INC. ( 501) '.:72-5115  ] 2 4 6 7 8 9 10 11 12 13 14 15 16 17 le 19 20 21 22 23 24 25 28 got -- MR. JONES: Not 8 percent, about 70 percent. Q. 70 percent cf the roise th~t he got would be appro~imotely $4,000. So I E.ssume thc.t he h~o a reduction of $4,00C, and Mr. Bowles had c: reduction of $3,000, and let's E.Ssume thcit r. Higgins h~d one Else cf $3,000. Th1s is $10,000 reduction or sevings. And ere you oll s~ying thE.t E.t least for the Desegregation Deportment c.nd the Pupil Personnel Dep,rtment, thal sc.vings is significant? A. Q. Well, I think c.nything that we can save was significant. But you're going to reduce the status of the desegregation office in the process, are yoti not? A, I don't know what your definition of st~tus is. Q. Well, you comffiitted to the court that there woulo be an assistant superintendent for desegregation. MR. JONES: There still is. Q. You said that there was an assistant superjntendent for desegregation, and you said that there will be ,n assistant superintendent for pupil personnel. MR, JONES: There still is. It happens to be teh same person. Q. If you're going to ao those things, why don't you tell the court th1t you're going to combine -- or propoEe to combine the positions and put ~11 the responsibility in one person? A, Why don't -- BUSHMAN COURT REPORTING, INC, (501) 372-511=  1 .... ~ 3 4 5 6 7 e 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 ~4 25 29 Q. Why didn't you tell the court you were going to do this before you actually did it? A. I think all of the cuts thQt were mace end all the changes that were made and approved by our School Board were made with the idea that all of them would be meae as far as the court would allow. And at the time thQt we were making decisions, wc didn't know which tbjngs that the court would allow and would not ~llow. Q. Have you voted as a Board to ask the court to allow these cuts in a formal rEsolution? A. In a formal resolution? Q. Yes, sir. A. Not th~t I recall. Q. This was done in M rch? A. These were, yes. Q. Why haven't you for~ed why haven't you t~ken up the matter by resolution or motion since March to submit it to the court? A. I don 1 t know that it hasn't been proposed. I haven't been there. Q. I see. Now, is there any particular reason that you all did not -- well, first of all, did you 11 diECUES these budget cuts before you made them with the Joshua Intervcnors? A. I personally didn't discuss it with the -- Q. Dia the Board do so? BUSHMAN COURT REPORTING, INC. (:Cl) 372-511~  1 2 3 4 5 6 7 9 10 11 12 13 14 15 16 17 lE 19 21 22 23 24 30 A. Not es i Bo~ra. But I think we hed rngny opportunities for anybody to come\nworkshops, and budget meetings, and -- Q. So you ere putting us in the position of eny member of the public when it comes to participeting in decisions and deliberations of the Board\nis th\u0026amp;t correct? A. Q. A. As any member of the public? Yes. Well, I don't know what I'm -- I'm not trying to put you in any position. Q. Are you aware that the Joshua Intervenors have special status as a result of this Settlement Agreement? A. Oh, yes. Q. Have you all ever sought to involve us, you as a Board, ever sought to involve us in any decision meking cf th school district before the decisions were mode? A. As fer as I know th t we rely on our profeEsionol staff to tell us when nd if that's needed. I don't have direct crder, that I know of, to do that. MR. JONES: I mean, John, I cen't imogine your going to court next Thursday and representing thEt thiE was all a secret to you. MR. WALKER: We're not talking about secret. I would certainly fe~l that if they're tElking about doing somethjng, befcrc they do 1t, o sit down, cs we ,gr ea, and go ever the desegregEt1on tE~ifications cf it End try to reach En BUSHliAN COURT REPORTING, INC. (~Cl) 272-~115  1 2 2 4 .\"..', 6 7 8 9 10 11 12 13 14 l!: 16 17 1 19 20 21 22 23 :24 2!.: - 31 agreement, and then make a joint recornrnndaticn to the court fer approval instead of putting us in an aover~etial situation. Q. (BY MR. WALKER) Now, did you conEider the desegregation impact formelly in a public Board :meeting of c\n:ny e,f these particular items in Exhibit Number 1? A. As far as any one of these 27 things, I don't believe any of them were ever taken up in a public Board meeting specifically with the quection of the desegregation impact in mind for each one of them. A. I do know that in my own mind th0t all of the :impacts were there. Q. Well, what is the desegregation impact of item number 10, \"The alpha positions, fivfc-day stude\nnt load,\" whctever that meanc, in your own mind? A. Well, that means that there was less lime for the alphg teachers to teech, and they had to teach regular clEEses. Q. Does not this say th6t five alpha -- no, that ~lpha positions, , number of alpha positions Qre being cut out? A. I dcn 1 t know that thic says that they're being cut out. I think those teachers re being reassigned to regular classes rather than be tEken away. Q. Well, how did you save onything by re ssigning these teachers tc regular cl~sses\nwhere is the savings? A. In teach rs needed over,11. BUSHMAN COURT REPORTING, INC. (!:Cl) 37:2-~11~  l 2 3 4 6 7 8 s 10 11 12 13 14 16 17 1 19 20 21 22 23 24 32 Q. So you won't neea as many teachers? A. That's the same thing, if I might add, about Mr. Higgins being removed from the directorship that he was remcvea of and being placed somewhe~e el~e and that position not be1n9 ref illea. MR. WALKER: While I 1m at it, Ssm, would you asking -- bringing Mr. Higgins to court? Do I need E\u0026lt; subpoena for that purpose? Q. MR. JONES: I don't have e clue. MR. WALKER: Okay. (BY MR. WALKER) Now, are you saying that you didn't elimjnLte these positions and\ntherefore, nothing has changed from last year to this next year? A. Well, obviously, jf we're going to have a $90,000 savings, something has changed. Mr. Lester, perhaps you could -- Q. Well, no. You're going to have to take thE stand yourself, not Mr. Lester. Mr. Lester will have his turn. I wsnt you to tell me A. Well, I can't at thiE time. Q. All right. Well, tell me, what is the dsegregst1 n 1mpc.ct of having -- let me b~ck up. Isn't it true that the Boera b,s sought to relate to desegreg~ting th schools in the southe~st quaaront in p~rt by having TAG type clQsseE concentr~ted there more sc than other parts of the district? A. H~ve we sought to do what? BUSHMAN COURT REPORTING, INC. (501) 372-115  l 2 ...,, 4 6 7 8 9 10 11 12 13 14 15 16 17 18 19 .2 0 21 22 23 24 .33 Q. To desegreg\"te s.ome of the so-celled ht.rd to dcegregete schools in the southeast quadrant of the district by having TAG type programs in those schools? A. Q. A. Q. TAG type programs? Yes. I'm sure that there's been an enrichment in those, yes. All right. Now, if you take away the enrichment, does net this hav a tendency to impact desegregation? MR. JONES: He didn't sE.y cny enrichment wes taken awey. Q. All right. Well, if you have -- you've sajd that at least something happened, if you don't have E.S much money devoted to it next year E.S you had this yeLr? A. That's true. MR. JONES: He's talking e.bout the totc\nil .\nmount of money, John, ana not all of that has to do with TAG. Q. Well, number 10 is the ten \"lphe positions, what does that mean to you, Mr. Burgett? A. I presumed that it meant thet there would be alpha teachers that were teaching regular clesses . Q. In ether words, those alpha teachers would no longer be teaching alpha classes? A. Q. Not as many of them. And if you had used -- relied upon alpha teachers to teach students who were being ttractea into aesegregatea -- into BUSHMAN COURT BEPORTING, INC. (.=Cl) 372-~ll 5  l 2 3 4 5 6 7 8 9 10 11 J 2 13 14 15 16 17 18 19 20 21 22 23 24 25 34 schools for desegregetion purposes, ana they were going to be teaching special classes. By putting them beck into regular clsses, that would mean that you woula heve fewer people to tetch those specialty classes, acesn't jt? A. Thet might mean thet. But I also, in th positioning where they might be, sey, on the north side of the river, be taken out of cl~sses there ana not b taken out of ones over on the south side of the river. Q. So yo dcn't know where these positions were? A. No, sir, I don't. Q. Did you ask Mr. Lester where they bed been taken from? A. No, I have not. Q. All right. New, how ro,ny secondary TAG positions were being removed? A. I don't know. Q. Did you esk Mr. Lester? That's in number 11. Did you ask Mr. Lei::ter? A. No, I don't believe I askea him personelly. Q. Did you ask him whether or not this would have adverse aesegregati ve impact? A. I think that we, as I indicated before, that we talked ,bout ell of this as having ~ny kind of impact. Q. Where did this discussion take place? A. In his office. Q. I see. Dio you ever have thjs discussion in a public Board BUSHMAN COUFT FEPORTING, INC. (501) 372-5115  1 2 3 4 5 6 7 9 10 11 12 13 14 15 16 17 19 20 21 22 23 24 meeting? A. I don't recall if we did or not. 1 1a have to check the minutes. Q. Did Mr. Lester specifically tell you that none of this would have any adverse desegregotive impact? A. No, he's never sai6 that. Q. Did he .ever s~y that it would h,ve adverse desegregctive imp\"ct? A. He said that it was possible that some of it would. Q. And you went ehead, after he told ycu that it was po-sible that it would? A. Well, we didn't know whether it might be or not and so, therefore, we were g~ing to see. Q. All right. But you knew from Mr. Lester -- how were you going to see if it had desegregative impact? A. We would have to have it analyzed ,fter it was done and put in place. Q. Oh. So, ~fter it was done, you would have the analysis. Why djdn't you have the analysis rnede before it was done? A. As I stated before, we relied on our professional staff to recommend this. Q. But Mr. Lester told you tht it may have ~averse desegreg~tive effect and, nonetheless, ya'll went bhead and votea for it? A. That's possible. BUSHMAN COURT REPORTING, INC. (EOl) 372-511~ l 2 4 6 7 e 9 10 11 12 13 14 15 16 17 18 19 20 21 22 24 Q. A. Q. A. Q. A. All right. Well, now, why would you ac th~t? Becau~e of financial crunch. Without having the analysis rncae first? I acnt have an answer. Thsts wonderful. You'll be my first witness. Fine. 36 MR. JONES: Now, this i~ the third person you've said js going to be your first witness. MR. WALKER: Each time it get better. I cou dn't imagine Mr. Goss being 50 gooa. But I think this 1s my witness. Q. (BY ~.iR. WALKER) Tell me, did you vote to freeze: sll sslaries, no steps? A. Yes, I did. Q. Well, now, tell me, why sre you going to Mr. Herring out here giving these pecple in-service training for purposes of getting salary increases and ~tep increases A. Q. That'~ not the only reason I sajd that he aid that. That's one reason. When these people get this training, end they go through these workshop, they're going to expect their money. so why would you cut -- vote to cut out step increases it the same time you 1re encouraging peopl~ to qualify to get step incresses? Why would you ao thot? A. Well, hopefully some day those will be able to be reinstatea. BUSHMAN COURT REPORTING, INC. (E0l) 372-5115  l 2 3 4 5 6 7 e 9 10 Jl 12 13 14 15 16 17 18 19 20 21 22 22 24 37 Q. A. I mean, if you're going to shut the doer on people's profession~l growth period, why that's -- I didn't see that as D possibility at all. Q. they? A. Q. A. Q. But, now, they're entitled to their step increases, aren't Under normal circumstances, I would s~y yes. What makes the circumstanceE here abnormal? Money problems. Well, now, you did give a number of people this last year step increases, didn't you? A. Q. A. Q. A. we? Q. Yesh, we did. How can you give it to some end not to ~,11? Now, wait a minute. Let's go backtrack. Okay. We did not deny step increases to anybody last year, did All right. Do you propose to deny step incieases this year to inybody? A. I think that I voted to freeze all salaries and deny any step increase this ye,r. Q. So whatever training people receive during this surrroer or during the fall, they will be den1ed step increases? A. I don't know. I don't know how the Pcisonnel Dep~rtment handles that, if you are eljgible to be on~ higher because of BUSHMAN COURT REPORTING, INC. (501) 272-:JJ5  l 2 3 4 5 6 7 8 9 10 ll 12 13 14 15 16 17 16 19 20 21 22 23 24 ~~ ~v 38 mote increaseo educational things, whether or not -- I'm talkjng about step increases in a person who is here from yea1 to year and is eligible to be moved down from an experience increment. Q. So you're cutting out step increases that are experience related? A. Right. Q. But not education related? A. I'm not sure that we maae that distinction. Q. Okay. A. Well, I mean Q. That's fine. Now, what's the desegregation jropact of that? A. I don't know. Q. Did you ask that question of Mr. Lester? A. No. Q. Tell me, look down at the exhibit, tell me what is meant by the \"Specialty Fuller Junior High Program\" er th \"Futures Program at Fuller Junior High\" and those savings estimated tc be a totcl of $72,7~0? Are you going to save some ~oney by cutting those programs out? MR. JONES: They didn't cut it. MR. WALKER: Sam, this is my deposition. MR. JONES: Well, if you're just trying to trick the witness -- ~R. WALKER: No, I w nt to know what he thinks he rney hove sorr~ other opinion, beceuse thre ,re d'ff~r~nces of BUSHMAN COURT FEPORTING, INC. (5Cl) ~72-~115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 24 39 opinion. Q. A. (BY MR. WALKER) Did you all -- Frankly, I didn't know what I was coming down hEre for to begin with, so I -- Q. Ok~y. Well, do you want to terminate the deposition so you can go home and get prepared? A. Well, I don't -- no, I don't want to terminate it, sir. I'm glad -- I'm here freely and cooperstively tc do my best fer you. That'$ all. Q. All right. Did you -- what do you unden:tand these items down at the bottom to mean, under periods 9, and JS, and 15? Does that mean that you're gcing to affect a savings of some kind? A. Well, it looks to me, looking at this at this point in time, that this says thst there will be 9 priods seved at Fuller for secondary instructional coordinelors. Or does thet come from number 9 up above? I don't know. Q. You don't know. That's fine. I want th~t on the record, too. Now, number 15, the period 15, Futures Prograrr - Fuller Junior High School, what does that mean? Hew do you read th,t? A. Q. A. Well, this just says th~t it costs $~5,4EO for 15 petiods. So you're 901n9 to save th~t much? The same thing up there, th~t Specialty Fuller, ~t 9 periocls, it costs $27,270. Q. So that's going to be an estirn6ted savings? BUSHMAN COURT REPORTING, INC. (ECl) 372-Ell5  1 2 3 4 6 7 8 9 10 11 12 13 14 15 16 17 16 l9 20 21 22 23 24 25 4C A. I don't know if that's a sevings or whether thE.t ju\u0026amp;t says this is a breakdown by category. Q. Is it a fair statement to say that you don't know wh6t these items mean in the: bottorr. of the pt:ge cf Exhibit l beginning at \"Breakdown by CEtegory?\" A. This shows apparently what it costs. I don't know what the total of these items i~ here now. Q. No. I'm asking what these items mean? What doeE it mean when you say \"Futures Program - Fuller Junior High Scheel, $45,000 and 15 periods,\" what does th\u0026amp;t mean? A. Q. A. Q. Well, 1 hesitate to s,y right now. You don't know what it me6ns, do you? I don't remember what it means. All right. You don't know wh t any of these things mean, do you? A. Q. I wouldn't say that. Well, t 11 me -- lf you wculdn't say thEt, tell me what they rrean? What do any of them mean? What do they mean? A. Q. Well, I don't know what the periods mean. That's fine. N w, did you ever know what th periods mei!nt? A. Q. A. App rently not. All right. Now, what doe~ \"breEkdown by category\" mean? I think thE.t, c.s I recdl this now, wb-t it n,eans js thE.t, for inst~nce, like we had a coach who was given on extr~ per1oa BUSHMAN COUFT F.EPCFTING, INC. (!:01) 372-5115  1 2 3 4 C ~ 6 7 s 9 10 11 1\n12 14 15 16 l7 1e 19 20 21 22 23 24 25 - 41 off to coordinate athletics, that he was going to have to go back into the classroom, and thEt he wcula be utilized as a teacher. And that when ell those variouE things were done like that, that rother thon having to employ more personnel, as we have right now, they could do it with less personnel, to that would be a gvings. Under where jt says, \"Athl~tic coordinEtors at various schools,\" that by placing them back in the cl~ssrccrn, that this is the type of savings that woulo be with the others. the saroe wey Q. I see. Well, let's look at the special ed coordinators in various $Chools. Don't those coordinators have a respon$ibility for working with parents? A. I'm sure they do. Q. Haven't you all represented to the ccurt that you all have a strong parent contact program, and that you will seek to promote parental cont~ct? A. Yes, ir. Q. Why wou1a you cut back on special ea coordinators at the various schools, cooraination of that function at the vtrious schools? A. I don't know exactly how that WQS going to be efiected. Q. I see. But you're cutting jt back, aren't you, after you say to the court that's a major thjng and it has desegregative impact, doesn't it? A. I tell you what, when we're hunting around trying to find BUSHMAN COURT REPORTING, INC. (501) 372-5115  l 2 3 4 5 6 7 e g 10 ll 12 13 14 15 16 17 18 19 20 21 ~2 23 24 25 42 w~ys to s\u0026amp;ve money, everything is jrnportant, Mr. Walker. Q. Wh\"t's the rr.\"jority race of the persons in special ea in the district? A. I don't know. Q. You h0ve not resa the A. Well, I tell you what now, I didn't come down here to be tested over every specific item. I don't know. I can't give you ~n idea. I'm sure thet they're mixed. Q. Aren't you tware thot blacks are in speci1 ed Jn disproport1onat numbers? A. You're talking ebout students now? Q. Yes, sir. A. Yes. Q. All right. And does not this mean that if you cut out th coordin~tors 01 the coordjnation at the various schools, thot thiE m Ens that you'll h\u0026amp;ve  disproportiontte effect upon bltck A. I don't know. Q. You've never thought about that before now? A. Well, actually I've thought obout it~ lot. Q. Well, did you think about the adverse effect tht it would have A. I mean, not necessorily Q. Did you think that this would have ~n adverse effect upon the black chjldren, their eoucation? BUSHMAN COURT REPO~TING, INC. ( 501) 3 72-5115  1 2 3 4 6 7 8 9 10 Jl 12 13 14 15 16 17 18 19 20 21 23 24 25 43 A. PerEonally speaking, Mr. Walker, that cutting back on any of these people has an cdverse effect on the entire education~l program of the district, which is very distB$teful to me. Q. Did you feel that cutting back en the coordin~tors, the secondary instructional coordinators will have an B~verse effect upon the qualjty of education that those persons supervise and coordinste? MR. JCNES: You've\n.lret.dy asked hrn1 that. MR. WALKER: I understand tht..t. But now he's making a statement that he didn't make before. He SE.id it wouldn't have an effect before. So now you're saying it does. I'm saying to get him to say which posit1on he's going to take ultimately. Q. (BY MR. WALKER) Does it or doesn't it have an effect? You say now that all of it will have an effect, and earlier you said it wouldn't have an effect. Which is correct? A. I don't know. When did I say earlier -- what did I say earlier? Q. You said that you're shifting the responsibility and the function to the teachers by cutting out the second6ry instructional coordin~tors and the other coordinators, and you'll be able to have as good a program if the teachers pick up the sleek next year as you had last year, do you recall that? Q. I said I hoped that we would, that's correct. But it's not logical that you would, is it? BUSH~!AN COURT REPORTING, INC. (501) 372-5115  1 2 3 4 6 7 8 9 10 ll 12 13 14 15 16 17 18 19 20 21 23 24 25 44 I sticl that I -- I believe I said that ~s far as growth w,s concernea, it wouldn't be as good. Q. All right. Do you net comrni t to the dish :ict eono to the court that there will be continual grcwth\nand, thus, remediation of ach1evement disp~rit1es between black and white youngsters? A. Q. Sc.y thet again? All right. Let me put it this way. Ya'll have said thet one of your goals is to rerneditte achievement d1fferences between black and white students, right? A. Q. That means that there ha~ to be a growth factor for minority achievement, doesn't it? A. I would think so. Q. All r1ght. Now, growth is going to be st~gnited, how is the gap going to be rerneoiated or eliminated? A. I don't know. Q. All right. Just a few more questions. Did you seek legal counsel before rraking the budget cuts? A. Q. Did I seek legal counsel? Did you or the Board? We weren't involved. So, I rneen, I'm now asking if Mr. JoneE ~na his office to your re.collection were involved? A. Q. I don't remember discussing thc.t, no. BUSHMAN COURT REPORTING, INC. (5Cl) 372-~ll.5  1 2 3 4 s 6 7 8 9 10 Jl 12 13 14 1~ )6 J7 18 19 20 21 22 23 24 2!\n- 45 A. As far as requesting legal counsel. Q. Did you ask legal counsel to give you on opinion as to hew this would impact upon the desegregation plan? A. Net in a formal resolution, no. Q. In any way? A. Not that I recall. Q. Who ran with this the most on the Boardi wos it the President of the Bo~rd, ot A. Who ran with what? Q. The idea to go and ao these things without getting the advice of counsel, or the approvel of court, or the participation of the Joshua Intervenors, 01 the other parties to this lc.wsuit? A. I don't know that any one specific person did. Q. All right. Do you know how rr,uch was actut1lly saved with the budget cuts and the rEorganizaticn? D you have a document which you can point us to? A. Do I have one? Q. Yes, sir, that we ccn present to the court. If the court asked you how much was actually s~vea, wb~t can you tell her? A. I don't know the exact figure, no. Q. All right. If she says, do you hav a document which h~s which demonst1ateE the exact figure, hat would you say? A. I'd say I'd have to go ask for one. Q. Have you ever seen one? BUSHMAN COURT REPORTING, INC. (EOl) 272-ElE  1 2 3 4 5 6 7 8 9 10 11 12 13 14 16 17 16 19 20 21 25 46 A. I've seen so many documents, that I don't know -- rec\u0026amp;ll which one it would be. Q. A. Q. A. Have you ever seen a document which does that? I don't recall st this particulor time. All right. There have been also very many revisions to all cf the cost estirn\u0026amp;tes costing out, savings involved, meny, m\u0026amp;ny times. Q. I see. So you were forced jnto these budget cuts. Did you all consider any othtr \u0026amp;lternotives besides budget cuts? A. Q. A. Q. I think we had voted to reduce the school year. That's a budget cut, isn't it? But that's not reducing staff er any other kind of a I see. Well, you could have reduced the school year by two or three days anc1 not hod any stsff cuts, couldn't you? A. Q. Q. A. MR. JONES: They did reduce the school year. We reduced it five days. Yeah, but you reinsteted that, didn't you? MF. JONES: When the millage passed. Now, you could h~ve -- I have not been -- I heard that it was, rec:.d that it wai\n. But I was not present. Q. You could still close school Early by one cay and keep all the staff memb rs, couldn't you? Let me put it another way. If the savings for five days is $1,500,000, my arthritic sc:.ys that BUSHMAN COUFT FEPOFiING, INC. (501) 372-5]1!:  l 2 3 4 .s.\n,: 6 7 8 9 10 Jl 12 13 14 15 16 17 lE 19 20 21 22 23 24 2~ - 4.7 that's $300,0C0 a day. For $300,C0O you cen keep froffi reducing anybody for the next year, can't you? A. It would seem th~t that might be a w~y. Q. One aay, and ye'll never considered that option? A. Well, Eis a matter of fact, I think I discussed the option of, since there was some other things involved in cutting back on five days, I th ink it wes a FICA p~yment that we would be saving that we could not have tc cut five, but we could only cut four, save the same amount of money. Q. Are you all trying to, as far as you know, put more money into your contJngency fund for operating costs during 1SS2-93? A. More money than what? Q. Than you had last year. Is that one of the aim~ that you Eought to accompljsh by the budget cut? A. I don't believe the,t tbe contingency funds was what we were worrJed ebout. I believe it was having enough money to complete this year and fund the next year. Q. Was the contingency fund~ consideraticn ot all 1n the planning with respect to the budget cut -- budget reduction consideration, ~es that a factor atoll? A. As I recall, it would -- the discussion on the contingency funds were that it would not be a good idea to h~ve o neg~tlve one, be in the hole. Q. I ~ee. That's the only discussion you recall obout it? A. I'm net sure. I'm thinking of sorre other numbers, and I'm BUSHMAN COURT REPORTING, INC. (~Cl) 372-:11   1 2 3 4 .IC., 6 7 8 9 10 11 12 13 14. 15 16 17 1 19 21 22 23 25 not sure the context in which they came up, whether it was contingency fund or not. Q. Do you know anything ~bout having a deo1re to h~ve a contingency fund of 2 1/2 milllon collo1s? A  Q. A. Q. A. A specific oreount like that, no, sir, I dontt. Hove you ever heard any discussion like th,t? No. You were at all Board meet1ngs until l\\!arch 17th? That's correct. 48 Q. Did you ev r oiscuss this budget in executive sessions, a proposed budget dilemma cf the -- the budget dilemma of the district? A. Q. A. Q. The budget dilemma of the district? Yes. In regard to personnel, I think we did. Well, any particular perscnc reg,rding -- were any particul0r persons, personnel ccnsiderations under discussion in those meetings? A. Q. A. Particular ones? Yes, sir. I don't think so. I think that it wos stated that since the district's finances were driv n 70 or ED percent by s~l r1 s, that that eeroed to be the only plac where we could go and get money, is by saving positions. MR. JONES: John, I repreEentea to each of these BUSHMAN COURT EEPOP.TING, INC. (501) 372-5115  l 2 3 4 6 7 C 9 10 11 12 13 14 15 16 17 1e 19 21 22 23 24 49 witnesses, is you had told roe, thet these depositions would be approximately 30 minutes. MR. WALKER: All r1ght. You're right. And I think I've gotten -- I'm fine. I think th~t you 1re tight, and I ~pologize. We can go off the record now. (WHEREUPON, it 6~30 p.m., the tiking of the above-entitled deposition wcs concluded.) * * * * * * * * * BUSHMAN COURT REPORTING, INC. (:01) 372-511~ S'I1,'IE OF AFKANS S} }t:. COUNTY OF WHI 'IE } C E F I F ! C A 'l E E: 'l'IlE OPAL D POSl'!.iCN OF Jll-1 BUFG TT: 1, JFFF BE1'Nt'IT, CC11, LS us, iJ 'e:ti:ry Publjc lfl t.r) f~I While County, Arkon~~ tru\nnd th~t th forc_oin epcsiti~n w~E tr~nEcribcc by ne, or un ~r ThY supet ition, en thE Cirrtrcn lil Cc~p tczi~cd Tt enscr ipticn SyE tern tron. n.y 1u:_chin \"horth~na nctee. tc:k n ~t th~ tiae tnd p ~ct cet out en th ctpt1cn heretc, the WJtneEe bern'\" fHt duly C:Ut:ic.ned i,.nd rworn, er tffnn:eo, to t 11 the truth, the wh le truth, tn nothing but the truth. I FtJI:'nlER CERTIFY U-,\"t I lm n i tl tr c\u0026lt;.,uru ..  l for, rclEted tc, nor employed by \u0026amp;ny oi tbc prtiEE tc tte ,ctjon in which this depcEitlcn west ken\ntna fu1ther, th~t l ,n net t relc t1v o.i: empltycE cf cny ,ttcnncy er cC\nunetl cniployeo by tl:e pi.trticE, beutc, ncr flnt-nci lly intertctec., or otherwie, in tht outcC\nn,e of thi t.cticn. GIVEN UNDER MY ey of June, 1S!2. JEFF Bttrn ,J 9, tote Cc.unty, A My coromiscjon X~jrE JJ-\n~-\ncc BUSHMA~' COURT REPORTING, lNC. ~Cl Ettl Sixth Street LittlE Rock, Ark n~,e 7~202 (!Cl) :27~-DH\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eBushman Court Reporting\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_958","title":"North Little Rock School District, 2001-2002 School Profile","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":["2001/2002"],"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","North Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School attendance","School employees","School enrollment","School improvement programs","Student activities","Students"],"dcterms_title":["North Little Rock School District, 2001-2002 School Profile"],"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/958"],"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":["14 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n  SCHOOL PROFILE Table of Contents * Staff Staff Changes  Staff Attendance (Certified)  Staff Attendance (Classified)  School Enrollment Elementary Secondary Special Programs Special Education Four Year Comparison  Class Enrollment (Elementary)  Course Enrollment (Secondary) Extended Educational Programs School/District lntitiated Honors and Awards Committee/Parental Involvement Extracurricular Activities Tryout Information  Student Attendance (After Nine Weeks) Students Retained Subject Area Courses Failed (Secondary) Graduation Information Dropout Statistics (Previous Semester) Achievement/Assessment Data Staff Development Update (Certified) Staff Development Update (Classified)  Discipline Information (After Nine Weeks) Comprehensive Outcome Evaluation (COE) Survey Results Annual School Improvement Plan *INFORMATION TO BE FURNISHED BY COMPUTER SERVICES Page 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  SCHOOL: NORTHH EIGHTSE LEMENTARY  STAFF  2001-2002 FULL TIME PART TIME POSITION WHITE BLACK OTHER - WHITE BLACK OTHER - M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS 1 1 2 CLASSROOM TEACHERS 1 20 4 1 26 SPEC EDUC TEACHERS 1 1 2 MEDIA SPECIALISTS 1 1 G /T FACILITATORS 1 1 1 1 SPEECH THERAPIST 1 1 COUNSELORS 1 1 1 1 READING RECOVERY 1 1 1 1 H.O.T.S. !TOTAL CERTIFIED 11 26! TEACHER AIDES 3 3 CLERICAL STAFF 1 1 2 SOCIAL WORKERS CUSTODIANS 1 2 3 CAFETERIA WORKERS 2 3 5 COMPENSATORY AIDES 1 1 LUNCH AIDES ? 1 1 1 5 CROSSING GUARDS 1 1 2 INTERVENTION AIDE 1 1 PARENT COORDINATOR !TOTAL CLASSIFIED B! Page 1 SCHOOL: NORTHH EIGHTSE LEMENTARY STAFF 2001-2002 (CHANGES AFTER OCTOBER) FULL TIME PART TIME POSITION WHITE BLACK OTHER ~ WHITE BLACK OTHER ~ M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS CLASSROOM TEACHERS SPEC EDUC TEACHERS MEDIA SPECIALISTS GIT FACILITATORS SPEECH THERAPIST COUNSELORS !TOTAL CERTIFIED TEACHER AIDES CLERICAL STAFF SOCIAL WORKERS CUSTODIANS CAFETERIA WORKERS COMPENSATORY AIDES LUNCH AIDES CROSSING GUARDS !TOTAL CLASSIFIED Page 2    CERTIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 3 Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Certified Staff Absences PAGE Race / Gender Tot-Emp Black - Female Black - Male White - Female 5 25 White - Male 1 Other - Female Other - Male 3 by Race and Sex School 41 NORTH HEIGHTS ELEM K-6 4.0 49.5 4.5 7-8 9-10 3 11-12 Other    CLASSIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 4 - Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Race I Gender Black - Female Black - Male White - Female White - Male Other - Female Other - Male Classified Staff Absences PAGE 4 by Race and Sex School 41 NORTH HEIGHTS ELEM Tot-Emp K-6 7-8 9-10 11-12 Other 10 33.0 5 17.0 8 8.5 2 2.0  SCHOOLN: ORTHH EIGHTSE LEMENTARY ELEMENT ARY 2001-2002 SCHOOLE NROLLMENT GRADE WHITE TOTAL BLACK TOTAL OTHER TOTAL LEVEL M F WHITE M F BLACK M F OTHER TOTAL # 0 0 0 0 PRE-K % # 12 6 18 17 18 35 10 7 17 70 KINDERGARTEN % 17% 9% 26% 24% 26% 50% 14% 10% 24% # 6 10 16 26 24 50 6 7 13 79 FIRST % 8% 13% 20% 33% 30% 63% 8% 9% 16% # 16 11 27 19 18 37 12 7 19 83 SECOND % 19% 13% 33% 23% 22% 45% 14% 8% 23% # 10 12 22 18 31 49 7 5 12 83 THIRD % 12% 14% 27% 22% 37% 59% 8% 6% 14% # 13 18 31 28 25 53 6 2 9 93 FOURTH % 14% 19% 33% 30% 27% 57% 8% 2% 10% # 1n 1q 29 ?n in 50 8 6 14 93 FIFTH % 22% 10% 31% 22% 32% 54% 9% 6% 15% TOTAL # 55 60 125 111 128 239 I 39 28 67 421. GRADES1 - 5 % 13.06% 14.25% 29.69% 26.37% 30.40%, 56. 77%,! 9.26% 1 6 .65% . 15.91 Page 5 SCH OOL: NORTHH EIGHTSE LEMENTARYSECONDARYS CHOOL E NROLLMENT 2001-2002 GRADE WHITE TOTAL BLACK TOTAL 0 TH ER TOTAL L E V E L M F WHITE M F BLACK M F OTHER  # SIX % # SEVEN % # EIGHT % TOTAL # ENROLLMENT % G RADE I WHITE TOTAL BLACK TOTAL 0 THE R TOTAL ~ L E V E L M F WHITE M F BLACK M F OTHER TOTAL # NINE % # TEN % # ELEVEN % # TWELVE % TOTAL # ENROLLMENT % Page 6   TOTAL ENROLLMENT IN SPECIAL PROGRAMS SCHOOL: NORTHH EIGHTSE LEMENTARY WHITE PROGRAMS M # 11 % 37% # % # % # % # % # % # % # % # % # % # % # % # % F 3 10% TOTAL WHITE 14 47% BLACK M F 4 fl 13% 27% TOTAL BLACK 1? 40% OTHER M 1 3, F ln'l: TOTAL OTHER 4 11'!:  2001-2002 TOTAL Page 7   SPECIAL EDUCATION SCHOOL: NORTHH EIGHTSE LEMENTARY PLACEMENT WHITE TOTAL BLACK M F WHITE M F RESOURCE ROOM # 1 1 2 3 PLACEMENT M.R. % 17% 17% 33% 50% RESOURCE ROOM # 3 2 5 10 1 PLACEMENT L.D. % 19% 13% 31% 63% 6% # SELF-CONTAINED % # 2 1 3 13 7 SPEECH % 8% 4% 13% 54% 29% TRANSITION - BA - # SELF-CONTAINED % # RESOURSE ROOM/MH % # ? 11. I', ? ? RESOURSE ROOM/OHi % 18% 36% 55% 18% 1R% # RESOURSE ROOM 504 % # RESOURSE ROOM SE % # % PLACEMENTIS DETERMINEDB Y PRIMARYH ANDICAPPINGC ONDITION There is a District Self-Contained Unit on this campus TOTAL BLACK 5 R'.l% 11 AQ'l! 20 83% A 11',ql OTHER M F 1 4% 1 9% Yes e (Circle one)  2001-2002 TOTAL OTHER TOTAL 6 ' -\nt, __\n,. ,, ln 1 ?II. 4% - 1 11 9% , ... - \" ,_ ........ - . . - Page 8 SCH~L: NORTl:Hl EIGHTSE LEM. FOUR YEAR ENROL!ENT COMPARISON OCTOBER 1 DAT A (USED TO DETERMINE ACCEPTABLE ENROLLMENT RANGES) STUDENTS ARE IDENTIFIED AS BLACI\u0026lt; AND NON-BLACK INCLUDING KINDEI\\GARTEN EXCLUDING KINDERGARTEN BLACK 274 WHITE 133 2001-2002 OTHER 8~ TOTAL 491 0 % BLACK 55.80' BLACK 223 WHITE 167 2000-2001 OTHER 58 BLACK 239 WHITE 115 2001-2002 OTHER JjJ__ TOTAL 421 0 % BLACI\u0026lt; 57% BLACK 183 WHITE 143 2000-2001 OTHER 50 TOTAL 448 0 % BLACK 49.78' BLACK 236 WHITE 192 '1999-2000 OTHER 53 TOTAL 481 0 % BLACK 49 nf\n' BLACK 241 WHITE 205 1998-1999 OTHER 4f\nTOTAL 492 0 % BLACK 48. 98' TOTAL 376 0 % BLACK 48.67% BLACK 209 WHITE 152 1999-2000 OTHER 41 TOTAL 402 0 % BLACK 51. 99% BLACK 206 WHITE 169 1'l90-1999 OTHER '38 TOTAL 413 0 % BLACK 49.88% -  2001-2002 Page~ ,. SCHOOL: NORTHH EIGHTSE LEMENTARY CLASS ENROLL MENT 2001-2002 (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK NAME GRADE ROOM GENDER RACE M F MARIBEL VARGAS K 17 F H 4 PAIGE WRIGHT K 14 F w 3 CARLI NE THOMAS K 16 F w LULA TURNER K 15 F B CORRIE WEBB 8 F w AMY BURKS 9 F w KARI COOLEY. 1 11 F w LESLIE JOSHUA 1 0 F SHEILA WILLIAMS 2 5 F w AMY WI LlIAMS 2 6 F w PILAR WOODY 2 26 F w 0 TOTAL: Page 10  SCHOOL: NORTHH EIGHTSE LEMENTARY CLASS ENROLL MENT 2001-2002 (ELEMENT ARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F \\ ff ,,,,, ERIC WALDORF 2 7 M w 6 3 6 5 1 \u0026gt; \\. \u0026lt; y ,.,.,. ,.,~ LJi.JilllliLl Kil-1 GRISSOM 3 33 F w 3 2 5 8 3 1 '\u0026lt;I\u0026gt;ti \u0026lt;\u0026gt; ~ ~ ~ KIM REEVES 3 25 F w 1 3 3 7 5 1 ' u :: )[',\n,\n,\n,\n:\n, '\ni,C TRACYM CCONNAUGHHAY 3 32 F w 4 4 4 8 ,,,,0, 0 ., ,,,,,,,,,,,, ,,,,,,,,,,,,,,,,,,,,, \"' DANYIAL KI LGROE 3 24 F w 2 3 5 8 0 4 / ,\n,/:,,:/: ,::/ \"'\"' ,,.,,., - CONNIE O'DELL 4 21 F w 4 4 6 7 3 0 \u0026lt;Ell// TERRI DOMBROSKI 4 23 F w 3 4 8 7 2 0 :)\\,,,,. l'''\\F?i 'HY'\" RACHELT HURMAN 4 22 F w 4 'I 7 5 1 2 \u0026lt;\u0026lt;::I:H \u0026gt;\u0026lt;\u0026gt; JENNI FER NEWTON 4 1n F w 3 fi 7 _ :, /\\ :''''\"'  - ,,,, JUDY BINGHAM 5 28 F w 4  6 ,,,,,, ,.,,,,,,, -  CASEY YOUNG 5 20 F w 3 3 8 11 3 0 '\\t:::n: ~ \"''''\"'''''\" TOTAL: Page 10a    SCHOOL: NORTH HEIGHTS ELEMENTARY CLASS ENROLLMENT 2001-2002 (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F STACY SMITH 5 19 F B 1 f\nf\nQ 1 1 TOTAL: 0 0 0 0 0 0 Page 10a SCHOOL : NORTHH EIGHTSE LEMENTARCY OURSE OFFERINGS AND LEVELS (SECONDARY SCHOOLS ONLY) s T u D E N T s WHITE TL BLACK TL OTHER TL WHITE Grade Course  l M F M F M F '\"'/ M 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 0 0 % # 0 0 0 % # 0 0 0 0 0 0 0 0 0 0 TOTAL: % Please use the following indicators: 1. Adv. Placement\n2. Honor9/Gifted\n3. Regular\n4. Spec. Educ. Resource Example: English 10/2 = English, tenth grade/honors/gifted T E A C TL BLACK M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 H E TL :\n::\n:::: 0 0 0 0 0 0 0 0 0 0 0 0 0  2001-2002 Ouolicate as need ed R s OTHER TL M F 0 0 Page 11 0 0 0 0 0 0 0 SCtiO.ORTH HEIGHTS ELEMENTARY EXTENDED EDUCATI.L PROGRAMS WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAM MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL GOVERNOR'S # SCHOOL % # BOY'S STATE % # GIRL'S STATE % ,. # SUMMER SCHOOL % \\.c, ' . PRE- # KINDERGARTEN % # KINDERGARTEN % # 1 1 2 4 6 6 3 9 16 FIRST % 6% 6% 13% 25% 38% 38% 19% 56% 1 # SECOND % .,. # THIRD % , . # FOURTH % ,. # FIFTH % ' # SIXTH % GRADES SEVEN # AND EIGHT % GRADES NINE # THRUTWELVE % .. QUEST # j ,:'. 5 0 4 4 9 SUMMER SCHOOL % 33% 22% 56% 44% 1 Page 12 scHIL: NORTHH EIGHTSE LEMENTARY  HONORS AND AWARDS  2001-2002 I List all honors and awards - - - - - be seecific I HONORS WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # REGULAR HONOR ROLL % # 17 15 32 13 21 34 4 2 6 72 PRINCIPAL'S HONOR ROLL % 53% 47% 44% 38% 62% 47% 67% '1'1'1: 8% # 12 19 31 14 26 40 4 6 10 81 ABC HONOR ROLL % 39% 61% 38'.l: 35% /\nl\n'l/ 4Q'.l: 40'.l: i\nn 1?'.l: # 25 18 43 44 49 93 15 10 25 161 PERFECT ATTENDANCE % 58% 42% 27'.l: 47'.l: \"1'.l: \u0026lt;\nQSI nO'l: lln'll ln' # ALL A'S ON SPELLING TEST % # 100% ON UNIT ENGLISH EX. % # 1ST GRADE HELPERS % # GREAT BEHAVIOR % # MOST IMPROVED READING % # POPCORN MONITORS % # FLAG MONITORS % # TOP BANANA AWARDS % # FIR MARSHALLS % # 30 35 65 40 71 111 21 27 48 224 CITIZENSHIP AWARD % 46% 54% 29% 36% 64% 50% 44% 56% 21% # SCIENCE AWARD % # ENGLISH AWARD % # READING AWARD % Page 13 HONORS A.AWARDS I List all honors and awards - - - - - be seecific I HONORS WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # REGULAR HONOR ROLL % # PRINCIPAL'S HONOR ROLL % # ABC HONOR ROLL % # PERFECT ATTENDANCE % # ALL A'S ON SPELLING TEST % # 100% ON UNIT ENGLISH EX. % # 1ST GRADE HELPERS % # GREAT BEHAVIOR % # MOST IMPROVED READING % # POPCORN MONITORS % # FLAG MONITORS % # TOP BANANA AWARDS % # FIR MARSHALLS % # CITIZENSHIP AWARD % # SCIENCE AWARD % # ENGLISH AWARD % # READING AWARD % Page 13a SCHOOL: NORTHH EIGHTSE LEM. COMMITTEES/PARENT IN VOLVEMENT 2001-2002 EMPLOYEES PARENTS/ PATRONS 0 F F I C E R s WHITE BLACK OTHER WHITE BLACK OTHER TL WHITE BLACK OTHER TL :OMMITTEE M F M F M F M F M F M F M F M F M F ~UITY # 4 1 5 COMMITTEE % Ano/. ?M'. \\RENT TEACHER # 1 ?1 n 7 ? ?? \u0026lt;\n? 1\u0026lt;\n4? 4 14 lA? 6 1 7 ASSOCIATION % 1% 13% 4% 1% 12% 29% 8% 23% 2% 8% 0.86 0 14 ~t:C clttQC~~tl1_ # JLUNTEERS % '. .1 ' ~, # % ~ i r -- # % ~-1 .. .,~ # % # % # % .. # % \" # % ' # % # % Page 14 11/07/2001 14:25 581- 771-8818 NLRSD:PERSCNtLC JFFI Ref: VIPS1 10/11/01. 6.45,14 VIPS BY SCHOOL BY RACE/GENDER Date: -Time: SCHOOL: 41 ~~ WHITE BLACK OTHER TOTAft, M F M F M F ' SCHOOL 130:i 218 539 J.43 386 8 9 PAGE 01 HOURS 4,115.50    SCHOOL: NORTH HEIGHTS ELEMENTARY EXTRACURRICULAR ACTIVITIES 2001-2002 ACTIVITY MEMBERSHIP SPONSORS OR WHITE BLACK OTHER TOTAL WHITE BLACK OTHER TOTAL CLUB M F M F M F M F M F M F # 4 2 3 2 1 1 FIRE MARSHALLS % 36% 18% 27% 18% 50% 50% # FT.,AG MONITORS % ,,.:. BOOKSTORE # 1 2 1 1 MONITORS % 25% 50% 25% 100% ... ,. STUDENT # COUNCIL % ,_, STUDENT # COUNCIL OFFICERS %\n# 2 3 1 LIBRARY MONITORS % 33% 50% 17% # 1 1 ? 1 1 OFF! CE MONITORS % 17% 17% 33% 17% 17% # 1 2 1 KJNC:l'RGARTFN Mf1NTTO~ % 25% 50% 25% - # % # % # % . # % # % Page 15 SCHOOL : NORTHH EIGHTSE LEMENTARYE XTRACURRICULAR ACTIVITES 2001-200 2 OFFICERS / LEADERSHIP WHITE BLACK OTHER TOTAL ACTIVITY OR CLUB M F M F M F # STUDENT COUNCIL % # % # % # % # % # % # % # % # % # % # % # % # % Page 15a SCHOOL: NORTHE IGHTSE LEMENTARY SPIRIT GROUP T RYOUTS 2001-200 2 (SECONDARY SCHOOLS ONLY) WHITE TOTAL BLACK TOTAL OTHER TOTAL TOTAL JUDGES OTHER TOTAL ACTIVITY/ CLUB M F M F M F WM WF BM BF M 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 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 0 0 0 0 % TOTAL: # 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 % Page 16   2001-2002 STUDENT ATTENDANCE AFTER NINE-WEEKS (ATTACH COMPUTER SERVICES GENERATED DATA)  Page 17 SCHOOL: N ORTHH EIGHTSE LEMENTARY STUDENTS RETA INED 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # Kl N DERGARTEN % ' ,, . ' # FIRST % j, # SECOND % '\n# THIRD % .~_\n: -~.!'-,: .\n/ # FOURTH % \ni\n,\n1~ # 1 1 FIFTH % 100% 100% t1 f -:,- # SIXTH %   J ~-' r1 # SEVENTH % ~ , ' ., # EIGHT % # NINTH % # TENTH % ' , # ELEVEN % # TWELFTH % Page 18 SCHOOL: NORTHH EIGHTSE LEMENTARYS UBJECT AREA COUR SES FAILED 2001-2002 (SECONDARY) I WHITE TOTAL BLACK TOTAL OTHER TOTAL COURSES MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % Page 19 SCHOOL: NORTHH EIGHTSE LEMENTARY GRADUATION INFOR MATION 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL . . YEAR MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # % # % # % # % # % # % # % # % # % # % # % # % # % Page 20 SCHOOL: NORTHH EIGHTSE LEMENTARY DROPOUT STATI STICS 2001-2002  WHITE TOTAL BLACK TOTAL OTHER TOTAL -:,,,\n,\n,\n, GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 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 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % Page 21   STUDENT ACHIEVEMENT -ASSESSMENT DATA SAT-9 (PLEASE ATTACH MOST RECENT INFORMATION)  Page 22 - ST.4.'V FORD ACHIEVDfEST TEST SERIES, l'.\nf.\\TH ED!T!O.Y TE.'.CHER:\n\\ORTH HEIGHTS ELE:11 GRADE: 01 SCHOOL: DISTRJCT: !\\ORTH UTILE ROCK - SPRI:\\G 200 TEST D.-\\T E: 04/16/01 RU!\\ DA TE: 05/08/01 GROL'P: GE'iERAL POPl\"L..\\ TIO:\\ l,('.'1 :\nI Mean I _\\!~an j '.\\ledian I'. \\ational: SUBTESTS ASD :\\umber Raw l!\\atlonall, Grade lndiv i -rn-r., \u0026lt;\" T ... \" ~ \"l\nrl' I'm,\n,. PIL~ I Total Reading 64 80.3 61.6 , , __ j 71-6 I. .! Word Study Skills 6.: 27.4 614 2.5 71-6 Word Reading 65 22.i 60.4 2.2 69-6 Reading Comprehension 65 29.9 60.i ~-2 69-6 Total Mathematics 65 47.0 54.5 2.0 5S-5 Math: Problem Solving 65 30.6 53.6 2.0 57-5 Math\nProcedures 65 16.4 55.0 2.0 59-5 Percent In ach I\n!1 CONTENT CLUSTERS\n\\um,,b_ er_ of Oc:low Above CONTENT CLUSTERS ,\\q,ri:c Avc:ra,:c A,c:r11c\n' Word Study Skills 36 6 53 41 Structural Analysis 12 3 58 39 Phonetic Analysis-Consonants 12 14 42 44 Phonetic Analysis-Vowels 12 14 47 39 Word Reading 30 8 51 42 Reading Comprehension 40 6 55 38 Two-Sentence Stories (Rjddles) 5 5 43 52 Short Passages (Clozc) 15 8 51 42 Short Passages w/Questions 20 18 45 37 Recreational 10 17 57 26 Textual 5 15 51 34 Functional 5 29 42 29 Initial Understanding 9 12 55 32 Interpretation II 18 46 35 Math: Problem Solving 44 23 49 28 Concepts/Whole No. Comput. 3 2 72 26 Number Sense and Numeration 12 12 55 32 Geometry and Spatial Sense 5 18 45 37 Measurement 8 32 35 32 Sti.tistics and Probability 5 28 22 51 Fraction and Decimal Concepts 3 0 77 23 Pattcms \u0026amp; Relationships 5 22 51 28 Problem-Solving Strategies 3 17 65 18 Math: Procedures 25 1-l 51 35 Number Facts 8 II 62 28 Computation/Symbolic Notation II 22 46 32 Computation in Context 6 1 s I 51 31 I I I I i I i I I I I I I S_TA.\"ffORDLEVEI.JFOR.\\1/BA TTERY: PRI'.\\URY l / S / Full Length :'\\OR.\\IS: Spring 1995 '.'ialional :'\\arms I\nI i ! I i GROUP REPORT FOR :\\\"ORTH HEIGHTS ELL\\! '.\\ational Grade Percentile Bands tn ln ~n ~n on , oc Percent In Elch Number of llc:low Abo-v, lt,-.mc, Avc:rat\nC: ,\\vc:nc c: Ac:uu I I I i I ! i I Report :cnerarcd by READY RPORTST V~A 7..l..ll for :'lion.h Little Rod Sdlool Oismd .)cores baud on aormauvc dau cop:i,r1i::btC 1996 b~ lbrcoun. l.nc. All n:hu reserved.  STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION ! TEACHER: .......................... GR.A.DE: 01 SCHOOL: l'o'ORTH HEIGHTS ELD! TEST D . .\\TE: 04/16/01 DISTRICT:  GROUP: NORTH LITTLE ROCK- SPRl:'\\G 200 RUN DATE: 05/08/01 GE..'iERAL POPUL.\\ TIO:'\\ SUBTESTS AND Total R.eadin g 64 3 Word Srudy Skills 64 2 Word Reading 65 8 Reading Comprehension 65 3 Total Mathematics 65 6 Math: Problem Solving 65 8 Ma th.: Procedures 65 5 G() Percent in Each . , I . 38 34 33 -31 29 38 42 23 45 40 35 46 52 25 fl:, p I 25 34 25 32 9 II 18 P. I GROUP REPORT with PERFOR.'\\1A .N. \"CES TA. \\.l )A.RDS FOR :--\nORTH HEIGHTS ELE.'\\1 Performance Standards are content-referenced scores that reflect what studentS know and should be able to do in given subject areas. { The Stanford Performance Standards were determined by expert  panels of educators, who judged C.'.lcbte st question on the basis of bow students at different levels of achievement should perform. These expert judgements yielded four categories or levels of student performance. Level l indicates little or no mastery of fundamental knowledge and skills. Level 2 denotes partial mastery of the knowledge and skills that are fundamental for satisfactory work. At the high school level, this is higher than minimum competency skills. Level 3 represents solid academic performance, indicating that students are prepared for the next grade. At the high school level, this indicates preparedness for democratic citizenship, responsible adulthood, and productive work. Level 4 signifies performance beyond gr.ide level mastery. At the high school level, this shows readiness for rigorous college courses, advanced technical training, or employment requiring advanced academic achievement. NOT ES ST A.'iFORDLEVEUFOR\\1/BA TTERY: PRl:'11..\\RY I/SI Full Len!'lh :'\\OR,tS: Spring 1995 :'\\ational :'\\orms ~ Repon :cnc.nttd b~ READY R.EPOR'fS'TV'Mcn ioa 7-l-23 for :'-onh Urtlc Rock School District Scores based on nonnuive dau cop~Ti:ht .C 1996 by Harcourt. Lac. All ri:hu rcscnrd. ~. TF.AC'I IEll: SCIIOUI.: DISTRICT: - - STANFORD AC/1/EVEMENT TEST SERIES, N/NT/1 EDITION  NOllTII IU:IGIITS F.LEJ\\I GRADE: 01 TEST DATE: 04/16/01 RUN DATE: 05/08/01 --- ADJ\\IINISTRATOll'S l\u0026gt;ATA SIJI\\IJ\\IAllY FOil NORTII IIEIGlllS ELF.1\\1 GllO\\JI': NOllTII LITTLE HOCK - sr1UNG 2001 l\nENEIUL l'Ul'IJLATION l'a\u0026amp;j I I I I I I I I I - llEAUING l\\1ATIIEI\\IATICS LANGUAGE ENVIRONJ\\IENT, \\ IIATTF.RY TOT,\\L Nlll\\~~m TESTEll \\ _. soc AL SCIENCE I 1 bh SCIENCE, TO l'ALS ~---------1-llca Tola Vluolnl ! Wort! Reamtl Total rr,uoub: L.JLJlJ\\.l.aUth\"- --lf----'----''----lf----lf----i,----'----''----1--- ______________ _ N11111hlc'rn ssihlc I 106 36 30 401 69 44 25 N11111hc1rc stc,1 M 64 65 65 65 65 65 Na1io11al1 Hlivi,\\11al I 696 I rR-S of Mean Nl\"E 716 716 696 585 57.5 59.5 Na11111iIa'll S11111111a1y HO . 99 N 24 26 21 22 17 14 16 60  79 N 14 12 20 13 15 17 20 40  59 N 13 14 II 15 II 14 9 20 . 19 N II 9 9 11 13 10 131 I I I Ill - /9 N 2 3 4 4 9 10 7 I I'- so . 99 0/ 38 41 32 )4 26 22 25 ,., Ml  79 ,., 22 19 31 20 2) 26 JI ,., 40  59 ,,,.,, 20 22 17 23 17 22 14 111  39 1)f, 17 14 14 17 20 15 20 ()/ . /9 'J,i, ) 5 6 6 14 15 II l'c1cc111A t/Ahovc the I 60 I Na11011a5l1 1thI 'll (,\u0026lt;, (,9 72 60 62 58 Natinnal NC\"IS'. talistics Mc1111 (,I.(, 61.4 60.4 60.7 54.5 53.6 55.0 S1n11d,m/lJ c.-i11tw11 I').\\ I 9.3 18.6 20.5 18.9 19.6 18.8 l'c,-re111Ucs 1'90  90th ')1.lJ 87.5 84.5 90.7 79.1 78.7 77.2 (!J  75th 71.5 71.5 70.4 73.6 67.5 65.\\ 66.5 A/c,/11111  50th (,\\.7 59.1 59.9 57.9 54.3 53.8 54.1 (!I  15th 4(,.5 46.1 45.6 43.7 38.9 38.8 37.5 /'/0 . /()(/, 38.8 35.1 36.7 35.4 27.3 26.4 27.7 Il i}~i-~,\\ ~ -.S T-A-~-_-F L__OE__RVD_E __UM _/F~BO~AR-T T_E_R_Y_:_P_R_1_1\\_1A_-_-R__Y_-_1_--/ -S/_F_u_.l.l.1_.l. A_._J_._._n___g t_h ~ __ _1, ___ 1-. _________ L1t,por1--,-nJff-,~-,-R-EiA_P_V_R_E_r_OLRTl\"-.--v.-n-,--,.-1.-u-1...Jw Lt:\u0026lt;'.:NORMS1Srrln11995N1tlon1INonn1 . ' ,'!'\n. '  ,,, :  .,., llrtu111o11o\u0026lt;S\u0026lt;NIDlolrid ! 'IEI\\CIIER: S('IIOOI.: OISTRllT: til(OlJI': ~ STANFORD AC/1/EVE/IIENT TEST ~ERIES, NINTII EDITION# .................... NOHTII IIEIGIITS ELEl\\1 NOHTII I.ITTI.E HOCK - SPRING 2001 GENERAL l'Ol'lJLATION GRADE: 02 TEST DATE: 0~116101 RUN DATE: 05108101 -- r------- - ---1. AOI\\IINISTltATOH'S l\u0026gt;ATA Slll\\11\\11\\HY FOil NOlffll llEIGIITS El.El\\! .. - ,----- l'a c I HEADING I\\IATIIEI\\IATICS LANGUAGE ENVIRONI\\IENT, ________,_\n,\n1:::1:k, T,o,, '\"\" \"\"\" soc'~:,'\nc~lNc-e- -,------,----,--- -- 1 OT,\\I. NlJl\\lllEH TESTED 66 IIATTEltY TOTALS N11111hle'or ssihle N11111bTcre sted National Individual l'R-S of Mean Nl'E National I'll S11111111ary RO - 99 60 - 79 40 - 59 20 - 39 0/ - IV Ii(/ - 99 Ml  79 40 - 59 2/J - 39 (If - /9 Pi::1cc11/1\\1 /Ahovl! 1hc National 511th I'll National N\u0026lt; 'E Sialistics Me1111 S11111d1/1 Jrde vi11tio11 l'crcc111i/cs !'YO QJ Median QI /'/() 118 (,2 48-5 N 5 N 20 N 13 N I(, N 8 .,, 8 ~r, ,  32 11, ,u 21 ,,,.,, 2(, % 13 50 48.9 14.8 - Y//tl, 64.5 - 751!, 59.9  501!, 49.3  ]5/1, 37.8  I/Jti, 27.9 48 65 48-5 9 12 9 30 5 14 18 14 46 8 40 49.0 16.1 70.4 60.9 43.0 36.6 32.4 30 40 62  65 41-5 54-5 2 13 15 15 22 14 13 17 10 6 3 20 24 23 35 22 21 26 16 9 45 58 45.5 52.3 16.4 16.3 62.5 75.1 55.4 60.8 47.4 51.4 37.4 38.2 22.I 31.5 74 65 50-5 13 17 II 10 14 20 26 17 15 22 52 50.2 20.4 76.2 64.4 50.9 34.3 19.5 STANFORD I.EVEIJFUH/\\1/IJATJ'EHY: PRIMARY 2 / S / Full Length NOltMS: Spring 1995 National Norms 46 65 46-5 10 18 10 13 14 15 28 15 20 22 49 47.9 20.0 71.9 60.I 48.7 32.4 20.1 28 65 58-5 21 13 10 14 7 321 20 15 22 II 57 54.4 20.8 75.8 66.9 54.3 36.6 28.2 I I Srorn buf\"d on onn11hr data top)Tlthl C\u0026gt; 1996 by lhr1ur1, lac. All rlc:ht, rr-Kntd. I I I .. -. Rrpor1 crntnlrd by Rf:AllV Ht:rotns, Vr\"lon 7.!.U ror North UUlt Roc-lt School lJl1trfC1 TEACHER: SCHOOL: DISTRICT: GROUP: STAS FORD ACHIEVE:\\fE.\\'T TJ::..S I .SJ::.Kll::.S, /\\/,, I t1 t:.u, uu., ................ ,.. ................ ,r .. ,......... GR--\\DE: OZ 'iORTH HEIGHTS ELE\\I ITST DAE 04/l 610 I 'iORTH LITTLE ROCK-SPR!'iG 200 RC~ D.-\\TE: 05108/01 GE'iERAL POPl:LA TIO:\\ I :',lean l :',lean l\n\\ledian /'iational liBTESTS A:\\'D :\\umber!' Raw l:\\ational!' Grade \\ lndh\nI ...,-ri:- JC.. . ,.. oo_c TnT.\u0026lt;f\u0026lt;' TP\u0026lt;-' \"---- Total Reading 62 I 73.2 48.9 I 2.8 4S-5 I 2.4 4S-5 .T Word Srudy Skills 65 32.1 49.0 Reading Vocabulary 62 IS.O 45.5 2.i 41-5 ! :1 Reading Comprehension 65 22.9 52.3 2.9 54-5 : Total Mathematics 65 49.9 502 2.9 50-5 Math: Problem Solving 65 29.5 47.9 2.7 46-5 Math: Procedures 65 20.4 54.4 3.1 58-5 Percent In Each I I I, ' CONTENT CLUSTERS Number of lldow Above CONTENT CLUSTERS ltn.,...,.. ,\\\\cr  i:c Anntt ,\\vcrai:t' ' ord Study Skills 48 15 69 15 ctura! Analysis 12 12 88 0 onetic Analysis-Consonants 18 17 60 23 Phonetic Analysis-Vowels 18 34 55 II Rending Vocabulary JO 19 74 6 Synonyms 18 15 73 13 Context 6 24 53 23 Multiple Meanings 6 24 69 6 Reading Comprehension 40 15 63 22 . Recreational 14 17 58 25 Textual 13 II 72 17 Functional 13 15 60 25 Initial Understanding 14 17 51 32 Interpretation 20 9 77 14 Critical Analysis 3 18 65 17 . Pn:x:css Strategies J II 63 26 Math: Problem Solving 46 28 54 18 Concepts/Whole No. Comput. 4 25 63 12 Number Sense and Numeration 10 17 48 35 Geometry and Spatial Sense 5 23 65 12 Measurement 10 28 48 25 Statistics and Probability 6 20 68 12 Fraction and Decimal Concepts 3 17 83 0 Patterns \u0026amp; Relationships 5 26 57 17 Problem-Solving Strategies J 12 62 26 Math: Procedures 28 18 49 ,, j_ Number Facts 8 12 54 ,, j~ Computation/Svrnbolic ~ot.:Jtion 12 11 49 29 Computation id Context -- 8 14 51 35 I S_TA.'\\fORDLE\\'EUFOR.\\1/BA TIER\\': PRJ:\\1.-\\RY ! IS i Full Length :'iCR\\IS: Spring 1995 :'iational :\\orms i GROCP REPORT FOR :\\ORTH HEIGHTS ELDI 'iational Grade Percentile Bands 1n 10 ~o 70 Qn I QQ Percent In \"ach Number of Below Above It- Avcr  cc A,,.crcc Av,rac I I i I I i I J I. I I ! Rcpon :cncr2ttii b~:R ADY RPORTST\"\"\\' crsio 7.2.ll (w :\",onh Little Rack Schoo1 OlJUict Scores bas~ on normative data cop~Ti:ht t: 199ti b~-ibrcourt. Inc. All ri:hu rescrHd. TEACHER: SCi-!00!...: DfSTRJCT: GROUP: Taul Reading .,)J...-t.,I'VI\\U.\"I\\..JllL' L..\"L..1J lLJI _,~,_~,_....,..,, ....  ..... ..,.,,...,,. ......... w ........................ ,., GK...:..D~. o: '\\ORTHHEIGHTSELOI -:-c:s-:-0:.:-\u0026gt;:-:: OJ1ooi '\\ORTH LITTLE ROCh:-SPRJ'.\\G :!00 R.:..:D-- ..\n: -.-:-:: 05108\n01 GE:,iER-'.L POPl\"LA TIO:\\ PERFOR\\IA:\\CE ST.-'.:\\DARDS J 62 IS ' 5~ 29 GROUP REPORT with PERFOR.\\L.\u0026gt;,.:\\CE ST . .\\..'\\DARDS FOR '\\ORTH HEIGHTS ELDI Word S rudy Skills 65 s Reading Vocabulary 62 19 Reading Comprehension 65 25 Taul Mathematics 65 ,, Math: Problem Solving 65 60 '' 52 42 35 IS 31 37 25 2 11 0 5 6 6 18 Performance Standards are content-referenced scores that reflect what srudems know and should be able IO do in g\nven subject areas. Tne Stanford Performance Standards were determined by expen ( panels of educators, who judged each test question oo the basis of how srudents at differenI levels ofachievemein should perform. These ex pen judgements yielded four categories or levels of srudem performance. Math: Procedures 65 ,- -\" ... .. 34 NOTES Level I indicates linle or no mastery of fundamental knowledge and skills. Level 2 denotes partial mastery of the knowledge and skills that are fundamental for satisfactory work. Al the high school level, this is higher than minimum competency skills. Level 3 represents solid academic performance, indicating that students are prepared for the next grade. Al the high school level, this indicates preparedness for democratic citizenship, responsible adullhood, and productive work. Level 4 signifies performance beyond grade level mastery. Al the high school level, this shows readiness for rigorous college courses. advanced technical training, or employment requiring advanced academic achievement. I ~TA.'\\F~RDLEYEUF\u0026lt;?~\\L'BA TTERY: PRl'\u0026gt;I...\\RY _, S, Full Length  OR)!S. Spring 1995 :\\auonal :\\arms Rrport :rnrruro b~ REA.DY RPOR\"fyM \\\"rn:100 -:..:.:.fJor :--\nonb Lietlr Roclt School Oumct .5coru 02ud oo normatnr dau coprn~ht C 19ao b~ H2rcour1. Inc. A.JI nthu rcsrnrd. I - - - STANFORD ACHIEVDIENT TEST SERIES, NINTH EDITION TEACHER: ******************** GRADE: 03 SCHOOL: NORTH HEIGHTS ELEMENTARY TEST DATE: 04/16/01 DISTRJCT: NORTH LITTLE ROCK- SPRING 200 RUN DATE: 05/08/01 GROUP: GENERAL POPULATION Mean Mean Median National SUBTESTS AND Number Raw National Gnde lndiv TnT.H\u0026lt;. T .. \u0026lt;tP\u0026lt;l CM- Nr-i. r ... , .. PD.C Total Reading 68 49.0 43.3 }.2 37-4 Reading Vocabulary 68 18.4 42.3  3.1 36-4 { Reading Comprehension 68 30.6 45.2 3.2 41-5. Total Mathematics 68 49.3 50.0 3.9 50-5 Math: Problem Solving 68 30.4 50.2 3.8 50-5 Math: Procedures 68 18.9 52.I 4.0 54-5 Language 68 25.2 46.9 3.2 44-5 Spelling 68 18.6 51.2 3.8 52-5 Science 68 206 39.5 2.5 31-4 Social Science 68 17.8 40.4 2.8 32-4 Listening 68 23.1 44.7 3.3 40-5 Using Information 68 24.8 40.3 2.6 32-4 Thinking Skills 68 104.0 42.6 2.9 36-4 Basic Battery 68 165.3 47.5 3.5 45-5 Complete Battery 68 203.6 45.8 3.3 42-5 Percent In ach CONTENT CLUSTERS Number or Bdow Above CONTENT CLUSTERS It- Ann gc Avcragc Avcrai:c Reading Vocabubry 30 31 59 10 Spelling Synonyms 18 28 59 13 Sight Words Context 6 34 54 12 Phonetic Principles Multiple Meanings 6 29 59 12 Structural Principles No Mistake Reading Comprehension 54 26 57 16 Recreational 18 19 66 15 Science Textual 18 34 46 21 Earth \u0026amp; Space Science Functional 18 38 47 15 Physical Science Initial Understanding 14 26 57 16 Life Science Interpretation . 24 22 57 21 Science Process Skills Critical Analysis 8 22 71 7 Process Strategies 8 34 60 6 Social Science History Math: Problem Solving 46 24 56 21 Geography Concepts/Whole No. Comput. 4 IO 81 9 Civics \u0026amp; Government Number Sense and Numeration 6 25 41 34 Economics Geurnetry and Spatial Sense 6 22 53 25 Culture Measurement IO 31 41 28 Statistics and Probability 6 19 56 25 Listening Fraction and Decimal Concepts 4 7 76 16 Vocabulary Patterns \u0026amp; Relationships 3 13 87 0 Comprehension Estimation 3 18 71 12 Recreational Problem-Solving Strategies 4 41 49 10 Informational Functional Math: Procedures 30 15 62 24 Initial Understanding Number Facts 6 15 44 41 Interpretation Computation/Symbolic Notation 12 19 51 29 Computation in Context 9 29 51 19 Using Information Rounding 3 16 65 19 Thinking Skills Language 48 29 54 i 16 Capitalization 6 32 431 25 I Punctuation 6 37 3gl 25 ! Usage 6 18 561 26 I Sentence S trucrure 10 31 57 ! 12 Content and Organization 10 I 28 57 i 15 Ch,,., c,1,.\n11. in ?O ~QI J? STANFORDLEVEUFOR.\\1/BATTERY: PRIMARY 3/S/ Full Length :-IOR\n'\\1S: Period 15 1995 National Norms GROUP REPORT FOR NORTH HEIGHTS ELEMENT ARY National Grade Percentile Bands 1f\\ QO n, Per, ent In ~ach Number or Below Above It- Avcrac c Avtr  l t Annur.- 30 19 59 2t. 5 12 60 28 - 12 12 69 19 8 19 56 25 5 26 40 34 40 40 50 IO 12 28 66 6 14 47 43 10 14 34 53 13 30 53 38 9 40 34 56 10 9 40 46 15 IO 28 65 7 8 26 62 12 8 35 56 9 5 35 49 16 40 29 51 19 IO 28 53 19 30 38 43 19 IO 38 50 12 10 31 47 22 10 40 37 24 12 38 44 18 18 40 44 16 47 44 43 13 191 40 49 12 y Report :e11cntt'd by READY R.EPOR'TS\"' Va-JMN7I .l.l:3 f ~ ortb Utt!e. Rock Sdlool Dtsrrict Scora b\u0026amp;kd o an:nadvc data copyncbt O 1996 by Hucoun. la.c.. Ail ri:hu rtse\"rnd. ei i STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION TEACHER: '.\"\"\".:HOOL: ******************** GRADE: 03 i\\ORTH HEIGHTS ELEMENTARY TEST DATE: 04/16/01 DISTRICT: GROUP: NORTH UTILE ROCK- SPRING 200 RUN DATE: 05/08/01 GENERAL POPULATION SUBTESTS AND rnr~,,, Number Te\u0026lt;tPrl Total Reading Reading Vocabulary Reading Comprehension Total Mathematics Math: Problem Solving Math: Procedures Language Spelling Science Social Science Listening Using Information Thinking Skills Basic Battery Complete Battery 68 68 68 68 68 68 68 68 68 68 68 68 68 68 68 PERFOR.i\"LANCE STA.'1/OARDS I ovol 1 34 25 37 24 25 15 37 19 40 34 25 NA NA NA NA t8 Percent in Each I ovol 2 f ouol l I f ovol 4 40 35 37 44 38 46 38 44 44 51 51 NA NA NA NA 18 29 22 29 29 31 18 24 12 13 18 NA NA NA NA p 9 ro '4 3 7 9 7 13 4 I 6 NA NA NA NA p NOTES STA.i'I/FORDLEVEUFORM/BAITERY: PRIMARY 3 / S / Full Length NOR.i\\1S: Period 15 1995 National Norms GROUP REPORT with PERFOR.!~ANCESTANDARDSFOR NORTH HEIGHTS ELEMENTARY Performance Standards are content-referenced scores that reflect what students know and should be able to do in given subject areas. The Stanford Performance Standards were determined by expert panels of educators, who judged each test question on the basis of how students at different levels of achievement should perform. These expert judgements yielded four categories or levels of student performance. Level I indicates little or no mastery of fundamental knowledge and skills. :\n''? Level 2 denotes partial mastery of the knowledge and skills that are _.x, fundamental for satisfactory work. At the high school level, this is . higher than minimum competency skills. '--'.\\~ Level 3 represents solid academic performance, indicating that students are prepared for the next grade. At the high school level, this indicates preparedness for democratic citizenship, responsible adulthood, and productive work. Level 4 signifies performance beyond grade level mastery. At the high school level, this shows readiness for rigorous college courses, advanced technical training, or employment requiring advanced ,. academic achievement. :.,-..-c.1,. Rcpon e\ncncrated by RE.ADY REPORTS\"' Vtnloa 7..1.%3.\nNorth Uttle Rod\u0026lt; Sd,ool Diolrid .::~-l~ Scores baxd on normadvc d.au copyrie\nbc 'ti 1996 by H.ara\u0026gt;urt. lnc:. All rigbu reser\ncd. \\:~it~ TEAC'IIER: SCIIOOI.: IJISIIWT: \u0026lt;.illOUI': STANFORD ACIIIEVEMENT TEST SERIES, /l'll\\'T/1 EDITION .................... NOl!TII IIEIGIITS ELEMENTARY NOltTll 1.r!TI.F. ltOCK-SPRING 2001 GENEltAI. l'Ol'ULATION GRADE: OJ 1 EST DA TE: 04116/0 I RUN IJA IE: 0~/08/01 REAIJING ~IATIIE~IA-1 ICS LANGUAGE TutI I I~ ~I:~ ~..~~.~ . TOTAi. NUMIIEH TESTEIJ 68 Total 1 Pilioh ~lath ---1lt.:11I 1\\1,.11, _s,  IC,_ Number l'ussil,lc 84 30 54 76 46 30 Nun1bcrT ested 68 68 68 68 68 68 National lndividu\n:al l'R-S of Mean NCE 37-4 36-4 41-5 50-5 50-5 54-5 National l'R Summary 80 - 99 N 9 7 10 13 10 16 60  79 N 8 4 8 17 16 16 40 - 59 N 7 18 9 10 15 9 10. 3Y N 27 22 28 15 16 18 0/  19 N 17 17 13 13 II 9 80 - 99 % .. 13 10 15 19 15 24 60  79 % 12 6 12 25 24 24 40 - 59 % 10 26 13 15 22 13 10  J9 % 40 32 41 22 24 26 0/  19 % 25 25 19 19 16 13 Percent At/Almvc the National 50lh l'R ( -~8) 31 29 eJ.' 53 54 National NCE S1atist1cs Menn 43.3 42.3 45.2 50.0 50.2 52. I Stn11d(lrdD eviation 17.9 19.2 17.1 19.2 19.7 19.I Percentiles P90 - 901l1 71.6 62.9 70.5 74.5 74.7 72 4 QJ  75th 55.2 52.8 55 5 64.6 62.4 64 7 Mcdit111 -50rh 40.9 39.3 423 50 4 49.6 52.6 QI - 25th 32.0 29.6 33.7 35.5 35.6 38.1 /'/0 - /Otl, 20.6 16.2 24.2 23.4 24.5 20.8 SrANF(lltU LF,VF.IJlOR~l/0,\\17 F.RY: PRIMARY 31 S / Fu0 L,ngth NORM~: Pcrioll 15 1995 National Norms ~-I l 48 68 44-5 9 13 II 20 15 13 19 16 29 22 I 40 ) 46.9 17.8 74 I 58.5 44.0 328 25.3 _sP\"\" JO 68 52-5 13 12 20 13 10 19 18 29 19 15 (2!, I 512 18.9 743 62.4 48.8 36.9 28.4  !-tflrrJ b1\u0026lt;td on n1111n1lht d111 rop.1996b) llarC'ourt, l11t. All rl1thl1 rtltntd, ADMINISTllATOlt'S l\u0026gt;ATA SIIM~IAltY FOIi NOltTJI JIF.IGII IS EI.F.~lF.NTAltV - - - ENVIRONMENT, SCIENCE, soclAL s:T::: Sci- Soc I.le\n(- Uc.Ing I hnkJ! n.c. :ic_ 1-tning Info_ Skis 40 40 411 47 191 68 68 \u0026lt;,X \u0026lt;,X loX 31-4 32-4 40-5 12-4 _\\(i.,\\ 5 7 Ill ,, X 6 \u0026lt;, ,, ,, X II 7 1,, Ill Ill 21 28 I.I 17 211 25 20 IX 2,, 22 7 10 \" 'I 12 9 9 11 11 11 16 10 24 15 II 31 41 22 25 2') 37 29 2,, JX .12 21 24 34 28 2(, 39.5 40.4 44 7 40.J 42.fi 17.2 17.1 19.4 18.2 18.4 64.2 64 6 69.6 (1.~.9 (1')'i 46.6 47.7 55.5 505 _, I 4 38.2 39.0 431 37 4 41 I 26.3 28.7 27 8 25 5 )(12 20.5 16.2 21 7 19.5 IR.fi  ----- Page I 11/ITl\"EltY TOTALS U:ic.ic I Cum11I UalL Ball nx l~X hS h/-1 \"~ c\n12-5 X 8 12 8 IX 21 l'I 20 II II 12 12 18 12 U, 11 28 29 I(, 16 4J 38 47 5 45.8 15 6 15.5 (ii) 9 (,8.J ,7 4 54.6 47 2 46.I J(, 9 J5.I 26 7 750   THREE YEAR COMPARISON OF MEAN PERCENTILE RANK NORTH HEIGHTS ELEMENT ARY SCHOOL - GRADE 5 50 .,----------------------------------------, 45-1---------~~--------------------~~------1 40 -1---------1 30 25 20 - 15-- 10 __  5 0 \\\"\"\" \"'\" FALL 1999 FALL 2000 Reading Mean PR 24 33 37 Mathematics Mean PR 26 29 45 Language Mean PR 30 33 41 Science Mean PR 22 30 29 Social Science Mean PR 21 36 34 Basic Complete Battery Battery Mean PR Mean PR 29 28 34 35 45 43  EJFALL 199!1 ll!IFALL 1999  FALL 2000 ( vi,)\u0026lt; LI PRIMARY( GR~ 4) BENCHMARKE XAMINATION e: 1 MAT HE MAT ICS SCHOOLS UMMARYR EPORT:G ENERALP OPULATION A,hnsu D1strtct Name: N. LITTLE ROCK SCHOOL OISTRICT School Name: NO. HEIGHTS ELEMENTARY SCHOOL Grade: 04 C'omrrchcnsiTvc slingA, ucnmcnl LEA K: 60-02 School Number: 063 Date of Test: Aprt I 2001 \u0026amp;Accountabilily Pro111m Total Number of Students Tested: 56 Nu11ber \u0026amp; Percentage of Students Nu11ber \u0026amp; Percentage of Students Nu11ber \u0026amp; Percentage of Students Nu,.ber \u0026amp; Percentage of Students Below Bask (BEL) Buie (BAS) Proficient (PRO) Advanced ( AUV) 154 and below 155-199 200-249 250 and above School_ District Region State School District Region State _ _ School District -Ba!on_ State _School_ District _Region __ State __ All Students 20 184 2,933 9,345 13 106 1,633 5. 567 12 85 I, 620 5,957 11 140 1. 967 7,644 36X 36X 36X 33X 23X 21X 20X 20X 21X 17X 2ox 21X 2ox 27X 24X 27X Gender Fe11a le 11 '12 I, 494 4,756 10 57 845 2.806  44 793 2,958 J 68 953 3,746 3X ,ox 37X 33X 31X 20X 21X 2ox 2sx 16X 19X 21X 9X 24X 23X 26X Male 9 72 1,438 4,582 3 48 785 2,754 4 41 827 2,997  72 I ,011 J, 887 38X 31X 35X 32X 13X 21x 19X 19X 17X ,ex 20X 21X 33X 31X 25% 27% Ethnicity Aslan/Pac1f1c Jslander 0 ' 11 29 0 '  25 0 '  39 0 0 16 67 ox 33X 26X 18X ox 33X 19X 16X ox 33X 19X 24X ox ox 37X '2X Afr lean A11er ican 13 153 I. 718 4,413 7 70 504 I, 149 7 \" 327 725 4 43 220 477 42X SOX 62X 6SX 23X 23X ,ex 17X 23X 13X 12X 11x 13X 14X BX 7X lllspan1c 3 3 38 177 ' 2 21 123 J 3 21 118 ' J JO 132 38X 27% 3SX 32X 13X ,ex 19X 22X 3BX 27X 19X 21X 13X 27X 27% ,,x Nat 1 ve A11er 1can 0 0 12 59 0 0 7 41 0 0 3 41 0 0 4 39 ox ox 46X 33X ox ox 27% 23X ox ox 12X 23X ox ox ,sx 22X White 4 27 1,106 4 .581 s 32 1,068 4,178 2 40 1,241 4,987 6 93 I, 662 6,863 24X 14X 22x 22x 29X 17X 21X 20X 12X 21x 24X 24X 3SX X 33X 33X Other 0 0 33 47 0 ' 14 23 0 0 10 19 0 ' 23 36 ox ox 41X 38X ox sox 18X x ox ox 13X ,sx ox SOX 29X 29X Gender/E thn I c 1 ty Fe11a le A  t.n/Pctf'1c llnd,. 0 '  ,. 0 0 0 .. 0 0 , ,o 0 0  \" ox ,oox 24X 19X ox ox 24X 19X ox ox ,,x 2SX ox ox 38X 38X African A11erlcan  94 873 2. 225 7 39 274 615 5 21 170 384 2 22 120 252 36X S3X 61X 64X 32X 22X 19X ,ex 23X 12X 12X 11X 9X 13X BX 7X lllspanlc 0 0 18 93 ' ' 9 54 ' ' 9 51 ' 3 18 70 ox ox 33X 3SX 33X 20X 17X 20X 33X 20X 17X 19X 33X 60X 33X 26X Native A11er1can 0 0 7 27 0 0 4 24 0 0 ' 21 0 0 ' 17 ox ox s,x 30X ox ox 31X 27X ox ox BX 24X ox ox BX 19X Whl ta 3 17 571 2. 355 2 16 541 2.077 2 22 600 2,457 0 '2 786 3,343 43X ,ex 23X 23X 29X 16X 22X 20X 29X 23X 24X 24X ox 43X 31X 33X Other 0 0 10 18 0 '  11 0 0 s 10 0 ' 18 24 ox ox 24X 29X ox SOX 20X 17X ox ox 12X 16X ox SOX 44X 38% Gender/E thn 1c I ty Male As 1an/Pac 1 f 1c 1 s I and er 0 0 6 14 0 ' J 10 0 ' 5 19 0 0  36 ox ox 27X 18X ox SOX 14X 13X ox sox 23X 24X ox ox 36X 46X African A11erlcan 5 59 844 2. 183 0 JO 229 533 2 20 157 34' 2 21 99 223 56X 45X 64X 67X ox 23X 17X 16X 22X 15X 12X ,ox 22X 16X 7X 7X lllspan1c 3 3 20 84 0 ' 12 69 2 2 12 67 0 0 12 62 60X sox 36X 30X ox 17X 21X 24X ox 33X 21X 2,x ox ox 21X 22X Nat Ive A11erlcan 0 0 s 31 0 0 J 17 0 0 2 20 0 0 J 22 ox ox 38X 34X ox ox 23X 19X ox ox ,sx 22X ox ox 23X 24X Whl te ' 10 535 2. 225 3 16 527 2,098 0 18 641 2,530 6 51 874 3,514 ,ox 11X 21X 21X 30X 17X 2ox 2ox ox 19X 2SX 24X 60X s,x 34X 34X Other 0 0 23 29 0 0 6 \" 0 0 s 9 0 0 s 12 ox ox S9X 47X ox ox ,sx 19X ox ox 13X ,sx ox ox 13X 19X Migrant 0 0 3 110 0 0 J 64 0 0 3 41 0 0 2 45 ox ox 27X 42% ox ox 27X 25X ox ox 27% 16X ox ox 18X 17% Al~AP A1kan\\U C'omprchcnsiYTt nting, Assessment \u0026amp;.Accoun11bili1yP1ugram PRIMARY (GR. 4) BENCHMARK EXAMINATION LITERACY SCHOOL SUMMARY REPORT: GENERAL POPULATION Dlstr-tct Name: N. LITTLE ROCK SCHOOL DISTRICT LEA K: 60-02 Total Number of Students Tested: 56 School Name: NO. HEIGHTS ELEMENTARY SCHOOL Schoo 1 Number: 063 Grade: 04 Date of Test: l\\prtl 2001 Nun.ber \u0026amp; Percentage of Students Below Bask (BEL) 178 and below Nunber \u0026amp; Percentage of Students Basic (BAS) 179-199 Nu11ber \u0026amp; Percent\nage of Students Proficient (PRO) Nu111ber \u0026amp; Percentage or Studnnt5 Advanced (ADV) All Students Gender Fe11a le flllale Ethnic tty As 1an/Pac 1 f 1 c Is I and er African A11erlcan Hispanic Native A11er I can 'l'hi te Other Gender /E thn 1c i ty Fe11ale '\" 1 11/Pae 1 r 1 b l  t aneu,r African Araerlcan Hispanic Nat Ive A11er I can Whl te Other Gender /E thn le I ty lilale As I an/Pac 1 ft c 1 s I ander African A11erlcan Hispanic Native A11ertcan White Other Migrant _School_ District Region _Slate_ 13 23X 6 19X 7 29X 0 ox 5 16X 4 SOX 0 ox 4 24X 0 ox 0 ox 4 18X 1 JJX 0 ox 1 1,x 0 ox 0 ox 1 11X 3 60X 0 ox 3 JOX 0 ox 0 ox 146 I. 928 6, 162 28% 24% 22x 77 27X 69 JOX 2 67% 121 39X 5 45X 0 ox 18 9X 0 ox 1 100% 69 39X 1 20X 0 ox 6 6X 0 ox 1 SOX 52 ,ox 4 67X 0 ox 12 13X 0 ox 0 ox 795 19X 1,132 28X 6 14X 1. 142 41X 25 23X 8 31X 724 14X 17 21X 10' X 489 34X 11 20X 4 31X 282 11x 4 ,ox 4 18X 653 49X 14 25X 4 31X 442 17% 13 JJX 2 18X 2. 458 17X 3,700 26X 11 7X 2,814 42X 113 21X 45 25X 3,080 15X 22 18X ' 4X 1,219 JSX 40 15X 20 22X I, 161 11x 7 11X 8 ,ox I. 653 sox 73 26X 25 28X I, 918 19X 15 24X 81 31X _School_ District _Region_ State 25 ,sx 15 47X 10 42X 0 ox 17 ssx 3 38X 0 ox 5 29X 0 ox 0 ox 11 SOX 1 JJX 0 ox 3 43X 0 ox 0 ox 6 67X 2 40X 0 ox 2 20X 0 ox 0 ox 194 2 .831 9,930 38X JSX JSX 103 37X 90 39X 1 JJX 118 38X 3 27X 0 ox 70 36X 2 100% 0 ox 62 JSX 1 20X 0 ox 38 39X 2 1oox 1 sox 55 42% 2 JJX 0 ox 32 34X 0 ox 0 ox 1,374 34X 1,454 36X 18 42X 990 36X 39 35X 10 38% I. 726 34X 29 36X  29X 5'6 38X 18 JJX 5 38% 777 31X 13 32X 12 ssx 442 JJX 21 38X 5 38X 949 37X 16 41X 4 36X 4,702 JJX s.in 37X 63 39X 2,422 36X 217 39X 71 39% 7,058 34X 50 ,ox \" 30X 1,317 38X 105 39X 27 JOX 3,187 31X 19 JOX 39 49X 1.100 34X 112 40X 43 48% 3,868 37X 31 SOX 103 ,ox 200-249 _School_ District _Region_ State _ 17 JOX 11 34X 6 25X 0 ox 8 26X 1 13X 0 ox 8 47X 0 ox 0 ox 7 32X 1 JJX 0 ox 3 43X 0 ox_ 0 ox 1 11X 0 ox 0 ox 5 SOX 0 ox 0 ox 167 3.230 11,800 32% 40% 41% 97 JSX 70 30X 0 ox 65 21X 2 18X 0 ox 100 s,x 0 ox 0 ox 45 26X 2 ,ox 0 ox so 52X 0 ox 0 ox 20 15X 0 ox 0 ox 50 sax 0 ox 0 ox 1,813 44X 1,414 35X 17 ,ox 621 22X 43 39X 8 31X 2. 486 49X 32 ,ox 11 52X 394 27X 24 x 4 31X 1,349 54X 22 54X 6 27X 226 17X 19 34X 4 31X I, 135 x 10 26X 5 45X 6,682 47X 5, 106 36X 78 x 1,434 21X 212 39X 64 36X 9,904 48X 50 ,ox .. 60X 921 26X 120 ,sx 42 47X 5,491 s,x 34 s,x 29 37X 512 16X 92 33X 22 24X 4,407 43X 16 26X 72 28X 250 and above _ School_ Ulstr let _Region __ State __ 1 ,x 0 ox I ,x 0 ox 1 3% 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 1 11X 0 ox 0 ox 0 ox 0 ox 0 ox 8 2X 4 IX 4 2% 0 ox 3 1X 1 x 0 ox ,'x 0 ox 0 ox 0 ox 1 20X 0 ox 3 ,x 0 ox 0 ox 3 2% 0 ox 0 ox 1 1x 0 ox 0 ox 164 2% 103 ax 61 2X 2 sx 16 1X 3 3X 0 ox 1'1 JX 2 JX ,o' x 8 1x 1 2X 0 ox 90 ,x 2 sx 0 ox 8 IX 2 ,x 0 ox 51 2X 0 ox 0 ox 621 ,r, '\" 3X 197 IX 8 sx 34 IX 8 1X 0 ox 567 3X 3 ,x  6X 19 1X 3 1X 0 ox 393 x 3 sx 3 x 15 ox 5 2X 0 ox 174 2X 0 ox 4 2X   STAFF DEVELOPMENT UPDATE FOR CERTIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 23 ,: , STDFOl /\u0026lt;\n\u0026lt; , NL.itSOO l suu. I!...,..l.opmen~ By n,pic ocation J'.\u0026lt; 'opic Topic 08soription Da.te :oo:i. ~lTIMC 1'0 1'l!Sl1l\\DZ 7/\n/.l/00 1004 FRESH LOOII. AT NUMill-lll-'3 7/0G/00 ::coo, G!!'l.\"l'ING SMAR.Tl!R 7 /10/00 :oo7 SMART S~$:i' 7/ll/On 1:00, nn,\u0026lt;O TO wean ~==s= 7/11/00\n:010 INTRO TO I'O'NEfl ronn 7/13/00 ,l.Oll ELL.\\ llEW Sgs:110Jf 7/18/00 !1015 C0!1!T!W \u0026amp; AFn!:C'I'rvF: CU11p!,CUJ.. U M 8/0l/00 ,'l.0'1.\"l =~ ~ Q/OA/00 Hl1l8 MJ\u0026lt;l!'i\u0026lt;T~ J!ILY 1li, 2,, 27, Ii. 28,2000 7/25/00 11021 SPECI.AL ED SPECIAL Sli01f a/0:1/00 ~1027 FIU\\KS~ l'OR UHDEIISl\"AIIDilllo WVSl'T't 9/04/00 1:036 EOUCAerOltS IN lllD(JS'l'lll' 7/07/00 Zl048 QUICK NOTSS TRAM MTGS K-2 a/Ol/00 21057 CaRJ\\DUXl'Eco m.sl!-CRSL 7305 8/01/00 H0$8 QFp\nCT!W un.= l\"OLLOW-UP 1/12/00 :10~, SP .N!..\"11 T!.l~ OR.Ili:NTATION S/14/00 21061 NP.W Tf'..AC!Ula Ill=VJ:CE ~/J.4/00 210G2 SPECIAL Ell IN5eRVlCC8 6/07/00 21069 Al!A ll./03/Q\u0026lt;\n) l107l GROIIIllG .IO\\l'HEMATICAL IDl!AS KINt\u0026gt;i.:J\u0026lt;!?.Al!TllN 11/3.J/00 :107~ BFLIT\u0026amp;l\\AC'i 't~ ~DIG 1/1-\"l/ln. J:il\u0026gt;91 .l!LLA FOLLOli'-IIP a/10/00\n:\n1t MAK!! 1'ND Tllll 3/23/01 :is\n:, Il\u0026lt;TI\u0026lt;O TO WORD PRDCESSDIG MICROSOFT WOIUl 7 /11/00 21530 INTRODUCTION TO llll.\"NDOWS 95/9S 7/11/00 11i\n34 WORD PII.OOSSING  FART i 7/13/00\n)1535 INl'II.ODUCTIO!II TO .POWER ronrr 7il3/00 as ot 10/l.6/0l. I-----ADMDIISTRATOIZS----I-------CilRTIFillD-------1------CLASSIFIE0---- 1 j----MJ\\Lll--- ---FBMALS-- j ----MJ\\LB--- ---FDW-S--j----MAU--- ---n'!-11,LE-- I a W O B W O B W O B W O 3 W O R W 0 l 2 l J l l l ~ 1 .. l l 1 l 1 l. l 2 l .l 2 2 t l 1 1 l 1 1 11/12/01 11:53 TX/RX N0.4991 P.002 -    STAFF DEVELOPMENT UPDATE FOR CLASSIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 24   DISCIPLINE INFORMATION REFERRALS/ ACTIONS TAKEN (PLEASE ATTACH COMPUTER GENERATED INFORMATION)  Page 25 CUMULATIVE .t\\t:.Lt::::J...1..0...L nca.::,vu NORTH HEIGHTS ELEMENTARY SCHOOL Code Description 01 Disregard for directions of teachers or administrators. o\u0026amp;.sregard for directions of bus drivers, lunch aides, or other ~uthorized school personnel. 03 Disruption and/or interference with the normal and orderly conduct of school \u0026amp; school-sponsored activities. 04 Behavior that involves indecent and/or immoral acts. 05 Wagering or any form of gambling. REF STU REF STU REF STU REF STU REF STU 06 Physical abuse, assault, insult or threatened physical abuse to REF a school employee. STU 07 Physical abuse, assault, insult, or threatened physical abuse to REF another student or any other individual. STU 08 Possession of a (l)knife, (2)razor, (3)ice pick, (4) explosive, REF (5)pistol, (6)rifle, (?)shotgun, (8)pellet gun, (9)mace, (lO)tear gas, STU (ll)pepper spray, or (12) any other object that can be considered a weapon or dangerous instrument. 09 Possession of alcoholic beverages or any narcotic drug as defined REF by Arkansas law or School Board Policy\nor using, under the STU influence, offering for sale or selling alcoholic beverages or any narcotic drug as defined by Arkansas law or Board policy. 10 Destruction of or the attempt to destroy school property. REF 11 Stealing or the attempt to steal school property or the property belonging to another individual. 12 Cheating or copying the work of another student. l~ilure to abide by attendance rules. 14 Excessive tardiness to class (Secondary use only). 15 Use of profanity, vulgar language or obscene gestures. STU REF STU REF STU REF STU REF STU REF STU 16 Committing extortion, coercion, blackmail or forcing another REF person to act through the use of force or threat of force. STU 17 Engaging in verbal abuses such as name-calling, ethnic or racial REF slurs, or using derogatory statements to other students, school STU personnel or other individuals. 18 Hazing. REF STU 19 Gang related activities. REF STU 20 Sexual harassment. REF 21 Smoking and/or possession of any tobacco and/or tobacco product paraphernalia. STU REF STU 22 Possession of any paging device, beeper, mobile/cellular REF telephone or similar electronic communication device. STU TOTAL REF STU -------TOTAL------------ Total Pct Par Con Tot 26 19.25% 19 22.35% 11 8.14% 10 11. 76% 89 65.92% 47 55.29% 0 .00% 0 . 00% 0 . 00% 0 .00% 0 . 00% 0 . 00% 6 4.44% 6 7.05% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 1 . 74% 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 135 85 1.17% .74% 1.17% .74% 1.17% .00% .00% .00% .00% .00% .00% .00% .00% .00% .00% 16 12 7 6 44 26 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 1 1 0 0 0 0 0 0 0 0 0 0 68 45 1 Ref: DIS013 CUMULATIVE NORTH HEIGHTS ELEMENTARYS CHOOL Code Description O-onference with Student 02 Conference with Parent 03 Conference with Student and Parent 04 Privileges Denied 05 Behavior Contract 06 Detention Hall 07 Student Will Make Up Time 08 Student Placed on Probation 09 Student Assignment Class(SAC) 10 Home Suspension 11 Boys/Girls Club Suspension 12 Alt School Susp (K-6) 13 Bus Suspension lesaturday School 15 Recommended Expulsion 16 Other 17 Expulsions Disciplinary Referral Summary By FILE YE ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS TOTAL ACTIONS STUDENTS Action Taken -------TOTAL-------- -------BLACK---- Total Pct Par Con 26 19.25% 23 21.10% 9 6.66% 7 6. 42% 7 5.18% 6 5.50% 20 14.81% 14 12.84% 0 . 00% 0 . 00% 11 8.14% 11 10. 09% 0 .00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 6 4.44% 6 5.50% 0 . 00% 0 . 00% 25 18.51% 19 17.43% 0 .00% 0 . 00% 0 . 00% 0 .00% 0 . 00% 0 . 00% 31 22.96% 23 21.10% 0 . 00% 0 . 00% 135 109 11 11 8 6 l 1 13 10 0 0 5 5 0 0 0 0 0 0 0 0 0 0 12 9 0 0 0 0 0 0 18 17 0 0 68 59 Total Pct ::\u0026gt;ar 22 16.29% 19 17.43% 8 5.92% 6 5.50% 3 2.22% 3 2.75% 16 11. 85% 11 10.09% 0 . 00% 0 . 00% 8 5.92% 8 7.33% 0 . 00% 0 .00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 3 2.22% 3 2.75% 0 . 00% 0 . 00% 20 14.81% 14 12.84% 0 .00% 0 . 00% 0 . 00% 0 .00% 0 .00% 0 .00% 23 17.03% 17 15. 59% 0 . 00% 0 . 00% 103 76.29% 81 74.31%   COMPREHENSIVE OUTCOMES EVALUATION (COE) SURVEY RESULTS (IF APPLICABLE, PLEASE INSERT AFTER THIS PAGE)  Page 26    ANNUAL SCHOOL IMPROVEMENT PLAN (IF APPLICABLE, PLEASE INSERT AFTER THIS PAGE) Page 27 Carline Thomas Schedule 2001/2002 7:35-10:15 Language Block (The following are approximate times within the Language block. The time and the activities will change with the days of the week and the needs of the students.) 7:40-8:00 8:00-9:15 9:15-10:00 10:00-10:15 10:15-10:30 10:30-10:50 10:50-11:10 11 :10-11 :45 11:45-12:45 12:45-1:15 1 :15-1 :30 1:30-1:45 1:45-2:00 2:00-2:15 2:15 2:20 Familiar Reading/Journals Attendance/Practice Activities Shared Reading/SharedNocabulary development Writing/Modeled Writing/Individual Writing Activities/ HandwritingNVord Activities/EPSF and BOEHM Skills/ Phonics Activities/Calendar/Read Alouds/Cooking Activities/LEA/Book Activities/ Art Group Work/Story Writing/Journals/Shared Writing/ Interactive Writing/Literacy Comers/ Assessments  Read Aloud/Books on Tapes/Music/Poetry Get Ready for Lunch Lunch Recess Familiar reading/ Shared Reading \u0026amp; Writing/Accomplish unfinished work/Art/Author's chair Math Science/Health/Social Studies Read Alouds Snacks Recess and/or Music \u0026amp; Movement Get Ready to go Home Dismiss Bus students Dismiss Daycare students Walk other students outside to dismiss. Library: Monday 11 :45-12:25 PE: Monday and Friday 12:30- 1 :00 Counselor: Every other Wednesday 11 :30- 12:00 ESL-Touchstone Monday and Wednesday 1: 00- 1:30 e Mrs. Tumers'Class Schedule 7:35 Table activity (phonic review,EPSF,Boehm and skills previously learned) Familiar Reading 8:do ABC Phonic Song/Letter March Handwriting Practice Morning News 8:30 Calendar/Weather/ Word Wall Activities Morning Movement(songs, finger plays) Shared Reading (story elements, CAP concepts) Whole Group Table Activity (to develop listening skills and following directions) Shared Writing Phonic Skills Center Activities 10:30 Transition Activities For Lunch 10:40 Lunch/Recess 11 :20 Recess Transition ( quiet time, bathroom, water, finish center work, familiar reading) 12:00 1: 15 1:45 2:00 2:15 2:20 2:25 Teacher Read Aloud Art Activity/Music Math Snack/Unit Study Second Recess/Group Games Dismissal Procedures/ Discuss Today's Leaming Bus Students Dismissed Daycare riders go to cafeteria/Car riders go to pourch End of our day - 7:35 - 8:00 8:00 - 8:30 8:30-10:15 Schedule - iv1anoe1 Ya i=,ia-' Seatwork / familiar reading/ previous day's unfinished work. (roll and lunch count taken at this time) Calendar * months / day / year * abc chart * sight words * sentence of the day * Math Their Way skills * Reading Groups ( call groups - 1 at a time) Groups: triangle, square, rectangle, circle * shared reading and writing * guided reading and writing * interactive reading * language centers * BOEHM / EPSF skills 10:15 - 10:25 Get ready for lunch * restroom * wash hands (line students up alphabetically) 10:25 - 11 :05 Lunch (Pick up children at the top of the hill.) 11 :05 - 11 :20 Quite time * water * familiar reading * restroom * unfmished work * music 11:20 - 12:00 Math skills - Math Their Way Concepts and centers 12:00 - 12:35 Letter of the week (practice) 12:35 - 1 :00 Writing - journals 1:00 - 1:35 Unit study/ art/ music 1:35 - 2:00 Snack/ recess/ abc skills (Recess only if you have time) 2:00 2:15 2:20 2:25 Prepare for home Dismiss bus students Send daycare to cafeteria and walk others outside. Dismiss all ---------------------------------------------------------------------------------------- P.  _ Jvl~ ~ ~ /:00-1:30 l.Rec. Cev,+er-w ~-\\-h Mrs. ~crma.Q.J) ~ ~ - W~- q:30- /D:IJ5 7:358':15 8':158':45 8':45  9:30 9:30  10:15 I 0: 1 5  1 0:3 0 10:3011:IB 11:15 11:20  11:30 11:30  11:50 11:50  I 2:00 I 2:00  1:00 Monda!J I 2:00  I 2:25 12:30 l:10 1:15  1:45 1:45  2:00 1:00  1:30 1:30  1:40 1:40  2:00 Z:00 2:15 Z:Z0 2:25 Kindergarten Mrs. Paige Wright MorningW ork SkillP ractice,R eview, FamiliarR eadingM, athT ubbing Calendar Evel'IDJ ay Counts Math Silver-Burdett-GiCnunr riculum SharedR eadingA BCC hart,L iteratureP, oetry,S haredW riting Finish Work Clean up Prepare for lunch Use restroom, wash hands Line up in ABC order LUN~ Pick up on playground Restroom Water QuietT ime fmishw ork.r ead quietly,h eads down, Musica ppreciation Listeningto differents tyles of music Read Aloud LiteracyH our Poetry,P honemicA warenessP, honics, Lettero f the Week,C onceptsA boutP rint, Writing 'LiteracyG roups,G uidedR eading, InteractiveW riting LiteracyH our LIBRARY LiteracyH our Snack  As students are ready Tuesda!J E vel'JoJ ther week I 2:00  I 2:30COUNSELOR 12:30  I :3 0 LiteracyH our 1:30  1:45 Snack I :4 5  2:0 0 FreeC hoiceo r 2nd Recess IntegratedT hematicA ctivities SocialS tudies,M usicS, cienceA, rt Snackr une DevelopmentaCle nters/FreeC hoiceO R 2nd Recess Cleanu p  Preparet o go home Reviewd ay on the carpet, pass out folders, notes, rewards, etc. Bus Bell  Bus students go to front hall DaycareB ell Daycares tudentsg ot o cafeteria,a nd neighborhoosdt udentsw ait on front porch Final Bell MRS. A. BURKS FIRST GRADE ROOM9 Morning Schedule 7:35 Children enter, pick up morning work off of reading table 7:40 Line up for bathroom, water fountain 7:50 Finish morning work 8:00 Pledge and announcements 8: 10 Clean table and move to rug for calendar time 8: 15 Calendar time 8:30 Shared Reading 8:45 Spelling 9:10 Move to groups (centers. table work. reading rug, reading table) 9:15-9:35 Group l 9:35-9:55 Group 2 9:55-10:15 Group 3 10:15-10:35 Group 4 10:35 Handwriting or journal writing 10:40 Bathroom/Wash hands : 0:47 Line up in ABC order for lunch (exception-sack lunches first) 10:50 Arrive at lunchroom 11 :30 Pick up children at top of playground ( outside Kindergarten wing) Return through doors nearest office. Stop at water fountains by second grade, then bathrooms, and wash bands 11 :45 Read Aloud Afternoon Schedule Moriday ~d W~~esday -~ 12:00 Computer Lab 12:37 12:40 1:30 2:00 2:15 2:20 :~:25 Tuesday: 12:00 12:30 1: 10 1 :30 2:00 2:15 2:20 2:25 Line up, return to class Math/Every other Wednesday the coW1Selor comes from 12:50 to 1 :20 Writer's Workshop/or Math if the counselor has come at 12:50 Clean-up, move to rug to read books Bus riders dismissed Daycare riders dismissed All children dismissed PE with Miss Webb Library Return to room. read n~w books Math Clean-up, move to rug to read books Bus riders dismissed Daycare riders dismissed All children dismissed 12:00 PE with Miss Webb 12:30 Math 1:30 Art 2:00 Clean-up, move to rug to read books 2:15 f3us riders dismissed 2:20 Daycare riders dismissed 2:25 All children dismissed Et:ri~ay  -~ .~. ,.:a~~I 12:00 Math - 1:00 Writer's Workshop 1:30 Music 2:00 Clean-up, move to rug to read books 2:15 Bus riders dismissed 2:20 Daycare riders dismissed 2:25 All children dismissed Miss Cooley's Class Schedule 7:35-7:50 Welcome, Unpack, Familiar Reading 7:50-8 Bathroom 8:00-8:20 Calendar 8:20-8:45 Morning Journals 8:45-9:00 Spelling 9:00-9:15 Handwriting 9:15-10:45 Guided Reading 10:50-11:00 Bathroom and Wash hands 11:00-11:40 Lunch and Recess 11:40-11:50 Bathroom, wash hands, water 11:50-12:20 Read Aloud and Afternoon Activities Activities Monday- Counseling 11:50-12:20 (every other) Tuesday and Thursday - Computer 12-12:37 Wednesday - Library 12:30-1:10 and P.E. 1:30-2 Friday - P.E. 12-12:30 and Music 1:30-2 12:20-1:10 Math 1:10-2 Shared Reading and Writers Workshop 2:00-2:15 Familiar Reading, Packing, and Dismissal 2:15 Buses 2:20 Daycare 2:25 Walkers/Car Riders Miss Joshua's Schedule 7:35-7:55 Familar reading 7: 5 5-8 :05 Bathroom/W aterbreak 8:10-8:40 Spelling 8:40-9:05 Shared reading, ABC charts, and poems 9:05-10:40 LANGUAGE ARTS BLOCK Guided Reading (MWF)/ Assisted Write (Tues./Th) Literacy Comers 10:40-10:50 Bathroom/wash hands prepare for lunch 10:55-11:35 Lunch/recess 11 :40-11 :50 Bathroom/water break 11:50-12:00 Read Aloud 12:00-12:10 Calendar,everyday counts (Fri. P.E. 12:00-12:30) 12:10-1:00 Math (Tues.ffhur. Computer Lab 12:40-1:17) (Mon. Counselor 12:30-1 :00) (Wed. Art 12:30-1:00) 1 :00- 1 : 40 Writer's Workshop (Mon. Library 1 : 15-1: 5 5) (Wed. P.E. 1:30-2:00) (Fri. Music 1 :30-2:00) 1 :40-2:00 Unit Study 2:00 Reflections 2: 15 Dismissal MS.C. WEBB FIRST GRADE - ROOMS CLASS SCHEDULE 7:35-8:00 Familiar Reading (Roll-7:55) 8:00-8:05 Announcements 8:05-8:15 Bathroom 8: 15-8:30 Shared Reading 8:30-8:50 Spelling 8:50-9:00 Explain Seatwork 9:00-9:25 Group 1 9:25-9:50 Group 2 9:50-10:15 Group 3 10:15-10:30 Group 4 10:30-10:40 Bathroom/Line up for lunch 10:45-11 :25 Lunch/Recess 11:25-11:45 Come in from playground/Bathroom 11:45-11:55 Read Aloud 11:55-12:55 Calendar/Math - 12:55-1 :30 Unit Work 1:30-2:10 Writer's Workshop MR. E. WALDORF SECOND GRADE - ROOM7 7:35 - 8:00 Sha:rpen-2 Pencils, Morning Work, Read, Lunch \u0026amp; Attendance 8:00 - 8:15 Everyday Counts Math after announcements 8: 15 - 8:25 Bathroom and drink 8:25 - 8:30 Explanation of Corners and Seat Work 8:30 - 9:00 Reading Group 1 to reading, Reading Group 2 se:uwork. Reading Group 3 to Corners 9:00 - 9:30 Reading Group 1 to Corners, Reading Group 2 to reading. Reading Group 3 seatwork 9:30 - 10:00 Reading Group l se:uwork, Reading Group : to comers. Reading Group 3 to reading l 0:00 - 11 :00 :Vlondays \u0026amp; Wednesdays: Tuesdays: Thursdays \u0026amp; Fridays: lO 00 - 1037 Computer - '0:37 - l 100 D E...\\.R. 10 ! 5 - l0:55 Liorarv l0.00 - 10: 15 DE A .. R. : O 15 - l l 00 \\.\\i rire,'s Wor~shop 11:00 - L2:00 Sarhrocm.. 11::a - t::00 L:r:c:1 \u0026amp; '.Zc.:~~s 12:00 - 12: 15 Bathroom \u0026amp; Drink 12:15-1:00 Math 1:00 - 1:30 Science, Social Studies, or Health 1:30 - 2:00 Writer's Workshop or Art 2:00 - 2: 15 Prepare for going home 2:15 - 2:25 2: 15 - Bus riders dismissed\n2:20 - Daycare dismissed\n2:25 - Walkers/Car Riders Dismissed P.E. and Music P.E. -Thursdays 12:30 - 1:00\nFridays 1:00 - 1:30 Music - Tuesdays 1:30 - 2:00 Mrs. A. Williams' Class Schedule - 7:35-8:00 Sharpen 3 pencils Bathroom D.E.A.R./Bell Work Roll Call 8:00-8:30 Spelling Shared Reading 8:30-10:00 Guided Reading Group I 8:30-9:00 Group 2 9:00-9:30 Group 3 9:30-10:00 10:00-10:30 Social Studies 10:30-11 :00 Science/Health 11 :00-11: 15 Wash Hands Line Up For Lunch - 11:15-11:55 Lunch Recess 11:55-12:15 Drink Bathroom Shared Reading 12:15-1:00 Math Calendar 1:00-2:00 Writer's Workshop 2:00-2:15 Writing: Personal Journals Get ready for home 2:15 Bus Leave 2:20 Daycare Leave - 2:25 Car/Walkers Leave 3:05 Teachers Leave S. \\/ViUiarns 2nd Grade r.u. .i\na ss C,. ,.\nr -h.e5d ' - V i~ u le W!LLL C sc::s:.ux..::::::.sz. ~ WWW Roll Cali. Lunch Count, fv1orn.in.,a, V\\/ork 8:45-9:15 SoeHina ...!. . ',J\n. H C'~r! ,n r,  '-'.Jl\"t..-t '-\"' 11 ~ ::f 10:45-11 :05 \\\n\\J,_\nJ,\n__ ~ ' t i V\\flil.lil~ - rt:1~:,vlictl ,\n0Uf\ni8\ni i ,ii: ... ~-~--- .......... ..,, ,...~' ., c_-: ~~\n: .. ~ i L \"t. .. l\n..., 1 !!:: . ~ ,} ~..\nC f--\\ r'\" .,, t ,-.,. I ' ~J (\n(\nta i ,~- ~:.i c: ~\n-l :s Computer Lai:i I '\\ I I ~ a r1 ( l '1~ tJJ a . Counselor .P.i.-.. l\\,1usic Thur. 1 :00 - i :30 -~ ...... !\"'\"\" ..............\n.. :.--,.. - '\n\\ ..\nf \n\n,, ,, ,.,.., '\n-.._ Pilar Woody's 2nd grade schedule 2001-2002 7:35-8:00 Greet students. Math Writing Journal 8:00-8:40 Social Studies* 8:40-8:55 Bathroom 8:55-9:05 Morning Calender (everyday counts) 9:05-9: 15 Shared Read.mg 9: 15-9:30 Spelling 9:30-11: 15 Read.mg Groups ( centers) 11: 15-11:05 Bathroom/lunch/recess 12:05-12:25 Bathroom/water 12 :25-1: 10 ::VIath ::!O-l::30 Writer's ~Ncrkshc!J .. 30-:2:0:5 Language 2:05-2:25 Review Day, pass out papers. pacl\u0026lt;u p, ge! :-eaciyIO 60. * Activity Schedule Monday- 8:00-8:37 Computer 12:00-12:30 P.E. Tuesday- 8:00-8:40 Library Wednesday- 8:00-8:37 Computer Thursday- 1:00-1:30 Music (in Nlrs. S. William's room) Friday- 10:30-11:00 P.E. - 7:35-8:00 8:00-8:30 8:30-9:00 9:00-9:30 9:30-11 :00 11 :00-11 :30 11 :30-11 :45 11 :55-12:35 12:40-1:30 1:30-2:10 2:15 2:20 2:25 COUSELING MEDIA MISS GRISSOM THIRD GRADE ROOM33 PROBLEM OF THE DAY SOCIAL STUDIES SPELLING WRITING READING LANGUAGE READ ALOUD LUNCH AND RECESS MATH SCIENCE BUS STUDENTS LEAVE DAYCARE STUDENTS LEAVE DISMISS ALL OTHERS 9:25-9:55 EVERY OTHER MONDAY 9:30-10:10 WEDNESDAY COMPUTER LAB 9:20-9:57 TUES. \u0026amp; THURS. P.E. MONDAY 1:30-2:00 \u0026amp; THURSDAY 1:00-1:30 Kilgore's Third Grade Schedule Monday 7:35-8:05 morningjouroal 8:05-8:15 calendar 8:15-9:15 reading 9:20-10:00 computer lab 10:00-11 :00 writing workshop 11 :00-11 :40 spelling and language 11 :45-12:25 lunch/recess 12:35-1:20 math 1 :20-1 :30 homework folder 1 :30-2:00 P.E. 2:00-2:25 DEAR Wednesday 7:35-8:05 morning journal 8:05-8:15 calendar 8:15-9:15 reading 9:20-10:00 computer lab l 0:00-10:50 science or social studies 10:50-11 :30 spelling and language 11 :30-11 :45 DEAR 11:45-12:25 lunch/recess 12:40-1 :10 counselor or music 1 : 10-1 :25 writing 1:25-2:10 math 2:10-2:25 homework folder Tuesday and Friday 7:35-8:05 morningjoumal 8:05-8:15 calendar 8:15-9:15 reading 9:15-10:15 writing workshop 10:15-11:00 spelling and language 11:00-11:45 art or DEAR 11 :45-12:25 lunch/recess 12:35-1 :25 science or social studies 1 :25-2: 10 math 2:10-2:25 homework folder Thursday 7 :3 5-8 :05 morning journal 8:05-8:15 calendar 8:15-9:00 reading 9:00-9:30 spelling and language 9:30-10: 10 library 10: 10-11 :00 writing workshop 11 :00-11 :40 science or social studies 11:45-12:25 lunch/recess 12:25-1 :00 DEAR and homework folder 1:00-1:30 P.E. 1:30-2:15 math 7:30 7:30-7:40 7:it0-8:20 8:20-8:40 8:40-9:00 9:00-9:30 9:30-10:00 10:00-10:10 10:10-11:00 11:00-11:40 11:40-12:40 12:40-12:55 12:55-1:25 1:25-2:10 2:10-2:15 2:15 2:20 2:25 PE Art Music Schedule 2001-2002 Ms. McConnaughhay 3rd Grade Pick Up Students From Cafeteria Restroom Attendance / Lunch Count / Problem of the Day / Everyday Counts Spelling Handwriting Language Science Restroom Break Reading Writing (Soar to Success and Reading Groups) Prepare for Lunch/ Lunch 11:50-12:10 / Recess 12:10-12:30 / Restroom Break 12:30- 12:40 Read a Chapter Book Social Studies Math Prepare To go Home Dismiss Bus Riders Dismiss Daycare Dismiss Car Riders and Walkers Tuesday 12:30-1:00 / Thursday 11:00-11:30 Integrated With Other Subjects Thursday 1:40-2:10 (if Counseling that week) Friday 12:55-1:25 (if no Counseling that week) Computer Lab- Friday 9:20-10:45 Library- Tuesday 9:30-10:10 Counseling- Alternate Fridays 12:45-1:15 Reeves' Third Grade Schedule Monday/Wednesday 7:35-8:05 morningjournal 8:05-8:15 calendar/P.O.D. 8:15-9:15 reading 9:15-10:00 spelling/language 10:00-10:40 writing workshop 10:40-11: 17 computer lab 11:17-11:30 wash for lunch 11 :30-11 :40 DEAR 11:40-12:20 lunch/recess 12:30-1:30 math 1 :30-2:00 science or social studies 2:00-2:25 homework folder/six stars sharpen pencils Tuesday 7:35-8:05 morning journal 8:05-8: 15 calendar/P.O.D. 8: 15-9: 15 reading 9: 15-10: 15 spelling/language/writing 10:15-11:00 science or social studies 11 :00- 11 :40 library 11 :40-12:20 lunch/recess 12:30-1:00 P.E. 1:00-1 :55 math 1 :55-2:05 homework folders 2:05- 2:25 D.E.A.R./ sharpen pencils Thursday 7:35-8:05 momingjournal 8:05-8: 15 calendar/P.O.D. 8:15-9:15 reading 9: 15-10:00 spelling/language 10:00-10:45 writing 10:45-11 :00 D.E.A.R. 11:00-11:30 P.E. 11:40-12:20 lunch/recess 12:30-1:30 math 1:30-2:00 science or social studies 2:00-2:25 homework folder/ six stars, pencils sharpen Friday 7:35-8:05 morningjournal 8:05-8: 15 calendar/P.O.D. 8:15-9:15 reading 9: 15-10:00 spelling/language 10:00-10:30 writing 10:40-11:00 counselor or music 11 :00-11 :40 science or social studies 11:40-12:20 lunch/recess 12:20-12:45 D.E.A.R. 12:45-1:30 math I :30-2:00 art 2:00-2:25 D.E.A.R. e Dombroski Class Schedule 7:35-8:30 AssignmenfNotebook Journal (Problem of the day) 8:30-9:00 Spelling 9:00-9:30 English 9':30-10:45 Reading/Writing 10:45-11:45 Math 11:45-12:10 Science/Social Studies/Health/Bathrooms 12:10-12:50 Lunch/Recess 12:50-1:00 Bathroom/Read to students 1 :00-1 :30 Social Studies/Science/Health 1 :30-2 :00 PE/ Art/Music 2:00-2:25 D.E.A.R./Clean room 2:15 Bus 2 :20 Daycare 2:25 Neighborhood COUNSELOR COMPUTERS MEDIA REC CENTER Every other Wednesday Friday Thursday Wednesday Friday (NO SUBSTITUTES at REC CENTER) 8:05-8:35 8:00-9:15 8:00-8:40 1:00-1:30 1 :30-2:00 7:35-8:00 8:00-9:00 9:30-10:00 10:00-10: 15 10:15-11:00 11:00-11:55 12:00-12:20 12:20-12:40 12:40 12:40-1:10 1:10 1:20-2:00 2:00-2:15 2:15 2:20 2:25 10:15-10:55 12:20-2:00 1:30-2:00 11 :00-11 :30 MRS. J. NEWTON 2001-2002 FOURTH GRADE ROOM30 Attendance, lunch count, homework turn in, students are working on practice worksheets and to copy days work in assignment notebook Math/Ms. Fieg (Math Specialist) comes in to work with students in math Reading Bathroom break/students snack time Continue reading Writing/Language Lunch Recess Pick students up from recess/D-hall Spelling Practice, DEAR or I read to students Restroom break Science, Social Studies, or Character Word of the Month Get ready to go home Dismiss bus students Dismiss daycare students Dismiss walkers/riders Library - Monday Computer Lab - Friday P.E. Monday P.E. Friday MRS. C. O'DELL FOURTH GRADE 2001-2002 ROOM21 7:35-8:30 LUNCH COUNT, ASSIGNMENT BOOK, JOURNAL-SOCIAL STIJDIES, MA TH OR FREE WRITING 8:30-8:55 CHECK MATH OR SOCIAL STUDIES JOURNAL 8:55-9:45 MATH- FIEG AND MYSELF 9:45-10:15 SPELLING 10:00 RESTROOM BREAK 10:15-11:30 READING/WR1TING ACTIVITIES 11:30-12:00 ENGLISH 12:00-12:10 PREPARE FOR LUNCH 12:15-12:55 LUNCH AND RECESS 12:55-1 :05 RESTROOM BREAK 1 :05-1 :20 D.E.A.R. OR TEACHER READS 1 :20-2:05 SOCIAL STIJDIES, SCIENCE OR HEAL TH 2:05-2: 15 CLEAN ROOM 2:15 DISMISS BUS STUDENTS 2:20 DISMISS DAY CARE STIJDENTS 2:20 TEACHER WALKS NEIGHBORHOOD STUDENTS TO GATE 2:25 DISMISS NEIGHBORHOOD STIJDENTS 2:25-3:05 PLANNING TIME 11 :20-11 :50 COUNSELOR - EVERY OTHER THURSDAY 10:15-10:55 LIBRARY-EVERY THURSDAY 11 :30-11 :57 COMPUTER LAB-EVERY MONDAY AND WEDNESDAY 1:00-1:30 P.E.-WEDNESDAY 1 :30-2:00 P.E.-FRIDA Y 1:00-1:20 ART OR MUSIC-FRIDAY -- MRS. R THURMAN FOURTH GRADE ROOM23 -J:\nrl::-:,.,\n::_,---------,-\n-M\n--:o~nd--\n-ay:---------------,-\n:TV\n-\n:-ES\n:-D\n:-A-:-:\nY-------------,~W~c:\n:dn:,::,,:o:::v-------------~ 7:35-8 Mon\"ng \\V,,..ic Copy spcll,ng hsT 1n ass19nmenr notcboak. Moth worksheet, 1-k1ndwr,t1ng worksheet. Calendar moth, Problem of the day, Wr-1t1ng JOlTnOI. Po.ss out popus. arrendancc S1'1cken', behavior ST1cker-s, check ho~worl( Pc1n out papen. Progress r-ept Homework chcr-r I 8:00-8:40 (8-9:25 Latr,:.n-r~,:) (8-9 B,vron-Marh) 8:45-9:10 READING (9-9.-20 Byron----campurer) 9:20-9:40 WRITING (9:30-/0:55 Bvran \u0026amp; 3ronaonr~ ot.rce} 9:50-i0:40 MaTh {J0-10:dO lav-en-comour~. 1 (10:30-//:/5 M,r,am-C5l) !0:4C-ll:OO L.!i'=i\u0026lt;A TVRE UNI'.'\" 12:05-12:45 12:45-1:40 Social Studies 1:40-2 LANGUAGE (J:05-J:40 Brandon-resot.rce) 2-2\n15 ACTIVITY (l:40-2:/5 Lat.ren-rt!:SOU\"'Ce) 2:!5-2:25 DISMISSAL Rcadu,9 {9-9:/5 Turor1ng-Mrs. J.lutcmmon} 8-8:05 Activate background knowlcd9C 8:05-8:10 JO\u0026lt;rnol 8:10-8:20 vocabulary 8:20--8:30 workbook 8:30-8:35 pre.view and predict 8:35--8:50 read the S1'ory 8:50--8:55 rcflecr 8:55-9:05 summary together 9:05-9:15 end of selection test 9:50-W problem of The: dav 10-10:10 Ten minure maTh 10:10-10:30 lesson 10:30-10:40 proc~ice: worksne:er Sc:e:rce Language 11:40-11:50 lesson 11:50-12 practice LUNCH/RECESS Soc10l Stud,es (12:45-2:15 \u0026lt;:\n=r: Bru. Laa, \u0026amp; Chr,sr,an) 12:45-12:50 graphic organizer 12:50-1:10 lesson 1:10-1:20 workshec:T 1:20-1:30 ger re.adv To go home take: home: folder Take rlome: a\"19nmenr noTebaak To be s1gne~ pack backpacks 1:30-2:!5 P. E. 2: 15 bus r,den- picked up 2:20 dav care picked up ,.\n,s:: ~-:1\u0026lt;,o ,,.:r --d~ 'lnd 41ofker\"1t\"o - ..e 'encz CHECX Tgkc Home Fojdcr Asl:'9!?!\"lcnT Note.book Cor.,purer: moth Reading 8:45-8:55 vocabulary rcv,cw 8:55-9:05 workbook 9:05-9:15 vocooulorv qurz Wr,r1ng Wor-ksnop 9:15-9:25 1nrroduce. prompT 9:25-Y:35 analvze promoT I I l1brarv 8:40-9:!0 counsclo- -everv orher week {9-9:30 :-uror,11!'-~ \u0026gt;-lurcnmson) Wr1Tr\"9 Wcrl(snop 9:10-9:40 respono -: -,e\n::romor 9:40-9:~C ,?QIT I f1,1peo: f wr1nr19,\n:~reqorre.s. ~ua1e.nce I 9:35-9:50 pre-wrrTe 9:50-10 problem of :-he :iov 10-JO:lO ten mmufe. moth 10:!0-IC:30 lesson 10:30-!0:40 proc~rce wor-.:snec .5c:e.ncz: I1:10-!J:30 lesson 11:30-11:40 sk,11 IJ:40-!l:50 wor1\u0026lt;0ook toqe.thcr 11:50-12 concept wort\u0026lt;book pa9e LUNCH/RECESS Soc,al Srud,e.s 12:45-12:50 graphic organizer 12:50-1:10 lesson 1:10-1:20 worksiiceT 1:20-1:30 sk,ll lc.sson 1:30-1:40 skill worksheer Longuo9e J:40-1:50 lesson J:50-2 practice ART 2:!5 bus rider~ p1ckea up 2:20 dav care\n:uckca up 2:2~ T'Jl\u0026lt;C c~ r,der-s: 'Jnd ...,o,ke--,-: , rhe 'fl!nce I ' 9:50-10 ~:ote:m of -e: ::av I 10-10:10 en minute -or:, I i0:!0-tC:.\nC lesson I !0:30-IO:.!C oracc-e ..,c,..'\u0026lt;sne:e:r il:!C-!I:2C o?SSOn 11:30-11:-'C s1e11f 11:50-12 c:nce:or wor,\n::oK pa9e: ! I LUNCH/RE\".:55 12:45-12:50 g-aph,c :r:~1zer 12:50-1:JO lesson 1:10-1:20 wCr'lCShce:r 1:30-1:40 sKril workr,---\nLanguage 1:40-1:50 lesson Music 2: 15 bus ricers p1cKc: _:\n2:20 :1ov c:::r'! :,,eke::: .::. 2:2~ ?1,ke ,:7 --:aers ~i: ..,.-:::JkerT\"So' ~tie\nence: I -1 I . { :,, Thu-sdav Fr1dov Notes M\"'\n\"9 Worl\u0026lt;, Copy spelling assignment notebook, Math ..sheet, ~ndwr,ting worksheet, jndar moth, Problem of the day, r,ring JOl.Tnal. Pass out papers. dance sT1ckers, behavior e.rs, check homework 8:00-'3:40 Computer: reading odd dotes Reading (8-9:25 La1rt:n-re..so1.ra) Language even dotes r 8-8:10 skill review {8-9 Byron-Morh) \\. 8:10-8:20 skill practice 8:20-8:45 benchmark re1ease/ hoftstic assessment 8:45-9 re.view multiple choice. ~uest1ons 9-9:15 review open response 8:45-9:10 Reading READING \\ 8:45-9 introduce skdl {9-9:,?0 Byron-compurer) 9-9:15 workbook skill page together 9:20-9:40 (9:/5-/0:25 Qlll!sr: Lodi, Brt:r \u0026amp; Chr1sr1on WRITING {9:30-/0:55 Byron \u0026amp; Brondon-rt: soi.ra} : 9:50-i0:40 Moth 9:50-10 pr-oblem of the dav 9:50- 10 problem of the dav (/0-10:dO Lo1.ren-compurer) 10-10:10 ten mrnute math 10-10:10 ren m1nu-re rnorh {/0:30-/ /:/5 M1r1om-ESL) 10:10-10:30 lesson 10:10-10:30 lesson 10:30-10:40 prac-r,ce workshee-r 10:30-10:40 pracnce worksneet 10:40-11:00 LITERATURE UNIT -c1ence Science {ll-/1:?0 QU#!sr: Ladt. Brt:r. \u0026amp; Chr,sflan) 11-11:30 P E I l l- I I: IO octtvIty ! 11:10-11:30 lesson 11:30-1140 skill I Science I 11:40-tl:50 workbook together 11:50-!2 concept workbook page 11:30-1 !:40 Vocooulorv quiz I IJ:40-i2 Chapter review :2:G:-:245 LUNCH/RECESS LUNCH/RECESS : 12:45-l:40 Social Studies Social Studies Social Studies (IC:40-2 -:omour~r-~,vr:in. . 12:45-12:50 graphic orgomzer Newron) 12:50-1:10 lesson 12:45-12:50 graphic organrzer 1:10-1:20 worksheet 12:50-1:10 lesson i 1:20-1:30 skill lesson \\:l0-1:20 worksheet 1:30-1:40 skill worksheet 1:20-1:30 sktU lesson 1:30-1:40 skill worksheet 1:40-2 Language Language c.ANGUAGE 1:40-1:50 lesson 1:40-1:50 lesson (J:05-/:40 Brandan-resolr'Ce) 1:50-2 prac-rIce J:50-2 practice 2-2:15 Acr1vrry Character Ed D. E. A.R. (!:40-2:15 La,ren-resovce) Drop Everything and Read I I -~AL 2:15 bus riders picked up 2:15 bus riders picked up 2:20 day care picked up 2:20 dav care picked up 2:25 take car riders and walkers to the fence 2:25 Take car riders and walkers TO the fence    Bingham Class Schedule 2001 - 2002 Fifth Grade, Room 28 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 7:35 - 8:00 ASSIGN. BOOKS 7:35 - 8:00 ASSIGN. BOOKS 7:35 - 8:00 ASSIGN. BOOK 7:35 - 8:00 ASSIGN. BOOK 7:35 - 8:00 ASSIGN. BOOK 8:00 - 9:10 MATH 8:00 - 9:10 MATH 8:00 - 9:10 MATH 8:00 - 9:10 MATH 8:00 - 9:10 MATH 9:10 - 9:40 SPNOC 9:10 - 9:40 SPNOC 9:10 - 9:40 .SPNOC 9:10 - 9:40 SPNOC 9:10 - 9:30 SPNOC TEST 9:40 - 9:50 BREAK 9:40 - 9:50 BREAK 9:40 - 9:50 BREAK 9:40 - 9:50 BREAK 9:30 - 9:40 BREAK 9:50 - 10 :50 READING 9:50 - 10 :50 READING 9:50 - 10 :50 READING 9:50 - 10 :50 READING 9:40 - 10:40 READING 10:50 - 11 :00 LA 10:50 - 11 :00 LA 10:50-11:00 LA 10:50 - 11 :00 LA 10:40 - 10:50 LA 11 :00 - 12:00 WRITING 11 :00 - 11 :20 WRITING 11 :00 - 11 :40 WRITING 11 :00 - 11 :20 WRITING 10:50 - 11 :50 WRITING 12:00 - 12:30 ENGLISH 11 :20 - 12:00 COMP LAB 11 :45 - 12:25 LIBRARY 11 :20 - 12:00 COMP LAB 11 :50 - 12:30 ART/MUSIC 12:00- 12:30 WRITING 12:00 - 12:30 WRITING 12:35 -1:15 LUNCH 12:35-1:15 LUNCH 12:35-1:15 LUNCH 12:35-1:15 LUNCH 12:35-1:15 LUNCH 1:20-2:10 SOC ST 1:20-2:10 SCIENCE 1 :20 - 2:10 SOC ST 1:20-2:10 PE 1 :20 - 2: 10 SCIENCE EVERY OTHER MONDAY OCT., JAN. \u0026amp; APR. 11 :00 - 11 :20 WRITING 8:00 - 8:50 MATH 11 :20 - 11 :50 COUNSELOR 8:50 - 9:10 SPNOC TEST 11 :50 - 12:30 WRITING 9:10 - 9:50 ART/MUSIC 9:30 - 9:40 BREAK 9:50 - 10:45 READING 10:50 - 11 :30 COMP LAB 11 :30 - 12:30 WRITING MONDAY 7,:35-8:00 8:45-9:25 9:25-10:00 10:00-10: 15 10:15-11:00 11 :00-12: 15 12:15-1:05 1 :05-1: 10 1: 10-2:00 2:00-215 2:15 2:20 2:25 TUESDAY 7:35-8:00 8:00-8:40 8:40-9:17 9:17-10:00 10:00-10:15 10:15-11:00 11 :00-11 :40 11 :40-12:25 12:25-1:05 1:05-1 :30 1:30-2:00 2:00-2:15 2:15 2:20 2:25 MS. C. YOUNG 2001-2002 FIFTH GRADE ROOM20 PROBLEM OF THE DAY SCIENCE - **8:15-9:15 COUNSELOR SOCIAL STUDIES SNACK/JOURNAL MUSIC SPELLING LUNCH/RECESS RES1ROOM MATH DEAR DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS PROBLEM OF THE DAY READING (WHOLE GROUP) COMPUTER LAB* SOCIAL STUDIES SNACK JOURNAL SCIENCE READING (SMALL GROUP) LANGUAGE LUNCH/RECESS MATH P.E.* DEAR DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS *CHECK WITH MS. SMITH ABOUT P.E. - SUB. CAN NOTT AKE STUDENTS TO THE REC. ALONE. SUB. MUST STAY WITH CLASS FOR P.E. WEDNESDAY 7:35-8:00 8:00-8:45 8:45-9:25 9:25-10:00 10:00-10: 15 10:15-11:00 11 :00-11 :45 11 :45-12:25 12:25-1 :05 1:05-2:00 2:00-2:15 2:15 2:20 2:25 THURSDAY 7:35-8:00 8:00-8:40 8:40-9:17 9:17-10:00 10:00-10:15 10:15-10:55 10:55-11:55 11:55-12:25 1:05-2:00 2:00-2:15 2:15 2:20 2:25 FRIDAY 7:35-8:00 8:00-8:40 8:40-9:20 9:20-10:00 10:00-10:15 10:15-11:00 11 :00-11 :30 PROBLEM OF THE DAY SPELLING LIBRARY SCIENCE SNACK/JOURNAL SOCIAL STUDIES READING LANGUAGE LUNCH/RECESS MATH DEAR DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS PROBLEM OF THE DAY SCIENCE COMPUTER LAB SOCIAL STUDIES SNACK/JOURNAL READING LANGUAGE SPELLING PRE-TEST (PLEASE CHECK \u0026amp; RETURN KEEP lO0'S, THEY CAN EXCHANGE \u0026amp; CHECK) MATH DEAR DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS PROBLEM OF THE DAY SCIENCE SOCIAL STUDIES ART/MUSIC -CHECK PLAN BOOK JOURNAL/SNACK LANGUAGE SPELLING TEST 11:30-12:00 12:00-12:25 12:25-1:05 1:05-2:00 2:00-2:15 2:15 2:20 2:25 P.E. * DEAR LUNCH/RECESS MATH READ \u0026amp; HA VE STUDENTS PASS OUT WEEKS PAPERS DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS *CHECK WITH MS. SMITH ABOUT P.E. - SUB. CAN NOT TAKE STUDENTS TO THE REC. ALONE. SUB. MUST STAY WITH CLASS FOR P.E. - Mrs. Smith Schedule 2001-2002 MONDAY \u0026amp; FRIDAY 7:45-8:00 Take Attendance 8:00-8:20 Problem of the Day 8:20-8:50 Spelling 8:50-9:10 Bathroom Break 9:10-9:55 Reading 9:55-10:25 Language Arts 10:25-10:50 Writing 10:50-11:20 Social Studies 11:20-12:10 Math 12:10-12:25 Bathroom Break 12:30-1:10 Lunch/Recess 1:10-1:20 Bathroom Break 1:20-1:50 Science/Heal ff!. 1:50-2:15 DEAR 2:15- Bus Students 2:20 Daycare/Walkers/Car Riders Mrs. Smith Schedule - 2001-200-2 TUESDAY \u0026amp; WEDNESDAY 7:45-8:00 Take Attendance 8:00-8:20 Problem of the Day 8:20-8:50 Spelling 8:50-9:10 Batl1r0Qm Break 9:10-9:55 Reading 9:55-10:25 Language Arts 10:25-10:50 Social Studies/Science 10:40-11:17 Computer Lab/Counselor - 11:17-12:05 Matll- 12:05-12:20 Bathroom Break 12:30-1:10 Lunc/1/Recess 1:15-1:25 Bathroom Break 1:25-2:00 PE/ART/MUSIC 2:15 B.us students 2:20 Daycare/Car riders/Walkers- 2:15- Bus Students 2:20 Daycare/Walkers/Car Riders - Mrs. Smith Schedule - 2001-2002 THURSDAY 7:45-8:00 Take Attendance 8:00-8:20 Problem of the Day 8:20-8:50 Spelling 8:50-9:10 Bathroom Break 9:10-9:55 Reading 9:55-10:25 Language Arts 10:25-10:50 Social Studies/Science 10:40-11:17 Computer Lab/Counselor 11:17-12:05 Math 12:05-12:20 Bathroom Break 12:30-1:10 Lunch/Recess 1:15-1:25 Bathroom Break 1:25-2:00 Science/Health 2:15 Bus students 2:20 Daycare/Car riders/Walkers 2:15- Bus Students 2:20 Daycare/Walkers/Car Riders 7:35-7:45 7:45-10:45 10:45-11 :00 11 :00-12:00 12:00-12:50 12:50-1:15 1 :15-2:00 12:45-1:30 1 :30-2:00 2:00-2:15 2:15 2:35-3:05 Schedule Jennifer Beranek Prep. for Model Classes In Joshua or Cooley's Room Reflection Log Lunch/Planning Time Work with a small group not in model class for professional growth. Reflection Log, Prepare for Writers Workshop Writers Workshop Monday Cooley Tuesday Joshua Wednesday Joshua Thursday Cooley Friday Webb or Burks Friday Organize and inventory books and materials in book room for K-3 teachers. Reflection log Duty Planning except on Wednesday. Literacy Team meetings on Wednesday. SCHEDULE for Barbara Culpepper 7:45 - 8:30 - First grade literacy group 8:30 - 9:10 - Second grade booster group 9:10 - 10:00 - Reading Recovery 10:00 - 10:20 - Travel to North Heights 10:20 - 11:05 - Reading Recovery 11:05 - 11:45 - Lunch 11 :45 - 12 :20 - Reading Recovery 12:20 - 12:55 - Reading Recovery 12:55 - 1:30 - Reading Recovery 1:30 - 2:05 - First grade literacy group 7:35-8:00 MRS. C. FIEG 2000-2001 MTL ROOM29 PLANNING FOURTH GRADE TIME SLOTS 8:00-8:50 8:55-9:45 9:50-10:40 10:45-11 :35 11 :35-12:35 NEWTON O'DELL THURMAN DOMBROSKI LUNCH/PLANNING - TIIlRD GRADE TIME SLOTS 12:35-1:20 1:25-2:10 GRISSOM - FIRST SEMESTER REEVES - SECOND SEMESTER MCCONNAUGHHAY - FIRST SEMESTER KILGORE - SECOND SEMESTER MRS. C. HUTCIDNSON TUTORING ROOM#12 MONDAY \u0026amp; WEDNESDAY 9:00-9:30 9:30-10:00 10:00-10:30 11 :00-11 :30 THURMAN DOMBROSKI O'DELL NEWTON TUESDAY \u0026amp; THURSDAY 8:00-8:30 9:30-10:00 10:00-10:30 BINGHAM YOUNG SMITH MRS. C. HUTCHINSON COMPUTER LAB 2001-2002 ROOM 12 N MONDAY AND WEDENESDA Y 8:00-8:37 WOODY 8:40-9:17 S.WILLIAMS 9:20-9:57 KILGORE 10:00-10:37 WALDORF 10:40-11:17 REEVES 11 :20-11 :57 O'DELL 12:00-12:37 BURKS 12:40-1: 17 WEBB PLANNING TIME BUS DUTY  MRS. C. HUTCHINSON COMPUTER LAB 2001-2002 ROOM 12 TUESDAY AND THURSDAY 8:00-8:37 THURMAN 8:40-9:17 YOUNG 9:20-9:57 GRISSOM 10:00-10:37 A. WILLIAMS 10:40-11:17 SMITH 11 :20-11 :57 BINGHAM 12:00-12:37 COOLEY 12:40-1:17 JOSHUA PLANNING TIME BUS DUTY  8:00-8:25 8:25-8:50 8:50-9: 15 9:20-9:45 9:45-10:10 10:10-10:45 10:50-11 :30 11 :35-12:40 12:40-1: 10 1:10-1:35 1:35-2:00 MRS. C. HUTCHINSON COMPUTER LAB 2001-2002 ROOM 12 DOMBROSKI - READING DOMBROSKI - MA TH DOMBROSKI - LANGUAGE MCCONNAUGID-IA Y - READING MCCONNAUGID-IAY-MATH MCCONNAUGID-IAY-LANUAGE 5TH GRADE (ALTERNATE) SMITH - SEPT., DEC., MAR. BINGHAM - OCT., JAN., APR. YOUNG - NOV., FEB., MAY LUNCH \u0026amp; PLANNING TIME NEWTON - READING NEWTON - MATH NEWTON - LANGUAGE  READING RECOVERY/EARLY LITERACY SCHEDULE - JORGENSON 8:00- 8:50 Group 1 8:50- 9:40 Group 2 9:40-10:30 Group 3 10:30 - 11 :00 Reading Recovery 11 :00 - 11 :40_ Lunch 11:40-12:15 Reading Recovery 12:15-12:50 Reading Recovery 12:50-1:25 Reading Recovery 1 :25 - 2:10 Reading Recovery 2:15 Hall Duty  8:00-9:30 9:30-11 :00 11 :00-12:25 12:25-1:05 l :05-1 :40 1 :40-2: 15 MRS.D.LEE 2001-2002 RESOURCE ROOl\\1127 READING-LA.i'-l\"GUAGAER TS READING-LANGUAGE ARTS READING-LA.i\"\"TGUAGAER TS LUNCH i\\tfATH ivlATH  7:00 - 7:30 7:30 - 8:00 8:00 - 12:20 12:20 - 1:00 1:00 - 2: 15 2:15 - 3:05 MRS. D. SETTLES ROOM2 INTERVENTION CAFETERIA DUTY HALL DUTY INTERVENTION/TUTORING LUNCH INTERVENTION/TUTORING BUS DUTY  8:00-9:25 9:30-10:55 11 :00-12 :25 12:25-1 :05 1 :05-1 :40 1 :40-2: 15 MRS. V. STEADMAN 2001-2002 RESOURCE ROOMl READING GROUP 1 READING GROUP 2 READING GROUP 3 LUNCH MATH GROUP 1 MATHGROUP2 I 8:00-8:15 8:15-8:55 9:00-9:40 9:45-10:25 10:30-11:15 11:30-12:15 12:30-1:10 1:15-1:45 1:50-2:15 2:15  MRS. M. TOUCHSTONE ESL 2001-2002 ROOM29 SPANISH WORD OF THE DAY GROUP I/FIRST GRADE - MON. \u0026amp; WED. GROUP 2/FIRST GRADE - TUES \u0026amp; THURS. FIRST GRADE TUTORING - FRI. GROUP I/SECOND GRADE - TUES \u0026amp; THURS. GROUP 2/SECOND GRADE - MON. \u0026amp; WED. SECOND GRADE TUTORING - FRI. GROUP 1/fHIRD GRADE - MON. \u0026amp; WED. GROUP 2/fHIRD GRADE - TUES. \u0026amp; TffiJRS. TIDRD GRADE TUTORING - FRI. LEVEL I FIFTH GRADE - MON., WED., \u0026amp; FRI. FIFTH GRADE TUTORING - TUES. \u0026amp; THURS. LUNCH KINDERGARTEN -MON.-THURS. SWOD - FIR.DAY PARENT CONT ACT - MON., WED., \u0026amp; FRI. TRANSLATIONS - TUES. \u0026amp; THURS. ESL BUS DUTY I 8:00-8:30 8:30-9:00 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11 :00 MS. P. SHOEMAKER SPEECH 2001-2002 ROOM3 GROUP 1 GROUP2 GROUP3 GROUP4 GROUP 5/MEDICAID GROUP 6 ON TIJESDA Y AND THURSDAY I 7:40 - 3:00 8:00 - 8:30 9:00 - 9:30 9: 30 - 10:00 10:00 - 10: 30 10:30 - 10:45 10:45 - 11:25 11: 30 - 12 :00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1: 30 - 2: 15 2: 15 MRS. M. WILLARD ROOMS 1 7 , 16 , 15\nAND 14 TITLE I AIDE . HELP SETTLE IN CHILDREN AND WHERE NEEDED WRIGHT VARGAS. THOMAS TURNER LAP READING HELP GET READY FOR LUNCH LUNCH TURNER THOMAS VARGAS WRIGHT PLANNING TIME BUS DUTY DAILY I 7:35 - 12:20 12:20 - 1:00 1:00 - 2:00 2:15 - 3:05 MRS. C. WOODS TITLE I AIDE LYNCHD RIVE/LUNCH/TRAVEL INTERVENTION EARLY SUCCESS GROUPS BUS DUTY I tvlARY WALKER/LINDA CHANCELLOR COUNSELORS ROOM4 2001 -2002 GRADES K-2 (FIRST WEEK CLASSES) WILL tvIEET ON THE FOLLOWING WEEKS: SEPT. 3 DEC. 10 APR. 1 SEPT. 17 JA.i'-l\"1. APR. 15 OCT. 1 JA.i'-l\"1.4 APR. 29 OCT. 15 JA.i'-l\"2.8 i\\tIAY 13 OCT. 29 FEB. 11 NOV. 12 FEB. 25 NOV. 26 MAR. 11 GRADES 3-5 (SECOND WEEK CLASSES) WlLL MEET ON THE FOLLOWING WEEKS: SEPT. 10 DEC. 17 APR. 3 SEPT. 24 JA.i'-T7. APR. 22 OCT. 8 J_-\\.:-1:1 , :vL-\\Y 6 OCT. 22 FEB.4 1'vL-Y\\. .20 NOV.5 FEB. 18 NOV. 19 MAR.4 DEC.3 1'1AR. 18 YOU WILL BE NOTIFIED WHEN CLASSES MUST BE CA.i'-l\"CELLED DUE TO TESTING, ILLNESS OR COUNSELING EMERGENCIES. I M. Walker Counseling Schedule 8-24-0 l North Heights Elementary School FIRST WEEK SCHEDULE/ Lower Grades MONDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 I 0:05 - l 0:35 10:35 - I 1:00 11:05-11:45 11 :50 - 12:20 12:30 - 1:00 1:00 - 1:30 l :35 - 2:05 2:05 - 2:15 2: 15 - 2:30 2:30 - 3:05 TTJESDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 10:00 - 10:50 10:50 - 11 :30 11:30 - 11 :55 12:00 - 12:30 12:40-1:10 1:10 - 1:30 I :35 - 2:05 2:05 - 2:15 2: 15 - 2:30 2:30 - 3:05 Bookstore Duty Observations/ Parent Conferences Planning Time Student Needs Assistance/ Individual Counseling A. WILLIA.iv!S' CLASS - SECOND GRADE Individual Counseling Lunch Time COOLEY'S CLASS - FIRST GRADE JOSHUA'S CLASS - FIRST GRADE Individual Counseling Small Group Counseling D.E.A.R. Other Couneling Duties Teacher Consultations/ Parent Conferences Bookstore Duty Parent Conferences/ Individual Counseling Observations/ Phone Outreach Planning Time Student Needs Assistance:' Individual Counseling Lunch Individual Counseling WRlGHTS CLASS - KINDERGARTEN TURNER'S CLASS - KINDERGARTEN Individual Counseling Small Group Counse!ing D.E.A.R.. Front Hall Duty Staff Meeting WEDNESDAY [Mrs. Walker] [Ms. Chancellor] 7:35 - 8:00 8:00 - 8:45 8:45 - 9:20 9:20 - 10:00 10:00 - 10:50 10:50 - 11:30 I I :35 - 12:05 12: 10 - 12:45 12:50 - 1:20 I :30 - 2:05 2:05 - 2:15 2: 15 - 2:30 2:30 - 3:05 Bookstore Duty Parent Converences/ Observations Phone Outreach/ Individual Counseling Planning Time Individual Counseling Lunch WEBB'S CLASS - FIRST GRADE Individual Counseling BURK'S CLASS - FlRST GRADE Small Group Counseling D.E.A.R.. Other Counseling Duties Parent Conferences/ Teacher Consultations 9:20 - 9:50 11:20 - 11:50 2001-2002 VARGAS' CLASS - KIND. THOMAS' CLASS - KIND. I FIRST WEEK SCHEDULE CONTINUED THURSDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 10:00 - 10:40 10:40 - 11:20 11 :20 - 11 :50 11:50 - 1:30 1:35 - 2:05 2:05-2:15 '.:: 15 - 2:30 2:30 - 3:05 FRlDAY 7:35 - 8:00 3:05 - 8:35 3:45-9:15 9:20 - 10:00 10:05 - 10:35 10:35-11:15 11:15-11:55 12:00 - 12:40 12:40 - l :20 1:20 - 2:05 2:00 - 2: 15 2: 15 - 2:30 2:30 - 3:05 Bookstore Duty Parent Conferences/ Individual Counseling Observations/ Phone Outreach Planning Time Individual Counseling Lunch Student Needs Assistance Individual Counseling Small Group Counseling D.E.A.R. Front hall duty Parent Conferences/ Teach er Consultations Bookstore Duty WOODY'S CLASS - SECOND GRADE S. WILLIAMS' CLASS - SECOND GRADE Observations/ Individual Counseling WA LDOR..,\n-,SC LASS - SECOND GRADE Planning Time Lunch Home Visits/ Phone Outreach Individual Counseling Student Recognition/ Individual Counseling D.E.A.R. Other counseling duties Parent conferences/ Teacher Consultations I M Walker Counseling Schedule 8-24-01 North Heights Elementary School 2001 - 2002 SECOND WEEK SCHEDULE MONDAY 7:35 - 8:00 8:05 - 8:35 8:45 - 9:15 9:25 - 9:55 10:10 - 10:30 10:30- 11:10 11 :20 - 11 :50 11 :50 - 12:30 12:30 - 1:30 1:35 - 2:05 2:00 - 2:15 2: 15 - 2:30 2:30 - 3:05 TUESDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 10:00 - 10:40 10:40- 11:00 11:00 - 11:40 11:40- 12:40 12:40 - 1:30 I :35 - 2:05 2:05 - 2:15 2:15 - 2:30 2:30 - 3:05 Bookstore Duty Parent Conferences/ Observations YOUNG'S CLASS - FIFTH GRADE GRISSOMS CLASS - THIRD GRADE Student Needs Assistance/ Individual Counseling Lunch BINGHAM'S CLASS - FIITH GRADE Planning Time Individual Counseling Small Group Counseling D.E.A.R. Other counseling duties Parent conferences/ Teacher Consultations Bookstore Duty Parent Conferences/ Individual Counseling Observations/ Phone Outreach Planning Time Individual Counseling Student Needs Assistance Lunch Home Visits/ Individual Counseling Individual Counseling Small Group Counseling D.E.A.R. Front Hall Duty Staff Meeting WEDNESDAY (Mrs. Walker] [Ms. Chancellor] 7:35 - 8:00 8:05 - 9: 15 9:20 - 10:00 10:00 - 10:35 10:40 - 11:10 11:10-11:50 12:55 - 12:35 12:40 - 1:10 1:10-1:30 l :35 - 2:05 2:05 - 2:15 2: 15 - 2:30 2:30 - 3:05 Bookstore Duty Observations/ Ind. Counseling Planning Time Individual Counseling 8:05 - 8:35 8:50 - 9:20 SMIIBS CLASS - FITTH GRADE Lunch Planning Time KILGORE'S CLASS - THIRD GRADE Individual Counseling Small Group Counseling D.E.A.R. Other Counseling Duties Parent Conferences/ Teacher Consultations DOMBROSKI'S CLASS - FOURTH GR. THURMAN'S CLASS- FOURTH GR. I SECOND WEEK SCHEDULE CONTINUED THURSDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 10:00 - 10:35 10:40-11:10 11:20 - 11:50 11 :55 - 12:35 12:35 - 1:30 1:35 - 2:05 2:05-2:15 2:15 - 2:30 2:30 - 3:05 FRIDAY 7:35 - 8:00 8:00 - 8:30 8:30- 9:10 9:10 - 9:40 9:40 - 10:35 10:40 - 11:10 11:15 - 11:55 12:00 - 12:40 12:45 - 1:15 1:20 - 2:00 2:00-2:15 2: 15 - 3:05 Bookstore Duty Parent Conferences/ Individual Counseling Planning Time Phone Outreach/ Observations Individual Counseling NEWTON'S CLASS - FOURTH GRADE O'DELL'S CLASS - FOURTH GRADE Lunch individual Counseling Small Group Counseling O.E.A.R. Front hall duty Parent Conferences/ Teacher Consultations Bookstore Duty CHAMPS Planning Time Student Needs Assistance Individual Counseling REEVES' CLASS-THIRD GRADE Lunch Home Visits/ Phone Outreach MCCONNAUGHHA Y'S CLASS - THIRD GRADE Student Recognition/ Individual Counseling 0.E.A.R. Teacher Consultation -  Quest Schedule. North Heights/ Amboy /Glenview 2001-2002 Monday-North Heights 7:35-8:00 8: 00-9: 15 9:20-10:35 10:40-12:00 12:00-12:40 12:45-2:15 2:15-3:05 Hall Duty/Planning Group Study-Third Grade Group Study-First/Second Grades Group Study-Fourth Grade Lunch Group Study-Fourth Grade Bus Duty/Hall Duty/Planning Time Tuesday-Amboy /NORTH HEIGHTS 7:35-8:00 8:00-9:15 9: 15-10: 30 10:30-11:00 11:00-12:15 12:15-12:55 1:00-2:15 2:15-3:05 Hall Duty/Planning Math Olympiad/Fifth Grade Math Olympiad/Fourth Grade Close/Travel to North Heights Group Study-Fifth Grade Lunch Whole Group-Third Grade Bus Duty/Hall Duty/Planning Time Wednesday-North Heights 7:35-8:00 8:00-9:15 9:20-10:30 10:35-12:00 12:00-12:40 12:40-1:45 1:45-2:15 2:15-3:05 Hall Duty/Planning Math Olympiad-Fourth Grade Problem Solving-Third Grade Math Olympiad-Fifth Grade Lunch Problem Solving-First/Second Independent Study/Production Bus Duty/Hall Duty/Planning Time  Thursday-Glenview\nNORTH HEIGHTS 7:35-8:00 8:00-9: 15 9:15-10:00 10:00-10:30 10:30-11:00 11\\:00-12:20 12:20-1:00 1:00-2:15 2:15-3:05 Planning Math Olympiad-Fifth Grade Problem Solving-Fourth Grade Independent Study/Production Close and travel to North Heights Math Olympiad-Fourth Grade Lunch Independent Study/Production Bus Duty/Hall Duty/Planning Friday-North Heights  7:35-8:00 8:00-9:10 9:15-10:25 10:25-11:45 11:45-12:25 12:25-2:15 Hall Duty/Planning Whole Group- First/Second Grade Whole Group-Fourth Grade Whole Group-Fifth Grade Lunch Planning/Due Process Alternate Friday afternoons at Amboy, Glenview, and North Heights.  Day Monday Tuesd:1y \\Vednesday Thursday Friday FINAL COPY Rec Center PE Schedules 2000 - 2001 Time 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 2:00 12:00 - 12:30 12:30 - 1:00 l.::00 - 1:30 1:30 - 2:00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 2:00 10:30-11:00 11:00 - 11:30 11 :.30 - 12:D0 L::.3.J - 1:00 1:00 - 1:30 1 :30 - 2:00 10:30 - 11:00 11:00-11:30 11:30 - 12:00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 2:00 ThonrnsNargas Thurman/Newton Kilgo1e/Grissom Burks/Webb Reeves/McConnaughhay Smith/Young Wright/Thomas O'Dell/Dombroski Cooley/Joshua Reeves/lYicConn:1 ugh h::y Turner/Wrigln ..... ~ ~ . J1.J .. . \\..\n1 ,, :\n.Ju .--\\. \\V\nJli:1ms,\"\\V:1ido!: KilgoreiGrissom Binglwm Woody/S. Williams Thurman/Newton Smith/Young Cooley/Joshua ThomasNargas A. Williams/Waldorf O'Dell/Dombroski 9-14-01 See .Jann Pham if there is a conflict with the Rec Center time scheduled for your class. Reminder: This is an organized P.E. time. Please be sure that when two classes are - scheduled that both teachers are present. - MEDIA CEN-iR SCHEDULE 2001 - 2002  - TJMB ____ _MON._ 'lUES. WED. \"1 IIURS. FRI. 7:35-7:55 l'REB FLOW !'REH Pl.OW 1'1\\Flil'J,OW l'P HE FLOW !'REI! !'LOW 8:00-8:40 .. WOODY TIIURMAN ll' \u0026gt;MDROSKI ## 8:45-9:25 .. S. WILLIAMS Y\u0026lt;HJNc\n## 9:30-L0:l0 VARGAS MCCUNNAUGIIII A Y c\n1\\ISSOM Y ILGORE ## 10.LH0:55 NEWTON WJ\\LDORI' A. WJI.I.IA~ts n llELL ## ll:00-ll:40 LUNCH REEVES 1.UNCI\\ t.\u0026lt;\u0026lt;NCH LUNCH ll:45-li:25 THOMAS LUNCH nlMGIJAM 5111TH ## 12:30-l:l0 WRIGHT BURKS U\u0026gt;OLFY MONITOR MEETING l:l 5-1 :55 JOSHUA WEDO '1111\\NER ## OTHER MEDIA DUTIES #t/COMPUTllR Oil RESEARCH SIGN-UP TIMES OFFICE PHONE: (501) 771-8180 ., JVmdt ~ 8~ fJJchcd  ~================================================'= I 4901 NORTH ALLEN STAFFL ISTING- 2001-2002 JENNIFEBRE RANEK JUDYB INGHAM SCIPIO BROWN AMYB URKS LINDAC HANCELLOR KARI COOLEY BARBARCAU LPEPPER TERRI DOMBROSKI MARLYO UF ERGUSON MARTHFAE/ JELL CATRENFAIE G KIM GRISSOM CARMHAE SS CONNIHEU TCHINSON LIZ JORGENSON LESLIEJ OSHUA DANYIAKLIL GORE DEEDRLAE E TRACMY CCONNAUGHHAY ELIZABETMHC NULLY MARGARMEOTN K JENNIFENR EWTON CONNI0E1 DELL JANNP HARO KIM REEVES DORISS ETTLES PATTYSH OEMAKER STACYSM ITH DANSAN OWDEN VICKI STEADMAN LISA TERRY CARLINTEH OMAS RACHETLH URMAN MARIATO UCHSTONE LULAT URNER MARIBEVLA RGAS ERIC WALDORF MARWY ALKER CORRIWE EBB MARTHWAIL LARD AMYW ILLIAMS SHEILAW ILLIAMS CELESTWI OODS PILARW OODY PAIGEW RIGHT CASEY OUNG NORTH LITTLE ROCK, ARKANSAS 72118 LITERACCYO ACH FIFTH GRADE CAMPUSSU PERVISOR FIRST GRADE COUNSELOR FIRST GRADE READINRGE COVERY FOURTGHR ADE G/T NURSE MATSHP ECIALIST THIRDG RADE SECRETARY COMPUTLEARB M GR. READINRGE COVERY FIRST GRADE THIRDG RADE RESOURCE THIRDG RADE TUTOR MEDIASP ECIALIST FOURTGHR ADE FOURTGHR ADE ASSISTANPTR INCIPAL THIRDG RADE INTERVENTION SPEECH FIFTH GRADE PRINCIPAL RESOURCE SECRETARY KINDERGARTEN FOURTGHR ADE ESL KINDERGARTEN KINDERGARTEN SECONGDR ADE COUNSELOR FIRST GRADE TITLE I SECONGDR ADE SECONGDR ADE TITLE I SECONGDR ADE KINDERGARTEN FIFTH GRADE ROOM#2 9 ROOM#2 8 OFFICE ROOM#9 ROOM#4 ROOM#1 1 ROOM#3 1 ROOM#2 2 ROOM#1 8 OFFICE ROOM#2 9 ROOM#3 3 OFFICE ROOM#1 2 ROOM#3 1 ROOM#1 0 ROOM#2 4 ROOM#2 7 ROOM#3 2 ROOM#2 4 MEDIAC ENTER ROOM#3 0 ROOM#2 1 OFFICE ROOM#2 5 ROOM#2 ROOM#3 ROOM#1 9 OFFICE ROOM#1 OFFICE ROOM#1 6 ROOM#2 3 ROOM#2 9 ROOM#1 5 ROOM#1 7 ROOM#7 ROOM#4 ROOM#8 STAGE ROOM#6 ROOM#5 STAGE ROOM#2 6 ROOM#1 4 ROOM#2 0 ..   NORTH LITTLE ROCK SCHOOL DISTRICT 2001-2002 SCHOOL PROFILE School: PARK HILL ELEMENTARY SCHOOL Grade: K-5 Principal: CAROL A THORNTON Race/Gender: B/F Assistant Principal: Race/Gender: Assistant Principal: Race/Gender: Assistant Principal: Race/Gender: Secretary: SANDRA WOOD Race/Gender: W/F    SCHOOL PROFILE Table of Contents * Staff Staff Changes * Staff Attendance (Certified) * Staff Attendance (Classified) * School Enrollment Elementary Secondary Special Programs Special Education Four Year Comparison * Class Enrollment (Elementary) * Course Enrollment (Secondary) Extended Educational Programs School/District lntitiated Honors and Awards Committee/Parental Involvement Extracurricular Activities Tryout Information * Student Attendance (After Nine Weeks) Students Retained Subject Area Courses Failed (Secondary) Graduation Information Dropout Statistics (Previous Semester) Achievement/Assessment Data Staff Development Update (Certified) Staff Development Update (Classified) * Discipline Information (After Nine Weeks) Comprehensive Outcome Evaluation (COE) Survey Results Annual School Improvement Plan *INFORMATION TO BE FURNISHED BY COMPUTER SERVICES Page 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     SCHOOL: STAFF 2001-2002 FULL Tl ME PART TIME POSITION WHITE BLACK OTHER WHITE BLACK OTHER  M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS 1 1 CLASSROOM TEACHERS 12 1 1 14 SPEC EDUC TEACHERS 3 3 MEDIA SPECIALISTS 1 1 GIT FACILITATORS 1 1 SPEECH THERAPIST 2 2 COUNSELORS 1 1 READING RECOVERY 1 1 H.O.T.S. !TOTAL CERTIFIED TEACHER AIDES 2 3 5 CLERICAL STAFF 1 1 SOCIAL WORKERS CUSTODIANS 1 1 2 CAFETERIA WORKERS 1 1 2 COMPENSATORY AIDES LUNCH AIDES 3 2 5 CROSSING GUARDS 1 1 INTERVENTION AIDE PARENT COORDINATOR !TOTAL CLASSIFIED Page 1 Ref: DES00l Staff -43 Park Hill Elementary Page 1 Date: 10/15/01 Based on Base Location -Time: 15:40:09 ---WHITE--- ---BLACK--- ---OTHER--- POSITION Male Female Male Female Male Female Administrators 0 0 0 1 0 0 1 Regular Classroom Teachers 0 11 0 1 0 1 13 Special Education Teachers 0 3 0 0 0 0 3 Media Specialists 0 0 0 1 0 0 1 Counselors 0 1 0 0 0 0 1 Teacher Aides 0 2 0 3 0 0 5 Clerical Staff 0 1 0 0 0 0 1 Custodians 0 0 1 1 0 0 2 Cafeteria Workers 0 3 0 1 0 0 4 Lunch Aides/Crossing Guards 0 2 1 4 0 0 7 Totals 0 23 2 12 0 1 38    SCHOOL: STAFF 2001-2002 (CHANGES AFTER OCTOBER) FULL TIME PART TIME POSITION WHITE BLACK OTHER WHITE BLACK OTHER M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS CLASSROOM TEACHERS SPEC EDUC TEACHERS MEDIA SPECIALISTS GIT FACILITATORS SPEECH THERAPIST COUNSELORS !TOTAL CERTIFIED TEACHER AIDES CLERICAL STAFF SOCIAL WORKERS CUSTODIANS CAFETERIA WORKERS COMPENSATORY AIDES LUNCH AIDES CROSSING GUARDS !TOTAL CLASSIFIED Page 2    CERTIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 3 Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Certified Staff Absences PAGE Race / Gender Tot-Emp Black - Female Black - Male White - Female White - Male Other - Female Other - Male 3 15 l by Race and Sex School 43 PARK HILL ELEM K-6 14.5 7.5 l.0 7-8 9-10 3 11-12 Other    CLASSIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 4 Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Classified Staff Absences PAGE Race / Gender Tot-Emp Black - Female Black - Male White - Female White - Male Other - Female Other - Male 9 2 8 by Race and Sex School 43 PARK HILL ELEM K-6 28.5 1.0 36.5 7-8 9-10 4 11-12 Other  SCHOOL:  ELEMENTARY 2001-12 SCHOOLE NROLLMENT GRADE TT WHITE TOTAL BLACK TOTAL OTHER TOTAL LEVEL ):): M F WHITE M F BLACK M F OTHER TOTAL # 0 0 0 0 PRE- K % # 18 8 26 8 12 20 0 46 KINDERGARTEN % 39% 17% 57% 17% 26% 43% # 5 4 9 10 11 21 1 1 31 FIRST % 16% 13% 29% 32% 35% 68% 3% 3% # 7 8 15 8 12 20 1 1 36 SECOND % 19% 22% 42% 22% 33% 56% 3% 3% # 9 7 16 9 10 19 2 2 37 THIRD % 24% 19% 43% 24% 27% 51% 5% 5% # 12 9 21 19 11 30 1 2 3 54 FOURTH % 22% 17% 39% 35% 20% 56% 2% 4% 6% # 8 11 19 8 10 18 1 1 38 FIFTH % 21% 29% 50% 21% 26% 47% 3% 3% TOTAL # 59 47 106 62 66 128 4 4 8 242 GRADES1 -5 % 24% 19% 44% 26% 27% 53% 2% 2% 3% Page 5 \u0026lt; e .P: SCH611D CLASS ENROLLMENT Page 1 )ate: 10/15/01 PARK HILL ELEMENTARY SCHOOL iime: 15: 54: 54 Teacher -l,ih i te- -Black- -Other- :each er Name CourseSec Course Title Sex Race M F M F M F Tot m4ts 1 AR101 5 ART F H 2 2 2 5 11 )AVID 1 AR101 6 ART F w 3 2 5 6 16 1ELVIN 1 AR101 18 ART F w 1 2 1 4 AR101 ART 6 4 9 12 31 ,MITH 1 AR201 7 ART F w 3 5 4 6 1 19 :OLCLASURE 1 AR201 8 ART F w 4 3 7 4 18 iELVIN 1 AR201 18 ART F w i 1 AR20i ART 8 8 ii 10 i 38 :.EEDY 1 AR301 9 ART F w 4 6 3 5 1 19 3ULLIVAN 1 AR301 10 ART F w 4 4 5 3 1 17 AR301 ART 8 10 8 8 2 36 1EPPER 1 AR401 13 ART F l.J 4 4 7 8 1 24\nILL I AM 1 AR401 14 ART F w 1 4 5 ~RAMBLE-IVORY i AR401 15 ART F B 7 6 7 4 1 25 AR401 ART 12 10 18 12 1 i 54 HLLIAM 1 AR501 14 ART F w 1 3 4 : OK 1 AR501 19 ART F w 3 6 3 5 1 18 )EAL 1 AR501 20 ART F w 4 6 2 5 17 AR501 ART 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 /I-AM 1 ELM 14 BA SELF CONT F l,I 2 -, I 9 1ELVIN 1 ELM 18 BA SELF CONT F w 5 2 1 8 ELM BA SELF CONT 7 9 1 17 DEPT TOTALS 7 9 1 17 l  RRAS 1 EN101 5 ENGLISH F H 2 2 2 5 11 )AVID 1 EN101 6 ENGLISH F w 3 2 5 6 16 1ELVIN 1 EN101 18 ENGLISH F l.J i 2 i 4 EN101 ENGLISH 6 4 9 12 31 ,MITH 1 EN201 7 ENGLISH F w 3 5 4 6 1 19 : LC LASURE 1 EN201 8 ENGLISH F w 3 3 7 4 17 1ELVIN 1 EN201 18 ENGLISH F w 1 1 EN201 ENGLISH 7 8 11 10 1 37 :.EEDY 1 EN301 9 ENGLISH F w 4 6 2 5 1 18 ,ULLIVAN 1 EN301 10 ENGLISH F l.J 4 4 5 3 1 17 EN301 ENGLISH 8 10 7 8 2 35 1EPPER 1 EN401 13 ENGLISH F w 4 4 7 8 1 24 HLLIAM 1 EN401 14 ENGLISH F w 1 4 5 -RAMBLE-IVORY 1 EN401 15 ENGLISH F B 7 6 7 4 1 25 EN401 ENGLISH 12 10 18 12 1 1 54 H-AM 1 EN501 14 ENGLISH F w 1 3 4 : DK 1 EN501 19 ENGLISH F w 2 3 3 4 1 13 :ef: SCH611D CLASS ENROLLMENT Page 2 iate: 10/ 15/01 PAR~\u0026lt;. HILL ELEMENTARY SCHOOL ime: 15:54: 54 Teacher -White- -Black- -Other- e,er Name CourseSec Course Title Sex Race M F M F M F Tot IE 1 EN501 20 ENGLISH F w 3 5 2 5 15 EN501 ENGLISH 6 8 8 9 1 32 IUGAS 1 EN701 71 ENGLISH RES F w 3 4 1 1 9 EN701 ENGLISH RES 3 4 1 1 9 DEPT TOTALS 42 44 54 52 3 3 198 IONES 1 m, 3 GRADE ~, F w 5 3 4 6 18 iELCH 1 GK 4 GRADE K F w 5 4 4 5 18 iORRAS 1 GK 5 GRADE K F H 2 1 1 4 GK GRADE K 12 8 8 12 40 DEPT TOTALS 12 8 8 12 40 IORRAS 1 Gl 5 GRADE 01 F H 2 2 2 5 11 \u0026gt;AVID 1 Gl 6 GRADE 01 F !,J 3 2 5 6 16 Gl GRADE 01 5 4 7 11 .,, c.., DEPT TOTALS 5 4 7 11 r\"')--J c../ 1MITH 1 G2 7 GRADE 02 F w 3 5 4 6 1 19 : LCLASURE 1 G2 8 GRADE 02 F i,J 4 3 7 4 18 G2 GRADE 02 7 8 11 10 1 37 - DEPT TOTALS 7 8 11 10 1 37 ,EEDY 1 G3 9 GRADE 03 F w 4 6 3 5 1 19 ,ULLIVAN 1 G3 10 GRADE 03 F !,J 4 4 5 3 1 17 G3 GRADE 03 8 10 8 8 2 36 DEPT TOTALS 8 10 8 8 2 36 'EPPER 1 G4 13 GRADE 04 F w 4 4 7 8 1 24 rRAMBLE-IVORY 1 G4 15 GRADE 04 F B 7 6 7 4 1 25 G4 GRADE 04 11 10 14 12 1 1 49 DEPT TOTALS 11 10 14 12 1 .1 49 : OK 1 GS 19 GRADE 05 F w 3 6 3 5 1 18 )EAL 1 G5 20 GRADE 05 F w 4 6 2 5 17 G5 GRADE 05 7 12 5 10 1 35 ~ DEPT TOTALS 7 12 5 10 1 35 ~ iORRAS 1 HL101 5 HEALTH F H c..., 2 2 5 11 )AVID 1 HL101 6 HEALTH F w 3 2 5 6 16 1ELVIN 1 HL101 18 HEALTH F w 1 2 1 4 HL101 HEALTH 6 4 9 12 31\n~,~ASURE 1 HL201 7 HEALTH F w 3 5 4 6 1 19 1 HL201 8 HEALTH F !,J 4 3 7 4 18 1ELVIN 1 HL201 18 HEALTH F !,J 1 1 HL201 HEALTH 8 8 11 10 1 38 lef: SCH611D CLASS ENROLLMENT Page 3 iate: 10/15/01 PARl, HILL ELEMENTARY SCHOOL \"ime: 15: 54:54 Teacher -White- -Black- -Other- e-er Name CourseSec Course Title Sex Race M F M F M F Tot .E y 1 HL301 9 HEALTH F w 4 6 3 5 1 19 1ULLIVAN 1 HL301 10 HEALTH F w 4 4 5 3 1 17 HL301 HEALTH 8 10 8 8 2 36 'EPPER 1 HL401 13 HEALTH F w 4 4 7 8 1 24 :ILL I AM 1 HL401 14 HEALTH F w 1 4 5 \"RAMBLE-IVORY 1 HL401 15 HEALTH F B 7 6 7 4 1 25 HL401 HEALTH 12 10 18 12 1 1 54 :ILL I AM 1 HL501 14 HEALTH F w 1 3 4 DOK 1 HL501 19 HEALTH F w 3 6 3 5 1 18 ,EAL 1 HL501 20 HEALTH F w 4 6 2 5 17 HL501 HEALTH 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 IORRAS 1 HN101 5 HANDWRITING F H 2 2 2 5 11 )AVID 1 HN101 6 HANDWRITING F w 3 ..., c.. 5 6 16 !ELVIN 1 HN101 18 HANDWRITING F w 1 2 1 4 HN101 HANDWRITING 6 4 9 12 31 iMITH 1 HN201 7 HANDWRITING F w 3 5 4 6 1 19 : LC LASURE 1 HN201 8 HANDWRITING F w 4 3 7 4 18 !ELVIN 1 HN201 18 HANDWRITING F w 1 1 - HN201 HANDWRITING 8 8 11 10 1 38\nEEDY 1 HN301 9 HANDWRITING F w 4 6 3 5 1 19 iULLIVAN 1 HN301 10 HANDWRITING F w 4 4 5 3 1 17 HN301 HANDWRITING 8 10 8 8 ..., c.. 36 \u0026gt;EPPER 1 HN401 13 HANDWRITING F w 4 4 7 8 1 24 i!LLIAM 1 HN401 14 HANDWRITING F w 1 4 5 \"RAMBLE-IVORY 1 HN401 15 HANDWRITING F B 7 6 7 4 1 25 HN401 HANDWRITING 12 10 18 12 1 1 54 iILLIAM 1 HN501 14 HANDWRITING F w 1 3 4\n OK 1 HN501 19 HANDWRITING F w 3 6 3 5 1 18 )EAL 1 HN501 20 HANDWRITING F w 4 6 2 5 17 HN501 HANDWRITING 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 iORRAS 1 MA101 5 MATH F H 2 2 2 5 11 )AVID 1 MA101 6 MATH F w 3 2 5 5 15 1ELVIN 1 MA101 18 MATH F w 1 2 1 4 MA101 MATH 6 4 9 11 30 )MITH 1 MA201 7 MATH F w 3 5 4 6 1 19 : LC LASURE 1 MA201 8 MATH F w 4 3 7 4 18 1ELVIN 1 MA201 18 MATH F w 1 1 - MA201 MATH 8 8 11 10 1 38 (EEDY 1 MA301 9 MATH F w 4 6 ..., ,:.. 5 1 18 tef: SCH611D CLASS ENROLLMENT Page 4 )ate: 10/15/01 PARK HILL ELEMENTARY SCHOOL \"ime: 15:54: 55 Teacher -White- -Black- -Other- eier Name CourseSec Course Title Sex Race M F M F M F Tot\nu IVAN 1 MA301 10 MATH F w 4 4 5 3 1 17 MA301 MATH 8 10 7 8 2 35 1EPPER 1 MA401 13 MATH F w 4 4 7 8 1 24 i!LLIAM 1 MA401 14 MATH F w 1 4 5 \"RAMBLE-IVORY 1 MA401 15 MATH F B 7 6 7 4 1 25 t1A401 MATH 12 10 18 12 1 1 54 iILLIAM 1 MA501 14 MATH F w 1 3 4 : K 1 MA501 19 MATH F 1,J 2 4 3 4 1 14 )EAL 1 MA501 20 MATH F w 3 6 2 5 16 MA501 MATH 6 10 8 9 1 34 )UGAS 1 MA701 71 MATH RES F w 2 2 1 2 7 MA701 MATH RES 2 2 1 2 7 DEPT TOTALS 42 44 54 52 3 3 198 iORRAS 1 MU101 5 MUSIC F H ..., 2 2 5 11 C. iAVID 1 MU101 6 MUSIC F w 3 2 5 6 16 1ELVIN 1 MU101 18 MUSIC F w 1 2 1 4 MU101 MUSIC 6 4 9 12 31 3MITH 1 MU201 7 MUSIC F w 3 5 4 6 .1 . 19 :.ASURE 1 MU201 8 MUSIC F w 4 3 7 4 18 1 N 1 MU201 18 MUSIC F w 1 1 MU201 MUSIC 8 8 11 10 1 . 38 (EEDY 1 MU301 9 MUSIC F w 4 6 3 5 1 19 3ULLIVAN 1 MU301 10 MUSIC F 1,J 4 4 5 3 1 17 MU301 MUSIC 8 10 8 8 2 36 'EPPER 1 MU401 13 MUSIC F w 4 4 7 8 1 24 i!LLIAM 1 MU401 14 MUSIC F w 1 4 5 rRAMBLE-IVORY 1 MU401 15 MUSIC F B 7 6 7 4 1 25 MU401 MUSIC 12 10 18 12 1 1 54 iILLIAM 1 MU501 14 MUSIC F w 1 3 4 : OK 1 MU501 19 MUSIC F w 3 6 3 5 1 18 )EAL 1 MU501 20 MUSIC F w 4 6 2 5 17 MU501 MUSIC 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 i  RRAS 1 PE101 5 PHYS ED F H 2 2 2 5 11 )AVID 1 PE101 6 PHYS ED F w 3 2 5 6 16 1ELVIN 1 PE101 18 PHYS ED F w 1 2 1 4 PE101 PHYS ED 6 4 9 12 31 3MITH 1 PE201 7 PHYS ED F w 3 5 4 6 1 19 :.ASURE 1 PE201 8 PHYS ED F w 4 3 7 4 18 1 IN 1 PE201 18 PHYS ED F w 1 1 PE201 PHYS ED 8 8 11 10 1 38 ?ef: SCH611D CLASS ENROLLMENT Page 5 )ate: lOil 5/01 PARK HILL ELEMENTARY SCHOOL \"ime: 15:54:55 Teacher -White- -Black- -Other- e-er Name CourseSec Course Title Sex Race M F M F M F Tot\nE y 1 PE301 9 PHYS ED F w 4 6 3 5 1 19 1ULLIVAN 1 PE301 10 PHYS ED F w 4 4 5 3 1 17 PE301 PHYS ED 8 10 8 8 2 36 \u0026gt;EPPER 1 PE401 13 PHYS ED F w 4 4 7 8 1 24 iILLIAM 1 PE401 14 PHYS ED F w 1 4 5 \"RAMBLE-IVORY 1 PE401 15 PHYS ED F B 7 6 7 4 l 25 PE401 PHYS ED 12 10 18 12 1 1 54 /ILLIAM 1 PE501 14 PHYS ED F w 1 3 4 :OK 1 PE501 19 PHYS ED F w 3 6 3 5 1 18 )EAL 1 PE501 20 PHYS ED F w 4 6 2 5 17 PE501 PHYS ED 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 iDRRAS 1 RE101 5 READING F H 2 2 2 5 11 )AVID 1 RE101 6 READING F w 3 2 5 5 15 1ELVIN 1 RE101 18 READING F w 1 2 1 4 RE101 READING 6 4 9 11 30 iMITH 1 RE201 7 READING F w 4 5 5 6 1 21 : LC LASURE 1 RE201 8 READING F w 4 3 6 4 17 1ELVIN 1 RE201 18 READING F w 1 1 - RE201 READING 9 8 11 10 1 39 \\EEDY 1 RE301 9 READING F w 3 6 1 5 1 16 iULLIVAN 1 RE301 10 READING F w 3 4 5 3 1 t  ,.(:} RE301 READING 6 10 6 8 2 32 'EPPER 1 RE401 13 READING F w 4 4 -,, 8 1 24 nLLIAM 1 RE401 14 READING F w 1 4 5 \"RAMBLE-IVORY 1 RE401 15 READING F B 7 5 7 4 1 24 RE401 READING 12 9 18 12 1 1 53 HLLIAM 1 RE501 14 READING F w 1 3 4 :OK 1 RE501 19 READING F w 2 3 3 4 1 13 )EAL 1 RE501 20 READING F w 3 6 2 5 16 RE501 READING 6 9 8 9 1 33 )UGAS 1 RE701 71 READING RES F w 3 4 ..., 2 11 .L C. RE701 READING RES 3 4 2 2 11 DEPT TOTALS 42 44 54 52 3 3 198 \\EEDY 1 SC301 9 SCIENCE F w 4 6 3 5 1 19 iULLIVAN 1 SC301 10 SCIENCE F w 4 4 5 3 1 17 SC301 SCIENCE 8 10 8 8 2 36 \u0026gt;EPPER 1 SC401 13 SCIENCE F w 4 4 7 8 1 24 il.AM 1 SC401 14 SCIENCE F w 1 4 5 \"R LE-IVORY 1 SC401 15 SCIENCE F B 7 6 7 4 1 25 SC401 SCIENCE 12 10 18 12 1 1 54 ~ef: SCH611D CLASS ENROLLMENT Page 6 )ate: 10/15/01 PARK HILL ELEMENTARY SCHOOL rime: 15:54:56 Teacher -White- -Black- -Other-re, her Name CourseSec Course Title Sex Race M F M F M F Tot iI IAM 1 SC501 14 SCIENCE F w 1 3 4 )EAL 1 SC501 19 SCIENCE F w 3 6 3 5 1 18 )EAL 1 SC501 20 SCIENCE F w 4 6 2 5 17 SC501 SCIENCE 8 12 8 10 1 39 DEPT TOTALS 28 32 34 30 3 2 129  DRRAS 1 SP101 5 SPELLING F H 2 2 2 5 11 )AVID 1 SP101 6 SPELLING F w 3 2 5 5 15 1ELVIN 1 SP101 18 SPELLING F w 1 2 1 4 SP101 SPELLING 6 4 9 11 30 3MITH 1 SP201 7 SPELLING F w 3 5 4 6 1 19 : LC LASURE 1 SP201 8 SPELLING F w 4 3 7 4 18 1ELVIN 1 SP201 18 SPELLING F l,l 1 1 SP201 SPELLING 8 8 11 10 1 38 ~EEDY 1 SP301 9 SPELLING F w 4 6 2 5 1 18 3ULLIVAN 1 SP301 10 SPELLING F l,l 4 4 5 3 1 17 SP301 SPELLING 8 10 7 B 2 35 \u0026gt;EPPER 1 SP401 13 SPELLING F l,J 4 4 7 8 1 24 HLLIAM 1 SP401 14 SPELLING F w 1 4 5 rRAMBLE-IVORY 1 SP401 15 SPELLING F B 7 5 7 4 1 24 - SP401 SPELLING 12 9 18 12 1 1 53 HLLIAM 1 SP501 14 SPELLING F w 1 3 4 : OK 1 SP501 19 SPELLING F w 2 3 3 4 1 13 )EAL 1 SP501 20 SPELLING F w 3 6 2 5 16 SP501 SPELLING 6 9 8 9 1 33 )UGAS 1 SP701 71 SPELLING RES F w 2 4 1 2 9 SF701 SPELLING RES 2 4 1 2 9 DEPT TOTALS 42 44 54 52 3 3 i98 C.EEDY 1 SS301 9 soc STUDIES F w 4 6 3 5 1 19 5ULLIVAN 1 SS301 10 soc STUDIES F w 4 4 5 3 1 17 SS301 soc STUDIES 8 10 8 8 2 36 \u0026gt;EPPER 1 SS401 13 soc STUDIES F w 4 4 7 B 1 24 iILLIAM 1 SS401 14 soc STUDIES F w 1 4 5 rRAMBLE-IVORY 1 SS401 15 soc STUDIES F B 7 6 7 4 1 25 88401 soc STUDIES 12 10 18 12 1 1 54 iILLIAM 1 SS501 14 soc STUDIES F w 1 3 4 : OK 1 88501 19 soc STUDIES F w 3 6 3 5 1 18 :OK 1 SS501 20 soc STUDIES F w 4 6 2 5 17 SS501 soc STUDIES 8 12 8 10 1 39 - DEPT TOTALS 28 32 34 30 3 2 129 SCHOOL TOTALS 491 512 616 592 36 34 2281 PUPIELH RuLLlBiEYHS CTH iluL W1 1\\60-02-064 Ut:IUllt.K 1, :lUUl CURRESNCHT OAOSLS IGHNEHTS ITV: PULASKI DISTRICNTO: RTLHIT TLREO CKSC HOOPAL:R HKI LLE LEnENTARY GRAOSPEA ifi:\u0026lt; -05 !!HITE BLACK HISPA!IICA Silil!/PAI NI! IO/AL!!SA T GRADTOE TAL Ii F 11 F t! r t! r ti F I\u0026lt; 43 15 8 8 12 0 0 ii 0 0 ii 01 31 6 4 9 12 0 0 0 0 0 0 02 38 8 8 11 10 0 1 0 0 0 0 03 36 8 10 8 8 2 0 0 0 0 0 04 55 13 10 18 12 1 1 0 0 0 0 05 37 7 11 8 10 0 1 0 0 0 0 SCHOO2'L10 57 51 62 64 3 3 0 0 0 0 TOTALS 45.0X S2.5X 2.5Z .OX .OX EXCLU19D7E 42 43 54 52 3 3 0 0 0 0 GRlD\u0026lt;/j 43.i X 53.8X 3.0X .OX .OX    SCHOOL: SECONDARY SCHOOL ENROLLMENT 2001-2002 G RADE WHITE TOTAL BLACK TOTAL 0 TH ER TOTAL L E V E L M F WHITE M F BLACK M F OTHER TOTAL # SIX % # SEVEN % # EIGHT % TOTAL # ENROLLMENT % G RADE WHITE TOTAL BLACK TOTAL 0 T H E R TOTAL L E V E L M F WHITE M F BLACK M F OTHER TOTAL # NINE % # TEN % # ELEVEN % # TWELVE % TOTAL # ENROLLMENT % Page 6   TOTAL ENROLLMENT IN SPECIAL PROGRAMS  SCHOOL: 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL -\"'\"'\"\" PROGRAMS M F WHITE M F BLACK M F OTHER TOTAL # 7 11 18 5 10 15 1 1 34 CHAMPS % 21% 32% 53% 15% 29% 44% 3% 3% # 11 8 19 15 11 26 1 2 3 48 K-KIDS CLUB % 23% 17% 40% 31% 23% 54% 2% 4% 6% # % # % # % # % # % # % # % # % # % # % # % Page 7   SPECIAL EDUCATION SCHOOL: PLACEMENT WHITE TOTAL BLACK M F WHITE M F RESOURCE ROOM # 2 PLACEMENT M.R. % 100% RESOURCE ROOM # 3 3 6 1 1 PLACEMENT L.D. % 33% 33% 67% 11% 11% # 5 5 1 1 SELF-CONTAINED % 63% 63% 13% 13% # 3 2 5 7 6 SPEECH % 17% 11% 28% 39% 33% TRANSITION - BA - # 2 2 7 SELF-CONTAINED % 22% 22% 78% # RESOURSE ROOM/MH % # 2 2 1 1 RESOURSE ROOM/OHi % 50% 50% 25% 25% # RESOURSE ROOM 504 % # RESOURSE ROOM SEO % # 1 I Jli.sua1'Yl1\"Y.Yi1 fYliYPt1 % PLACEMNT IS ~ETERMINED BY PRIMARY HANDICAPPING CONDITION There is a District Self-Contained Unit on this campus TOTAL BLACK 2 100% 2 22% 2 25% 13 72% 7 78% 2 50% OTHER M 1 11% 1 13% Yes No (Circle one) F  2001-2002 TOTAL llilll[! OTHER TOTAL 2 ,,,rm 1 9 11% ,. 1 8 13% 18 '\" Iii! 11 .,. 9 '\"' 4 I 'f ,2 I lill II! Page 8  SCHOOL:  FOUR YEAR ENROLLMENT COMPARISON OCTOBER 1 DAT A (USED TO DETERMINE ACCEPTABLE ENROLLMENT RANGES) STUDENTS ARE IDENTIFIED AS BLACK AND NON-BLACK INCLUDING KINDERGARTEN EXCLUDING KINDERGARTEN BLACK 135 BLACK 114 WHITE 87 WHITE 78 2000-2001 OTHER 9 2000-2001 OTHER 8 TOTAL 231 TOTAL 200 % BLACK 58.44% % BLACK 57.00% BLACK 157 BLACK 131 WHITE 108 WHITE 95 1999-2000 OTHER 12 1999-2000 OTHER 12 TOTAL 277 TOTAL 238 % BLACK 56.68% % BLACK 55.04% BLACK 138 BLACK 120 WHITE 121 WHITE 103 1998-1999 OTHER 10 1998-1999 OTHER 7 TOTAL 269 TOTAL 230 % BLACK 51.30% % BLACK 52.17% BLACK 121 BLACK 105 WHITE 11, WHITE 96 1997-1998 OTHER : 1997-1998 OTHER 4 TOTAL 245 TOTAL 205 % BLACK 49.393/c % BLACK 51.22%  2001-2002 Page 9   SCHOOL: CLASS ENROLLMENT (ELEMENTARY SCHOOLS ONLY) ~ CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F ill SANDY JONES K 3 F w 5 3 4 6 k\n'\n//\\\n:' n,:rr /:\n: ::\n\\i\\ )@ ,: /'\n:\n:\n._\\ DEANNA WELCH K 4 F w 5 4 4 5 JENNIFER DAVID 1 6 F w 2 2 8 5 lff,,i/.  t\u0026gt; ,., : ,\n/'''''' + '\u0026lt;:' ,,,, PAIGE HORRAS K-1 5 F H  I~ ~ ~ F ~ AMANDA COLCLASURE 2 8 w 4 3 7 4 ,?Hf?,,,\n'/)// '''\u0026lt;,\u0026gt;?  ,,\n,\n,,,,,\n,,,,,.\n:: ,,.,,,,.,,.,.,,.,.,,. SAMMYE SMITH 2 7 F w 2 5 5 6 .,..,. .. , ...,..., .,.. . ~ BRANDI KEEDY 3 9 F w 5 4 3 6 )\\/\n,,,/' \\\n'HY ,,,\"'\\} \u0026lt;\u0026gt; :::.' ::-:,::,,.: :::,::: -,\n::r:ntn AMY SULLIVAN 3 10 F w 4 3 6 4 1 KAYCE PEPPER 4 13 F w 4 4 7 +:::'t:::\n'\nii/\nY i:\"t ,:.:,., ,.,,, :,_.,.,.,.,.,.,. '\\,8,\n=\n:\n,\n:\n,\n:\n:\nLORENE TRAMBLE 4 15 F B 7 5 8 3 2 m KRISTIN COOK 5 19 F w 3 5 3 5\n,,,,\n::::,} .. ,.,., ,.,.,. ,.,.,.,.,.,.',\".', ._,., ,:, ,.,, TOTAL: 41 38 55 52 4 0 Page 10  SCHOOL:  CLASS ENROLLMENT  2001-2002 (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M~M F M F ~ ~ DIANNA DEAL 5 20 F w 4 6 2 5 SUZANNE GILLIAM 14 F w 2 7 \"\" BRENDA MELVIN K-2 18 F w 5 1 1 1 '\"\"'''\"''''''''' /:\\,,,,,,,,,,,,,,\n,,1,, ,,\n,,,,,,,,,,,, ,,,,,,,,,,,,,,,,,,,:: \"\" ,.,.,.,.,,. ,.,,,,,,,\n,\n,,,,,,,,,,,,, ,,,,\n/HIHn!HI '\"\" TOTAL: 11 6 10 6 1 0 Page 10a   SCHOOL: COURSE OFFERINGS AND LEVELS (SECONDARY SCHOOLS ONLY) s T u D E N T s WHITE TL BLACK TL OTHER TL WHITE Grade Course M F M F M F M 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 0 0 % # 0 0 0 % # 0 0 0 0 0 0 0 0 0 0 TOTAL: % Please use the following indicators: 1. Adv. Placement: 2. Honors/Gifted\n3. Regular\n4. Spec. Educ. Resource Example: English 10/2 = English, tenth grade/honors/gifted  2001-2002 Duplicate as needed T E A C H E R s TL BLACK TL OTHER TL M F M 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 0 0 0 0 0 0 0 0 0 0 0 0 0 Page 11 EXTENDED EDUC.AL PROGRAMS h/:1 WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAM HUI MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL GOVERNOR'S # SCHOOL % # BOY'S STATE % # GIRL'S STATE % ,,,,, # 1 1 3 2 5 6 SUMMER SCHOOL % 17% 17% 50% 33% 83% '\" \" ,, 1 PRE- # KINDERGARTEN % # KINDERGARTEN % \"\"\" # FIRST % # SECOND % # THIRD % '\"\"\" # FOURTH % I # FIFTH % # SIXTH % GRADES SEVEN # AND EIGHT % GRADES NINE # THRU TWELVE % QUEST # 1 1 2 1 1 3 SUMMER SCHOOL % 33% 33% 67% 33% 33% 1 Page 12    SUMMER QUEST 2001 School Last Name First Name Race Gender Grade No Shows Scholarshio Park Hill Burge Courtnie w F 5 xx No Conley Kavsha B F Ka Yes MCCray Lauren w F 3 Reduced McDonald Lawanna B F 2 XX Yes Norwood Michael w M 3 No ATTENDED NO SHOW WM 1 BM 0 WM 0 BM 1 WF 1 BF 1 WF 1 BF 0 TOTAL 3 TOTAL 2 SCHLORSHIPS 2 SCHLORSHIPS 1 REDUCED 1 School #Students #Scholarships #No Shows #Scholarships Amboy 7 2 5 2 Belwood 11 8 3 2 Boone Park 5 4 3 1 Crestwood 18 2 3 0 Glenview 2 0 4 2 Indian Hills 27 4 1 0 Lakewood 6 0 3 2 Lynch Drive 6 6 5 3 Meadow Park 0 0 1 1 North Heights 9 4 1 0 Park Hill 3 2 1 Reduced 2 1 Pike View 17 6 0 0 Seventh St. 3 1 4 0 Lakewood M. 2 0 0 0 Poplar St. M. 13 3 0 0 LC. 5 0 0 0 Carver 4 0 0 0 St. Joseph 1 0 0 0 Totals 139 42 35 14 HONORS A~AWARDS List all honors and awards - - - - - be s~ific HONORS ~ ' WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL 22 30 52 24 31 55 2 4 6 113 REGULAR HONOR ROLL % 19% 27% 46% 21% 27% 49% 2% 4% 5% # 19 21 40 28 24 52 2 2 4 96 PRINCIPAL'S HONOR ROLL % 20% 22% 42% 29% 25% 54% 2% 2% 4% # ABC HONOR ROLL % # 8 12 20 11 19 30 3 1 4 54 PERFECT ATTENDANCE % 0.15 22% 37% 20% 35% 56% 6% 2% 7% # ALL A'S ON SPELLING TEST % # 100% ON UNIT ENGLISH EX. % # 1ST GRADE HELPERS % # 23 34 57 28 30 58 3 4 7 122 GREAT BEHAVIOR % 19% 28% 47% 23% 25% 48% 2% 3% 6% # 7 4 11 6 5 11 1 1 23 MOST IMPROVED READING % 30% 17% 48% 26% 22% 48% 4% 4% # POPCORN MONITORS % # 2 2 2 2 4 FLAG MONITORS % 50% 50% 50% 50% # TOP BANANA AWARDS % # FIR MARSHALLS % # CITIZENSHIP AWARD % # SCIENCE AWARD % # 6 6 12 3 2 5 17 ENGLISH AWARD % 35% 35% 71% 18% 12% 29% # READING AWARD % I h ,.,:,,,1,1\"'''!' :ii:' Page 13 HONORS AN~WARDS I List all honors and awards - - - - - be seecific I HONORS WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # REGULAR HONOR ROLL % # PRINCIPAL'S HONOR ROLL % # ABC HONOR ROLL % # PERFECT ATTENDANCE % # ALL A'S ON SPELLING TEST % # 100% ON UNIT ENGLISH EX. % # 1ST GRADE HELPERS % # GREAT BEHAVIOR % # MOST IMPROVED READING % # POPCORN MONITORS % # FLAG MONITORS % # TOP BANANA AWARDS % # FIR MARSHALLS % # CITIZENSHIP AWARD % # SCIENCE AWARD % # ENGLISH AWARD % # READING AWARD % Page 13a  SCHOOL:  COMMITTEES/PARENT INVOLVEMENT 2001-12 I E M PLOYEES PARENTS / PATRONS HH\u0026lt; 0 F F I C E R S WHITE BLACK OTHER WHITE BLACK OTHER TL WHITE BLACK OTHER :OMMITTEE . M F M F M F M F M F M F U\u0026lt;\u0026lt; M F M F M F :!UITY # COMMITTEE % ~RENT TEACHER # 20 1 6 1 50 85 25 44 2 6 240 7 1 ASSOCIATION % 8% 0% 3% 0% 21% 35% 10% 18% 1% 3% 0.88 0.13 # OLUNTEERS % # 1 1 1 1 4 E:SEG. MOIHTORHIG % 25% 25% 25% 25% # % # % # % # % # % # % # % # % Page 14 Ref: VIPSl Date: 10/11/01 Time: 8:45:14 VIPS BY SCHOOL BY RACE/GENDER - SCHOOL: 43 TOTAL SCHOOL 529 To: Principals WHITE BLACK M F M F 94 253 42 140 From: Date: Debbie Rozzel~ Volunteer Coordinator October 11, 2001 Re: VIPS numbers for Desegregation Reports OTHER M F 0 0 HOURS 1,968.50 You'll find the VIPS information for your desegregation reports above. Thank you for your patience. If you have any questions call me.    SCHOOL: COMMITTEES/PARENT INVOLVEMENT 2001-2002 E M P L O Y E E S PARENTS/ PATRONS 0 F F I C E R S WHITE BLACK OTHER WHITE BLACK OTHER TL WHITE BLACK OTHER TL COMMITTEE M F M F M F M F M F M F M F M F M F EQUITY # COMMITTEE % PARENT TEACHER # ASSOCIATION % # VOLUNTEERS % # % # % # % # % # % # % # % # % # % Page 14a    SCHOOL: EXTRACURRICULAR ACTIVITIES 2001-2002 ACTIVITY MEMBERSHIP t\u0026lt;?Ht SPONSORS ~ OR WHITE BLACK OTHER TOTAL WHITE BLACK OTHER TOTAL CLUB M F M F M F ,: ,::_. M F M F M F ,,c:-,,,,,,,,,,\"'H # FIRE MARSHALLS % # FLAG MONITORS % BOOKSTORE # 2 2 1 1 6 MONITORS % 33% 33% 17% 17% STUDENT # COUNCIL % STUDENT # COUNCIL OFFICERS % # 1 1 2 4 ANNOUNCEMENTM ONITORS % 25% 25% 50% # 1 1 2 ATTENDANCE MONITOR % 50% 50% # 1 1 2 LUNCH MONITORS % 50% 50% # % # % # % # % # % Page 15    SCHOOL: EXTRACURRICULAR ACTIVITES 2001-2002 OFFICERS / LEADERSHIP WHITE BLACK OTHER TOTAL ACTIVITY OR CLUB M F M F M F # STUDENT COUNCIL % # % # % # % # % # % # % # % # % # % # % # % # % Page 15a    SCHOOL: SPIRIT GROUP TRYOUTS 2001-2002 (SECONDARY SCHOOLS ONLY) WHITE TOTAL BLACK TOTAL OTHER TOTAL TOTAL JUDGES OTHER TOTAL ~CTIVITY / CLUB M F M F M F WM WF BM BF M 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 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 0 0 0 0 % TOTAL: # 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 % Page 16   2001-2002 STUDENT ATTENDANCE AFTER NINE-WEEKS (ATTACH COMPUTER SERVICES GENERATED DATA)  Page 17    SCHOOL: STUDENTS RETAINED 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # KINDERGARTEN % # FIRST % # SECOND % # THIRD % # FOURTH % # FIFTH % # SIXTH % # SEVENTH % # EIGHT % # NINTH % # TENTH % # ELEVEN % # TWELFTH % Page 18    SCHOOL: SUBJECT AREA COURSES FAILED 2001-2002 (SECONDARY) WHITE TOTAL BLACK TOTAL OTHER TOTAL COURSES MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % Page 19    SCHOOL: GRADUATION INFORMATION 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL YEAR MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # % # % # % # % # % # % # % # % # % # % # % # % # % Page 20    SCHOOL: DROPOUT STATISTICS 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 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 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % r Page 21   STUDENT ACHIEVEMENT-ASSESSMENT DATA SAT-9 (PLEASE ATTACH MOST RECENT INFORMATION)  Page 22 Arhnsu ComprehensivTee stingA, ssessment PRIMARY (GRADE 4) BEN~MARK EXAMINATION SCHOOLROSTEl9EPORT MEAN SCALE SCORES Page: 3 \u0026amp; Atcounlability Progiam PROFICIENCY CLASSIFICATION SCALE SCORE Below Basic (BEL) Basic Proficient Dtstrtct Name: N. LITTLE ROCK SCHOOL DISTRICT (BAS) (PRO) LEA #: 6002 School Name: PARK HILL ELEMENTARY SCHOOL School Number: 064 Mathematics Literacy 154 and below 178 and below 155- 199 200-249 179-199 200-249 COMBINED POPULATION Mean Scale Score for School /Dt strict/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 161 171 173 177 LITERACY 175 184 190 189 GENERAL POPULATION Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 211 191 186 191 LITERACY 191 192 195 195 I EP STUDENTS Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 054 090 085 086 LITERACY 139 150 152 152 LEP STUDENTS Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 000 067 153 142 LITERACY 000 140 178 176 HIGHLY MOB! LE STUDENTS Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 099 118 151 156 LITERACY 171 176 181 182  Advanced (ADV) 2 50 and above 250 and above   THREE YEAR COMPARISON OF MEAN PERCENTILE RANI{ PARK HILL ELEMENTARY SCHOOL - GRADE 5 70 ~--------------------------------------- 60 .,_ _________________ _ 40 0 Reading Mathematics Language Science Social Basic Complete Mean PR Mean PR Mean PR Mean PR Science Battery Battery Mean PR Mean PR Mean PR [!]FALL 1998 27 24 24 29 26 26 26 l!!IF ALL 1999 47 40 46 62 43 45 46  FALL 2000 45 36 43 50 35 41 41  l!JFALL 1998 rJFALL 1999  FALL 2000   STAFF DEVELOPMENT UPDATE FOR CERTIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 23 Park Hill Elementary Staff Development Workshops 2001-2002 School Year SAT-9/ BENCHMARK MATH WORKSHOP ACSIP WORKSHOP READING STRATEGIES ACSIP PROCESS ACSIP DATA COLLECTION WRITERS WORKSHOP- GRADES 1-2-3 ADHD LEARNING DISABILITIES READING STRATEGIES THAT WORK EPSF TRAINING SESSION MATH WORKSHOP- C.G.I. ELLA SMART START SMART STEP McRAT SCIENCE WORKSHOP WRITING WORKSHOP GRADE-5 OPEN COURT READING - SPECIAL ED. AUTISM WORKSHOP MAGIC IN THE CLASSROOM COUNSELOR'S WORKSHOP COUNSELOR'S WORKSHOP IN THE MOOD FOR WRITING THE BRAIN G. T. WORKSHOP WORD 2000/ POWER POINT LITERACY TASK CARDS READING RECOVERY SEMINAR EFFECTIVE LITERACY CLASSROOM MANAGEMENT NEW TEACHER ORIENTATION GATES GATHERING-TECHNOLOGY 8-20-01 8-20-01 8-21-01 8-21-01 9-26-01 10-1-01 6-12-01 7-27-01 8-21-01 10-1-01 6-20-22-01 7-10-11-01 7-10-11-01 8-6-9-01 8-21-01 10-1-01 8-21-01 10-1-01 8-13-01 8-10-01 10-1-01 10-1-01 10-1-01 10-1-01 10-1-01 8-21-01 8-15-01 6-26-29-01 8-6-7-01 8-17-01 6-25-28-01   STAFF DEVELOPMENT UPDATE FOR CLASSIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 24 Staff Development Workshops - Classified Personnel CPR TRAINING SAT-9/BENCHMARKMATH ACSIP PROCESS ACSIP WORKSHOP DATA COLLECTION - ACSIP OPEN COURT READING AUTISM WORKSHOP TECHNOLOGY WORD 2000/ POWER POINT 8-2001 8-20-01 8-21-01 8-20-01 9-26-01 8-21-01 10-1-01 8-21--01 10-1-01   DISCIPLINE INFORMATION REFERRALS/ ACTIONS TAKEN (PLEASE ATTACH COMPUTER GENERATED INFORMATION)  Page 25 Ref: DIS032S Date: 9/10/01 1iiliie: 16:06:11 ~ol: 043 Analysis of Disciplinary Actions by School From AUGUST Through JUNE PARK HILL ELEMENTARY SCHOOL -------------------. ------------------------------------------------------------ l 9 9 9 - 0 0 ==-----==------------------------------------------============================= -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------------------------------==------------ 09 S.A.C. 10 HOME SUSP. ll BOYS CLUB 12 E. I. C. 17 EXPULSION 0 0~  0 0 0 g,  0 0 Og,  0 0 0~  0 0 0 0 0 20 54.1% 10 27.0% 7 18.9% 0 0~  0 13 9 6 0 0 Og,  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 0 0 0 0~  0 0 0~  0 0 0~  0 0 0~  0 0 0 0 0 2 0 0 0 - 0 l -----BM------ -----BF------ -----NBM----- -----NBF----# REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT #SW #Sru #Sru #Sru 0 0 37 28 0 0 0 0 0 0 =================\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_477","title":"Incentive Schools: Double funding","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","School improvement programs"],"dcterms_title":["Incentive Schools: Double funding"],"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/477"],"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":["59 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\nHaney Before you start on that brief I understandings in respect to the ^4^ io f 9.^ would like incentive schools. my My understanding is that you have chose that there will be doublefunding for the incentive schools. Under the settlement agreement, is that four schools, six schools, or eight schools? That's my first question, mean by double funding? My second question is, what do we How much per pupil would that have been had that been in effect for the school year 1989? Heller The double funding provision applies to eight schools and the amount would be determined instruction... by the amounts spent for Haney ...There are two different statements in the briefs that reflect the average cost ...in the LRSD... thirty one hundred dollars and one was thirty six hundred dollars. assume that it IS three thousand dollars Let's just for easy multiplication and with eight schools there will be thirty eight hundred students under this figure you committed to. Heller There could be Haney Yes Heller At a maximum Haney Yes So that would mean that if that were the case in 1990 that these eight schools would receive an additional an additional sum of money. that double Now, what did you mean by double funding? the average cost of administrative Is and transportation costs or is it double the cost of other ... Heller Right. We are still Intervenors. discussing that with the Joshua At a minimum it is the instructional cost doubled without duplicating the administrative and transportation cost. Haney ...doubling instructional funds, using for that amount? What figures have you been Heller We have been using figures of approximately $2,000 per student. Haney $2,000 per student times 3,800 is 7 million 6 hundred thousand dollars a year. But yet in your budget that Little Rock School tentative budget they have two million dollars a year for the incentive schools. Now with 7 million its going to take approximately every dime that is available from the state. Inot objecting in the least about ... they get $2,000 per pupil additional if it really gives them an opportunity to really do something very significate ... but is the Little Rock Board of Education prepared to put $2,000 per pupil extra into those schools or are they going to be coming back and saying money. we would love to do but there just isn't the Heller During the settlement negotiations. Judge Haney, we recognized that we would be incurring an obligation of LRSD significantly in excess of the amount for which we were willing to settle with the state and we knew and we told the district court and all the parties from the beginning that it would require an increase in obligation. every millage rate in order to meet that And we have since increased the millage rate sufficiently to carry out the promise of the plans. Haney Who do you represent? Heller The Little Rock School District Haney And you're saying that you have enough money in your budget to reach that $2,000 per pupil extra for the eight incentive schools. Heller That's correct. Arnold If the budget only comes two million, how can that be enough? Heller Judge Arnold, I can't believe that a budget projection which included double funding which for our plan would do that. The budget projections before double funding for major enhancement schools could show something like that. Arnold Maybe that's the answer to that Haney That may be the answer Arnold ...the paper we have shows 2 million dollars. You're saying that you recognize that it can fulfill the legal obligations. Heller Yes sirArnold Two thousand dollar extra per pupil in the incentive schools Heller Yes sir. The only budget that I am aware on the record is a budget that was submitted by the LRSD to the Metropolitan Supervisor in furtherance of our requirement to cooperate with that planning process. And that was for the Tri-district plan. Haney And that shows that (inaudible)... Heller Right. That's the budget that was submitted to the Metropolitan Supervisor for the Tri-district Plan. It showed that we could not afford the Tri-district Plan primarily because of the expenses associated with the construction of seven new magnet schools further down the line, to the desegregation of the incentive schools. With respect there is specific plan to market those attributes that are going to be in place as result of the increased funding and that marketing plan includes the use brochures. announcements, pursuant to i , billboards, this plan. public service two parent recruiters were hired There were celebrity announcements. going to be tours, a Speakers Bureau, and a general concentrated effort which is set out in our plan and timelines to market the incentive schools and the Washington School now. One of the reasons we didn't seek a stay for planning that was being done by the Metropolitan Supervisor's office is because a continuing planning process was contemplated by our plans. We were going to get the concerned patrons together with community leaders and the parents and develop themes for those schools. example. That process has continued at Washington School, for and as of June 18th the recruitment effort was resulted in the addition of 250 new white students to that school, so that... a a Haney I understand that even though you haven't completed that process by September of this year that these incentive schools if this court approves the settlement agreement would each receive $2,000... Heller That whatever the instructional amount is and my recollection is that... Haney ...yes, I understand that. Heller That's correct (32.16) There is also a plan to systematically assure that there is going to be space in those schools for any white students whomay choose to attend them. seats initially for each incoming class. By that plan reserves 50% of the And in each of these schools there is going to be an early childhood component. So for each pre-kindergarten and kindergarten class, seats will be reserved for white students. And as that class moves forward, a certain number of seats will continue to be reserved so that if no white students. for example in a worse case situation. have attended a school four years from now, there will be at least the district average of white students as a percentage of seats reserved in that school. So if a group can be convinced to choose an incentive school at that point there will be seats available. Of course, at the end of the six year period there should be seats available for white students by at least the average representation of white students in the elementary grades in each of the incentive schools. Results of the plan for recruiting Little Rock black students to interdistrict schools in Pulaski County and the plan particularly targets Little Rock black students who reside in incentive school zones or satellite zones for which they would otherwise be bused to schools in western Little Rock. And immediately available at the institution of the settlement plans there would be 200 seats at Harris Elementary which is in PCSSD and the Little Rock incentive school zone students would be targeted. Pulaski County is committed to provide an enhanced compensatory education at Harris. program and The theme as with all the incentive schools was left to be determined by the parties. Now the difference between our approach to interdistrict schools and the approach to magnet schools is we make an effort in the plans to specifically target the group who we want to move, whose moving encourages and ask them what programs would make them want to move to a school in the other district. And as Mr. Chachkin pointed out there is no reason to believe that the plans wouldn't be successful significant interdistrict movement to magnets. because we already have These schools would be special but in a way selected by the targeted people and Pulaski County has already posting 321 Little Rock black students on an M-to-M transfer basis without any specialized programs. can be successful. So there is no reason to believe that type of movingk /01Z92 16:33 501 324 2032 L R School Dlst ODM 002-006 Process A nnTTnr.p FUNDING FOR LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS: I. Commitment to double fund  Explanation of terms A. Double fund - a process by which incentive schools are funded in an amount that shall be two times the instructional costs per student in the area schools of the Little Rock School District for the previous school year. B. Instructional costs ~ these expenses are identified as instructional costs and are listed as follows: Regular Certificated Stipends Regular Non-Certificated Social Security Tax Public Employees Retirement Hospitalization Life Insurance Long Term Disability Dental Hospital Indemnity Short Term Disability Instructional Program Improvement Repairs-Equipment Pupil Transportation Travel Postage Printing \u0026amp; Binding-Internal Copier Lease Food Services Supplies Textbooks Library Equipment-Personal Property Dues and Fees\u0026gt;-01/92 16:53 301 324 2032 L R School Dlst ODM @003-006 Double Funding Page 2 C. Enrollment Data - It is imperative that one consistent date be used from year to year so that a valid comparison can be made. The reason that October 1 of the previous year has been chosen is that this is the actual date used by the State Department of Education for certifying enrollment of all Arkansas school districts for accreditation purposes. D. Base Year 1989-90 shall be the base year for computation of cost per student in the area schools. E. Consumer Price Index - measure of change in consumer price, determined by monthly survey of U- S- Bureau of Labor Statistics, many pension and employment contracts are tied to changes in consumer prices. Application to double funding is to see that prior school year costs are increased in an amount equal to inflation- F. Spread Amount - the spread is a specific dollar amount that was established in 1989-90. This amount is the dollar figure that was required to achieve doubling of the amount per child in the area schools for that year. The amount will be a constant for all computation of double funding. The dollar amount is $1,887.46. II. Double Funding Process - 1990-91 School Year The criteria applied for determining that double funding is occurring in the incentive schools of the Little Rock School District shall be as follows\n(1) The comparison will be made to the area schools, of Little Rock School District that were operating in the 1989-90 school year on a per student expenditure basis (instructional expenditure). (2) For the 1990-91 school year, the amount of expenditure per child that is to be doubled is computed by taking the October 1, 1989 (10,752) enrollment of each area school of LRSD. The next step is to compute the actual expenditure for the 1989-90 school year in each area school. After computation of expenses (instruc- tional related) for each area school, these schools will have expenditures totaled and divided by total enrollment. expenditure. The process will yield a per pupil\n/01.'92 16:34 501 324 2032 L R School Dlst ODM 121004/006 Double Funding Page 3 The next step is to compute the inflationary adjustment to the prior year instructional related costs per child in the area schools by application of the Consumer Price Index. After this computation, the inflationary adjustment (dollar amount) will be added to the prior year area school expenditure. The total will then be added to the spread amount that was computed in the 1989-90 Base Year computation. The total will be the required expenditure per child that doubled. is to be The next step is to take this dollar amount and double it, then the doubled amount is multiplied by the October 1 child count of the preceding school year. (3) Example of process for 1990-91: October 1, 1989 enrollment - area schools - 10,752 Total expenditure 1989-90 school year area schools $20,293,917.95. $20,293,917.95 10,752 = $1,887.46 $1,887.46 X 6% = $113.25 Inflationary Adjustment Consumer Price Index - July 1, 1989 July 1, 1990 124.4 130.4 6% increase through this time period. $1,887.46 amount per child in area school - 1989-90 +$113.25 Inflationary Adjustment $2,000.71 Total amount required to be doubled. $2,000.71 X 2 = $4,001.42 The $4001.42 amount is then multiplied by the October 1, 1989 child count in the incentive school. October 1, 1989 - 1,461 studentsJ/01/92 16:33 301 324 2032 L R School Dlst ODM 003 '006 Double Funding Page 4 4 I $4,001.42 X 1,461 = $5,846,074.62 minimum amount that must be expended for double funding for 1990-91 school year. The actual expenditure in the incentive schools for the 1990-91 school year was $6,833,005.68 - please see attached pacXet for year ended June 30, 1991. 4. Example of process for 1991-92 October 1, 1990 enrollment - incentive schools 1,366 1989-90 Base Year Spread = $1,887.46 1990-91 expenditure per/pupil in the area schools - $2,249.24 Consumer Price Index adjustment from July 1, 1990 to July 1, 1991 equal 5.8% July 1, 1990 - 130.4 July 1, 1991 i 5.8% increase 136.2 The computation is as follows: $2,249.24 exp. per Child 90-91 in the area schools x5.8% C.P.I. adjustment factor $ 130.46 inflationary adjustment dollar amount $2,249.24 +S130.46 $2,379.70 Total $2,379.70 luA8.1--4.6. spread amount from 1989-90 Base Year $4,267.16 amount per pupil $4,267.16 ---Xl,366 (Oct. 1, 1990 child count) $5,328,940.56 minimum amount that must be expended for double funding. The actual budgeted expenditure in the incentive schools for the 1991-92 school year *$8,223,093.15. school is * Note this amount must be corrected to revision of budget or to actual year end expenditure 6-30-92 in the incentive schools.4 J/01/92 16:33 301 324 2032 L R School Dlst ODM @006/006 Double Funding Page 5 5. Example of process for 1992-93 October 1, 1991 enrollment - Incentive Schools 2,235 1989-90 Base Year spread = $1,887.46 1991-92 expenditure per pupil in the schools = $2,449.08 area Consumer Price Index adjustment from July 1, 1991 to July 1, 1992 equals 6% (this is estimate since July 1992 Consumer Price Index figures are not yet available). July 1, 1991 136.2 July 1, 1992 The computation is as follows: $2,449.08 exp. per child 1991-92 in the area schools $ x6% CPI adjusted factor 146.84 inflationary adjusted dollar amount $2,449.08 4-146.94 $2,596.02 Total $2,596.02 $1,887.46 spread amount from 1989-90 base year $4,483.48 Amount per pupil $4,483.48 1/ jc---2,235 (Oct. 1, 1991 child count) $10,020,577.80 minimum amount that must be expended for double funding-^.-01/92 16:32 301 324 2032 L R School Dlst ODM  001. -006 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324 - 2032 DAl E b-l'^iS-TO FROM 9 SENDERS 'IONE # SUBJECT Trsrjtr.i-cd 5y (tneJtiLde cc\\r. rOR DATA RROCDSSJSG CFRJCE USE ONLY .Dc:e S^iiiwr, i xsL ^/g//=o'x\u0026gt;zi'z\u0026gt;=\u0026gt;\u0026lt;s -f INCENTIVE SCHOOL DOUBLE FUNDING As a part of the 1989 settlement agreement, the Little Rock School District agreed to double fund each incentive school. The commitment to this enhanced financial support was made in both the Interdistrict and Little Rock School District Desegregation Plans. The explanation of incentive school double finding below is taken from the 1992 ODM Incentive School Monitoring Report with current year findings added. REQUIREMENTS Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) BACKGROUND None of the desegregation plans nor the financial settlement agreement specifically define double funding, but in oral arguments before the Court of Appeals for the Eighth Circuit on June 21,1990, counsel for LRSD explained double funding as a dollar amount twice the average per-pupil expenditure in the districts area schools, not including transportation and administrative costs. The lawyer cited $2000 as the approximate extra amount that would be spent on each incentive school student above what is spent for each area school student. During those June 1990 oral arguments, the judges expressed pointed concern about the great amount of money such a double funding obligation would represent, but the LRSD attorney was firm in the districts commitment and ability to double fund the incentive schools. However, there was no discussion of what effects any increases in the districts average per-pupil expenditure in area schools might have upon double funding the incentive schools. Since that time, there has been a substantial rise in the districts basic per-pupil expenditure because of increases resulting largely from the successful millage campaign in 1990 and Arkansas Act 10. In order to control incentive school costs, the LRSD has tied its double funding obligation to the \"base year\" of 1989-90. The base year average per-pupil expenditure was established by dividing the total 1989-90 instructional expenses for all area schools by the October 1, 1989 total enrollment. This calculation yielded a base year per-pupil expenditure of $1,887.46, the amount the district uses as the fixed double funding obligation. For each year thereafter, the district multiplies the actual previous years per-pupil expenditure by an inflation factor. This amount then becomes a projected per-pupil expenditure to which the double funding obligation is added. The sum is then multiplied by the number of incentive school students according to the previous years October 1 enrollment data (not including the children enrolled in classes for infants through three-year-olds at Rockefeller), resulting in the floor amount the district is obligated to spend. This section of the monitoring report was finalized after the LRSD finalized its 1993-1994 budget, so we used the actual budgeted area school per-pupil expenditure instead of a projected expenditure in determining the districts 1993-94 double funding obligation. FINDINGS LRSD double funds the incentive schools through implementation of the settlement plan features. Many, but not all, of the special programs, activities, personnel, and equipment described in the incentive school section of the desegregation plan have been put in place, costing the district the amount of the double funding obligation. According to the October 1 data used by the LRSD in calculating double funding, there were 298 fewer students in the incentive schools during the 1992-93 school year than the previous year. Despite the reduced enrollment, the actual total 1992-93 expenditures for all the incentive schools increased from 1991-92 expenditures by $176,517.94. This increase can be attributed to several factors: maintaining essentially the same number of classes in each school despite lower enrollment, a student-teacher ratio that was lower than that which is required, additional staff placed in support of the desegregation plan, and the normal inflationary or incremental costs of school operation. The most significant factor affecting incentive school costs during 1992-93 was the loss of students that left the schools underenrolled, with many classes falling far below the maximum allowable class size. This underenrollment resulted in increased costs for educating each child in the incentive schools for this reason: Every school has fixed costs that represent a sizable overhead, but at the incentive schools, desegregation plan staffing and program requirements impose an exceptionally high overhead burden that is not directly proportional to enrollment. If an incentive school operates at 75% of capacity, for example, the cost to the district is essentially the same as operating that school at 100% of capacity. This means that, by diligently recruiting eligible children to each incentive school up to the maximum permissable class size, there basically would be no increased cost to the system to have a fully populated school rather than one only three-quarters enrolled. Yet the LRSD has consistently failed to aggressively recruit to the incentive schools those children who are eligible for M-to-M or intradistrict transfers. Moreover, the district has also failed to made the hard decisions about whether to release or otherwise handle seats reserved for white children that remain empty after school is well underway each fall. As a result, hundreds of children are missing the special advantages that await them at the incentive schools at essentially no additional cost to the district.__Ajkansas Democrat ^C^azettc LRSD poured $2 million Schoois extra into incentive schools P,^CEMBER 22, 1994 e monitors noted that in  Continued from Page 1A BY CYNTHIA HOWELL emocrat-Gazatta Education Wntar during which enrollment i regular schools. attendance-zone ' In 1993-94. the district spent proved at the schools by 320 S5,918.55 per incentive-school The office of Desegregati child, 29 percent more than the The Little Rock School Dis- Office trict. in a time of budget prob- Monitoring submitted its th double-funding obligation. The annual report and recommi schools total cost was S8.6 mil- dations on the incentive scho fion. lems. spent S2 million more in 1993-94 than it was obligated to to U.S. District Judge Suj on its six double-funded incen- U,,,\\nn Brown, the federal de- tive schools at least partly be- 'Webber Wright, who is pres segregation monitor, said cause enrollment fell at each ing in the districts 12-year- Wednesday that while the six inschool, desegregation lawsuit, centive schools offer many good The incentive schools : programs, the report focuses on monitor, \"reui jary the district published its first districtwide recruitment plan, which should enable the district to better determi.ne recruitment strategies. The incentive schools are Rockefeller, Garland, Mitchell. Rightsell, Stephens and Franklin elementaries, all in east or central Little Rock. Enrollment at the incentive schools has fluctuated over the past five years. Only Rockefeller and Garland reported increases in white enrollment. In a 104-page report released The incentive schools : repon Wednesday, the federal Office of considered a key componeni problem areas. Desegregation Monitoring the districts desegregat When we visited the schools blamed the enrollment decline plan. The schools, five with f ^e saw bright buildings, happy, on the districts failure to re- dominantly black enrollmei well-adjusted children and car- cruit children, offer special pro^ams to Enrollment at the six schools ing staffs, Brown said. Garlands white enrollment fell by 483 pupils, from 1,937 to 1,454, between October 1992 and October 1993, Part of the drop stemmed from closing Ish School, which had 187 pupils. The report does not deal with Lsie 1994-95 school year. prove student achievement  attract white pupils to the ha there also is work to be done, to-desegregate buildings. The desegregation plan There are successes, but The district is not living up to all of its obligations, ligates the district to spe ___________________ _ twice as much per Jncenl centive schools results from school student as for childrei fixed costs that remain the The excess funding at the fn- . See SCHOOLS, Page same regardless of the enrollment size. The report criticizes the district for failing to evalu- inability grew by 41 percent over five years. Rockefellers grew by 186 percent between 1989-90 and 1993-94. Overall enrollment at all si.x schools dropped by 20 percent. At ail the schools but Rockefeller, black enrollment ranges from 87 percent to 97 percent of the student populations. At Rockefeller, its 71 percent. Fluctuating enrollment has created other problems for incentive schools, including the ate educational programs so those that don't help pupils can be eliminated. The district did not fill the to track student schools to capacity, neglected to demonstrated achievement over several years. Results on the Stanford Achievement Test showed that 1992 first-graders on average improved evaluate programs and adjust achievement levels as third- them accordingly, and failed to graders last year in all the incentive schools but Mitchell exercise stringent administrative oversight to contain costs, the report said. and Stevens. In all six schools, the 1992 Consequently, during a time fourth-graders showed higher of severe budget constraints, the district spent far more money in the incentive schools than it was obligated to invest The district had to cut S7 million in overall expenses, in- achievement levels as sixthgraders in 1993-94. The report included 65 recommendations for improvement. Other points in the monitor- eluding up to S2 million for the ing report included: incentive schools, this year and .  All six schools used theme is anticipating similar cutbacks specialists this year to imple- for the next school year, ment special academic emes, When the LRSD overspends such as computer science or ca- in the incentive schools, less money is available for other schools which serve the majorreer awareness.  Five of the six school buildings are more than 40 ity of LRSD black students, the years old and need mainte- class for whom the desegrega- nance programs.  Spanish instruction at the tion settlements were to specifically benefit, the report said. Desegregation monitors said incentive schools did not comply with the districts desegre- district officials did more re- gation plan.  At no time did monitors at cruiting for 1993-94 than in pre- ____ ___ vious years. But the recruiting the schools observe unruly or was inadequate. disruptive student behavior.* school to be constructed by a date approved by the Court at a site mutually agreed to by aU of the parties. Any school constructed in Chenal Valley will also be an Interdistrict School. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD wiU engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. ni. Incentive Schools There shall be a limited number of incentive schools, for a period of at least six years. sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, Mitchell, RightseU, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany recruitment and/or any assignment shall be in accordance with each districts student assignment plan. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/ activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and csuccessfully implementing such programs in a majority-black educational setting. IV. Magnet Schools The Little Rock District shall continue to operate the interdistrict magnet schools established in 1987-88. Those schools shall be raciaUy balanced to a point of between 50 percent and 55 percent black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Courts February 27, 1987 Order. Page 4 Field Trips - Field trips will be used to enhance learning, to broaaaOoTein cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: '4 Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, D.C.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/ interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/ interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. * * Page 158 level but may also study at the fifth grade level in summer reading programs, regardless of his/ her actual designated grade level. 1. Community Access/Field Trips - A plan wiU be developed and implemented at each incentive school which provides for field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: i events and displays  cultural events and exhibits  scientific/ mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children s Theater and also the opportunity to attend cultural events such as Arkansas Symphony Orchestra performances. Exhibits and performances will also be brought to the schools. Students will have the opportunity to visit industrial complexes to view the actual manufactunng process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the intermediate grades, i.e., fifth and sixth. Among opportunities in the community which exist are\n several major manufacturing corporations  a symphony  a repertory theater  an arts center  a ballet company  a museum of nature science and history  three previous state/ territorial capitols  a planetarium at UALR  a zoo  a lock and dam (part of the McCleUan-Kerr river project)  an inland sea port  a major research/ teaching medical center Among other opportunities for students including, but are stock/bond houses, hospitals and a law school. I not limited to, banks, tn K. Community Involvement - Opportunities to participate in both Boy Scouting and I Girl Scouting will exist at each incentive school with existing troops at each building.^ Special Skills Programs - During the 3:00 - 5:30 p.m. time period (or whatever the I designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for student to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus at the request of a parent or guardian. Page 173INCENTIVE SCHOOL DOUBLE FUNDING The following explanation of incentive school double funding is taken from the 1992 incentive school report with current year comments added. As a part of the 1989 settlement agreement, the Little Rock School District agreed to \"double fund\" each of the incentive schools. The commitment to this enhanced financial support is made in both the Interdistrict and Little Rock School District Desegregation Plans: \"Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/ activities.\" (Interdistrict Desegregation Plan, April 29, 1992, Page 4.) and \"...[T]he Little Rock School District Board of Directors is committed to ... [ijmproving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/ incentive schools.' (Little Rock School District Desegregation Plan, April 29, 1992, Page 1.) II Neither plan specifically defines double funding, but in oral arguments before the Court of Appeals for the Eighth Circuit on June 21,1990, counsel for LRSD explained double funding as a dollar amount twice the average per pupil expenditure in the districts area schools, not including transportation and administrative costs. The lawyer cited $2000 as the approximate extra amount that would be spent on each incentive school student above what is spent for each area school student. During those June 1990 oral arguments, the judges expressed pointed concern about the great amount of money such a double funding obligation would represent, but the LRSD attorney was firm in the districts commitment and ability to double fund the incentive schools. However, there was no discussion of what effects any increases in the districts average per pupil expenditure in area schools might have upon double funding the incentive schools. Since that time, there has been a substantial rise in the districts per pupil expenditure because of increases resulting largely If om the successful millage campaign in 1990 and Arkansas Act 10. In order to control incentive school costs, the LRSD has tied its double funding obligation to the Ml 'base year\" of 1989-90. The base year average per pupil expenditure was established by dividing the total 1989-90 instructional expenses for all area schools by the October 1, 1989 total enrollment. This process yielded a base year per pupil expenditure of $1,887.46, the amount the district uses as the fixed double funding obligation. For each year thereafter, the actual previous years per pupil expenditure is multiplied by an inflation factor. This amount then becomes a projected per pupil expenditure to which the double funding obligation is added. The sum is then multiplied by the number of incentive school students according to the previous years October 1 enrollment data (not including the children enrolled in classes for infants through three-year-olds at Rockefeller), resulting in the floor amount the district is obligated to spend This years report was prepared after the submission of the 1993-1994 budget so the Page cxxxiii budgeted area school per pupil expenditure is used instead of a projected expenditure in determining the obligation for 1993-94. The LR5D double funds the incentive schools through implementation of the settlement plan features. Many, but not all, of the special programs, personnel, and equipment described in the incentive school section of the desegregation plan have been put in place, costing the district the amount of the double funding obligation. According to the October 1 data used by the LR5D in the calculation of double funding, there were 298 fewer students in the incentive schools during the 1992-93 school year than the previous year. Despite the reduced enrollment the actual expenditure for 1992-93 increased by $176,517.94. This can be attributed to the inability to reduce the number of classes based upon enrollment, the already low student teacher ratios, additional staff added in support of the desegregation plan and the normal inflationary or incremental costs of school operation. The following table shows the history of double funding and the double funding projection for 1993-94. 1990-91 1991-92 1992-93 Area 5chool Actual Per Pupil Expenditure (Previous Year) Inflationary Adjustment $1,887.46 $2,249.24 $2,602.66 1993-94 (Budgeted) *$2,678.60 X 6% X 5.8% X 6% Projected Area 5chool Per Pupil Expenditure Double Funding Obligation $2,000.71 + $1,887.46 $2,379.70 + $1,887.46 $2,758.82 4- $1,887.46 $2,678.60 + $1,887.46 Incentive 5chool Projected Per Pupil Expenditure $3,888.17 $4,267.16 $4,646.28 $4,566.06 Incentive 5chool Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment X 1,375 X 1,259 X 2,235 X 1,750 Actual Enrollment Actual Obligation Based upon Oct. 1 Enrollment $5,346,233.7 5 $5,372,354.4 4 $10,384,435.8 0 $7,990,605.00 1,259 2,235 1,937 $4,895,206.0 3 $9,537,102.6 0 $8,999,844.36 Page cxxxiv Actual Expenditure $6,833,005.6 8 $9,242,255.9 6 $9,418,773.90 Budgeted Amt: $8,767,378.79 Over or Under $1,937,799.6 5 ($294,846.64 $418,929.54 Based upon area school budget 1992-93 area school enrollment Per pupil expenditure (area school) * 1992-93 incentive school enrollment Ish enrollment Anticipated enrollment $27,394,050.32 10,227 $2,678.60 1,937 187 1,750 The interdistrict plan states \"There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent (Interdistrict Plan page 4)\". The assumption of the above concept is that there are enough white students to fill the area schools and \"surplus\" black students would no longer be bussed out of the inner city but would attend their neighborhood schools which would be enhanced. By achieving these ratios the district would have achieved its desegregation goal and could seek unitary status. The plan would indicate that the outflow of white enrollment to private and out of county schools would be reversed by the attraction of desegregated area schools and double funded incentive schools and that there would be sufficient non-black enrollment to meet the maximum 60%-40% ratios in the plan. When blacks are the majority, in order to meet the ratios, a greater movement of blacks out of area schools is required. For example, if a school has 100 students balanced at 60% black and 40% white and ten white students leave, fifteen black students must be transferred to incentive schools in order to maintain the ratio. At this area school the instruction costs would remain the same but the enrollment would have dropped from 100 to 75\nthus raising the per pupil cost. Additionally possibly increasing the cost at the receiving incentive school. On June 23, 1992 a suit alleging voting rights violations by the LRSD for not reforming the composition of the electoral zones was filed on behalf of black citizens. The filing of the suit claimed correctly that zones one and two which are the inner city zones had lost 12,848 residents between the 1980 to 1990 census The loss represents twenty-five percent of the total zone population The incentive schools all are located in zones one and two so the natural population for those schools has decreased. The most western zones of the city (zones three, four and five) experienced the only growth in population. Forty percent of that growth was black indicating more black children Page cxxxv for the area schools in those zones. The southwest zones (six and seven) lost a total population of 4,013, however, the black population increased by 5,552 indicating a white loss of 9,565. With the exception of Mablevale which had a black student percentage of 56% in the 1992-1993 year, all the other schools in the two zones had black percentages between 62 and 74. To achieve the plan ratios, black students would have to be transported back to the inner city incentive schools. Many of these children would be from families that had moved out of those zones to get into what they thought were more desegregated area schools. The following are excerpts from the Economic and Market Assessment for the Goals Policy Program for the City of Little Rock, prepared by Tischler \u0026amp; Associates ,lnc February 1992 page 11-18 3. Projected Population Changes for Little Rock Vicinity only the far west, west, and northwest areas are anticipated as having a positive population change between now and 2010, with all other areas of the Little Rock vicinity losing population. The balance of the county, comprising mainly the rural west and the \"north-of-river\" portions, is expected to increase by 21,154 persons between 1990 and 2010. The eight analysis areas comprising the immediate Little Rock vicinity are, shown actually losing population from 192,192 in 1990 to 184,542 by 2000 but recovering slightly to 186,042 by 2010. page 11-26 II.C. RACE, AGE, AND SEX CHARACTERISTICS Beyond the quantities of population and households are primary descriptive characteristics, including consideration of age, sex, racial distribution. The following data reviews changes which have occurred in these characteristics over the 1980-1990 decade. 1. Age and Sex Characteristics These data indicate that the population as a whole is aging. This is consistent with national trends as the \"baby boom\" generation advances into middle age. In 1980, Pulaski County population between the ages of 35-59 years, and 60 years and above comprised 25 percent and 13.7 percent of the population respectively. By 1990, the 35-59 age group had grown to 30 percent, and the 60 and over group had increased to 15.3 percent of total county population. As of 1990, Black children and teenagers comprised a higher than average percentage of these age groups in Pulaski County compared to the total population. While the county as a whole has approximately 35% Black population. Black female children and teenagers through age 19 comprise 37.4 percent, and Black male children and teenagers comprise 44.1 percent of this age bracket. Of particular note has been the apparent out-migration of younger white children (and their families) from Pulaski County. As of 1980, Pulaski County had 36,253 white children of 0 to 9 years of age. However, ten years later in 1990, this same population group, now aged 10-19 years, was only 29,359, a decline of 6,894, or about 19 percent of the corresponding 1980 population group. By contrast. Black children have maintained their relative total between 1980 and 1990. As of 1980, Black children aged 0-9 years were 19,237. As of Page cxxxvi1990, the corresponding age group, now 10-19 years old, was nearly the same at 19,034. This may be seen as another indication of the out-migration trends discussed earlier for the population as a whole. It is probably also indicative of the perception of lower quality of schools in Pulaski County and Little Rock, as white families with school age children have moved to other jurisdictions. 2. Racial Distribution As of the 1990 census, just over one-third of the entire Little Rock Area population was non-white. All but two of the analysis areas were at least 31 percent non-white, and four of the eight analysis areas had non-white majority populations. This comparison of 1980 and 1990 census data shows that non-white population has increased significantly in the southwest and western sectors, with the percent of non-white population increasing by over 18 percentage points in both of these areas. As of 1990, the midtown and central areas had 68.4 and 80.2 percent non-white population respectively. The lowest non-white population was just over seven percent in the northwest and far west areas. In both the far west and the eastern areas, the proportion of non-white population actually declined slightly, while increasing in all other areas. Of further note is the dramatic contrast between the areas of lowest concentration (northwest and far west) and all other areas which have at least 31 percent non-white population. These maps and data indicate that non-white population is also following the general east- to-west movement of general population, although to date it is primarily focussed towards the west and southwest sectors rather than the far west. As with total population, non- white population is declining and vacating the, eastern portions of the Little Rock vicinity, including the east, central, midtown and downtown sectors, and moving into the west and southwest sectors. The result has been a marked increase in the proportion of non-white population in the west and southwest areas. The northwest and far west areas remain predominantly oriented to white population. The document from which these comments were excerpted has many maps, charts and tables to support the narrative. It serves to illustrate the demographic changes that affect the schools and the difficulty of using the incentive schools as the vehicle to achieve racial balance in the area schools. Another major factor that has exacerbated the difficulty of achieving racial balance has been the increase in classroom seating capacity in the school district. Since 1988-1989 the LRSD has added 939 seats at Washington and 728 seats at King while taking 265 seats at Ish out of the total capacity. Both of the new schools are in the inner city area and have attendance zones for black students that would have been assigned to incentive schools. Both schools operate at below their capacity. The district also has seats built for black students at the PCSSD Crystal Hill School and at the Clinton School now under construction. The incentive school plan requires additional staff and programs to insure that children in \"racially isolated settings are provided meaningful opportunities for desegregated experiences/activities\". If a school is out of the agreed racial balance are those children also Page cxxxvii in a racially isolated setting, and how much opportunity is there for \"meaningful\" desegregated experiences? The desegregation plan says the district is \"committed to improving educational quality and student academic performance in all schools and doubling the financial resources\" in incentive schools. If the financial resources of the district are put into the incentive schools and there is no discernable improvement in education quality and student academic performance, how can improvement be expected in the schools that do not have the advantage of the programs or even the minimum extras(academic achievement grants). In order to fully fund the incentive school financial obligation the promised $25,000 grants to area schools were cut to $10,000, and not all the schools received even that amount. The excess capacity in the system is reflected in the low incentive school enrollment. If there were seats taken out of the system the remaining schools would operate more cost effectively by reducing program and administrative staff, increasing individual class sizes and spreading program costs. The enrollment is not directly proportional to costs because of the plan staffing and program requirements that impose a tremendous overhead burden. If, for example, an incentive school operates at 50% of capacity the cost is the same as operating at 100% capacity. If children are added to the school there is no additional cost to the system. There is a potential savings if the seats the additional children gave up are taken out of the system. Page cxxxviiiRecommendations 1. Reduce the excess capacity in the system either by school closing or recruitment of private school students. The district could also encourage parents to keep their children in the public school system by stressing safety features of the elementary schools, the strong academic programs and the value received for their tax expenditures. 2. Develop a comprehensive plan for meeting childrens needs at all school locations instead of giving preference to schools in the inner city. 3. Encourage all parents in the district to take advantage of opportunities in desegregated schools. That would include attracting white patrons to King School remembering that for every two white children, three black children can be enrolled. Page cxxxix1 The following table shows the history of double funding and the double funding projection for 1993-94, all based on figures supplied by the LRSD. 199041 1991-92 1992-93 Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment $1,887.46 $2,249.24 $2,602.66 1993-94 (Budgeted) $2,678.60 X 6% X 5.8% X 6% Projected Area School Per-Pupil Expenditure Double Funding Obligation $2,000.71 $2,379.70 $2,758.82 $2,678.60 + $1,887.46 -F $1,887.46 -F $1,887.46 $1,887.46 Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment $3,888.17 X 1,375 $4,267.16 X 1,259 $4,646.28 X 2,235 $4,566.06 X 1,750 Actual Enrollment Actual Obligation Based upon Oct. 1 Enrollment $5,346,233.75 1,259 $4,895,206.03 $5,372,354.44 2,235 $9,537,102.60 $10,384,435.80 1,937 $8,999,844.36 $7,990,605.00 Actual Expenditure $6,833,005.68 $9,242,255.96 $9,418,773.90 Budgeted Amt: $8,767,378.79 Over or Under $1,937,799.65 ($294,846.64) $418,929.54 Based upon area school budget 1992-93 area school enrollment Per-pupil expenditure (area school) 1992-93 incentive school enrollment Ish enrollment Anticipated enrollment $27,394,050.32 10,227 $2,678.60 1,937 187 1,750 RECOMMENDATIONS ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.The interdistrict plan states \"There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent\" (Interdis. Plan, pg. 4). The assumption of the above concept is that there are enough white students to fill the area schools and \"surplus\" black students would no longer be bussed out of the inner city but would attend their neighborhood schools which would be enhanced. By achieving these ratios the district would have achieved its desegregation goal and could seek unitary status. The plan would indicate that the outflow of white enrollment to private and out of county schools would be reversed by the attraction of desegregated area schools and double funded incentive schools and that there would be sufficient non-black enrollment to meet the maximum 60%-40% ratios in the plan. When blacks are the majority, in order to meet the ratios, a greater movement of blacks out of area schools is required. For example, if a school has 100 students balanced at 60% black and 40% white and ten white students leave, fifteen black students must be transferred to incentive schools in order to maintain the ratio. At this area school the instruction costs would remain the same but the enrollment would have dropped from 100 to 75\nthus raising the per pupil cost. Additionally possibly increasing the cost at the receiving incentive school. On June 23, 1992 a suit alleging voting rights violations by the LRSD for not reforming the composition of the electoral zones was filed on behalf of black citizens. The filing of the suit claimed correctly that zones one and two which are the inner city zones had lost 12,848 residents between the 1980 to 1990 census The loss represents twenty-five percent of the total zone population The incentive schools all are located in zones one and two so the natural population for those schools has decreased. The most western zones of the city (zones three, four and five) experienced the only growth in population. Forty percent of that growth was black indicating more black children for the area schools in those zones. The southwest zones (six and seven) lost a total population of 4,013, however, the black population increased by 5,552 indicating a white loss of 9,565. With the exception of Mablevale which had a black student percentage of 56% in the 1992-1993 year, all the other schools in the two zones had black percentages between 62 and 74. To achieve the plan ratios, black students would have to be transported back to the inner city incentive schools. Many of these children would be from families that had moved out of those zones to get into what they thought were more desegregated area schools. The following are excerpts from the Economic and Market Assessment for the Goals Policy Program for the City of Little Rock, prepared by Tischler \u0026amp; Associates Jnc February 1992 page 11-183. Projected Population Changes for Little Rock Vicinity only the far west, west, and northwest areas are anticipated as having a positive population change between now and 2010, with all other areas of the Little Rock vicinity losing population. The balance of the county, comprising mainly the rural west and the \"north-of-river\" portions, is expected to increase by 21,154 persons between 1990 and 2010. The eight analysis areas comprising the immediate Little Rock vicinity are, shown actually losing population from 192,192 in 1990 to 184,542 by 2000 but recovering slightly to 186,042 by 2010. page 11-26 ILC. RACE, AGE, AND SEX CHARACTERISTICS Beyond the quantities of population and households are primary descriptive characteristics, including consideration of age, sex, racial distribution. The following data reviews changes which have occurred in these characteristics over the 1980-1990 decade. 1. Age and Sex Characteristics These data indicate that the population as a whole is aging. This is consistent with national trends as the \"baby boom\" generation advances into middle age. In 1980, Pulaski County population between the ages of 35-59 years, and 60 years and above comprised 25 percent and 13.7 percent of the population respectively. By 1990, the 35- 59 age group had grown to 30 percent, and the 60 and over group had increased to 15.3 percent of total county population. As of 1990, Black children and teenagers comprised a higher than average percentage of these age groups in Pulaski County compared to the total population. While the county as a whole has approximately 35% Black population, Black female children and teenagers through age 19 comprise 37.4 percent, and Black male children and teenagers comprise 44.1 percent of this age bracket. Of particular note has been the apparent out-migration of younger white children (and their families) from Pulaski County. As of 1980, Pulaski County had 36,253 white children of 0 to 9 years of age. However, ten years later in 1990, this same population group, now aged 10-19 years, was only 29,359, a decline of 6,894, or about 19 percent of the corresponding 1980 population group. By contrast. Black children have maintained their relative total between 1980 and 1990. As of 1980, Black children aged 0-9 years were 19,237. As of 1990, the corresponding age group, now 10-19 years old, was nearly the same at 19,034. This maybe seen as another indication of the out-migration trends discussed earlier for the population as a whole. It is probably also indicative of the perception of lower quality of schools in Pulaski County and Little Rock, as white families with school age children have moved to other jurisdictions.2. Racial Distribution As of the 1990 census, just over one-third of the entire Little Rock Area population was non-white. All but two of the analysis areas were at least 31 percent non-white, and four of the eight analysis areas had non-white majority populations. This comparison of 1980 and 1990 census data shows that non-white population has increased significantly in the southwest and western sectors, with the percent of non-white population increasing by over 18 percentage points in both of these areas. As of 1990, the midtown and central areas had 68.4 and 80.2 percent non-white population respectively. The lowest non-white population was just over seven percent in the northwest and far west areas. In both the far west and the eastern areas, the proportion of non-white population actually declined slightly, while increasing in all other areas. Of further note is the dramatic contrast between the areas of lowest concentration (northwest and far west) and all other areas which have at least 31 percent non-white population. These maps and data indicate that non-white population is also following the general east-to-west movement of general population, although to date it is primarily focussed towards the west and southwest sectors rather than the far west. As with total population, non-white population is declining and vacating the, eastern portions of the Little Rock vicinity, including the east, central, midtown and downtown sectors, and moving into the west and southwest sectors. The result has been a marked increase in the proportion of non-white population in the west and southwest areas. The northwest and far west areas remain predominantly oriented to white population. The document from which these comments were excerpted has many maps, charts and tables to support the narrative. It serves to illustrate the demographic changes that affect the schools and the difficulty of using the incentive schools as the vehicle to achieve racial balance in the area schools. Another major factor that has exacerbated the difficulty of achieving racial balance has been the increase in classroom seating capacity in the school district. Since 1988-1989 the LRSD has added 939 seats at Washington and 728 seats at King while taking 265 seats at Ish out of the total capacity. Both of the new schools are in the inner city area and have attendance zones for black students that would have been assigned to incentive schools. Both schools operate at below their capacity. The district also has seats built for black students at the PCSSD Crystal Hill School and at the Clinton School now under construction. The incentive school plan requires additional staff and programs to insure that children in \"racially isolated settings are provided meaningful opportunities for desegregated experiences/activities\". If a school is out of the agreed racial balance are those children also in a racially isolated setting, and how much opportunity is there for \"meaningful\" desegregated experiences? The desegregation plan says the district is \"committed to improving educational quality and student academic performance in all schools and doubling the financial resources\" in ( incentive schools. If the financial resources of the district are put into the incentive schools and there is no discernable improvement in education quality and student academic performance, how can improvement be expected in the schools that do not have the advantage of the programs or even the minimum extras(academic achievement grants). In order to fully fund the incentive school financial obligation the promised $25,000 grants to area schools were cut to $10,000, and not all the schools received even that amount. RECOMMENDATIONS 1. Reduce the excess capacity in the system either by school closing or recruitment of private school students. The district could also encourage parents to keep their children in the public school system by stressing safety features of the elementary schools, the strong academic programs and the value received for their tax expenditures. 2. Develop a comprehensive plan for meeting childrens needs at all school locations instead of giving preference to schools in the inner city. 3. Encourage all parents in the district to take advantage of opportunities in desegregated schools. That would include attracting white patrons to King School remembering that for every two white children, three black children can be enrolled.fl J ?- US FEB 1 1994 Office of Desegregation Mofiiieiitg January 27, 1994 Ms. Ann Brown Office of Desegregation Monitoring Little Rock, AR 72201 Dear Ann\nEnclosed is a copy of the letter sent to Mr. Larry Robertson and Margaret Gremillion, Assistant Superintendents for the Little Rock School District, requesting explanation of the Budgeting process. This information is being forwarded to you at the suggestion of the Judge during yesterdays court hearing of the Little Rock School District's Desegregation Plan. The questions concerning double funding was a coordinated effort with other Incentive School Principals (Encl. 2) and forwarded to Mr. Robertson's Office in October. Numerous phone calls were also made to both the Superintendent's Office and Financial Services Office with no answers. Any assistance provided reference the Incentive School's budgeting process will be appreciated. Sincerely, Robert L. Brown Principal RLBJ/dlj Enclosures\n04-04-1994 11:16AM FROM TO I - 3 / - fy 3710100 P.02 I i i I i I BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS t (Required - Double Funding) I i 1 I I i ! ! ! i I 1. 2. 3. 4. 5. 6. SCHOOL Franklin Rockefeller Rightsell Mitchell Garland Stephens ITEM AMOUNT Theme 1.0 Spanish teacher ' $40,000 25,000 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher No impact on Incentive School Budget. 12,000 25,000 75,000 (maximum) 12,500 75,000 (maximum) 12,500 12,500 75,000 (maximum) 12,500 I I io y IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES IV ^Pf^ 05 ]39i ^KANSAS LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER 'CJ clerk /ToeF PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court are a number of motions which the Court now addresses: (1) motion by the Joshua Intervenors (\"Joshua\") for a ruling on their request that incentive school benefits, including scholarship benefits. follow the incentive school children clerk [doc.#1929]\n(2) motion by Joshua requesting the Court to address certain issues regarding the budget process of the Little Rock School District (\"LRSD\") [doc.#1949]\n(3) motion by Joshua to require the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules [doc.#2051]\nand (4) motion by the LRSD for approval of Jefferson Elementary [doc.#2090]. I. Joshua moves for a ruling on their school construction at request that incentive school benefits. including scholarship benefits, follow the incentive school children [doc.#1929]. Joshua also requests the Court to address the following issues regarding the budget process of the LRSD [doc.#1949]: (1) whether the LRSD is required to double fund the incentive schools\n(2) whether, pursuant to the double funding, the LRSD is required to provide scholarship incentives and awards to students who attend or have attended those schools since the settlement plan\n(3) whether the LRSD is required to provide training and educational opportunities related to potential placement in teaching positions in the LRSD to black parents and others who are placed as aides\n(4) whether incentive school personnel who are required to work extended day and extended year programs are entitled to extra compensation for that extra work\nand (5) whether the Ish children are entitled to receive all of their promised incentive school benefits when they attend King Elementary School. The Court denies without prejudice Joshua's motion for a ruling on their request that incentive school benefits, including scholarship benefits. follow the incentive school children. Joshua's motion was filed on August 2, 1993. Ten days after filing the motion, at the August 12, 1993 hearing on the LRSD budget. counsel for Joshua requested that instead of a hearing on this matter, the parties should first be \"directed to sit and try to work this out. It Transcript, at 10. Joshua went on to state that it is important for Joshua to sit with the school district and in good faith try to resolve these issues without judicial intervention. Id. at 11. The Court agrees and will defer addressing the matters raised in Joshua's motion until such time as -2-the record reflects that the parties have unsuccessfully attempted to resolve the matter without court intervention. The Court likewise denies without prejudice Joshua's motion that the Court address certain issues regarding the budget process of the LRSD. The Court is currently addressing the budget process of the LRSD in an ongoing manner and will continue to do so on its own terms or that of the Eighth Circuit. Moreover, Joshua's motion consists of mere one and a quarter pages (four complete a sentences) and simply does not set forth sufficient grounds for granting the requested relief. II. Joshua moves for an order requiring the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules [doc.#2051]. Joshua states that the LRSD \"did not give the parents of the students recommended for expulsion either notice by certified U.S. mail or by hand delivery of the recommendation for expulsion and the reasons for it. Nor did the district give these parents the date, hour and place that the school board would consider and act upon the recommendation. Nor did the school district conduct a hearing within ten days of the suspension of the students\nnor was a list of witnesses who would furnish information supporting the principal's recommendation made available to the students at least forty-eight days before the ten day hearing period.\" Joshua contends that the LRSD has failed to follow its own rules regarding due process and that because of that -3-fact, the students are entitled to readmission immediately. As authority for this motion, Joshua cites this Court's previous orders and the desegregation plan. The LRSD has responded to this motion by asserting that the matter is now moot. Specifically, the LRSD states that on December 16, 1993, representatives of the LRSD and counsel for Joshua reached a negotiated settlement and all issues were resolved in accordance with the agreement among and between the parties. In this regard, the LRSD states that \"the students were not expelled from the LRSD\nany alleged rule violations were either waived or cured\nit was agreed that the students would remain suspended through the end of the first semester, but would be allowed to take semester examinations and return to school at the beginning of the second semester. H The LRSD states that the motion now before the Court apparently was filed prior to the settlement agreement. In light of the settlement agreement apparently reached between the parties, the Court finds that Joshua's motion for an order requiring the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules should be and hereby is denied as moot. Joshua may refile the motion if the matter is not moot, or if new and relevant circumstances have arisen that would give rise to any relief. III. The LRSD has filed motion for approval of school a construction at Jefferson Elementary [doc.#2090]. By order dated -4-April 29, 1993, the Court denied the request for approval of construction at Jefferson, stating that the LRSD may repetition the Court for approval of the Jefferson construction after the attendance zones for the King Interdistrict school are finn and court-approved. In addition, the Court requested the following information: the current capacity of Jefferson\nany changes in school capacity that will result from the proposed construction\nand the precise number of portable buildings that will remain at the school as a result of the proposed construction. The LRSD has provided the requested information in the motion now before the Court, Having carefully reviewed the information. the Court finds that LRSD's motion for approval of school construction at Jefferson Elementary should be and hereby is granted. However, any new space generated by the construction must be dedicated to the use described in LRSD's motion. Any alternative use would have to be approved by the Court. IV. In sum, the Court denies without prejudice Joshua's motion for a ruling on their request that incentive school benefits, including scholarship benefits, follow the incentive school children, denies without prejudice Joshua's motion that the Court address certain issues regarding the budget process of the LRSD, denies without prejudice Joshua's motion for an order requiring the readmission of class members who have been expelled from the LRSD, and grants the -5-LRSD's motion for approval of school construction at Jefferson Elementary. IT IS SO ORDERED this day of April 1994. UTTITED states DISTBttCT JUDGE PHIS DOCUMEMT ENTERED ON DOCKET SHEET IN COMPLIANCE V/ITH RULE 50 AND/OR 79(a) FRCP ON BY -6- 4Rirs''S -A JUL 2 5 1994 Oifico of Dcssgregaiiori IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of its business case for Incentive School Plan Double Funding. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 isaa  'J . illUlli By:( Christopher Heller Bar No. 81083 ' CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 21st day of July, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Heller LITTLE ROCK SCHOOL DISTRICT I INCENTIVE SCHOOL PLAN DOUBLE FUNDING July 18, 1994 BUSINESS CASE INCENTIVE SCHOOL PLAN DOUBLE FUNDING EXECUTIVE SUMMARY The Little Rock School District remains committed to the implementation of a comprehensive desegregation plan which focuses on the total learning environment for all students. This commitment includes the elimination of racially-isolated schools. One purpose of the incentive schools was to create schools that were comparable to the best in the District and the state. time, as well as today, At that Carver and Williams Magnet Schools and Forest Park, Jefferson, and Terry Area Schools were/are viewed by their patrons as the premier schools that have established high academic standards and high expectations for students, staff, and parents, academic Incentive schools were designed to promote and excellence in ensure schools that have desegregate. The Incentive School Program been difficult is to not only to compensate the victims of segregation but also to serve as a tool for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. classes. The district committed to double funding of these schools in order to provide the enriched program. At the time the settlement plan was finalized, \"double-funding\" was not clearly defined nor had the cost for implementing the plan been determined. The district developed a plan without regard to cost a factor which was to be considered at a later point. time, the district has developed a formula and funds the schools Since that according to this established criteria. \"Many, but not all of the special programs, activities, personnel, and equipment described in the Incentive School section of the Desegregation Plan have been put in place, costing the District the amount of the double funding obligations\" (ODM 1992-93 Incentive School Monitoring Report). obligations A. Background The racially identifiable schools have evolved from major and minor enhancement schools to Incentive Schools. The purpose of each change was to improve the quality of education. However, the shift in instructional emphasis upon becoming Incentive Schools has had limited success in reducing the academic disparities between black and white students in test scores. Further, no significant number of white students has enrolled in the Incentive Schools despite efforts, although limited, to recruit and serve them in the Incentive Schools.Incentive School Plan - Double Funding July 19, 1994 Page 2 The district continues to cope with problems that are common to urban school districts. The severity of our financial problems has caused the district to focus its energies and resources on establishing a balanced budget each year. Greater emphasis must be placed implementing and evaluating quality integrated education for our community. on The District must operate an efficient school district within the boundaries of its' annual recurring revenues. Short-term remedies have only delayed the financial crises that we now face. B. Problem Definition programming has C. Current not resulted in either improved achievement or desegregated schools. A number of programs do have defined levels of focus and integration of content needed to optimize teaching and learning. Instructional time is Each facet of this district must assist in resolving its' financial problems. Over the years, the cost of funding incentive schools has more than tripled and current programming has not in improved achievement or desegregated schools. The District must now decide if it will continue to limited. resulted Instructional time triple fund Incentive School programs, while reducing the funding for Area Schools. Such reduced funding of Area Schools will have a negative impact and we run the risk of continued urban flight and aging buildings that need attention. are fifty schools There in the district and the children that populate all of these schools must be provided equitable opportunities and resources. Analysis of Alternatives Teaching and learning have not yielded the expected academic growth. Recruitment of white students to the Incentive Schools has resulted in little or no increase District is now asking the following questions: in enrollment. The  Are there programs currently being implemented in the District (or elsewhere) which could better ensure that the Incentive Schools' original goals are achieved?  Are there obligations that are questionable educational or some other standpoint? are from an  Should funding the Incentive School Program be brought in line with dollars generated through double-funding?Incentive School Plan - Double Funding July 19, 1994 Page 3  Can we demonstrate logically that the current program is not making the best use of time, effort, and money?  Are there relevant programs within the District that are achieving the objectives desired for the Incentive Schools? The alternatives at this time are:  Keep doing what we are doing.  Analyze current funding of Incentive Schools and double fund as previously committed.  Modify the Incentive School Program The most reasonable short term alternative is to double fund Incentive Schools without damaging the integrity and quality of programs committed to by the District. * '  Care must be taken to surgically reduce triple funding of the Incentive Schools, these schools remain an important and relevant component of Court approved desegregation plan. as our Minimum modification of extended day can provide a more focused school day, time for staff to focus, assess and plan more meaningful extended day activities. D. Recommendations The District recommends that it maintain its commitment as outlined in the settlement plan, to double fund the incentive schools. Educational excellence, as measured by state testing programs, does prevail in a number of District schools. Past and recent annual evaluation reports for the six stipulated magnets suggest that the students attending are achieving academically as well as or better than other students at the state level. The evaluation data for several area schools indicate our students are progressing academically. Achievement disparity still exists\nhowever, data show that African-American students in these schools achieve at a higher academic level than African-American students in non-magnet schools in the district and across the state. that The student enrollments at these schools have been stable over a period of time. There are waitino lists for oarents who wish to pnmi i their waiting parents enroll Financial excellence. students where resources educational alone will not excellence ensure prevails, educational There must be on-going monitoring of programs to ensure double funding is providing for the needs of the children attending these schools. ISIncentive School Plan - Double Funding July 19, 1994 Page 4 E. The^ District further recommends that extended day/week activities would be staffed in accordance with programmatic need. A review of current enrollment figures indicates that we need. may be able to eliminate some small classes. Although we are aware that students may enroll late, should the district staff these classes today, we could eliminate eight positions at cost savings of approximately $280,000.00 (eight teachers average salary of $35,000 = $280,000). Objectives a X The objective of this recommendation is to offer a quality Incentive School program at all incentive schools by utilizing the established double funding formula. Evaluation Criteria I The incentive evidenced by: school will be successfully operating as  Increased student achievement. Teaching and learning will improve as measured by projects, portfolio assessments, teacher-made tests. and  Improvement in standardized test scores. Increased numbers of students moving from the bottom quartile to the next quartile and increased numbers of students moving above the 50th percentile.  Increased interest in the Incentive Schools by white families evidenced by more white students enrolling in these schools. Incentive  Grade distribution reports (by semester) ] SL 1 increase in letter grades of \"C\" or better in the core reflecting an for each student. areas  Increased activities. student participation in extended day/week Expected Benefits students. The District will be able to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity between black and white students. Quality programs will be used as a recruitment tool to assist the District in desegregating the Incentive Schools. The District will operate and implement an effective and efficient incentive The District school program.Incentive School Plan - Double Funding July 19, 1994 Page 5 P. Impact Analysis Quality desegregated education will be provided in environment that is attractive and conducive to learning, desegregation plan will not be negatively impacted. an The This recommendation will have a positive impact on the plan as teaching learning will be enhanced. Successful and implementation of this program will allow the District to replicate those factors that enhance and promote student learning and parent involvement. The District plans to provide early release time, one day each month for nine months, to provide quality staff development for all of its teachers including Incentive School teachers. Quality staff development will enhance the instructional skills of the teachers and support staff. Using early release time is an effective and extremely cost saving means of providing support for staff. Double funding of the Incentive Schools will provide for potential dollars for Area Schools. More than 80 percent of the district's students attend Area Schools. to \"doing more with less.\" Double funding of Incentive Schools will shift the emphasis ..J _ ,___Testimonies have suggested that the \"double funding\" intent has created a financial illusion of a \"cure all\" panacea for these schools. The district's program planning and budgeting document will allow us to monitor the impact of \"double funding\" on Incentive School programs on a regular basis, monitoring can ensure that the Incentive Schools do not Such suffer irreparable harm as we shift from triple funding to double funding. Start-up costs should decrease and/or be eliminated after several years of program implementation. Maintenance of programs is not as costly as start-up costs for Incentive School Programs. G. Resource Analysis Human and financial resources will be used in a more meaningful way. Staff and students will benefit as we shift our priorities from implementing a multitude of independent activities to implementation of a more focused program\none that places high emphasis on maximizing people power in schools rather than dollar power.Incentive School Plan - Double Funding July 19, 1994 Page 6 See attachments Incentive Schools. for analysis of current spending in the An analysis and comparison of 1992-93 and 1993-94 indicate substantial increase in spending, yet the budgets student enrollment was reduced and little, if any academic increases were noted by these schools, decreased. The number of white students  The projected reductions will bring Incentive School budgets in line with the established double funding formula.  Utilization of human resources will be emphasized as opposed to spending because there is a perceived \"pot of money.\" Staff would carefully scrutinize spending of fewer dollars.  The district needs to develop a technology plan to determine equipment needs. Such a plan will also include providing high quality hardware and software Incentive Schools. for the its'  Quality staff development will be provided during newly established early release days at no cost for stipends.  Stipends will be attached to meaningful activities rather than providing staff/utilities/transportation/services students. extended day too for much phantom  Staff would spend more time planning for quality integration of services to be more comprehensive and get the most for dollars expended.  Principals of Incentive Schools will have some flexibility in reallocating their budgets. Requests for budget increases will be handled through the use of business cases.  More students will engage in meaningful extended day/week activities.  Staff would have additional time to reflect and current program offerings. assess staff activities. to plan more Time would be available for effectively for extended day/week # Teachers would have an incentive to do a better job over a shorter period of time. Projected savings as we shift from triple funding to double funding is\nIncentive School Plan - Double Funding July 19, 1994 Page 7 SCHOOL FRANKLIN (25) BUDGET ITEM/ FUNCTION Stipends / 0117 Supplies / 0410 Music / 1124 Food Service / 0380 AMOUNT 70,657.00 10,272.00 72,615.35 TOTAL 6,965.97 $ 160,510.32 GARLAND (26) Stipends / 0117 Equipment / 0540 Music .05 / 1124 20,000.00 25,000.00 14,262.55 MITCHELL (34) RIGHTSELL (39) ROCKEFELLER (36) Art .05 / 0110 17,500.00 P. E. .05 / 0110 17,500.00 Social Work / 2113) Food Service / 0380 11,887.04 TOTAL 4,000.00 $110,149.59 Stipends / 0117 Supplies / 0410 58,464.45 8,211.00 Music Art .05 / 1124 .05 / 0110 P. E. .05 / 0110 Social Work .05 / 0110 Food Service / 0380 TOTAL $ Stipends / 0117 Supplies / 0410 Food Service / 0380 Music .05 / 1124 TOTAL Stipends / 0117 20,864.18 17,500.00 17,500.00 17,500.00 4,000.00 144,039.63 $ $ $ Transportation / 0331 Supplies / 0410 TOTAL $ 57,336.00 2,000.00 4,000.00 17,500.00 80,836.00 40,044.28 7,500.00 2,500.00 50,044.28Incentive School Plan - Double Funding July 19, 1994 Page 8 START UP COSTS: PROGRAM AMOUNT Writing to Read Science Labs $ 6,000.00 12,000.00 Computer Labs 6,000.00 Computer Loan Program TOTAL 2,500.00 $ 26,500.00 Business Case Spanish Program $ 149,000.00 H. Field Trips Office of Incentive Schools SUMMARY SCHOOL/PROGRAM Franklin Garland Mitchell Rightsell Rockefeller Start-Up Costs Spanish Program* Field Trips Office of Incentive Schools Staffing Efficiency TOTAL I $ 21,450.00 65,000.00 SAVINGS $ 160,510.32 110,149.59 144,039.63 80,836.00 50,044.38 26,500.00 149,000.00 21,450.00 65,000.00 280,000.00 $ 1/087,529.82 * See July 18, 1994 Court submission for business case. Force Field Analysis The primary supporters of this recommendation will be - - ------------ ---  Area School staffs, students, parents, community. Board of Directors, central office staff. The recommendation provides for the needs of students who will attend all of our schools and allows us to double fund our Incentive Schools. staffs. and parents. office staff. BoardIncentive School Plan - Double Funding July 19, 1994 Page 9 The primary detractors will be persons who believe that Incentive Schools should be triple funded regardless of the negative impact on teaching and learning in Area Schools in the District. Given the concerns expressed by a large number of our patrons and educators regarding the excessive funding of many programs in the Incentive Schools, the list of detractors should be small. These concerns can be eliminated by providing information to them regarding our emphasis on educational excellence and the need to implement quality programs within the established double funding formula. BUDGET IMPACT\nDepartment Function Obj ect 25, 26, I 1120, 0110, 0117, 0331, 0380, 34, 36, 39 1124, 2113 0410, 0540IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION c- '-^1 Z LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of its business case for Incentive School Plan Double Funding. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 I Byd Christopher Heller Bar No. 81083 ' RECEIVED JUL 25 1994 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 21st day of July, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roache11 and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Ar-kansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher HellerLITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN DOUBLE FUNDING July 18, 1994 BDSINES8 CASE INCENTIVE SCHOOL PLAN DOUBLE FUNDING EXECUTIVE SUMMARY The Little Rock School District remains committed to the implementation of a comprehensive desegregation plan which focuses on the total learning environment for all This students. commitment includes the elimination of racially-isolated schools. One purpose of the incentive schools was to create schools that were comoarable to the best in the District and the state. At that time. comparable as well as today. Carver and Williams Magnet Schools and Forest Park, Jefferson, and Terry Area Schools were/are viewed by their patrons as the premier schools that have established high academic standards and high expectations for students, staff, and parents. academic Incentive schools were designed to promote and ensure excellence in schools that have been difficult to desegregate. The Incentive School Program is not only to compensate the victims of segregation but also to serve as a tool for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. The district committed to double funding of these schools in order to provide the enriched program. At the time the settlement plan was finalized, \"double-funding\" was not clearly defined nor had the cost for implementing the plan been determined. The district developed a plan without regard to cost a factor which was to be considered at a later point. Since that time, the district has developed a formula and funds the schools according to this established criteria. tl Many, but not all of the special programs, activities, personnel, and equipment described in the Incentive School section of the Desegregation Plan have been put in place, costing the District the amount of the double funding obligations\" (ODM 1992-93 Incentive School Monitoring Report). A. Background The racially identifiable schools have evolved from major and minor enhancement schools to Incentive Schools. each change was to improve the quality of education. The purpose of However, the shift in instructional emphasis upon becoming Incentive Schools has had limited success in reducing the academic disparities between black and white students in test scores. Further, no significant number of white students has enrolled in the Incentive Schools despite efforts, although limited, to recruit and serve them in the Incentive Schools.Incentive School Plan - Double Funding July 19, 1994 Page 2 The district continues to cope with problems that are common to urban school districts. The severity of our financial problems has caused the district to focus its energies and resources on establishing a balanced budget each year. must be placed Greater emphasis on integrated education for our community. implementing and evaluating quality The District must operate an efficient school district within the boundaries of its' annual recurring revenues. delayed the financial crises that we now face. Short-term remedies have only B. Problem Definition Current programming has not resulted in C. achievement or desegregated schools. either improved A number of programs do have defined levels of focus and integration of content needed to optimize teaching and learning. limited. Instructional time is Each facet of this district must assist in resolving its' financial problems. Over the years, the cost of funding incentive schools has more than tripled and current programming has not resulted in improved achievement or desegregated schools. The District must now decide if it will continue to triple fund Incentive School programs, funding for Area Schools. while reducing the Such reduced funding of Area Schools will have a negative impact and we run the risk of continued urban flight and aging buildings that need attention. are fifty schools in There the district and the children that populate all of these schools must be provided equitable opportunities and resources. Analysis of Alternatives Teaching and learning have not yielded the expected academic growth. Recruitment of white students to the Incentive Schools has resulted in little or no increase in enrollment. District is now asking the following questions: The Are there programs currently being implemented in the District (or elsewhere) which could better ensure that the Incentive Schools' original goals are achieved? Are there obligations that are educational or some other standpoint? questionable from an Should funding the Incentive School Program be brought in line with dollars generated through double-funding?Incentive School Plan - Double Funding July 19, 1994 Page 3  Can we demonstrate logically that the current program is not making the best use of time, effort, and money?  Are there relevant programs within the District that are achieving the objectives desired for the Incentive Schools? The alternatives at this time are: Keep doing what we are doing. Analyze current funding of Incentive Schools and double fund as previously committed. Modify the Incentive School Program The most reasonable short term alternative is to double fund Incentive Schools without damaging the integrity and quality of programs committed to by the District. Care must be taken to surgically reduce triple funding of the Incentive Schools, as these schools remain an important and relevant component of our Court approved desegregation plan. Minimum modification of extended day can provide a more focused school day, time for staff to focus, assess and plan more meaningful extended day activities. D. Recommendations The District recommends that it maintain its commitment as outlined in the settlement plan, to double fund the incentive schools. Educational excellence, as measured by state testing programs, does prevail in a number of District schools. Past and recent annual evaluation reports for the six stipulated magnets suggest that the students attending are achieving academically as well as or better than other students at the state level. The evaluation data for several area schools indicate that our students are progressing academically. Achievement disparity still exists\nhowever, data show that African-American students in these schools achieve at a higher academic level than African-American students in non-magnet schools in the district and across the state. The student enrollments at these schools have been stable over a period of time, their There are waiting lists for parents who wish to enroll Financial excellence. students where resources ensure double funding educational alone will not excellence ensure prevails, educational There must be on-going monitoring of programs to children attending these schools. is providing for the needs of theIncentive School Plan - Double Funding July 19, 1994 Page 4 The District further recommends that extended day/week activities would be staffed in accordance with programmatic need. A review of current enrollment figures indicates that we may be able to eliminate some small classes. Although we are aware that students may enroll late, should the district staff these classes today, we could eliminate eight positions at a cost savings of approximately $280,000.00 (eight teachers average salary of $35,000 = $280,000). E. Objectives X The objective of this recommendation is to offer a quality Incentive School program at all incentive schools by utilizing the established double funding formula. Evaluation Criteria The incentive school evidenced by: will be successfully operating as  Increased student achievement. Teaching and learning will improve as measured by projects, portfolio assessments, and teacher-made tests.  Improvement in standardized test scores. Increased numbers of students moving from the bottom quartile to the next quartile and increased numbers of students moving above the 50th percentile.  Increased interest in the Incentive Schools by white families evidenced by more white students enrolling in these schools.  Grade distribution reports (by semester) reflecting an increase in letter grades of \"C or better in the core areas for each student.  Increased activities. student participation in extended day/week Expected Benefits The District will be able to meet its commitment of increasing achievement for all students, which will result in a reduction students. of disparity between black and white students. Quality programs will be used as a recruitment tool to assist the District in desegregating the Incentive Schools. The District will operate and implement an effective and efficient incentive school program.I Incentive School Plan - Double Funding July 19, 1994 Page 5 P. Impact Analysis Quality desegregated education will be provided in environment that is attractive and conducive to learning, desegregation plan will not be negatively impacted. recommendation will have a positive impact on the plan an The This teaching and learning will be enhanced. as Successful implementation of this program will allow the District to replicate those factors that enhance and promote student learning and parent involvement. months, The District plans to provide early release time, one day each month for nine to provide quality staff development for all of its teachers including Incentive School teachers. Quality staff development will enhance the instructional skills of the teachers and support staff. Using early release time is an effective and extremely cost saving means of providing support for staff. Double funding of the Incentive Schools will provide for potential dollars for Area Schools. More than 80 percent of the district's students attend Area Schools. to \"doing more with less.\" Double funding of Incentive Schools will shift the emphasis Testimonies have suggested that the \"double funding\" intent has created a financial illusion of a \"cure all\" panacea for these schools. The district's program planning and budgeting document will allow us Incentive to monitor the impact of School programs on \"double funding\" regular basis. on Such monitoring can ensure that the Incentive Schools do not suffer irreparable harm as we shift from triple funding to double funding. a Start-up costs should decrease and/or be eliminated after several years of program implementation. Maintenance of programs is not as costly as start-up costs for Incentive School Programs. 6. Resource Analysis Human and financial resources will be used in a more meaningful way. Staff and students will benefit as we shift our priorities from implementing a multitude of independent activities to implementation of a more focused program\none that places high emphasis on maximizing people power in schools rather than dollar power.Incentive School Plan - Double Funding July 19, 1994 Page 6 See attachments Incentive Schools. for analysis of current spending in the An analysis and comparison of 1992-93 and 1993-94 indicate substantial increase in spending, yet the budgets student enrollment was reduced and little, if any academic increases were noted by these schools, decreased. The number of white students The projected reductions will bring Incentive School budgets in line with the established double funding formula. Utilization of human resources will be emphasized as opposed to spending because there is a perceived \"pot of money.\" Staff would carefully scrutinize spending of fewer dollars. The district needs to develop a technology plan to determine its' equipment needs. Such a plan will also providing high quality hardware and software Incentive Schools. include for the Quality staff development will be provided during newly established early release days at no cost for stipends. Stipends will activities be rather attached to meaningful than providing extended day staff/utilities/transportation/services students. too for much phantom Staff would spend more time planning for quality integration of services to be more comprehensive and get the most for dollars expended. Principals of Incentive Schools will have some flexibility in reallocating their budgets. Requests for budget increases will be handled through the use of business cases. More students will engage in meaningful extended day/week activities. Staff would have additional time to reflect and current program offerings. assess staff activities. to plan more Time would be available for effectively for extended day/week Teachers would have an incentive to do a better job over a shorter period of time. Projected savings as we shift from triple funding to double funding is\n) Incentive School Plan - Double Funding July 19, 1994 Page 7 SCHOOL FRANKLIN (25) BUDGET ITEM/ FUNCTION Stipends / 0117 Supplies / 0410 Music / 1124 Food Service / 0380 AMOUNT 70,657.00 10,272.00 72,615.35 TOTAL 6,965.97 $ 160,510.32 GARLAND (26) Stipends / 0117 Equipment / 0540 Music .05 / 1124 20,000.00 25,000.00 14,262.55 MITCHELL (34) RIGHTSELL (39) ROCKEFELLER (36) Art .05 / 0110 17,500.00 P. E. .05 / 0110 Social Work / 2113) Food Service / 0380 TOTAL Stipends / 0117 Supplies / 0410 Music Art 17,500.00 11,887.04 4,000.00 $110,149.59 58,464.45 8,211.00 .05 / 1124 .05 / 0110 P. E. .05 / 0110 Social Work .05 / 0110 Food Service / 0380 TOTAL $ Stipends / 0117 Supplies / 0410 Food Service / 0380 Music .05 / 1124 TOTAL Stipends / 0117 20,864.18 17,500.00 17,500.00 17,500.00 4,000.00 144,039.63 $ $ $ Transportation / 0331 Supplies / 0410 TOTAL $ 57,336.00 2,000.00 4,000.00 17,500.00 80,836.00 40,044.28 7,500.00 2,500.00 50,044.28Incentive School Plan - Double Funding July 19, 1994 Page 8 START UP COSTS: PROGRAM AMOUNT Business Case Writing to Read Science Labs Computer Labs Computer Loan Program TOTAL Spanish Program Field Trips Office of Incentive Schools SUMMARY SCHOOL/PROGRAM Franklin Garland Mitchell Rightsell Rockefeller Start-Up Costs Spanish Program* Field Trips Office of Incentive Schools Staffing Efficiency $ $ $ $ 6,000.00 12,000.00 6,000.00 2,500.00 26,500.00 149,000.00 21,450.00 65,000.00 SAVINGS $ 160,510.32 110,149.59 144,039.63 80,836.00 50,044.38 26,500.00 149,000.00 21,450.00 65,000.00 280,000.00 TOTAL $ 1/087/529.82 * See July 18/ 1994 court submission for business case. H. Force Field Analysis The primary supporters of this recommendation will be Area School Directors, staffs. students. and central office parents. staff. community. Board of The recommendation provides for the needs of students who will attend all of schools and allows us to double fund our Incentive Schools. our1 Incentive School Plan - Double Funding July 19, 1994 Page 9 The primary detractors will be persons who believe that Incentive Schools should be triple funded regardless of the negative impact on teaching and learning in Area Schools in the District. Given the concerns expressed by a large number of our patrons and educators regarding the excessive funding of many programs in the Incentive Schools, the list of detractors should be small. These concerns can be eliminated by providing information to them regarding our emphasis on educational excellence and the need to implement quality programs within the established double funding formula. BUDGET IMPACT\nDepartment Function 25, 26, Object 1120, 0110, 0117, 0331, 0380, 34, 36, 39 1124, 2113 0410, 0540LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN DOUBLE FUNDING REVISED - AUGUST 4,1994 BUSINESS CASE INCENTIVE SCHOOL PLAN DOUBLE FUNDING EXECUTIVE SUMMARY The Little Rock School District remains committed to the implementation of a comprehensive desegregation plan which focuses on the total learning environment for all students. This commitment includes the elimination of racially-isolated schools. One purpose of the incentive schools was to create schools that were comparable to the best in die District and the state. At that time, as well as today. Carver and Williams Magnet Schools and Forest Park, Jefferson, and Terry Area Schools were/are viewed by their patrons as the premier schools that have established high academic standards and high expectations for students, staff, and parents. Incentive schools were designed to promote and ensure academic excellence in schools that have been difficult to desegregate. The Incentive School Program is not only to compensate the victims of segregation but also to serve as a tool for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. The district committed to double funding of these schools in order to provide the enriched program. At the time the settlement plan was finalized, \"double-funding\" was not clearly defined nor had the cost for implementing the plan been determined. The district developed a plan without regard to cost-a factor which was to be considered at a later point Since that time, the district has developed a formula and funds the schools according to this established criteria. \"Many, but not all of the special programs, activities, personnel, and equipment described in the Incentive School section of the Desegregation Plan have been put in place, costing the District the amount of the double funding obligations\" (ODM 1992-93 Incentive School Monitoring Report). A. Background The racially identifiable schools have evolved from major and minor enhancement schools to Incentive Schools. The purpose of each change was to improve the quality of education. However, the shift in instructional emphasis upon becoming Incentive Schools has had limited success in reducing the academic disparities between black and white students in test scores. Further, no significant number of white students has enrolled in the Incentive Schools despite efforts, although limited, to recruit and serve them in the Incentive Schools. The district continues to cope with problems that are common to urban school districts. The severity of our financial problems has caused the district to focus its energies and resources on establishing a balanced budget each year. Greater emphasis must be placed on implementing and evaluating quality integrated education for our community. The District must operate an efficient school districtIncentive School Plan - Double Funding August 4, 1994 Page 2 within the boundaries of its annual recurring revenues. Short-term remedies have only delayed the financial crises that we now face. B. Problem Definition Current programming has not resulted in either improved achievement or desegregated schools. A number of programs do have defined levels of focus and integration of content needed to optimize teaching and learning. Instructional time is limited. Each facet of this district must assist in resolving its financial problems. Over the years, funding incentive schools has exceeded the Districts double funding obligation and current programming has not resulted in improved achievement or desegregated schools. The District must now decide if it continue this practice of funding Incentive School programs, or should funding be realigned to our commitment The current practive has impacted the Districts ability to fund Area Schools. Such reduced funding of Area Schools will have a negative impact and run the risk of continued urban flight and aging buildings that need attention. There are 50 schools in the district and the children that populate all of these schools must be provided equitable opportunities and resources. A large we percentage of students attending our Area Schools are students who may live in the Incentive School attendance zones and/or have similar educational needs. C. Analysis of Alternatives Teaching and learning have not yielded the expected academic growth. Recruitment of white students to the Incentive Schools has resulted in little or no increase in enrollment The District is now asking the following questions:  Are there programs currently being implemented in the District (or elsewhere) which could better ensure that the Incentive Schools original goals are achieved?  Are there obligations that are questionable from an educational or some other standpoint?  Should funding the Incentive School Program be brought in line with the Districts commitment to double fund these schools?  Can we demonstrate logically that the current program is not making the best use of time, effort, and money?  Are there relevant programs within the District that are achieving the objectives desired for the Incentive Schools?Incentive School Plan - Double Funding August 4, 1994 Page 3 The alternatives at this time are\n Keep doing what we are doing.  Review programs and analyze current funding of Incentive Schools in order to realign funding as previously committed to by the District  Modify the Incentive School Program The most reasonable short term alternative is to double fund Incentive Schools without damaging the integrity and quality of programs committed to by the District Care must be taken to surgically realign funding of the Incentive Schools, as these schools remain an important and relevant component of our Court approved desegregation plan. Minimum modification of extended day can provide a more focused school day, time for staff to focus, assess and plan more meaningful extended day activities. D. Recommendations Number One The District recommends that it maintain its commitment as outlined in the settlement plan, to double fund the incentive schools. Educational excellence, as measured by state testing programs, does prevail in a number of District schools. Past and recent annual evaluation reports for the six stipulated magnets suggest that the students attending are achieving academically as well as or better than other students at the state level. The evaluation data for several area schools indicate that our students are progressing academically. Achievement disparity still exists\nhowever, data show that African-American students in these schools achieve at a higher academic level than African-American students in non-magnet schools in the district and across the state. The student enrollments at these schools have been stable over a period of time. There are waiting lists for parents who wish to enroll their students where educational excellence prevails. Financial resources alone will not ensure educational excellence. There must be on-going monitoring of programs to ensure the District maintains its commitment to provide for the needs of the children attending these schools. The District further recommends that extended day/week activities would be staffed in accordance with programmatic need. A review of current enrollment figures indicates that we may be able to eliminate some small classes. Although we are aware that students may enroll late, should the district staff these classes today, we could eliminate eight positions at a cost savings of approximately $280,000.00 (eight teachers x average salary of $35,000 = $280,000).Incentive School Plan - Double Funding August 4, 1994 Page 4 Number Two The Great Expectations Teaching Model, which encompasses the very best of what is known about teaching today, should be implemented in selected Incentive Schools. Successful implementation can enhance student achievement, promote a positive school climate, and increase the probability of attaining the goals of the Desegregation Plan. Successful implementation during the 1994-95 school year will ensure replication of this teaching model in the remaining Incentive Schools as well as Area Schools with similar nee^. (Refer to Business Case for Great Expectations) E. Objectives The objective of this recommendation is to offer a quality Incentive School program at all incentive schools by utilizing the funding that has been generated through our commitment to double funding. Evaluation Criteria The incentive school will be successfully operating as evidenced by\n Increased student achievement Teaching and learning will improve as measured by projects, portfolio assessments, and teacher-made tests.  Improvement in standardized test scores. Increased numbers of students moving from the bottom quartile to the next quartile and increased numbers of students moving above the t percentile.  Increased interest in the Incentive Schools by white families evidenced by more white students enrolling in these schools.  Grade distribution reports (by semester) reflecting an increase in letter grades of \"C\" or better in the core areas for each student  Increased student participation in extended day/week activities. Expected Benefits The District will be able to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity between black and white students. Quality programs and effective teaching strategies will be used as a recruitment tool to assist the District in desegregating the Incentive Schools. The District will operate and implement an effective and efficient incentive school program.Incentive School Plan - Double Funding August 4, 1994 Page 5 F. Impact Analysis Quality desegregated education will be provided in an environment that is attractive and conducive to learning. The desegregation plan will not be negatively impacted. This recommendation will have a positive impact on the plan as teaching and learning will be enhanced. Successful implementation of this program will allow the District to replicate those factors that enhance and promote student leanung and parent involvement  The District plans to provide early release time, one day each month for nine months, to provide quality staff development for aU of its teachers including Incentive School teachers.  Quality staff development will enhance the instructional skills of the teachers and support staff.  Using early release time is an effective and extremely cost saving means of providing support for staff.  Double funding of the Incentive Schools will provide for potential dollars for Area Schools. More than 80 percent of the districts students attend Area Schools.  Double funding of Incentive Schools will shift the emphasis to \"doing more with less. Testimonies have suggested that the \"double funding\" intent has created a financial illusion of a \"cure all\" panacea for these schools.  Monthly monitoring and conference with principals will allow the District to track expenditures and ensure that the rate of spending is appropriate for programming needs.  The Districts program planning and budgeting document will allow us to monitor the impact of \"double funding\" on Incentive School programs on a regular basis. Such monitoring can ensure that the Incentive Schools do not suffer irreparable harm as we realign expenditures with the Districts commitment to fund the Incentive Schools.  Start-up costs should decrease and/or be eliminated after several years of program implementation. Maintenance of programs is not as costly as start-up costs for Incentive School Programs.  Implementation of the Great Expectations Teaching Model should provide the means for establishing the proper focus and connectivity needed to optimize student performance in the Incentive Schools. Incentive School componentsIncentive School Plan - Double Funding August 4, 1994 Page 6 (i.e., Reading Across the Curriculum, Oral Expression Across the Curriculum, Program for Effective Teaching, Cooperative Learning, Teacher Expectations and Student Achievement, heterogeneous grouping, learning styles, social skills, and incentive/recognition programs) can be implemented in a systematic manner. The model will enhance the instructional skills of the teachers by providing excellent support for delivery of the current curriculum. Strengthening the capacity of the staffs to enhance learning through staff development activities is extremely cost effective. The educational returns can be long lasting. The probability of attaining the goals of the Incentive Schools will be increased. G. Resource Analysis Human and financial resources will be used in a more meaningful way. Staff and students will benefit as we shift our priorities from implementing a multitude of independent activities to implementation of a more focused program\none that places high emphasis on maximizing people power in schools rather than dollar power. See attachments for analysis of current spending in the Incentive Schools. An analysis and comparison of 1992-93 and 1993-94 budgets indicate substantial increase in spending, yet the student enrollment was reduced and little, if any academic increases were noted by these schools. The number of white students decreased.  The projected reductions will bring Incentive School budgets in line with the established double funding formula.  Utilization of human resources will be emphasized as opposed to spending because there is a perceived \"pot of money.\" Staff would carefully scrutinize spending of fewer dollars.  The district needs to develop a technology plan to determine its equipment needs. Such a plan will also include providing high quality hardware and software for the Incentive Schools.  Quality staff development will be provided during newly established early release days at no cost for stipends.  Stipends will be attached to meaningful extended day activities rather than providing too much staffZutilities/transportation/services for phantom students.Incentive School Plan - Double Funding August 4, 1994 Page 7  Staff would spend more time planning for quality integration of services to be more comprehensive and get the most for dollars expended.  Principals of Incentive Schools will have some flexibility in reallocating their budgets. Requests for budget increases will be handled through the use of business cases.  More students will engage in meaningful extended day/week activities.  Staff would have additional time to reflect and assess current program offerings. Time would be available for staff to plan more effectively for extended day/week activities.  Teachers would have an incentive to do a better job over a shorter period of time.  No additional funding will be necessary to implement Great Expectations. Existing materials will be used. Any additional materials or supplies can be secured with existing funds. This teaching model will be funded by a private foundation. The District expects to develop the ability to support and sustain the model through existing personnel. The staff development specialist assigned to the incentive schools attended the Great Expectations Summer Institute and provide technical assistance and support to the school staffs. Information provided in the following charts will reflect the actual savings derived from realigning our current spending.SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING FRANKLIN INCENTIVE SCHOOL - 0025 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1105-0120 Reg. Non- Certified $ 36,794.05 $ 20,570.00 $ 16,224.05 1120-0117 Stipends $ 62,811.61 50,000.00 12,811.61 1120-0120 Reg. Non- Certified $ 146,368.56 137,205.56 9,163.00 1220-0110 Resource Room $ 61,485.75 28,104.00 33,381.75 1220-0210 Soc. Sec. Tax $ 4,547.07 2,030.85 2,516.22 1220-0240 Insurance $ 2,234.80 1,105.00 1,129.80 $ 314,241.84 $ 239,015.41 $ 75,226.43SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING GARLAND INCENTIVE SCHOOL 0026 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1110-0110 Reg. Certif. $ 39,833.31 $ 35,852.00 $ 3,981.31 1120-0110 Reg. Certif. $ 421,511.31 1120-0117 Stipends $ 127,351.41 1120-0130 Subst. Short $ 18,696.56 1120-0210 Soc. Sec. Tax $ 52,942.48 1120-0331 Pupil Trans. 339,508.60 50,000.00 .00 37,682.25 82,002.71 77,351.41 18,696.56 15,260.23 $ 5,856.86 5,000.00 856.86 1120-0333 Travel $ 1120-0380 3,775.42 Food Service $ 12,467.20 1120-0410 Supplies .00 8,000.00 3,775.42 4,467.20 $ 12,851.74 8,700.00 4,151.74 1120-0416 Supply Center $ 1120-0540 6,246.39 Equipment $ 83,179.56 .00 25,000.00 6,246.39 58,179.561993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1124-0110 Reg. Ceirtif. $ 27,276.67 1220-0110 Reg. Certif. 12,235.45 15,041.22 $ 3,738.42 .00 3,738.42 2113-0120 $ 14,447.74 10,438.50 4,009.24 2410-0110 Reg. Certif. $ 59,995.14 56,078.38 3,916.76 2410-0210 Soc. Sec. Tax $ 5,700.26 2542-0120 Reg. NonCert. 5,188.32 511.94 $ 3500-0313 38,908.00 Pupil Srvs. 36,962.60 1,945.40 $ 17,763.51 15,000.00 2,763.51 $ 952,541.98 $ 645,646.10 $ 306,895.88SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING MITCHELL INCENTIVE SCHOOL - 0034 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1110-0110 Reg. Certif. $ 101,070.50 $ 62,049.00 $ 39,021.50 1110-0210 Soc. Sec. Tax $ 7,536.03 4,483.78 3,052.25 1110-0240 Insurance $ 1120-0110 3,338.14 Reg. Certif. 2,210.00 1,128.14 $ 350,906.95 308,624.74 42,282.21 1120-0117 Stipends $ 100,856.17 50,000.00 50,856.17 1120-0120 Reg. NonCert. $ 157,057.46 134,584.20 22,473.26 1120-0331 Pupil Trans. $ 5,515.32 $ 5,000.00 515.32 1120-0416 Supply Center $ 6,026.87 947.00 5,079.87 1120-0540 Equipment $ 8,185.22 .00 8,185.22 1124-0110 Reg. Certif. $ 23,286.00 15,653.00 7,633.00 1124-0210 Soc. Sec. Tax $ 2,902.79 1,131.08 1,771.71 $ 766,681.45 584,682.80 181,998.65SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING RIGHTSELL INCENTIVE SCHOOL - 0039 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1120-0117 Stipends $ 91,361.59 $ 50,000.00 $ 41,361.59 $ 91,361.59 $ 50,000.00 $ 41,361.59SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING ROCKEFELLER INCENTIVE SCHOOL - 0036 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1105-0110 Reg. Certif. $ 93,677.09 $ 83,185.00 $ 10,492.09 1105-0120 Reg. Non- Certif. $ 186,166.39 173,610.22 12,556.17 1110-0110 Reg. Certif. $ 86,437.25 71,384.00 15,053.25 1110-0210 Soc. Sec. Tax $ 6,472.67 5,158.38 1,314.32 1120-0110 Reg. Certif. $ 550,304.75 528,909.66 21,395.09 1120-0117 Stipends $ 105,960.94 70,000.00 35,960.94 1120-0120 Reg. NonCert if . $ 165,813.92 161,102.88 4,711.04 1120-0311 Instruc. Svcs. $ 38,136.77 .00 38,136.77 1120-0380 Food Services $ 31,013.40 20,000.00 11,013.40 1120-0410 Supplies $ 29,708.54 20,000.00 9,708.54 1120-0416 Supply Center $ 8,689.39 .00 8,689.391993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1120-0540 Equipment $ 44,595.14 .00 44,595.14 1120-0548 Equip. Supply Center $ 890.73 .00 890.73 $ 1,347,866.98 $ 1,133,350.14 $ 214,516.87Incentive School Plan - Double Funding August 4, 1994 Page 9 H. Force Field Analysis The primary supporters of this recommendation will be Area School staffs, students, parents, community, Board of Directors, and central office staff. The recommendation provides for the needs of students who will attend all of our schools and allows us to double fund our Incentive Schools. The primary detractors will be persons who believe that the current practice of funding Incentive Schools should be continued regardless of the negative impact on teaching and learning in Area Schools in the District Given the concerns expressed by a large number of our patrons and educators regarding current funding of many programs in the Incentive Schools, the list of detractors should be small. These concerns can be eliminated by providing information to them regarding our emphasis on educational excellence and the need to implement quality programs within the established double funding formula. BUDGET IMPACT: Department Function Object 25, 26, 34, 36, 39 1105, 1110, 1120, 1124, 2113, 2410, 2542, 3500 0110, 0117, 0331, 0380, 0410, 0540, 0120, 0210, 0240, 0130, 0333, 0416, 0313, 0311, 3548Arkansas Demcxxat 78?(gazette THUaSDAY, AUGUST 17, 1995  3B LR district exceeds spending on 5 schools to meet target\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_1079","title":"\"Interdistrict Desegregation Plan\"","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-02-15"],"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","North Little Rock School District","Pulaski County Special School District","Education--Arkansas","Educational law and legislation","Educational planning","School integration"],"dcterms_title":["\"Interdistrict Desegregation Plan\""],"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/1079"],"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":["145 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 (OCR) and may contain some errors.\nINTERDISTRICT DESEGREGATION PLAN  February 15, 1989 INTERDISTRICT DESEGREGATION PLAN February 15, 1989 1. Introduction 2. Overview 3. Interdistrict Desegregation Plan Student Choices and Options 4. Summer School 5. Staff Development 6. Multi-District Desegregation Plan School Operations 7. Library Media a. Special Education 9. Vocational Education 10. Guidance and Counseling Program 11. Parent Involvement/Community Linkages 1 INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four ( 4) main comm! ttees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. The committees submitted their reports to the oversight committee (student assignments) which in turn submitted all of the reports to counsel for the various parties. refined and revised those reports as well following overview. Counsel have now as produced the Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua rntervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\", \"the districts\", \"districts in Pulaski County\", \"the parties\", \"tri-district\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. 02 J OVERVIEW I. Objectives: The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski county. Such desegregation plan shall be based upon the following principles: A. All schools ( students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these Interdistrict Schools to be 50% black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. Interdistrict Schools: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, tram.s:Portation, and other matters which are relevant to the interdi~t~ict character of the facility. Six ( 6) new Interdistrict Sc.lJools will be established in the near term: A. B. C. D. E. F. Baker Harris Romine Stephens Crystal King 1989-90 1989-90 1989-90 1990-91 Hill area 1990-91 1992-93 Facilities considered for con:.struction or establishment in the future may include in or near c.tienai Valley and the Scipio A. Jones site. The Interdistrict Schools sh1uil.l be populated primarily by black students from LRSD and by wvlhlte students from PCSSD or beyond Pulaski County. PCSSD and! LRSC will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict s,chools. III. Incentive Schools: There shall be a limited numbe1r. of Incentive Schools, for a period of at least six years, sulfficient to accommodate that number of black students who, by att111:nding these schools, make it possible to achieve a student popul~tion in the remaining Little Rock schools (Elementary Academies) of 55% black and 45% white with a variance of 5%. The recruitment of white students to these Elementary Academies may increase the percentage of white students in these schools to a maximum percentage of 60\\. The Incentive Schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens and Washington. The Incentive Schools will be desegregated in phases through a combination of white recruitment into the Incentive Schools, and by reserving a designated number of seats in each incoming kin-dergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the Incentive Schools shall be set at two times the level for the Elementary Academies to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. IV. Magnet Schools: The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50\\ and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and ,. LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD Schools: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district may educate pupils of the other two districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. Further School Construction: All school construction shall be subject to the court' s prior approval and shall promote desegregation. VIII. Transportation: Students shall be provided transportation in order to attend their assigned schools (including its programs and activities) . Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. 06 IX. Building Quality: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socio-economic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. x. students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Activities: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring: The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the par- ties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive. xv. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties, which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Implementation of these desegregation plans by either LRSD or PCSSD is dependent upon the receipt of additional desegregation funds through whatever means may be available. LRSD, PCSSD and Joshua state that neither LRSD nor PCSSD can implement their respective plans or the interdistrict plan without either approval of the settlement with the State, or Court-ordered funding from the state. Further, even if the settlement is approved, LRSD will need additional funds before it can implement the plans. XVII. Community Involvement: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. curriculum and Programs: A joint committee will be established to review the curriculum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts in Pulaski County. INTERDISTRICT DESEGREGATION PLAN student Choices and Options The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of themes, the location of themes, and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe 11 that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey process and procedures schedule will be prepared by the respective districts for those Interdistrict Schools coming on line subsequent to the 89-90 school year. completed on or before April 28, 1989. Those schedules will be Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: A. Baker Elementary The irranediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate the transfer of that number of black students from the presently configured Romine attendance area to compose Baker Elementary as an Interdistrict School. PCSSD will obtain the white students needed for this school by assigning those whites currently attending Baker Elementary to Baker Interdistrict School. PCSSD will likely provide additional geocode reassignment as such assignments presently affect Baker, Lawson and Robinson Elementary Schools. Such shifting will be for the dual purpose of increasing white enrollment at Baker to compliment the recruitment of black students from Romine as well as to bring Lawson and Robinson into as close a racial balance with each other as is reasonably practicable with the use of Baker as an Interdistrict School. 12 The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be expanded as necessary to accommodate the black students transferring in from the Romine area. Baker Interdistrict School will carry a thematic program. The parties intend to conduct appropriate public meetings or parental contact, particularly in the Romine area, to determine the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the respective districts desegregation office. PCSSD shall provide its full compensatory education program at the Baker Elementary Interdistrict School if 35 or more black students transfer from LRSD to Baker. B. Harris Elementary Harris is to be converted to an Interdistrict School. Such designation offers numerous advantages, including the fact that it is the only elementary school in the PCSSD which has sufficient excess capacity to serve an immediate significant role in the interdistrict plan. At least 200 seats are presently available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from those areas of LRSD which will most nearly facilitate LRSD' s desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. As an added feature of the Harris program, 13 Little Rock black students will designated Incentive School for program. be permitted to its after-school attend a incentive The only presently known facility modification necessary at Harris involves an upgrade of the landscaping. Other potential modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to transferring Little Rock black students but also to the present student population at Harris. However, the parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whether or not an alternative theme or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or before February 24, 1989. The PCSSD will implement enhanced compensatory education at Harris, beginning with the 1989-90 school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. c. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to 14 LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation office. D. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the I-630 corridor between I-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. E. Crystal Hill Area PCSSD will construct and operate a new Interdistrict School to be opened by the 1990-91 school year, or as soon as reasonably practicable, in the general area of the intersection of I-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, 15 from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. This school is necessary because the redesignation of Baker and Romine as Interdistrict Schools will not completely resolve the racial imbalance at Romine Elementary School during the 1989-90 school year. To help resolve that imbalance, PCSSD will construct this new school. The parties project that the school would have a capacity of between 600 and 800 students. This capacity would allow the desired number of blacks to be recruited from Romine to PCSSD. In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elernentaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1989-90 school year. F. King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between I-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King and a committee made up of one representative from each party shall make a report and recommendation to the Court by February, 1990, after conducting appropriate parental surveys and meetings regarding the desired theme. G. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious consideration should be given to the establishment of an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such a facility might most appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school year, a timetable for construction of an Interdistrict School in - 17 the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdistrict M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majorityto- minori ty transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Maj ori ty-to-Minori ty transfers under the Court's Order. This type of transfer will be perm! tted only where 1 t improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD and NLRSD shall recruit and exchange, on a one-for-one basis, the following students ( and as described in Exhibit \"A\" hereto): 18 l. Junior High schools: PCSSD Oak Grove white stu-dents with NLRSD Ridge Road, Rose City and Central Junior High School black students. 2. Senior High schools: PCSSD Oak Grove white stu-dents with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. 19 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten, within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A\" r~ - ,_ 20 outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. All other schools within the District are still in compliance with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching this limit. On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-00lJ 1989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the same racial composition. To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-00lJ 1: 22 Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senior high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July l for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-00lJ proposed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability in identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the  basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-00lJ ,.- Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Can~alician Foundation warned that there was as yet no evidence of its efficacy in teaching .!!2!!-handicapped students. The North Little Rock School -6- 3-00 lJ ,--- 25 District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to use the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. -7- 3-00lJ 26 CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Llttle Rock's desegregation plan. February , 1989 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas 72201 ( 501) 375-1122 I -' By, ~ltJ. --JTM-- STE~W~ES, Utonieyfu\n: By: North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72201 (501) 374-3758 Intervenors WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 ( 501) 371-0808 \"\"'M~-=-=T=~===-----r-:-:,'------y--:f=-o:-r- P School D -8- 3-00lJ The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT STATE DEPARTMENT OF EDUCATION By: ______________ _ KNIGHT INTERVENORS //'  By:.....,_/t,_tZ-\u0026lt;.'\"\"-\"/L...\n:\n._~-~--(/ -9- 3-00!J A CO~!PAR rso:,\nOF s IX ALTERl-A TIVE ISSTRt:cno:-\nAL PRACTICES RECO~~IE1'1lED BY THE CATALICIA.'l FOu:SDATio:,\n, I:-\nc. (19 84) TO ~XISTI:-\nG ?RACTICES I:-\nTHE NORTH LITTLE ROCK SCHOOL DISTRICT DISTRICT PROGIW!S - -\u0026lt;0:: !\n-... e !- t. \u0026lt; a: ..: V. ~ \u0026gt;. ::, .... u .... ,_ ... u ... :-:o \"' ... 0 ::, \u0026lt; C ~- C C ,_ u c.. .. !l .. ..... _-,::, - -= .0.. \" ,_ u \u0026gt; ::, ., V u Cl') ,_ ....... u c w \"' - V ., = (: \"' CJ QI QI u ::, u c.. u :, u ... f-, ... ... ::, CJ -0 ., c:. ~ u 0 \"' 0 C C \u0026gt;. \"' . .. ., 0. ... CJ ..,_ V: ..: \u0026gt; ... .s c:.. \u0026gt;. \"' \u0026lt; u .... C ::, ,_ ~ C ~~lg b uu CeJ -:, \"' ]\" \" 0 C !- .... 0 QI CJ ..... ., 0 ... .. ~ ... .... ... c,: ... ......... V ._. QI 0 ... \" ., ... V V C:.. V V ._. ::, on \"' C ... \" ... .. c:..::, 41 C ,_ .. C \" ., ... \u0026gt; Cl') \u0026lt; .. c.. QI u -0 ... .. ::.: \u0026lt;Jl C ... u \" e \"CJ --- ... 0 \u0026lt; ~ .. .... ., \u0026gt;. ... CJ C E 0 ... e Cl'l ... \" C \u0026gt; - QI u 0 ... u \" V ,_. ... CJ \"' ::, e 0 .. I ..... ...... CATALICIA.'l FOUNDATION'S RECO~~DED .... QI ....... f-, \" ... ... \" .. C ... u -0 -= -= u -0 ... C/l ::, ..:, .... Cl Q V C U V QI C ... 0( \" ~j V e ._. AL TEllNATIVE Il/ S1'RUCTIOXAI. PRACTICES \" .. \"\u0026lt; ... \"' QI 0 \" ... QI Cl Cl'l QI .... QI ... ... 0 c:.. .... C. !- \"' 0. C. u u Cl') \"' ADAPTIVE LEARNIXG ~ r.i.m:MENT ~!ODEL Adapts learnin~ env i ronoent co i nd ividual needs. I I X X Provides technical support to classroom teachers. X X Student individual differences described in tet'llls directly X X X X related to i.nstructiou. Dm!PLARY CEhTER. FOR READING INSTRUCTION Elicits correct responses from uou-respoudillg studeuts. x X X X Established mastery levels X X X X X Time for supervised practice. X X X X Correlated language arts activities. X X x X Effective managemeut \u0026amp; monitoring  system. X X X X X X X DISTA.-:t Direct instruction. X X X Students systemactically move throu11b sequenced materials. X X X X X Defined teaching behaviors vith a focus. X X X X X X Clearly specified goals. X X X X Rapid/high rate of student responses. X X I11111ediate acadamic feedback. X X X X X X Teacher controls, selects, and paces .. X X X CO.~PUTER. ASSISTED INSTRUCTION Skills taught through individualized instruction using CAI curricula. I X PEER. TUTORU-G Students assisting ocher students in academic related activities X PRECISION TEACHING EFFICACY RE~r.ARCH KOT AVAIUBLE EXHIBIT A -Cl') 0. -~ ...,. .... - 8 ., .... -= C C ... V 0 Cl') ., ...,. u V QI c:.. .... C. ~ .... g .Q \u0026gt;. ::, ... C. .0, .... C .... 0 ... \u0026gt; _g ., ..... u ... c:.. Cl'l .Q.I ::, ... ... Cl'l QI C QI ~ ..::., ... ::, 0 u\" Cl'l :\u0026gt; Cl'l X X X -- X .. X X X X X X X X X I X I EXHIBIT A SUMMER SCHOOL Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupil/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading, English/ language arts, mathematics, science, and social studies. Students will receive instruction only in the identified area(s) of need, with instruction being provided in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. 30 Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity, a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended year program provides for an extension of the programming from the regular school year, as identified in the IEP.\n31 Areas of Collaboration Cooperative planning for summer school with the Pulaski county school districts should be scheduled for early 1989. students in all districts, including NLRSD, will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility Since all three districts, including NLRSD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates and curriculum offerings would be beneficial for all invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- 32 tion. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Expected Outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/failures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. 33 P~en .\".. ,. .,Iii ~. ... lliN Ctearl '-el: le ... ,_ _ IW, IZ ... I SIIAIIIIIS, CIIJICII s ACIIIIIIH \"M l( ..... ,,,, ., ... ,.,., Mwll~K-1 IK.-.rJ,1 ._MC....,.J'-f' , ......... ,,.. ... K ... l lllft ,csse. _. ll  - rer-...11 fw  ', ..... , \"'\" \"\"' .... - ......... --hlratw1  411\u0026lt;1111 Jaauarr It, Hit ,._ i,rer..,.n, , .... , ..t.. ,.., .e..r. l,.1. l..l .e.s.,. .t.i.c...,. .f w ,. l  Mwerll,e  taler- ....... 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IAH IAH COSIS llSNIIS II ll 11 I . I. .,.,.,, lelwe II ll .... t WII N.r IS, ltlt ...... ltlt -0- loul M4I s-r Schoo ronas/ls collctd C.tl - .. , .. , fr lecI k ...l s --str,tor,\nfi  C--.ct ,~ 1\u0026lt;._I clel Serwtu, Ner IS, ltlt Jiille, ltlt -0- S-r School Ada1111 - School/cours r91stru1 r .. hlretl ,triton\n'- CM4uct LAI[ , ..1 ,trtlo,i ...... ltlt ...... .,., Serw1u, -0- SMlt H kw School /cours r91u.-,1\"' Jo 1.,,-owe ,,.._, lu- ...... ,,..,,. , ..... 1114 ... ,. '?I' ...... ltlt -0- S.. H ebowe 0.wlopd procdurs .,,_ ,rec:e-es e. luet I ,recNllrfl lo relt11e ,_, ,,1ioe1 hlMlhlll f\"MI-, ,,_ . ... , .. .,., Ner II, ltlt -0- S-r School Ada1111 - finI procduru ._,.1,trtl\" 11141 rac:eri 4-res f,ece,,.., \u0026amp; Uretor, .................. ,....,.,,.,, , 10 on n hlMI hlll rethlrer Ne1 I, ltlt Ner II, ltlt -0- ....... , M4 s-.- f1n,I procdurs 11FNwe1 fer recer,to, Sc._l le,hlr1r1\nDt. ............ ,~ Preceul-, , ......... , ,.,. ,. .... , . .. .,., ,.,.., .. ...,, .. ... , .. ltlt Ner II, ltlt -0- S-,- Scllloo I Adai11 I. lnt1f1d neds r-..esa,1a,a._,. 1tr1tor1 ...... ,. Deteral._ \"\" rtc:ord, .... ... , . .,., ..._, ltlt -0- llwlslM of Schools\nProcdurs ,.-.nl1f1d  '- nore, fl11111el1I Srwcs I I I I I ' ... STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year, twice each semester, to discuss and consider common staff deve-lopment concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. ,- I.ti f 11, \\ '1lu111~11I 1111\" I .. .-. I .'. 1., t111jll'U\\L . .J1 U.LU1JL.\u0026amp;.ull J1iJ JJ111,lt.L1LlllJl.u.1u uL---:.l..u ( d,,v,loua. uL.JLl.ll.'...1L.u:.!\u0026gt;.. '. I L,1 l l  - U...\\.~, .. , .... , I \"1111 , t \u0026lt;( ii ff I lcvc J O(llll'I P. , t1111 l l t'E' canposed of , , l'nsc11lat ives fr\u0026lt;n tlM  school lt -1 ricls , 1111illee's function ,. I ' I he lo idenl if y 11111 i11,1leacnl staff -1,,c lo111ienl strategies tlt:1t will assist the districts 111 luUilling the , .,,.,'C' lat ions of ti laining qua Ii ly ,l, s.,~re~aled school ,11 st ric ls. I I :1 : ~~ i :. .!( :,, r\n1~!il!S Hinina111 of four (4 meet i~s 1ier year will be held, two (2) each seaesler. Fal I of 1988 (111-lrl~T ION OAT[ ------- - --~ e\u0026lt;\nrOll',IBlllll \\ ( 'J,1lU\u0026lt;T1o\n, ..-------,,------ -- Ongoing u Staff Development Directors of the Districts Ongoin~ ,m,il)   f COIA IICC't)S assessment MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County Districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. following: We commit ourselves to the I. Underlying Principles * All students will be accorded equal opportunity to participate in all academic and extracurricular programs and services in the districts\n* All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\n* All students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals\n* Special efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recrui trnent will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law\n* Staff assignments will be made on an equitable basis\n* Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\n - .. e i ,... 9'!19ing 19M lffl CYtd Old\\iOft _ sc._~_h_ool_\\ ___ _ _  '  ': r. IH\nNW-II \\tmc .,,. ...u Pro9r , ,.,.. __.r...c.. n..e ,.,rutul ___  d : -L'-=------------------\u0026amp;1'AIL-liC.\u0026amp;IMWl-.al.\u0026amp;.i\u0026gt;b-...-1C.a--ll,j,.l-ll.~h--11. S.cw l!oo-11.I-JAwlC1a1LJA111N111fM0-111\u0026amp;. ...c.w. -MKa..a.l..I- ---- ------ - --------,. Mdr'Hs .....,,,.. c1es..-e,aU011 1M ,...-o-l effort\\ . OIJ(CJl\\':S llflpoll  school i...-o Ml COUkll et , .. rt,rMlllwes fr Hell 1111trlcl. , . ....... l .. l of c-lllNS lo 1111 lss 'PK If le c .. eHs  ru of scllool s  ,....,.t serwlce, I I I . STUTHiU/ ACHIITHS ...-.u ....... , .... .. ,...- .. ,.-.s.e,.t..ru.. ,....,. . ... ..,. aNft. \" -,. JulJ I, 1\"9 CCIIPU TIOI I DAU JuN JO, ltM JIIM  IM4 cosa I . I( SPOIIS i II LI ii (VALUAilOI ~rtnletNWoB Ind Apc)o1nt11enl ol COUOC I I noci1le/An1u1ol SuperlnlelldNlt\\ lor deseljreijll I UII e ssocies/ lesoluon ol ,,surs sslst ... l 5upernltn det!U  -L Phn 1989-1994 ( had\n-, r. s\n\u0026gt;or.1101e A$$0C,ltlc/A))l)lnl ~r1ntencwnt/Per,onnel OlrKtor, :  d II, lo *CIOJP 11UlU1llr Jyppocljyt nd cqu1t,blt penonn.l recrui l-l  ,1,c: ... t proudures - I I I I. SlUliGIES/ I( G 111111 NG ((llll(TION 01.!ECTI \\':S AC'iiWIHU Dl.l( DAIE COS1S RESPONS:llll if I (VALUl.ilON lo lop joint recruit- Shir pl11111i .. , rSOlll'cs Julr I, 1917 Ongoing Personnel 01rec1ors lncre,ne 1n  111e1r11y 1119 effort,  proc:e4un, Md COlllKtS fer recnit- suff IRIJ \"'II Leri I I II' 11 with p1rtlcul1r ..,.,1, -t of stiff. '8t sUI f nd ore pr111111r nn  inorltr t1ctwr certified 1M _._ llonI repre\\enlI 11111 rKruitnt Ctttified au1111 w11por t \\ l  I I\\ 7 lo ,ur the 1Pt1llc1nt Use teKIIWS ia U. . Ongoing . pools lC\u0026gt;ll4j the district, recrt'-l ..-ess Crtified Ind IIOII- . . . Prnporl 1111141 rPprP \\ 1'111 J crtlfied wllcMl ' t 11111 ol  111only ul ,ooh will N SMrH .. 1or 11 r eplorePS 111 111 tll the 1..-.it to \\UII IOIJ I te,1or1e\\ 1ssisl e.c:~ ~tW la corrKLlon of ,1spro-portioo1te ,t1ffl111 lo onltor dlstrlbutl Ille princip1ls will be . . none Principals ', I 4 t 1 \\ I 1t .a I 11,1 I .a I h,1 I ~, stiff 1ero11 trlde .c:countable to .. ,.-e Personnel Oir.ctor  111or1tr le.a, hPr\\ 11,.,. Is 11141 su,,ort 1re1, equit1bl dlstrlWi Assoc:iate/AS\\ISllnt .a\u0026lt;1:P\\\\ lo 1e,t.h111,, 1111111 ti of teclM!r, bJ 9r1de Super inten~nl\\ 111111 I IP.\\ otl ,Ill 11,11IP level Ind subJKl ar l1v1\u0026gt; I\\, Ill ,I I I \\UII  I ... I'd\\ o111,1 Ill \"' I 111 111 . Al' , ll111111r\\, 1,/1 t\u0026gt;l1 , I I I I I . I - L i Plan 1989-1994 (Yuri ' ! r. Rt1\n,or.11b1t Per)onncl D1[et.tor/Assoc1ate Superintendent   ! i 11 . Icon\\ invedl !l1, 1s1on __ :u.Jwu_-:--- Progra/1.rea Persoone_l _ _ _ Pr Im. 1 Df I \u0026gt; ---------,-----ST-.-,_-,-5-1-(-S/------.--,.-.- .,,-,-.,---C-\"'_l_(_T_IO_N_ _ _ ________________________________ ____ OIJ(Cll\\lES I. ACTIWITIU Dll( DAU COSTS I. lo ldentlf, students W10 .. , be fi.lwe lHc-..~ ~ lo ,roI ,..,.,.,.,,.._ 9rs lo lMa , . Jo establish Joint c.-itttt to ddress district plnnl11t for SIIC)tlOrl of Sl ... ts llllo wisll to - lHchers ,h ta_b l ,h.l .l I _t.,,...., .I,N .d lers Jlor \"'\"'' ... SNior ltigll schools Create ccatrKts of iINt\" telllre fi.twe teachers \"\"\" detrH and certiflcatiN CCllllpletion Provide 1111,rs111, ....,.,. nil for students of edllc1tion August, 1989 August, 1989 None OngoillCJ ACSPONS:lllliY Assoc1ale/Ass1slanl Soper I ntenllent s Director of Person~, Personnel D1reclor [VALUAi ION Inc rease lhe n.,..wr ol Uudenls enteri nq the leac_hing proless1un lnc re.isf' the nuahpr 111 11uir11, slo,lfonls who gr .itlua I e I roa I he lh \\ I , 11 t .in,I return lo lhe,a 111 le.ii h  -L Plan 1989 -M ( fur) ,- ~ r: lu\n10r.1101e lCUAOOCI Q1cCf..tu,/Anoe1t ~rinttncnt :  !I 11 (coot l1!Nfl OIJCll\\'S I, 'o ,stbl hh  jol11t -iltH for,,._, .. rrcrutlatnl strat .. tes nd proudures I. STUiF(IES/ \"'~nmu Pr'OllucU el ,I Ht of .-.-.- u- ..-.-......... ..... . dewelo,N jot11tlr to tncre1se effecttw...-ss nd ca.r tnes rKrui '--Ill respons tbl It les lc'ihlllNG DUE S,,rlng, 1999 O.welop I cw-1th,. Spring, 1989  .._..lfll\"hc:l'llll8Nt of certt fled 111d IICNI certified stff _.Ut rserwat toa f 1 ___, of slo~s s, ~I .-.-...1 ,0. ,e. c ,,...,,., , ....... \" 1-,rowe teacher ..,.. 1-. C ... tttoas to Milllllll leKtwrs In the profession Spring, 1989 COftPL El I OIi DATE r.11. 1919 r.11. 1919 Ongoing Ongoing COS,S lo be det,r  intd I _ AESPONS:IIUTY 01 Hr 1 \u0026lt; t Penon,14! I DlrMLon 01slr1ct Pe,sonll4!1 OlrtllOn Support ~,w1r,s ,nd .,,!ding P,inc1p,ls [VALU/.i JON Co(1ll'l 1on of the doc.-nt A.ic1,1I ratios 111 all stall 1)11\\lt 100\\ c,-nsu,.tlP wllh hH,1rt dAd cou,1 dj)j)rr1we,1 ljll I ,Je I IA('\\ l1lfrr.tsl' ,11 \\lrH l \\I.ti I retl'nl 1011 -- Div h ion S, hooh Pro9r I l.ru y hqpl Pol,, IC) I. STUH\"U/ 15111115 CCINPU1IOII o.llC 1 nu ACtnmn DATl DAil I cosa I. llSPOIIS:llll 11 I (WllUAi IOII I . I stlllll\\11 I c-UtN to C-UlN HMl_..t ... .... ,. \"\" June. ,,.., - District pupil ,.n_ Coap!et1on of lM U\\k  ..., 11sc1,11-.,, rls c~lslaa el ,ellcles llrKlon  1dl'nl1lled .... H .. IIUs _, t .... ,,. ..... \" .. 1d1aol ,t,1 h, nd --to.-.,, s of n .... , Ill Mull ,atron, frua lhe li....-llM dhlricu l Oi1...,-... tl011 of llll .... ,o,  S'!l of rIH/ Julr. 19\" .._, IMO - . . rlt to,,..,._, e,e\u0026lt;tlliOIK ldll h dlsc1,11 .. , __ ,~ , ...... ,, .. -  I iltlcts. IS,e\u0026lt;lflc ,_.ltlH MJ .... , .............. , ... .. ...... , .. i ,_, I. htlllll\\1111 llfOC..,e lewle. of ,tllllNt Ill ....... llai!II .. prlnc1p,1, lor Sllllrl .. css to to.,...,, 1,saes  llsct,11..,., re\u0026lt;erds rlI dlsp,rltr ,... ,t .. 11 tnlfer Pol lc,/procectu,-e to N .1u1,. ,,., ..... ,,.., - . . *\"\"'\" for cc--ec ti ol ,t.-.t dis c i,t 1111r, records .-e.. U-'\"'11 lnnsfH or  P.apellNl/1u,~ -! I I I ' ' I. STUl[51U/ IE\u0026amp;lIK CWUTIOII OIJ~CHr:s MTIIIIHS UTE DAU I COSIS I. IHPOIIS: II LI if I CVAl UA ii OIi  -.,,, .. of ttNNftee --t '\"' ,_,u .. .1u1, ..... ~. '\" - Appf'oprtle Assocte/ (tJIIC)let,on of ts ,ollc6e1 le tteai,l le .. ,.u ... , .. ,, .. AlllllMII !,uper,ntetldenl CIHle  C- ,-1 iCJ ..., . ....,, fr HCII of Ille ... HI of ,r .... H di Uriel\\  ..,.,,., ........ u ..... .... lI c-lUN .,,. , ... OncJoi .. - Supet-1ntendt11ts . ,_,u .. t ~ ,ollcles tt...._-,4'h 0..01 .. , ..... of ........ Prl11ei~ls IWI 01str1ct dpll .. __, ,.,,, .. -, iHtlf' ... tM  le A11111a1slr.lon to rewiN t ...,.,, IIN'ltles  St-- I -ft  Dewelafll tter .. uwe scllool Pl 1llerNliwe scllool s,,1 ....... Ogoi .. ..... ........ , w,a,ril As1oc1,1e/ . for ,,..._,, I ....,. of M,000 ,er AuisUat lterwNtl w s,eclI lo Ille district ~llffldNll ssist.-e If trip 1w11lle to Sl- ll Stile O.,,rlnt of .._to, ... ,., .. ,.._.   ctr1c1 .. ,h HuUllOII etc. _. collllfltll .... f.-lillt w1ilNllitJ J I I I I I :   -L Plan 1919-1994 (lud ,-, r: IH\n,or.1111,. p\nreclor uf (ounseting/Pupll Personnel/ : : ! I IV. Qiccc.Lw: pl yooi\u0026amp;tCY (df.KLloo fo rov1\noi11t \"'zs In guid1nce/cqunsel 1nq to - sluileti niicls lo ensure r1c11I equ1tr Oh n1on SIIMN!\\ Pro9r1a/t.rt Gu1dnce I . STIAliGIU/ 1 G ltllll Nia COKPUTION OIJC11\\':S ACTiWITIU I I. I o:.u DAU cos\ns l.(SPONS:Bll I\ny (VAlUAilON Hold Nlfllp .... t fllr ' C.IKI NiJIOJt!S Jul,. 1919 leu1, Directors of f.u1d1nce . for st..-..ts., IIOllld (foc1I. , .. 1 .. 1 Md Voc1tion1I hers nler the lfOrld of IIOf'k AiUONI) Dirl'C lor of Vocu 1001 I Her school. (duut ion Noli, hlr wltll focus on Yeu1, eaplo,ers of  inorllJ l1rget skills ---4 for Yeulr . eaplo,-ent as well IS opportuni t 1es l Provide consistent ind Hold joint counsell119 In Fill, ~llr Journ1l1s Oep1rl enls - .. co-.,lete i  f.,...tlo to i11forNUon senloas for studHIS r ....... counselors Counselors cell ... ,,.,n,t ... wec1ti0111I sdlools. Co tKl col 1-.es ret,rdlng Eich hll - School Prine 1p1I s IIN11Cl1I ii ltll ainorilJ scllolirslll,s 111d specific ltMI spec:111 flMnCiil iide Directors of Guid1nce cnncefttr1tlon 111 1ccess f blid colleges ind Cont1ct colls rec,1rding lich ,,11. sprilk - Directors of Guid1n\u0026lt;e universities 1nd IIMftCiil idllhsions, ~.,.,, w/c-ttee of couc1selu s d for  illOf'llJ SllllteAlS .... iuisons Prov 11le Urgt\u0026gt;l counseling for  111001, studellu ' OnC)o111q - ~dmol Counselun Nol 1fy Sl1111P11l\\, pu,-nh Ongo111q \"\"\"d I fu11n\\l'l11r, /l'1 111, 11MI I ,1nd PtJuc11e HI f re1Ju1h11o ',I.ii I 0,,v .. 1111111 1,1 11 opport un ll I PS U11 tc tut\\ I .. ... ,,. 11111 111 ld111 ,II '\"\"I I .. . Plan 1989-~ing (Vur)   \\ , llupors bi I tuount 1ng/Gu1d,nce/Sct1ool s I IY, (cgqllnYCdl I SHAIElilU/ OIJiCTI \\'5 ACHWHIU fnhnce lnorlty lndlwictu.l studlftl ecruitaeAt Incl cferenc:11111. , .. , ... r.ness of student for nd COIIIIHIOf' NCaur ... - AP, honors Ind elective -l of Incl -ilorl119 proqrs of Slude11ls Proville pooling of CrHle C-1lelOCJiH of resources ncl s,eciflc of 1w1il.tle lterwention pl111s of i11lerYNtlo. service, fM students llllo ue dis1dw111t1ted 1#14/or Districts sh,re inserw1ce ll rh Ind contucted senlcts to benefit sludtflts Develop nd lapleaent lo be developed Ind Sludellt Clf\"Nr tulduce rew1e.ed br studeflls, ,1 ... It~ 11Mtlvldu1I p1renls, counselors 1nd student ed11ullon1I plns te1cht!rs (predic1ted or tnd c.-.niutlon illl potenl11I) ,,uents to ...courage studPnt 1ccess to 111 curricular Ind pro-qr, ... tlc oppo,-tunities 1111 1 ut io c.-nsurte tll school r1Cill ,oapos1tion I 1 I \"1 I 0 11illUIING I COKPL(T ION I I 01.1[ DAI( COSlS Ongoing - Ongoing Ongoing - I R[ SPOICS I BI LI i Y Coun\\elo,s/le,chers Dhtr1ct D1vn1011 IIHds Coonselors/lechers Oirector of Gu1d,nce DesecJrecJlion Officer I I -- ----- ------ (VALUAl ION Pruporlunte a1no,11y rPpresentlion 1n these Llnses Oewt\u0026gt;lopaeot ,11111 1aplN1enl.it111n of st14te91es lapleaent.tllOII of Pl.Ill\\ - _:\nF hn -c-.,..,...~-,:-4\u0026gt;\"-----( Yur) : ~!Cr: I: OIJtCll\\'[S I nh,nce ,_,..ic1l ions 1ft1J dlwisions rel1led to ., .. sel i119 in the 111\\lricls llnifor  ilJ of district r..cords rrdt119 ,., . ArHNic sUlls Dewelo,..nt PIM. Ml-6 llnifor records tr1nsfer pollc, crHlh illd \\W\\les STUT[C.IU/ ACTIVIHU R~lr. onlhlJ eelingi -.. directors of tuidince Periodic joint tuldince eetings Appoint joint c-lttee of counselors iM stiff lo cre1le if.,.. district record foras Appoint c-itlee to dewelop procHllre iftd liI ines \"' records transfer l[GltllHNG D'-TE Julr, 1989 COKPLETIOII DATE OncJo I \"CJ June, 1990 COSlS !}I\\'\\ 10n 5lhOol \\ ?ro~r/~rr ~y1g4nce AHPO~SIB!lliY 01rector of Gu1dnce Appr()C)f'ile A\\\\OClte/ Ass1st,nl 5u~r1ntendenl Director of guidance 0irec tors uf 91111lanre, pt\"1ncip1l\\, directors of pup1 I accounting CVALUI.T ION lnhao\u0026lt;.ed 5en,1ce\\ lllflruved (-,r11cal 11111 (oaplet 1011 uf la\\ laprov-nl in Proc e, \\ I. -. !i ?Ian 1,09-M (fur) ,er Rtspor.11b1e Assoca4Lc $MQCflQltndtnts ! i : I OIJiCll\\'ES SJIAH\"U/ ACIIVIIIU lu \\llldJ G.P .A. nd leviete pollclH Mid t11enship p1rticip1- ...,., ... t of ,, ... , .ion requir,...ts of 1NrUcl,-t1 I Hd1 h\\lricts to Mldreu district l(IINiC requirtaefttS ind st..-11t ,ullc lpalion .. vlete dill - sludlat llffds _.,-uc1,-u.-, aclllev .... t over the 11st 5 Jtlrs IA tlCII district levlete r1ei1I group represet1t1t ,_ IA etncurrlcul1r activities bJ ,,strict o.er l JHr perlo, ...... illt coalllN lo .. IIU1te res.Its of dlt rnlew 1M see 1,  are1s of poller ..,-...,., eaist. ~ I I ..\nI \"1 I t,j l\"PU14~1.\n1.\nION l lH~l\n,.[ D 1 .-. s ion Schools st..-..ts or e tncurrlculw 1\u0026lt;lh1t1es llable recruilatfll tr1t 1es ccess nd o rtunt1es Progr/~re latrcurr1Lul!:__ 1:lilfllUNG I . C(J\\PUTIOI I 01.lE DATE COSJS Jww, 1919 Ontoing - . . . . . . I I . A( SP~S\n11 L Ii f I Assoc ile S1111rr 111tenden1 \\ Director of Alhlet1cs . . . I [VALUAl ION (Ollf)let 11.111 of pol 1e r rev1~w Ae11n1on, of p11l1\u0026lt;11 lo dtJress ~lude11 needs s l I SHAU,HS/ OIJtCII\\-CS ACIIVlilU l . lo ncrult studNts for IHctwr, .,r111t n lArllcl .. tl  cdeeic COURseloe ......... IS of relIH Alld Athletic co- oppo,ttlt IH 11111 IR curricular ctlwitles tur t :icow...-.t of studNts Prowia s.,\u0026lt;ill su,pott: of costs, rKrMilaltlt, Ad e11eoungeaet1t to ,t.,..ts a.serwe slots, If MCHWft. te .. tw st.._t ,.,-tlcl,atl 11111 access  '\"\"as -  ,.-.....-u .. , IINsis .... ' ! c~., I I ltGIIINING I . CCIWUTION CUC IIAH I COSJS June. 1919 Ongoing . . . . I I I. RlSPOt1S:B!ll il Prine ipI s Counulors luchers Athletic Dlrf'Clor . . !l1ns1on _.J!.!!ltl/h __ ___ _ Progrta/1.ru llr4turr1 !c !!.!!!f [ VAL UAJION lncresed student p.rllciptton - nhnc~d proport 10 in student prt1, 1 I n I I I, 11.il 11111 , .    . ! , Pl11t 1989 1\"4 (Jud !h\\'1\\1011 _5!!!9\u0026lt;..!!~----- ,. \\er. P.e1,or.1 AIMKttlC ~MPC[tnl...-Ol  f : Vf. Proc\nria/i.ru . lc1 .L..u llkl.,.._I ____ lo ...... lHlillg prop:eas 111d student pnpu1tion Ind llCeU lo proqr,a\\ l  AIM41!QD OIJiClll'U I ........... ,, ... prOIJf' r.,.. ,._. ,...,.dillt .11  Md jeit scor1111 Pi\\lf'ICt iforaitf iR ,.,..,, .. test re1t1 _, IMIJllllf 41.,.ritiel rOf' 1111-reclat -uor1-. , IHM to .. ,we .,.r.-iI ,.,, pre,,raU -. '\" .... c.-dit ... , ror all 1tllllltlt1 . Addren 1trel .. iH to f'flfluc:e dls..,-ltlel ,, ...... .,...,. .n.f. ..s c,ll. ll.o.l. .,.,. ,., and i...,.ow.-.t ,,,.., I I Cit ~ I UIAU\"U/ ACIIIIIIU CoordiNle ,.,,, .. ... sc ... , .. ..... ,., ... ,, ... , ,, ... t test rewlt1 wit 4kla 41, ........ tl to .... ,,. dls,erltle1 4Mll ... tMHl,J r 'r Mjed ., .. .......... , , .... , .... ,. N o: leKMr, StAU fr ietlllll 111d twal-..U,... cUlr t - test pre- ..,.1t1 IN lllt cOtldlllI for ,t ... 11 ANlrsh ol Kllool lllr K .... , ..... i-4- ,, ... , Mffl DewP.I~ of Slf'lt-.11 lo ...... ,, CO...-Htl\\ Ind to ... , llfft.l\\ li\"l .. 1115 CCJWUIIN DU[ DAil I COSTS I lfSPOIIS:llt I .W I lVAlUU IOII ...,,,. ,.., Olltoi\"I le\\llR9/(w1lu1l1on 0.pl laprowrd 1nd .,,.  eff 1c 1rnl Pf'CMJI\" .. llid \\CUf'l8' Spri ... \"\" Ollgoillf A1soc11le/AS\\l\\llnl (-l)IP.llon of 11\\k Supe,11tlNNINU JIIM, ,,,. .. .... . A(-l1w1l1on of 1114! -l0f'l\"9 c-llel!\\ s.-,, . ., Ollgolflt PrtllClplls 0.wrloa-nt uf pl1n\\ Super11tte1111Pnl\\ ,.,.,l\\urhlr ,ir. r\"\"'' Ill 1h \\j)II' 1 l It!\\ . . I I I  .Ii PIIA l!!tM CYud  '  u r. h1,or.11 AIHK 141 wwo11tNCltnU ~ 1: VI lrnel lmetl !l\"-- \\ 1011 s~11ooh _ _ __ _ Pro9,1/~rr1 ieii,_9 \"9...,/,___ _ _ rnl111llon I SID151lS/ 1[51 .. 1115 CIW\\UIN OIJE Cl l\\'U AUiWllllS o:.n DAU cosa I. I( SPOIS: 11 u iW I UALUAliON JoillJ ,.. .. ,. 1erwtce1 Jlttat stall .......... l \"9DIIWJ an,o1 .. Directors of lest1\"9/ AcltNIC laprm,.-nl lo lH\u0026lt;Mrl ta lHU .. h1ltt1llUA of 111 Uudetlh re: uw of tell K .... , ... , .. ,. . . tlH ... etatiNI of ... ,, ... , ..... , Appropr11le A\\SCKllle/ r~lfJ. of Kores .aNI A11ist111l ~r1nletldeftl~ to,.,. .. ,, , .. , .... ,...,.,..,, ... . . ltHweatlNS lo Pr1ncip1h NMfit st .... ts ,,,., ..... to ....... C .-es, tllese ,t .... l MHI s, Ille 111H1 t Scllool NIH , ... , .. of .  I.R ,l,H,tw N,,t .i.N.S. , ,t o,  . rr1.,,.1s of IC:HNliC .aN IHctler lsHwlces for . . Stile Detirt-l of lllllllRt learai .. StJles, (MllllMI coaper1U leart .. , -u..-, .. MHSof lutrlch Stiff .,.o.,u,.t,~IIM.,, .,. ...., ,_ De-t  .,....,,1,, 1,,..-..._ua , llreclon r I CIT I ~ I I I caJECTIVES The selection of uterials/resources to support the curr1cul .. in desegregated school distr1cts is a ailti-district goal of the library edia progra s. The inservice training library lledia staff aebers to desegregated school d1str1cts 1s a ai1t1-d1strict goal the 11brary lled1a progra s. .. ~ Cit a') l of STRATEGIES/ACTIVITIES BEGINNING DATE Continue hosting Multi-District annually Multi-cultural Resource Sharing Fair. IN THE FUTURE, THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Mult1-0istrict annually Resource Sharing Fair with Book and AV Meter1als Vendors, rotat1ng the site aong the three districts Plan to host ulti-district ongoing tnservtce ... t1ngs such as the one sponsored by the Pulaskt County Educattonal Service Cooperative 1n Apr11 of 1988 to explain the new nat1ona1 gutde11nes for school library ed1a progr planntng Plan to host 1nservice training for ai1t1-distr1ct 11brary ed1a to be estab11shed spec1al1sts us1ng distrtct 1111ployees CCM\u0026gt;LETION DATE COSTS ongoing Minimal ongoing Mlni al ongoing SHk Funding Fro Coopera-the ongoing Mini al Division: Instruct1onal Program/Area: Library Media RESPONSIBILITY EVALUATION Library Media Resources will be Directors or selected, purchased, and respons1ble person (including NLRSD) Library Media Directors or responsible person (including NLRSD) Library Media Director or responsible person (includlng NLRSD) utilized by teachers and students as they teach the currlculu of the desegregated school districts Inservice training will develop skills for llbrar edia specialists who wor in desegregated school d1str1cts y k C\u0026lt;J4PLETION 00.JECTIVES STRATEGIES/ACTIVITIES BEGINNING DATE DATE Utilization of televi- lapl .. nt utilization of cable to be established to be established sion technology in channel 19 and/or videotapes desegregated school produced at Metro to teach basic districts is a aultt- ski 11 s. etc. district goal of the library lledia progrus. Recruitaent of Minority Contact teachers training ongoing ongoing library Media institutions/Recruit Specialists in desegre- teachers for training progrus gated school districts in library lledia certificatton is a aulti-dlstrict goal of library lledia progrus. Multi-distrtct ~nica Copy aaos relattng staff ongotng ongoing tton for library Metia developaent opportunities progru ad inistrators to other distrtct ad inistra-ts a goal for the tors progra s. Meet infonaally for shartng sessions ,.... l ' COSTS Seeking Federal Funds under Star School B111 Mtniaal Miniaal Division: Instructional Program/Area: Library Media RESPONSIBILITY EVALUATION Library Media Students will gal n prac- Directors or ttcal vocational expert-responsible ence In running a tele-person vision studio\nstudents will benefit fro tnstructtonal units pro-vlded over cable syste or recorded for later classroo use. Library Media Hiring and placement of Directors or  tnorlty edla specialist responsible w111 occur. person (including NLSD) library Media Better c01111unlcatlon will Directors or be achieved. responsible person (Including NLRSD) s SPECIAL EDUCATION I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: ( l) A multi-district comm! ttee for assessment is in its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both 58 boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance ( for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include: 59 1. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Multi-Handicapped d. Seriously Emotionally Disturbed 2. Staff Development a. Central Office staff b. Principals/Other School Staff c. Teachers 3. Multi-district assessment committee a. Establish consistent screening process b. Establish evaluation instruments to be used c. Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruit-ment of minority teachers and support staff. 5.. Establish multi-district system ( forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Multi-District's Expected outcome 1. By the 1989-90 school year the multi-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures.  60 c. collaborate on staff development eff arts in all aspects of special education. D. Support activities of the multi-district assessment committee. E. Establish a process for recruiting minority special education teachers. IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better information: ( 1) attesting to the relevance of special education (pull-out programs, self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishing the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education\n(4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) providing more extensive parent educational information systems. 61 Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process. . . U I t111 I 11 ,I ..     . . . .... 1011 .... 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'\"\"'\"'' ,.,,,u,au, \" N, ,,,, . , ... ,. ,,,,, ., , .., ..,, I I U1 t ok.1 II M,,.,,\u0026amp;JLr I~ .,,, .. ,,., lie, cat..-, I I s, ... ,c ,,.,.,,_.\n...,, I. s, ... ,., '\"Pl' I i ._.,.,.I ,. .. .,, \"''\"'\" ltcw , ,,ui:.tt:. l . tun1,\nu/l uc:h utla\u0026amp;11 Moue Lo.1, I, ,11 ,, ., I  I w, I I 4l'ISU L'\"(M)4'1,tl llif111 INJW , :UM,- a..t ..,,, .. ,,.J ul f.,,- irl91,\nc-.., c.,.., ,_., ,_,,_Cl ipl ion ~.,,cw ,~.,.,,:x: ,1ttc1 Ul'J:.i J..,,u,.,,y IWN 1-..1,,u.,,y ''-'\"''-' \"\"'\"-\" t ..,, ,, lt11, , ltil t,U ' ' ..,NJ  '\"'-'I SC! d\u0026amp;!:\u0026amp;.'I ipl I011a1 '\"'\"\"' uy ..,,, .... w, ,.,,. dilt~1c.:1uu:a I I I GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. employment for students entering the working world directly after high school, 2. minority scholarships and financial aid, 3. parent education in terms of student opportunities, 4. college recruitment practices and their impact on minority applicants, 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multi-districts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minor! ty students in advanced and AP classes, 4. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. 83 To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cirterion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the districts, including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. 84 PARENT INVOLVEMENT/COMMUNITY LINKAGES Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. The districts goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as 85 well as developing new additional programs designed to facilitate substantive involvement and cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say NO,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills, academic tutoring, etc.\n3. Parents and staff work cooperatively to develop strategies to encourage positive home learning\n4. Each school will establish a teacher/parent committee to design and implement school-based activities\n5. Promote multi-ethnic in-school parent/teacher committees\n6. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired teachers and community leaders\n86 B. Utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3. Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage\nb. Designate a contact person at each local school to report to an established information center\nc. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers\nC. Encourage community-wide multi-ethnic citizen/parent/ teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi-district level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\n87 D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities: 1. Expand the school/business partnerships\n2. Have a multi-district event to honor business partners in public schools\n3. Encourage the Chamber to continue existing programs such as the teacher appreciation rally and the Excellence in Education Awards for educators and students. * Special needs will be addressed in each school district's desegregation plan ** Participation and programs are contingent on additional staffing and funds in PCSSD 88\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_1194","title":"Little Rock School District Program Planning and Budget Document for Non-Desegregation Programs, Planning, Research, and Evaluation Department, Volume I","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":["Little Rock School District"],"dc_date":["1995-02-24"],"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","Education--Finance","Educational statistics","School improvement programs","Student assistance programs","School integration","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["Little Rock School District Program Planning and Budget Document for Non-Desegregation Programs, Planning, Research, and Evaluation Department, Volume I"],"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/1194"],"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":["35 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\nSecond quarter status report, 1994-1995\nexhibit 1\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nVOLUME I LITTLE ROCK SCHOOL DISTRICT 1994-95 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT FEBRUARY 24, 1995 FEB 2 4 1995 Office of D segregation Monitoring EXHIBIT 1 TABLE OF CONTENTS SEQUENCE# UWl SEQUENCE# Preface SCHOOL OPERATIONS CLUSTER (BUFF) Mission 3 ()()A School Operations (Principals) ()()B 143 Goals School Operations (Central Off. Adm.) 250 4 10 Extracurricular Participation 314 District Financial Summary 11 Student Hearing Officer 337 5 12 In-School Suspension 341 Definitions 13 New Futures 419 7 14 Academic Incentive Grants/Focused Activities 424 Organization of the Report 15 McClellan Community School 429 9 16 Unassigned Cluster Budget Documents 17 Testing Assistance - Disadvantaged 481 II 18 Job Fair 486 CURRICULUM CLUSTER (PINK) SCHOOL SUPPORT CLUSTER (BLUE) 01 HIPPY 19 Unassigned 13 20 Office of Desegregation/Student Assignment 489 02 4 Year Old Program/City Wide 20 21 Staff Development 510 Early Childhood Education Program 22 Library/Media 526 03 Academic Support Program (PAL) 31 23 Computerized Transportation 537 04 Multicultural Curriculum 41 24 Data Processing 541 05 Special Education 71 25 Safety and Security 549 06 Gifted Education 110 26 Minority Teacher Recruitment 555 07 Federal Programs 118 27 Educational Equity Monitoring 563 08 Vocational Education 124 28 Commitment to Desegregation/Leadership 574 29 Summer School (lnterdistrict) 582 30 Summer Learning Program - JTPA 590 SEQUENCE# 31 Contingencies 32 Unassigned 33 Facilities 34 Guidance/Counseling Program Leadership 35 Employment Practices 36 Bidding Practices (Procurement) RECRUITMENT CLUSTER (PURPLE) 37 Parent Involvement - Recruitment 38 VIPS - Recruitment 39 Public Relations 40 Unassigned INCENTIVE SCHOOLS CLUSTER (YELLOW) 41 Office of Incentive Schools 42 Writing to Read 43 Science Labs 44 Computer Labs 45 Foreign Language Program 46 Computer Loan Program 47 Extended Day/Week 48 Field Trips 49 Unassigned 50 Tranportation 51 Unassigned 52 Unassigned 53 Instructional Aides 54 Extended Year 55 Recognition Program fAG.U 599 601 608 617 620 626 641 658 676 687 689 692 695 699 702 711 716 718 722 726 ii SEQUENCE# 56 57 58 59 60 61 62 63 64 Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends/lnservice Other Incentive Schools Academic Programs -- Peer Tutors/Retired Teacher Mentors -- Themes -- Kindergarten -- Reading Across the Curriculum -- Oral Expression Across Curriculum -- Leaming Styles Inventory -- Semi-Departmental -- Instructional Tech -- Study/Test-Taking -- Parent Home Study -- Computer Managed Instruction -- Student Education Plans -- Specialized Programs -- Incentive Programs -- Homework -- Criterion-Referenced Test -- Heterogeneous Grouping -- Effective Schools -- African/ American History 730 733 744 756 778 781 SEQUENCE# fA.G.U 65 66 67 68 69 70 Social Skills 805 -- Family Folklore -- Positive Imaging -- Interpersonal Skills -- Rites of Passage -- Mentoring Program Special Activities 812 -- Peer Tutoring Program -- Academic Reinforcement Clubs -- Special Interest Clubs Latin Enrichment Program 818 Unassigned Career Skills Development 824 Incentive Schools Operations -- Support Services 827 -- Community Access/Field Trip -- Community Involvement -- Special Skills Program -- Special Training -- Parental Involvement -- Leaming Time Schedule -- Home/School Community -- Extracurricular Program -- Attendance and Behavior -- Subject Related Extracurriculum iii SEQUENCE# 71 72 73 74 Counseling/Social Work -- Community Services Access -- College/Post Graduate Awareness -- Study Skills -- Home/Neighborhood Meet -- Wellness Program School Policies and Procedures - Other Unassigned Unassigned STUDENT CHOICES/OPTIONS CLUSTER (GREEN) 75 Student Choices/Options 76 King lnterdistrict School 77 Unassigned 78 Romine lnterdistrict School 79 Rockefeller Early Childhood 80 Original Magnets 81 Unassigned 82 M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) ORGANIZATIONAL CHART 832 851 864 869 873 876 880 890 891 PREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Second Quarter Status Report Program Planning and Budget Document ror Desegregation Programs provides additional direction for quality, interim and/or summative decision-making for the district. Specifically, programs with poor performance or expenditure problems will have been addressed with corrective action continuously during the year rather than after the year is completed. The report enhances the district's ability to monitor and report achievements and expenditures relative to the programs identified in the Desegregation Plan for the most efficient and functional program planning on a quarterly basis. Several reporting practices should be noted as follows: First, the second quarter's report requires an additional volume for desegregation program reporting so that the growth and accumulation of the many achievements reported by schools and programs during the fiscal year of 1994-95 are accommodated. Consequently, the second quarter's report for desegregation programs consists of Volume I (Seq #'s 1-18) and Volume II (Seq#'s 19-82). Principals and Central Office Administrators have reported achievements in the second quarter's report. 09A is the designated sequence number for reporting by Principals, and 09B is the sequence number relative to Central Office Administrators' reporting. The first desegregation audit was completed during the third quarter of the 1993-94 fiscal year. These additional desegregation obligations continue to be reflected in the program budget documents of the second quarter report for fiscal year 1994-95. These additional obligations come from t~e desegregation audit which includes Court orders, ODM monitoring reports ordered by the Court, and Court Hearing transcripts. (Underlined print denotes this additional desegregation obligations language.) This year's audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports and stipulations were reviewed for that period. The document reference appears in the first column of the PBD with an  after it. A portion of these obligations have been inserted with this Second Quarter PBD, and the remaining obligations will be inserted in the Third Quarter PBD. Program Budget Document (PBD) Relinement Procedure: When the PBD was first complied, many non obligation items were included. Extensive discussions were held at that time about what was and was not an obligation. Al the time, we were uncertain about the precise definition of an obligation. We knew then that some \"cleanup\" would be necessary. Working with the document this past year has helped. The distinction between obligations and observations or procedures is clearer. l This copy of the document reflects an effort to refine the document. We began the refinement process in November. Program managers were asked to review their sections of the PBD and mark items they believed were not appropriate for the document. Two types were identified. They were: 1) completed, one time obligations and 2) items that were not obligations but normal procedure within the program area or simply observations. Their responses were returned to the LRSD Office of Desegregation. Responses are reflected in this submission of the PBD with a boldly stamped word or words beside them. An explanation of the stamped words appear in the table below: STAMP EXPLANATION COMPLETED This item is a one time obligation that has been completed JOB DESCRIPTION This item will be moved to the program managers' job description as a routine function of that position NOT OBLIGATION This item is not an obligation PROCEDURAL This item is or will be included in departmental procedure as a routine function of that department TOOL This item will be or already is reflected in the LRSD Management Tool The stamped items will be transferred to the places noted and dropped from the next publication of the PBD. A paper trail will be established for each item dropped. None of the ongoing obligations will be dropped. This procedure applies only to the PBD. It does not effect the LRSD Desegregation Plan or the standing obligations of the District The Second Quarter Status Report Program Planning and Budget Document for Desegregation Programs contains the following: (1) The Mission Statement of Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD Quarterly Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Program Budget Documents Grouped by Clusters\nand, (7) The LRSD Organizational Chart. 2 :----:----=========~=::::=--=-=-=-=-=-=-=--=------:-_=--=--=-=-=---::--=--=------:=- __________ _ LITfLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 3 .I LITTLE ROCK SCHOOL DISTRICT GOALS I. The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 2. The LRSD will develop and maintain a staff that is well-trained and motivated. 3. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. 4. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. 6. The LRSD will ensure that equity occurs in all phases of school activities and operations. 4 ,_ - I Little Rock School District Quarterly Desegregation Expenses Page 1 - - - - - Program % Budget Code Program Name Budget 94- 9~ FTE's '!f__Q !expense 1st Quarter 2nd Quarter 3-rd Quar-ter 4-th -Qu-ar-ter - Spent 01 HIPPY 326,723.78 22.0 122,965.51 61 ,678.75 61,286.7~ - - - 37.64' - - 02 4- YEAR OLD PROGRAM - 1,943,683.64 89.5 - 7?2.4?5.45 292,010.10 48Q,'!_15 .~~ - - ---- - - 39.74% 05 STUDENT HEARING OFFICER 96,144.76 2.0 40,906.59 22,243.00 1f!,663.~ 42.55' -- -- - - - - - - - ! 06 OFFICE OF DESEGREGATION ~11 ,645.~1 13.0 - 214,702.20 108,505.g_3 -- 1~!96.97 - - -- - -41- .96' 07 EXTRA- CURRICULAR PARTICIPATION 7,000.00 0.00 0.00 - - -- - -- --- ~ ----- - ---- - 0.00/4 08 TEACHER RECRUITER - 45,592.16 1.0 ___25 ,392.74 ~.~98.89 _!1,393.85 -- - --- 55.70/4 09 STAFF DEVELOPMENT - 352,!!_32.12 6.0 __1 ~.770.85 71 ,968.8f! _ _ 7?.,801.97 ---- - - 4-2.44' 10 ACADEMIC SUPPORT PROGRAMS - - 1,61~.30~ 00 48.0 566,512.1~ 20~211.74 - 357,000.40 --- ---- - - 35.07% 12 MULTICULTURAL PROGRAMS -- g_59,837.33 ----75,~ !~~ -- ~.936,~ ~ -~ 434.99 ------- ---- - -29.01% - 13 ACADEMIC INC G~ANTS/FOCUSED A.fl 320,0QO.OO -- _ 15,57!_.70 11 ,939.29 3,638.41 - --- - 4.87% 14 ORIGINAL MAGNETS - - ~ 501 ,756.00 _ 1,393,~6.~Q _ ---0.00 1,393,556.50 - --- - 3-0.96% 15 SPECIAL EDUCATION@ WASHIN~TO!i 56,853.5.!_ 1.0 ---20-,88-4.2-5 ---10-,223.4-5 ---10,-660~.80 - -- -- -- - - 36.73' 16 SECURITY --- - ~ 1.286.~ _ 38.0 358,997.33 __11 7,300.43 241,696.90 -- - - - -- 47.16' 17 D/P SYSTEM STUDENT INFORMATION_ --- 712,2f!9.~ - 4.0 636,767,!!8 ~ 6,929.33 ~ ~.!!~5 ----- ------ - 89.40% 18 M- TO- M MAGNET SCHOOLS 374,496.22 5.0 ---2-34,2-7-5.61 ---~ -~0.60 184,645.01 62.56% - --- -- -- - -- 19 KING INTERDISTRICT SCHOOL ,. . 1,333,107.64 68.6 ~ 9f!.~8.66 ~ 0,448.3~ - _188,17Q~~ - --- 29.90% 22 EDUCATIONAL EQUITY MONITORING 421 ,787.43 4.0 _ 316~49.90 179,438.~~ __1 ~?.~!56 - - -- - 75.12' 24 COMPUTERIZED TRANSP SYSTEM 8,000.00 -- 0.00 - -0.-00 -- 0- .00 0.00% 25 ROMINE INTER DISTRICT THEME 69,631.59 52,1!_13.00 52,813.00 - 0.00 75.85' ' 26 McCLELLAN COMMUNITY SCHOOL 170,000.00 2.0 8?.488.01 45,764.00 - - 36,724.Q1 48.52/4 27 IN- SCHOOL SUSPENSION 794,173.67 24.3 _?76,668.67 107,~24.23 -- 16~44.4~ 34.84' 28 JOB FAIR 1,092.82 687.63 452.-3-4 2-3-5.29 - 62.92% 29 TESTING ASSISTANCE 5,066.96 1,395.74 1,395.74 0.00 27.55% 32 LIBRARY SERVICES 427,230.43 30.0 129,976.22 49,509.88 80,466.34 30.42' 33 PARENT RECRUITING 40,000.00 30,119.96 27,755.74 2,364.22 75.30' 34 VIPS RECRUITING 40,680.19 2.0 8,801 .78 2,418.93 6,382.85 21 .64' 35 PREJUDICE REDUCTION 5,000.00 0.00 0.00 0.00 0.00% 5 - .4 Little Rock School District Quarterly Desegregation Expenses Page 2 Program % Budget Code Program Name Budget 94- 95 FTE's _2'TD Expense 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Spl!_!l~ 49 CONTINGENCY FUND 0.00 0.00 0.00 0.00 0.00% 51 OFFICE OF INCENTIVE SCHOOLS 0.00 0.00 0.00 0.00 0.00% 52 WRITING TO READ 0.00 0.00 ---- -0.00 0.00 0.00% 53 SCIENCE LABS 0.00 0.00 0.00 - -0-.0-0 ---- 0.00% 54 COMPUTER LABS 0.00 0.00 -- 0.00 0.00 ----- 0.00% 56 COMPUTER LOAN PROGRAM 0.00 0.00 0.00 - ---0.-00 0.00% 57 EXTENDED DAY - 49~,I23.62 141 ,111.42 ~ 3.~ 13g,757.74 28.58% 59 FIELD TRIPS 25,5~.oo 7,43!_\n!~ ---436.00 6,995.18 29.08% 61 TRANSPORTATION {ADD'Y ___ 15,000.00 0.00 0.00 0.00 0.00% ---- ----- 64 INSTRUCTIONAL AIDES 3992 3g.68 42.0 __ 115,177.~8 45,398,~ 69,779.34 28.83% 65 EXTENDED YEAR 61 ,568.93 51 ,61~1 _ 51 ,61~ 0.00 83.84% 66 INCENTIVE/RECOGNITION _ _!! ,524.35 --~.59~30 0.00 22.50% 72 RECOMMENDED STAFFING 742,246.94 31 .0 -- g24,350.20 82,516~Q _J._ --- - ----- 30.23% 73 REQUIRED- STAFF DEVELOPMEN-T 46,8~.67 7,~58.14 - 4,~84.01 3,57i:!~ -- 16.76% 74 TEACHER STIPENDS/tNSERVICE 62,349.90 __ _!~7.83 -- - 6-25.00 772.83 2.24% 75 OTHER INCENTIVE SCHOOL ACTIVITIES 83,971 .87 9,836.~ 1,40~:?~ _ ~.432.28 11 .71% TOTAL _!I, 143,665.56 433.4 6,487 ,899.90_ 2,493,732.!1\n!,994,167.79 37.84% 6 --- DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. Program Description: A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. Program Goal: A program goal is a broad guiding statement and should describe. the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence# (Seq. If): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Dale: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 7 Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: The Secondary Leader is the associate who is Manager or the Principal). back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program lDisitsetdr icint Gdeosacle nSduipnpg oprrti:o rEitayc ho rpdreorg. ram directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L(LR) = LRSD Desegregation Plan\n!(ID) = lnterdistrict Desegregation Plan\nS = Settlement Agreement\nC(CO)= Court Orders\nT (Hl) = Hearing Transcripts\nP(CP) = Court Pleadings\nM(MR) Monitoring Reports. The format should be L23 or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Plan Reference Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related, the specific desegregation document and page upon which this objective or strategy has been found should be listed. If the objective or strategy is not related to a desegregation document, then whatever source was used has been listed. This element is contained on page 2 and succeeding pages. Beginning Date: This is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner: MM/DD/YY, (09/30/94). Completion Dale. This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (09/30/94). If an activity toward a strategy has been started but not completed, a percent of completion (for example, 75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 8 ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Second Quarter Status Report Program Planning and Budget Document for Desegregation Programs. Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3, ... ) throughout the report at the bottom of the page beginning with the \"Preface. The \"Table of Contents is on page i, page ii, and page iii. Print. The report employs two kinds of print density. Bold Print denotes original language of the desegregation document(s). Lii:hter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s) . The parenthetical statements oflighter print have been integrated throughout the program budget documents for clarification of original language in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s). Parenthetical information should not be construed to mean new legal obligations nor expansion of the obligations under the desegregation document(s). Underlined Print. Underlined Print denotes additional desegregation obligations language which was inserted verbatim in the third quarter report of FY 93-94 as a result of the desegregation audit. Asterisked Items: The document references for the Audit of Obligations from October of 1993 to October of 1994 are indicated by an in the first column of the PBD. Stamped Words. Denotes items identified for \"cleanup. See Program Budget Document (PBD) Refinement Procedures above. Clusters. Programs have been sorted into broad categories called clusters. Clusters include programs or schools grouped together because of similar and related operational functions . For convenience and management of the report, similar programs have been grouped into six separating color-coded clusters. To locate a program, determine the relative cluster of the program by using the \"Table of Contents and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. School Operations Program (09A and 09B). The School Operation's program description warrants that both Principals and Central Office Administrators provide quality planning for students. Therefore, the School Operations Program is divided into two sections for reporting achievements by both Principals and Central Office Administrators. The sequence number for reporting by Principals (i.e., schools) is 09A, and the sequence number for reporting by Central Office Administrators is 09B. For the first reporting period, the inclusionary dates cited in the \"Beginning Date column and \"Completion Date column are 07/01/94 and 06/30/95, respectively. These inclusionary dates represent the boundaries for the first quarter. The generic dates of 07/01/94 and 06/30/95 are used to uniform and conform reporting in the School Operations' program budget documents. Specific date information relative to the achievements of Central Office Administrators follows each documented achievement. 1 Organization of the Report (continued) As a final note, the School Operations Program (09A) classifies the area, interdistrict, and magnet schools into three organizational levels: elementary, junior high, and senior high . Incentive Schools. The Incentive Schools cluster provides program reporting information for the following schools: Franklin, Garland, Rockefeller, Mitchell and Rightsell. Non-Monetary Tracking. No entry on page one in the fiscal year program budget field and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. Organizational Chart. An organizational chart is provided. 10 CLUSTER BUDGET DOCUMENTS 1 1 .... Curriculum Cluster  HIPPY  4-Year Old Program/City Wide Early Childhood Education Program  Academic Support Program  Multicultural Curriculum  Special Education  Gifted Programs  Federal Programs  Vocational Education 1 !  ' Prosnm Seq I: ...... ....., Namt: ProsramCodo: ........... 0-riptloo: District Goal SuP110rt: .......... Goal: II fY ........... Buda\": II YTD Expeoditur,s: Rtlaltd F-tioa Codes: 01 LRSD FY 94-95 PROGRAM BUDOET DOCUMEITT Rmsioa Date: Febniary 3, t99S HIPPY (Home lrut.Nc.tion Prosram For Pruchool Youn,11.ers) 01 Primlll)'I.-: Eeulle Manhi, SNdary 1.-: Marian Shead HIPPY ia  home baled developmental pro,n.m which ruoaniu the mother u the fif\"II 141nUicanl teacher of lhc child. HIPPY 1ui., lhe mother in preparin., the child to be tuecuaful in tindcrautcn, therefore 111iatin, in the rcduc1t0n of the diap1ri1y l'P between black and white udcnt1. HIPPY' major focu, it in the lhadow areH of major inccnlivc 1ehool1 and in the Southwell Little Rock area. HIPPY acrve, primarily economical and cducattOMI diMdvanuaed famil iu . Implement intc:rnited cduu!ional pro,nma that will CRAIR 1h11 all awdcau rrow academically, M\u0026gt;Cillly and cmotioMlly with cmphaai1 on buic .till, and Kademic. enrichment while closin, di-,arittf:a in 1chievemen1. To prcp1re e.conomically diaadvanta1~ children IO enlt:r kjndersamn with the necuury at.ill, to be IUCCtuf'ul\nand to impron the educ1tion1I outt:omca of ttudcnta, particularly black 1tUdenl1 u it relalu lo lhe achKvemenl dilll)lril)' between bl1ct ind while ltUdcnll. Pase. L-5, L- 14, 15, 16 $326,723 .71 I Ill Qtr Es,-1: S6l ,671.7S I ]nl Qtr Espmd: I FTE 12.0 I Sl22,96S .SI I lad Qtr Es,-1: $61,216.76 I ... Qtr u,-1, II I 13 Procr.im Stq I: Program Nam,: Program Code: Program Goal: P1:m Rducncc Page Nwnbu L14 1.14 Ll4 01 IIIPPY 01 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary IA.ad,r: Es1cllc Manhis Pace: Revision Dale: January J 1, 1995 Secondary Leader: Marian Shead To prepare economically disadvantaged children to cnicr lundcrgancn with the necessary skills 10 be success: and 10 improve the educational outcomes or students. panicularly black srudcn1s as 11 rclaces 10 the achievement d1spancy between black and whuc students Objcctins Slratcglts Bealnnin\u0026amp; Dale Completion Dale RtsponsibUlty Evaluation Crilula I To promote the HIPPY projram 07/01194 06/30/95 s .. rr Mailed lcncrs (Documentauon or PSA) 1 I To compose and mail Public ServK:c 01/01194 06/30/95 Staff Announcement for local nd10 stat10ns and Channels 14 and 16 \u0026amp; d1stnbotc flyers A. Dis1r1bu1cd flyers to Waccrshcd Comrnunil)' 08/08/94 08/08/94 Development B Malled PSA 10 LRSD Commumcauun Depanmcnt 08/18194 08/18194 C. Dimibu1ed nyers 10 day care centers, health 08/25/94 08/31194 deranmcnt, ind local businesses 2 To select IIIPPY udes 07/01/94 06/30/95 2 .1 Interview ind select nine (9) Home V1si1ors 07/01/94 06/30/95 St\u0026gt;ff A lnrerview \u0026amp; select llome Visitors 07/25/94 10/03/94 8 Prin1ed and muled nycrs 10 area churches 08/05/94 08/05/94 C. Ran cl1ss1fied 1d in two local newspapers 08/07/94 08/17/94 3 ln111al 1rammg uf 11des and staff 01101194 06/30/95 Supervisor Pay the bill (requisition paid) 3 I Arrange log1sucs wnh Sta1e Regional Offtce for the 01/01194 06/30/95 Supervisor Pay th\u0026lt; blll m111al lrtimmg 4 To enroll fanuhe~ min program 01101194 06/30/95 Supervisor (Documentation of family Coordma1ors enrollment) 4 I Conducl home interview and enroll families mm 01101194 06/30/95 Supcni1sor program Coonhnalors A Mail reg1,\n1ra11on :1nnouncemcnu tn 31.S prospcccwe 08/16/94 08/16/94 fam1hes m LRSD 8 Conduc1 rcg1s1ra11on for 1111uestcJ parents 08/22 /94 08/23/94 14 Prugum Stq I: Procram Code: Program Goal: L14 Ll4 Ll4 Ll4 L14 L14 1.14 Ph1n Rdurnce Page Nwnbtr Ill IIIPPY 01 Primary Leader: Estelle Manh1s Stcondary Leader: Page: Revision Dale: January 31. 1995 Manan Shead To prepue economteally d1sadvantJged chthlrtn to enter k1ndcrgancn with the necessary skills 10 he success\nand to improve the educauonal outcomes of srudcms, particularly black students as i1 relates to the achievement d1spart1y between hlack and while srudcnts Objttllvu To rcc.:nnt families 6 To dc1crn11nc service of coordma1ors 7 To a.ss1gn families rn he scrvteed by a,,Jcs 8 To organize msuucunnal maccnal 9 To fam1harm:: aides of 1he HIPPY 1mplcmcnta11un m LRSD 10 Oh1am material for program 11 Tu 011e1ua1c cnmlled f.umlles In the HIPPY program Stralrgirs 5.1 Compose and mail correspondence to communuy churches 10 recru11 families and ms1ruc11onal aide tnmees. 6 I ldcnufy fam1hcs to he scnicd by each coordinator 7 .1 Identify fam1llcs 10 be scnicd by each aide 8.1 Print curriculum malcnal. A Ordered pnn1ed curriculum from Dushkin Publishing 91 Conduce three (3) day workshop 11 . I Conduct or1tn1a11on mcc11ng 15 Beelnnln\u0026amp; Date 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08112/94 07/01/94 07/01194 07/01194 07/01194 ComplcUon Dale Rtsponslbllily Eulualion Criteria 06/30/95 Staff Cert1fica1ion of aides (pos11mn of aides filled) 06/30/95 Supervisor Coordina10rs 06/30194 Supervisor Coordinators 06/30/95 Coordina1ors Assignment of families to aides 06/30/95 Coordinacors 06/30/95 Supervisor Coo rd ma tors 08112/94 06/30195 Supcniisor Coordma1ors 06130/95 06/30/95 Supcni1~r Families enrolled in program Coordma1ors (documcntat1on or parcn1 oncntalic,n) 06/30195 Program Stq I: Program Nolmt: Proi=ram Cod,: Program Goal: rtan Rdcrtnct Pac, Nwnbtr Ll5 Lil Ll5 LIi 01 HIPPY 01 Pdmary Leadtr: Secondary Luder: Pagt: Roislon Datt: January 31, 1995 Marian Shead Tu prepare econmmcally d1sadvan1aged children 10 en1er kinderganen wuh the necessary skills 10 be success: and 10 improve the educauonal ou1comes of students, panicularly black scudcnls as it relates to the achievement d1,\npaniy between black and wh11c students ObjtctivtS Slralt\u0026amp;iu ll\u0026lt;\u0026amp;inninc Oat Complclion Dale Rtsponsibilily Eulualion Criteria A. Secured space for oricnta rion(Adull Educa1ion 09/19/94 09/19/94 Aud11orium) from Paulene Manin, Adul1 Educauon Director 8 Invited LRSD personnel 10 Oricnta11on 09/21/94 09/21/94 C. Prepared program agenda for onenta11on 09/23/94 09/23/94 D. Orienlllion conducred 09/26/94 09/26/94 12 Identify mceung s11es of group mce1ings. 07/01/94 06/30/95 Coordinators Confinnarion of sire (documentation of leuers) 12.1 Secure mcelmg sites for group mceling. (mailed 07/01/94 06/30195 Coordinators letters 10 buikting pnnc1pals) 12.2 Mail out no11fica1ion of meeting sites. 07/01/94 06/30/95 Coordinalors ll To schedule 1m2lemcnta11on of HIPPY curriculum 07/01/94 06/30/95 Supervisor Coordinators 13.1 To schedule aides wecklx home v1s1ts 07/01/94 06/30/95 I J 2 To schedule area grou12 mceungs  (!rinl 0~crs 07/01/94 06130195 13 3 To schedu le weeklx lnscrvicc Training for aides 07/01/94 06/30/95 13 4 Schedule aides fin1 teaching {wi1h own child!. 07/01/94 06/30/95 14 To provide parent,\nwith 111forma11on dtat will assist 07/01/94 06/30/95 Supervisor Received materials 1hcm wuh their ch1ltlrcn Coortlinators 14 I Schedule workshop for parents and aides, mail 07/01/94 06/30/95 Supervisor out and pnnt m.:uenals Coordinators 14 2 Include cnnchmen1s for parents al monthly Group 07/01/94 06/30/94 Meetings IS . Tu evaluate aide 1ra111ees nud puinl (15lh \\lilctk) 07/01 /94 06130/95 16 l'ro,.ram Stq I: Pro5trarn Name: Program Code: Protram Goal: 16 1.16 1.16 Plan Rdtrtncc Pace Number 01 ltlPPY 01 Primary l..tadtr: E!itcllc Manh1s Stcondary l..tadcr: Revision Date: January 31. 1995 Marian Shead To prcpa1c ccononucall)' d1~advan~gc.J children IO enter kmJcrgancn w11h the ncccc\nsary skills lo be success\nand to improve the cducallonal outcomes of srudcn1s. pan.cularly black students as 11 rcla1cs IO the ach1evcmcn1 d1sr1uty between black and v.huc studcn1s Objttli\\'H 16 To dc1crmmc progr.am sutcc.SJ 17 Began second pan of program's 1mplcmcn1.1uon. 18 Evalu11111on of HkS nud poml (week IS) 19 Provk.lc pucnl.5 wuh mfomiauon 10 be successful wnh 1hcar children 10 Build the aides ch1IJrcn self cs1ccm SCra1cclu I.S I To evaluate each aw.Jc 1r.11ntc 16 I Conduct survey or parenis  pnni nu1enals 17 I Implement second part or IIIPPY curriculum 18 I Evaluace udes 19 I Obtain a s11e alltl speaker and schedule a lecture for parents 19 2 llold Parent Apprec1111on/Mot1va1ional Progr11m 17 Bcginn.ln1 Date Completion Ible 07/01/94 09/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30195 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Rrsponslbility Supervisor Coonhnators Supervisor Coord1na1ors Supervisor Coordtnalors Coordinators Supervisor Supervisor Staff EYaluallon Criteria Compleuon or survey Evaluarion u~ing the Early Prevenlion or School Failure nr a sm11lar model which is comparable in vahda11on scope and developmental grounding will he conduc1ed on !he HIPPY pan1cipan1s n they enter and exi1 the kindergarten. A standardized achievement tesl will he gl\\'en m each child at d,e end ur 1he 1h1rd grade level Pan1c1ratinn or parents Consultan1 rec raid Consul1ant foe paid I - Procram Seq I: Procram Namt: Prn1ram Goal: Plan Rdcrerw:c Pace Number 1.16 1.16 Ll6 Lib Ll6 lb 01 HIPPY 01 Primary Leader: fa1cllc Ma11h1s Pa1c: Rrvision Dale: January 31, 1995 To ptcpuc cconom1c1lly d1sadvan11gcd children 10 c111cr lcmdcrgancn w11h the necessary slc1/ls 10 be d1sparny bc:r,r.ccn black and ...,.h,1c studcnu success\nand 10 improve the cduca11onal ou1cmncs or srudcms. panicularly black srudcn1s u II relates 10 the achtevcment Sttondary Ltader: Marian Shead Objllvu Slralc\u0026amp;ies Bcclnnin\u0026amp; Dale Complcllon Dale Rrsponsibilily Ealuallon Criteria 20 I Ac11v111cs throughout program year with mvolvcmcnt for children. t c fall cam1val, holiday 07/01/94 06/30/95 S1.1ff party, 1roup mccllngs gradua11on \u0026amp; rcco\u0026amp;niuon ceremony A Held Fall Carnival for parcm.s and children IU/24/94 10/24/94 s1arr Complcuon of prog12m Oc1obcr 24. 1994 11 Adull Educ1tt0n Auduonum 8 Held Hohday Pany for parenu and children 12/20/94 12/20/94 s1arr December 20, 199-4 at Adull Educauon Auduonum 21 Graduauon or HIPPY ch1klren and atdcs reccpoon 07/01/94 06/30/95 Coord1n11or 21 I Starr will organize 07/01/94 06/30/95 22 Evalualc aides 07/01/94 06/30195 22 I Schedule firgJ cv1tu11t0n or trainees m the 07/01/94 06/30/95 Coordmarors program 2). Staff III place 07/01/94 06/30/95 Coordma1or Starr began 1mr,lcmen1auon or 2) I To begin 1mplemcma11nn or HIPPY program 07/01/94 program 06/30/'ll Supervisor To assist m the 1mplemcnta11on or 24' M\n,unum regular staff 07/01/94 06/30/95 program 24 I Secretary 07/01/94 06/30/95 2S . To asm1 m traveling upcn.sc 07/01/94 06/30/95 AKies Pay Sllpcnd 2S I AKics made home v1s11 07/01/94 06/30/95 26 The home based [!m1ram anJ the fouqcar old school based (?mgram will collahora1c m the areas of ~ 06/30/95 [!ilrcn1al mvol..,cmcnc and reacher 1ramm1 1 ,, u Program Stq I: Program Name: rrogram Code: Vrognm Coal: Plan Rdcnncc Paet Number L6 01 IIIPPY 01 Primary Leader: Estelle Mauhis ~condary Leader: Page: Rnislon Dalt: January 31. 1995 Marian Shead To p,cparc cconom.cally d1\\advan1agcd children 10 cn1er kmdcrganen wuh the: necessary skills 10 be success\nand 10 improve the educational outcomes or s1uden1s. particularly black students as 11 re:latcs 10 the achievement d1spanty bc1wccn black and whuc students Objtttives Stralc\u0026amp;ies Btclnnln\u0026amp; Date Complclion Dale Respomibilily Evaluation Criteria 27 The Lntlc Rock School and Pulnki Coun~ School 07/01/94 06/30/95 D1'itnc1s will collahor.ue and coordmaic the on 10mg im[!lemcn~uon or the HIPPY Pmgr3m. l il f'rolnm Seq I: h'Olra,aNamt: f'rolnmCodo: ..,,,.,_ 0-ripooa: Dulrict r.n1 S..ppo'1: f'rolramGoal: VTD E. pmctitu,..., Relaled fwlttioa Cndes: 02 LRSD FY 94-95 PROORAM BUDGET DOCUMENT Pqe: Rorisiaa Daw: Febnury J, 199S Four-Year Old PJoanmlCity-Wide Early Childhood Prosnm 02 Priaary L\u0026lt;N: Eatellc Maubi, SODdory 1-: Pat Price The purpote or the pro1nm i, to meet the 1rowin, oud1 of di11dvaru1cd INdcnu and to i~rovc the nicial balance at 1Chool1 th,1 are difficuh to deac1re1at.e by inc0tp0ntin, arty Childhood Educalion pro,nm1 iDIO the Elementary 1ehool1. The prosnm provtdc cxperiencu for youn, children which meet their nted  tnd llimulate lumin, in all developmental arcH - phyaiul, 10eial, emotional, and intclltual. Priority for idcnlificatk,n of pro,nm 1itc1 will be 1ivcn to uu1 lhat hive a very hi1h conccntretion of tow income Rudcnu and in achoob that are difficult lO duieJreJ lc . The piatrict'a pruchoof curriculum model will be jmplcmenccd in U inccn1ive achool, and other aelccted achoola jg the nlc Rock School p\n111rict E[cctive the J990-9J ,chool yur lhi1 model .,ill be: 1n intccrI pert of the effort to jmproYc the academic achicvc,ncnl of minorjly ind cconomic,lly diudnnt111ed children ind lo ttncl while 11udent1 lo the achoo!,. A lonc-no,e (four-rur-okl) pln wiU 1ddreu demognphic jnstruc1ion1( nd Jlructunl nced1. LR.5D will conlinue lo Uk the [our-rear-old prognm H f mun lo rnCI thf need, of djNdv,ntued 1tudcn11 nd duearute Khoo! lhl ,re difficuh lo de1,ecrn11e. U Goal II  ln.,lemuc inte1nted educational prosnm1 tht will cnaurc th,t ,II lludenu 1row 1cadcmic1lly. aocially ind cmotkmllly with cmph1ai1 on b11ic 1till1 and ac,demic enrichment while closin1 di,pari1ic1 in 1chicvemenc, Oo.112  Oevdop nd maintain a .. ffth11 i1 wcll -tnined ind motiv11ed. Goal fl - The Little Rock School Board, adminillRIKKI. uff, 1nd 11.udcnt1 will dcfflOflllnlte in their day lo day behavior that they accept c.1ch divcnily rriona 11udenu:, .. rr and lhc community,. 1 valued re10t1rcc upon hich our comnwnity and n,tion can dR 11 we prepare ror the 2h11 Century. Goal 14 - Soficil and aecurc financial and Olhcr ruourcu lhat arc necuury lo fully 1Uppot'l our tchool1, includin, our dcac1rc1a1ion plan. Goal 15 - Provtdc a urc ,nd orderly clim.11.e th,t i1 conducive lo lumina for all llUdcni... Goal 16  Ensure lhat equity occun io ,II phHn of tchool ac1ivi1ic1 and opcntiona. The p\natricJ ill jglemenl the four-Year-Old tro,.m bY the 1994-95 tchool year accordio, to the p[OYi1ion1 0[1 loncnnre implementation pln developed [or additional [our-year-old cla11C1 and approved by the coun mo,u11) L7, LIO, LJ7, JI, 19 $1,9J , 61J .6-4 ... (!tr E.,-1: S29l,OJO.JO Jnl Qtr E.,-1: fTE 119.5 S7n, 15 . S 2nd Qtr E.,-J: S  BO ,  Jl . JS t11 Qtr E.,-J: 20 LRSD FY 94-95 PROGRAM BUOOET DOCUMENT 02 Four-Yur Old Prosnm l'riaU)' Leoder: Eatcllc M1tlbi1 .......... s.q,, Protr .. N .. r. rrosramc..i.: rrosromc..i, To .. ,.__. tloe F-,-Y--Old ,.....,_lo.-.\n,. 1\u0026lt;llooll. (fo meet the nte.d, or diudvanuac.d IIUdcnllj to i~rov ncial balance in tc:hool1 that arc ditrtcuh to dc1e1re11te .) Ll7 u 1992-9] ~ ~ .E!!nlli --8l!l!li.!l! ~ ~ Mi1chcll~ R\nrho .. n -~ loh - Cloocd 93.94 Bale. Ckwt.rdalc Geyer Sprin,1 Wauon WillOCI t,\\1l l' '\\_1~:\\::.:\\::\\,_' .... Ll7 S.lc, Fair Pult, Fnntlin, Ocycr Sprin,1, Waahinstoa, Watton, WoodnilT Stephen - clo1ed 94-9.S Stnt,pa I .I l'Nride ,...ngistntioa imnius .. -811.uy priocipols. 21 07/0li,t Setoadary 1-l\u0026lt;r: 06130/95 , .. ., Rmsioe Dote: Pat Price -AulpaeotOlllte Sludmt A.wpmealOffic Comlllllittioas l\u0026gt;opertaeal l'rin\u0026lt;ipols 2  January 31 , 199.S Eul- Crileria I. A,.-c-- .. Sludml As,\npm .. usipaea11 I.I Date of.....,.\n, ........ u. or parti\u0026lt;i-ts hoSramName: ,,,,.,_Cod\u0026lt;: l'roa,_G..r: ' n.. \"\"- r ... Number Ll7 *\n\"p . ~ Ll7 ... ' ~ ~ Ll7 Ll7 02 Four-Yur Old f'roanm Jit.ei:sioa Dale: To imple:am1 Oae Feur-Year-Old Pros,.. 18ti,e ttllools. (To me.cl the nd1 or diudv1ru1ed llUdeoo\n10 i~rove ,-cj,J b1lance in achool, that are diffac:ull IO de1c:1re11te .) P'riaary1-: EaleUe M1rthi1 Seroad.,ry 1-: Pat Price Obj11ctifa SC,.... ~o. .. C..pkdaao.ie \"'\"~l,il\nty l.l ~ -pubkity ror ,.........,__ 07/01194 06/30\"5 ~ .u,\n,..mc Olllce Comllllicatiom 0..--mt A. luly and Aup11 the Art.nu, Democnt Gu.enc 07/0519 0113119 b.d 1rtidt1 re11rdin, re1i1tntion inform11ioa, lao nyc,- wen m ikd oul lilli\"I pro,nm location ind lddilionll information. 1.3 Al.Sip (our-yNr old -b. 07/01194 116130\"5 ~ ~ ~~ .u,\n,... .. A . A11i1nment1 were made from 1ppliu1iona duri\"I 01/0519 01/1919 . ,,.. ~, ~ ,[. pre-re1i11,-1ioo in ceorct..ncc to nci1I b1J1ace1 ' ~ - requirement on May 16, 199 throuJh Auplt 19, 199 . 8 , V.canciea ere filkd rrom ..,,itin, lill after petitiorun, the cour, 10 rekue the v_.,n1 IIUlt . 09/30/9 97$ J . Eouc-rea~ lfudent1 ill ~ ta1H\nd on the M400 - lfudcn1 in(C!fl!!!l!!?n l!!!Q!1emel!! n:atcm. 07/0119 ~ A. Student, t 11ed on the AS.00. 2, Rnat -loon ud aic1eo as.-. OI/Ol/9 09/30/9 07/01194 06/30\"5 SuPft\"Yison, llumu RfSOlln:11 Director, 2.1 l'rioc.ipais latfl\"riew inltttStfd l~latt, aod aides at -  07/01194 06130\"5 Superrison, lfu.mu Reso.\"'11 22 , Direttor, Priaclpals /1nuaryJI, 1995 Eui,..,\n.., Crileria 1.2 (Docunw:m1ion or p rticiptin, and identified PSA '1: R1dio ind TV - tiona 1c:n1 to O.te,  ired Pre-re1it1ntion nnounccment) 1.3 (Aui1nmen1 notification. 10 prentt Enrollment in cl111e1) 2. (A li11 or qualif\ned 1pplicanta.) J.I A li,t or qwoljfiod applic .. b, (Employmcnc orteachen and aide for new and open po1i1ion1 .) 02 , .. ., Four-Yur Old Proanm ltttisioD Date: J1ou1,y l I, 1995 ....._,... Code: Proa- GMI: rriauy i-, Eaul~Mtnhi, Te lmpim,Mt tile r .. r.\\'ou-OW ......... la ,_d,e 1\u0026lt;Mok. (To me.cl lhc oc.ed1 or d1Mdventa1td IIUdcnta\nIO improve racial balance in .chool, that are ditr.eult lo dnc1re111.e .) Socoadary Lnd\u0026lt;r: Pit Price Plu Rtf-P11e ~ecti N-'- Stra.,.\n.. ....... o ... c-p1,ooa Dola lle__,\n!ity t:,....,,_ Cric.ria A. Tuchcn and aide, hired (o, every clauroom. 07/0l/94 Ol/12194 L17 l . Obtaia CIH\"lialli--~ ...... , ... 17/01194 06/30195 (Puo:hatin, Dept. l . (Confirmation ofpurch11e \"'l\"llrtllR u - L17 s.rviaon) onkn.) 1.1 c_,.... ... _ .-. to,-.. t7/tl194 06/30195 Priadpols 3,IMeleriolse,oilable Superrison A. M11.erial1, M.lpplie1 and cquipmenl availabJe in all 07/01194 Oln0/94 newcllUf'OOffll. Ll7 4. Traial_llon ......... ia ... uapim,totiooo el E.C.E. \u0026lt;..,...._.) '7/01194 06/30195 Sup,/SutfO.. . (Documen1.11tion of in,,ervicc L17 cvaluationl .) 4.1 c-.-.... ......., . t7/tl194 06/30195 Sup,/Sutf 0.. 4.1 ~ (Documc.n\u0026amp;.ation of inaervice evaluation,) A. Principal, tninin, July II and 19, 1994\nOctober 13, 20, 1994 and November U, 1994 07/11194 50S I . Tc.achcn tnilUn, Au,u11 16, 1994 and September Ol/16194 50S 20, 1994\nOc:IObc.r 12, 13, 20 and No..-cmbcr JO, U, 11,1994 Ll7 4.l CNdud ...W, iasenic. 07111194 06/30195 Sup,/Sutf 0.. UAoenda (Documc.nt1tion of in.aervicc cnluation,) A. lnacrvic:c tninin,  July II, 1994\nJuly 19, 1994\n07111/94 50S Aup 16, 1994\nS.pt,mber 20, 1994\nOc!Ober 12, ll, 20, 25, 199\nNovember 10, IS, II, 1994 L17 5. Familiarize pH''lllb wit.a. Four-Year Old Prvs ...... '7/01194 06/30195 c....,_._..... 5 (Documentatioa o( meetings L17 ind evaluation,.) 5.1 Ceaduc:t ,-reat erieatatiooo memac ood ,-reat 07/01194 06/30/95 c1w,-1-11on 5.1 Number of parents attendinc toa/tflDC:e. Pareot/Te.:ller C.rermces 2J P'roaramSeql: ...... ,.... Code: ......... Goal: n.. Reftrence race Numbo\u0026lt; Ll7 LIi LIi 02 Four-Yur Old Protram l'rimary .._ Ealclle Matthis Te .. .,.._,.. tllt Four-You-Old ............ Mlocti,e otllools . (To meet the ne~ of diMdvntaacd ltUdcru\nto improve nc:ial balance in acbool, that are difficult IO dctt1re11te .) Objtius -.. A. Parenl Oricru1ion: Au,ull 30, 1994 - Romine and EJcmentary M11net School,\nSeptember t. 1994 - Elementary Area School1\nSeptember I, 1994 - lncemive School,\nParenl Conference Dey - September 23, 1994\nNovember 12, 1994 - Bndy Puc,. Wo.tohop\nO.IObcr 4, 1994 - HIPPY 5.l l.adlNle rr-yeu eld clwdrm ii Masttt Stlledule - Jtudeats recei,e Hnices of ceumtion, mllSic: t.-.llen, 1tMOI una, libnriam, plllylital eduulioa...ta.rt._.....,_ A. Muter acbcdutu reHccl aervicu children re.ccive. 5.3 _...,. .. ....-.. ot\u0026lt;nq lo tllt da,s,-, A. Forty-tevcn cl1Nroom vi1itatt0flf. B Fifteen pro1rama had lic:cn1in, 1ite vi1itt.  .6... .E..H..l.n.a. te effectinneu er Four-Year Old 2,1 Jaftill'}' 31, 1995 Pat Price ......... De .. c-pktioa D Rapomil)ility Euluolioa Criteria Ol/30/94 so\" 07/01/M 0\"30/95 l'riacipob 5.l -IC- 07/01/94 09130/94 07/01/M 06/30/95 Priadpob 5.3 Cnic- tlloddist a....- TeKlien Suponi,on Ol/22/94 so\" 09/13/94 so\" 07101/M 06130/95 (Principal 6. (AMual review of \u0026amp;11u1ment CIHtroom Tuchcn data bcainnin,: at the cod of lhc SupervilOf'I lindcrs  rtcn year of uch child Plannin,, Re.un:h, participatin, in the pro,nm. and Evaluation, EPSF Poll Aueaamenla) Aaaoc. Supt.)  (Con-.,ari10n1 of \u0026amp;he proareu of children ..,ho dkl and did not participale in the proanm.) (Standardize achievement ..... will be 1iven IO ucb child at the end of the third 1rade level . Thue teata will provide data indicalin, the 1UC.ceu of the Early Childhood Proa:nm aa an intcrvcnl:ton 1tntcu,) l'rocrom Seql: l'roc,.,..N .. e: Pros,_ Codo: ..... ,.. Cool: Plu R.r..-e P-Numb  LIi LIi LIi 02 Four-Y cu Old Proanm l'riouryteodor: To imS--mt tM Four-Year-Old ,.,,. .... ill Mlflcti,e 1tlloola. (To meet the need of di11dnnu1cd IC\\ldenll\n\\o improve nciI balance in achoob that are diff,cuh IO deae1re11te .) ObJecti Stn1,.\n., ,.1 A.aunist appropriate \"ahaatioa .. fov-year- - 6.1 (Mainllinin, portfolio 111e11menll on four-year-old,.) A. Por,fO,tO ataeaamcnb bc1an on all chHdrca. 6.J Auly .. - -- test data_. ,._,.. ..,,.11 roe LRSD lloar-4 or Dirotten. 6.3 IJdbe nsulls , ... ,....,_ .. ,....- 25 Rerisioa Date: January 31, 199.S Socoacluy Leodor: P.1 Price a..\n-\n..Dale c-pk\u0026lt;iaaDMa Reepomil,ility EuluabOa Criwria 07/01/94 06/30\"5 Cius.-- ,-1,en 6.1 ETaluatioa results 07/01/94 06/30\"5 (Cl111room 6.1 (Document.Ilion or portfoliot IUchcn) recordin, the wort. which children do and what they lnow.) Oln2/94 50ll 07/01/94 06/30\"5 Asao\u0026lt;Su,t 6.J Eulwtti ._11 Superrisor \"\"\"\"-'s, E,-,_. T .. tina 07/01/94 06/30\"5 (AalOC Supt 6.3 (Atua tarseled for Supervi10r) improvement.) rn,.ramSoql: Prosram Name: FluR\u0026lt;f.,..P Numb\u0026lt;r 01 Four-Yur Old Proanm EauUeM1tthi1 To ba,i-mt IN r .. r-Yeor-OW .......... io OMti,o otlloob. (To meel the nee.di or diMdvaru1cd IQldenLI\nIO improve r.cial balance io 1ehool1 that are difrtcuh IO deae1re1atc .) Objecti-. .. 5tntepa 7. SuJ:!22:rt the continued wo~ o[ the 1::8~12 E!rty Q!ild~ Jut E2:tH ! ! ... ,,uabls avs:~ r21: 21!D! lcpcher, Ind communitx jnpyt, 1-1 ~!:!I ~Ir: Ink Eorcc mectim A. Schedule meelin,1 and plan aaenda. 2G , ... , Reriuoa 0...: Jonuary JI, 1995 Setondaryl-. ht Price .....,.o. .. c---- Ra,-ibitity [ulootioa Crilerio ~ 06130195 ~ 06/30195 07/01194 50'5 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Pqe: ,.,,....,. Soq I: 02 hnuary 31 , 199S Four-Year Old Prosnm l'rotrom Codo: Primary 1.-.: Eaelle M1Ubi Pat Price P'n\u0026gt;tlnm Goal: To combine the effotta of the L.R.S .O., P.C.S.S D., N.L.R.S.D., Head Start and other enlitiea to provide quality eariy childhood experience to II many diudvantase INdenll in lhc city of Lia.Je Rock. n.. Reltrtace ObjtiCtius Slnt,ps ~Date c-..-oate R .. pomibility E,aluatioa Critfflll P ... N,_ber Ll9  To ntti.e  letter or support,,... Nell lllmtJ' 07/01\"4 06/30/95 Key rtpn!Hlltati fl1o record ldlen mri,oatoparllt.ipate. r.--~.._,, Ll9 J. To .ie..t1op a p1u ror ........ o city-wide mr1y 07/01\"4 06/30/95 Key ftpNSSltatiH\u0026amp; c~ pn,craa. fnaeerlilaamcy Ll9 J.1 To .... blia pwu,iq ,...,....iu,.. ADIi ldoatir,, 07/01\"4 06/30/95 Key ftP1'981llti,a Slnoctund ,... ror ........... k,..,... .,._.,....,,._. A_DIi dw,.,.._ _,. ...... ,,_ ...... ..,, Ille. Ll9 J.l To W..til'y appropriate oddilioul 07/01\"4 06/30/95 Keyn,nsatMi Recent el coamittee -ben ~ ,,... eac.111 ,-rtici.-bDII - froaMCliacmey for eed1 c .. itt. L19 J.J r.-. .... 1oa111obeadd.......iudtM 07/01\"4 06/30/95 K.,....,......uati,,. Rec:enl ef committee embers tam to be acc:oaplislM,d by ead1 committee, fr'Nlleat.llaaftlltJ' iodudiac appropriau elma lo be\"' Ll9 l . To initiate ti.e plaaniac for tllie 07/01\"4 06/30/95 Assoc Sapt ror ,la..o.p. l,m,.tatiM or a city wide ..rt,, dlildliood Educational ...... ............ Ll9 l.1 To coaduct periodic  ....,.. ta reriew ,........., 07/01\"4 06/30/95 Assoc Sa,t ror Minutes of medmp efMClic .. mittee. Edw:atioaal ...... ..... L19 l.l ToW..til'y....,.n:-byW..tilloolby 07/01\"4 06/l0/95 Assoc Sap1 ror ldmtificatioa of committee Melli committee, iKludiq mooetary. Educational ............. 27 ..,...,_ 5,q I: ,.,,,_,_ Coclt: ....._...,.CHI: Plu Ro(.,_, Page Number Ll9 Ll9 L7 (N) LIO (N) LIO(N) LIO (N) 02 Four-Yur Old Pn,snm Rnisioa Date: Januuy 31, J99S To comb\n.,. the 11Ton, of the LR SD , P.C.S.S 0., N.L R S.D., H\u0026lt;N S0.11 and ocher ,,.\n,\n,1 to provHl1 qu1fi11 ,.rl1 ch\nldbood e\u0026gt;q\u0026gt;\u0026lt;nenceo 10 11 m1n1 d\nudv1no.1e IIUdeno.\nn the 1 of Little Rock. Eaellc Mtthi1 S..ondary Leoder: Pal Price Objti -.. ......... D ... c-,i,\n.o .. Ra_,a,\ni\n,,. E.,,11,atioa Crilia J.J To Fffiew 1M tint draft: ef die 07/01\"4 06/30\"5 ~--..--sie .... Md .. W ,.. ... ..._ - Supt ror Subaiuioa or lint draft Educatiollal ,.,....,___, .......... 3.4 To ......,\ni ... llul draft for appn,al ,_ al 17/01\"4 06/30\"5 \"-\u0026lt;Supt for Dralllllhmitted ....... ,o,tid- lloanls .r Diretton ,......., applicahlo}. Educatioaal ............ I. (To coHbonte ich HIPPY, P C.S.S.C., N L.R S 0 ., Head Start, end other cntitiu in order to fulfill lhc diatf'Kt '1 o.pecLttion. for I qua.Ji1y arty Childhood Educ11ion Prot:ram.) (N) I.I (To emblilh a tchcdu5c or rc,ular mLin,1 or 07/01\"4 06/30\"5 (UlSD Supcrviaon I.I (Schedule and minute, or all rcprucQC.llivc  of lhc v1riou1 cnti1ie1.) (N) Ind PCSSDINLRSD moeUn,1) and Hud .. rt ,S.u .p..e.r.v.i.a.o n of ECE ) 1.2 (Supc:rviaon mecl \\o di1euu individual pro,nm 07/01\"4 06/30\"5 (I.JlSD Supervi10n 1.2 (Rotter of particip1nt1 and need, and IO determine if ruourcu can be lharcd.)(N) and PCSSD/Nl.JUD minute, of mectin,1) and Ht.ad.,rt Supervi10n of EC pro,nm,) A. Plannin, mc:e1in, hdd Auru.c JO, 199\u0026lt;4\nScptc~r Ol/10/94 70S 21, 1994\nSeptcmbc, 29, 1994\n\u0026lt;ktobe, 11, 1994: November I , 1994 I .l (To pl1n joint inacrvku for admifUalraton, 97/01\"4 06/30\"5 (l.JtSO Superviaon I .J (Roller of participanu and ltachen and iNlruclional \u0026amp;NilUnta,)(N) ind PCSSD/Nl.RSO evalua1iona of inKrvkn) and Hudurt Supcrviaon of EC pro,rama) 28 l'roaram Soq I: f'rotram Name: Proaram Code: PNcr..,, Goal: nu Rtftnnce P ... Number LIO (N) LlO (N) L11 10 02 Rnisioa Date: Janu,y 31, 199S Four-Year Old Pro1ram P'rimary Lood\u0026lt;r. Eal.tile Mnhi, SODda,y 1-der: Pal Price To combine the efforta of the L.R.S 0 ., P C.S.S.D., N.L.R.S.D., Head SLtrt and other enliliu IO provide. qu.ali1y early childhood nperiencu 10 a  many di11dv11up ltUderu in the cily of l..itlJe Rock. Objthea -.. ....... - c-...-- a..--, Eul...- Cril\u0026lt;ria 1.4 (To plan joint parenl involvcmcnl t7/01\"4 06/30\"5 (USU 1.4 (Roster of acLiviliu.)(N) Stpervf ,ors and pertlctpentl tM'1d PCSSU/NLRSU and evaluations of lnservfces) Headst  rt S~rvt 1or1 of ECE progr.,.) 1.5 (To use  1tudent referral l'fltetll 07/01/94 06/30/95 (USU 1.5 (Litt of vacancfea 1llowl,. porentl on wilt!,. l lat to k,- S\"4)ervl 1or1 and Heh entity h11.) obout vac:anctn. )(N) PCSSU/NLRSU end Headst  rt S..,.:,ervl1or1 of ECE progr-\u0026gt; 1,6 A t!2f:Hfflt!tlve frOM She LIUl! Rock QUllili 06/30/95 ich22l RlU:fct S!udenl As!farmenl Office will MN:t e!h nr with e!renta fr011 bot~ e\nrQ\u0026amp;rMIS 12 cevj~ She kf~rgarS!!l HS J grnent li!!:OCef:l 1 The 1nnual 1eufons on ldndergrl!f! rgts1r  1lon wfU !l!o !!!: used 10 li!!:OYi~ !!lf2rll2!l on N~l school ~rt'-lii11H 1 ......... s.,.,, l\"rot,_Code: l\"rotr- Goal: Plu Rtf'tt\"mCe r.,.Nwob\u0026lt;r L11 , .. ., II 02 Ren,ioa Date: Jenuary 31, 199S Four-Y car Old ProJnm P'riaa,yt...s.r: Uk:UeM1tthi1 Pit Price To combine the effort or the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head St.rt ind other cntitiea to provide quality early childhood experience. 10 H many diudv1ru1e .rudente in lbe city of LittJe Rock. ObjectiH11 Slnt,po ........ Do .. c-..-- Respomibility EaluatiN Criteria 1,l l~fmi!'.!I f!l the 1990 91 Mhool nr 07/01/94 ~ 1.7 At the erd of each I l f!t wt ll be C!!!l!fled of ell ar~tes :iear for gr~s K-3 these fr the three eerl:i chfldlood proar!!!!f: 1 1ttmnts wfll be -,ni tored These Uudentl wjll be identiff!9 In th1 S!! the bests of Llttl! oclc Sch2:2l ~htr-tct Nfnfr8111e 1tandardi1ed tesu1 ,2!!1!:!ter sntNI accordf!:?SI to theft criterton referfflCe tesu respect t ve progrw, (PSF screeni09: 1 or !2X: other acedeffli c 11tesures tht are avei table and K!l:!:1h: bl1: 1 The entitie1 ~II! revi.w these resul t1 on an rnual bes1s 1 5:!rior to the ~imir:!I of the fol 1owi!!!il 1chool :ie  r ard Nk! proar1111n1tf~ Ch!!!IH. jndivfCMlllr: and ,one,tlvelr: IS needed. Ihese 1tudents will be C!!!l!!red to  control gry In order to fsolete the effectiveness  ndor deficiencies of the various e rlr: chilcllood ~r29rams 1 30 ,....,..,... Seq I: 03 Procraa N ... e: Dislrid Goal Support: Pncram Goal: ~: II ~ RdalNI \"-lio Codes: Academic Support P'fosram 10 LRSD EY 94-95 PROGRAM BUDGET DOCUMENT rn...,,..-, Eltelle Mtthi1 Sec-.,, Leoder: Februal}' 3, 1995 Adama/Putcr/Ol  11ow Naa ud Loc:atioa or At:adeait Support Precraas  The name or all diric.1 rcmcdi11ion prosnm, will be Academic Support Profnnu. All tchool prosnnu will be b\nated I each .chool site, except Mc1ropoli11,n Voc1tioNI-Tcchnical Education Ccnler. ,.,.,.._ -The purpotc of the Academic Support Prosnm i, ' provide .. ,port for p1rtic:ip1tin, ltUdenu ia 1rade one lhrourh t,1,clvc in lhe area, of rudin,, lan,ua1c arta, aod malhemattCa. The pro1nm rt:inforcu and enhancct the academic ecbicvcment of thuc taracted ltUdcnu. The aupport will be provided by certified rudina apeeialilU, nalilh and madmn1tic1 uchcn in the n:,ular clauroonu, additional clu1u, and lab . Scope aad C.tteat - The Academic Support ProJnm off'cn a variety of optiom to the individual Khoola for providin, accclcntcd rc1di11,1/11nau11c art, and mathcmalic  leamin1 upcricncu for 1luckn11 identified throufh a proccu uain, multiple. criteria. The pro,rsm ia ch  rscterized by provtdin1 cilhcr direcl or indirtel 1trvicn lO identified ltudcnh th.routb additional claue1, 1m1llcr cl111 1iu1, or in-cl111 111i.uncc 11 the 1econdary level 11td in-du1 1ui1t11nce or limited pull-oul 11 the elementary level. Partitiputs/BmtlitiariN  Trict .tudenll are inilially identified rrom lhc IIUdcnl population ecorin\u0026amp; in lhe annuI arudent 111e11men1. Muhiplc criteria, includin, atudent 1rade1, 1eacher rccommcndatiOftl, and ltUdenl rcc:onb arc uaed IO 1elect lludenh from lhe elitible population to participate in the Academic Support Proaram. (I) lmplemenl intesnt.td educational prosnma th.al will cnaurc. that all 111Uden1.a 1row aca4emically, aocially and emoc.iooally with emphui, oa buic and tcdemic enrichment while clotin, diaparitin in achievement. (2) Dcvek,p and maintain a atalT lhal i well-trained and moc.ivated. (3) Solicit and 1ecure financial and other reaourcca that are necn11ry to fully .. pport our achoola, includin, our deee1re1ation plan. (4) Provide  ure ind orderly climat.t lh1t ia conducive to lumin, for II 11.udcnta. (S) The Little Rock School Board, adminiatn1ion, uff, and llUdcnll will demonll...-tc in their daiy to day behavior that they accept each individual u  valued con1ributor to aocicty ind v~w cultural divenity amon, 11udcnll, uff and the community H  valued reaource upon which CMJr community can d..-w H we prepare for 1M 2111 Ccn1.ury. (6) Enaure that cquily occun in all phase, or tc:hool eclivitica ind opcntions. The pl of the Academic Support Pro,nm i lO provide equitable lan,ua1c aru and mathcm11tC1 lumin, c~ricncca for all llUdcru in lhe mainatream acuin, by aupportin, them with the inatructional and technical auiatance needed ID reduce the lumin, diaparily. LP 1-20 S 1,6 IS ,303 .00 1st Qtr Expend: S209,Sll .74 lnl Qt, Expmd: ITE 48.0 $566,Sll. 14 lad Qtr Expend: $357,000.40 4111 Qtr Expend: 31 rrocram Stq #: Proaram \u0026lt;.:odt: Procram Goal: Plan Rtrutnct Pace NumMr March 19, 1993 Roistd Acadtmic Sttppor1 Proerm p I p 4,13 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT OJ Acadtn11c Suppon Program Roision Dale: February I. 199S Primary Leader: Es1cllc Manh1s The goal of lhe And,moc: Suppon Prng\"m IS 10 pro,lde equ,,.ble language ans ass1.stark.c needed 10 ,educe the lum1n1 d1span1y. and ma1hema1oc:s learning experiences for 111 sruden,s ,n !he mains11eamed semng by supponrng !hem w,lh !he inSlrucuunal and 1echmcal Secondary Ltadu: Adams/Parker/Glasgow ObJtcllts ~nttclt:I \u0026amp;1lnnin1Dalt Complttlon Dalt RtsponslbUity Eulualion Criteria I . To identlry and stnt students who are at-risk ln 07/01194 06/J0/95 Local school lums I. (Prm1-ou1 of eligible students is lan1ua1e art.s and mathffnatks. provided 10 local school reams Uniform Dislnct cri1cna arc used (Stanford 8 cutoff score and mul11ple crucna) 10 K.lcn11fy t.argcrcd stude nts) I.I Explaln the Academic Support Proeram 07/01194 06/30195 options to local school administrators. A Language Ans P1us and Math Plus and trad11101UI 07/01/94 09/30/91 Associate Supt. ror I I (Schedule or mcc11ng ) in -class wppon Currk::ulum I 2 Provide n overview or hnw all the 1nd1vKfual 07/01/9 06/J0/95 Associate Supt. for 1.2 (Observauon rcpons and srarr Acadcm1c: Suppon Programs will be: coordinated for con11nu1ry or Krviccs lO children and cfftciem use of Currkulwn, dcvclopmem 1c1iv11ics records arc resources. Dlrtttor or on file) Fedual Programs, Curriculum Supenisors -All schools will 1mpkmcn1 the Board approved umfonn curnculurn 32 Procrarn Seq I: Pro,:ram Namt: Procram Codt: Procram Goal: Plan Rcfcuncc Pa,:c Nwnbtr p 7,10 p IJ p 11,IJ r ll,13 OJ Pact: Acadcmtc Suppon Prugram Revision Date: February t. 199S Pt-unary Ludtr: Estelle Ma11h1s Secondary Wader: Adams/Parker/Glasgow The goal of the Academic Suppor1 Program 1s IO provllle equitable language am and mathem111es learning upcncnces for all students m the mams1reamed selling by suppor1mg them with the ms1ruc1ional and lechnical assistance needed 10 reduce the lcammg d1spanty ObjtctivtS \u0026amp;ra1c1lu 11\u0026lt;1lnnins Date CompltUon Date ResponsibWly Eulualloo Cr-hcria -The established criucal annbutcs of the AcadcmW: Suppor1 Program w,11 be cvidcnl m each school. -The revised curnculum (K-12) has been sequentially developed and the objcc11vcs have been correl11cd to the skills 1n Arkansas M1mmum Perfonnancc Test, Stanford Ach1evcmen1 Tes1-E1ghth Ed1uon, and u1s11Rg compuicr-asslSlcd ms1ruc11onal software. -To provide for conlmuous unprovcmenl of 1eachcrs, records wdl be 1Nmta1ncd on staff development atlJVIIICS . -New staff members will be targeted for appropnate suff development activitics H well as put1e1p.11tion in !he d1s1ric1's New Teacher lni11a11vc  I.) Select tht kH:al Khool's appropriate Academic 07/01/94 06/30/95 Local Khool Suppor1 Pr-01rara. (lndirt/dlrt/extendtd senkcs) 1.3 (Sclcc1ion on file 11 building-administrators level and in offtcc of Director of Federal Programs.) 1.4 lden1iry studtnft stlted for par1k:lpatlon 1n 07/01/94 06/30/95 Local school teams 1.4 (Print-out of eligible students is tach proeram by Khool/cradt 'cvcl. provided to local school teams. Uniform District criteria arc used (Stanford 8 cutoff score and muhiple crncri1) 10 Kiencify targclcd s1uden1s .) A Srudcnu ldcn11ficd and selected 07/01194 9/30/94 I.S Stlt starr (klr.ntiry by position) respomibJt ror 07/01/94 116/30/95 Ptlndpal 1.S (Staff assignmcnu arc deli Yerlnc Ac:adcmk Support Pro1ram. dc1cnnmcd at the budding level and assignments filed at the Office or fc\u0026lt;leral Programs.) A Staff selected for 1994 9S Khool year. 08/01194 09/30/94 3J Program~ I\nPro,eram Ni.mt: Procram Codt: Procram Goal: Plan Rrrtrrncr P.1ct Nwnbtr p 12,13 p 13 p 7,8,20 p I 03 Pagt: Acadcmtc Support Proar.im Rtvlsion Dalt: February I. 1995 Ptbnary ~dtr: The goal or lhe Academic Suppon Prognm 11 10 provide equuable langua1e ans usmancc nctdcd 10 ,educe the lummg dtspan1y and 1Nlhcma1ics leammg uperH:nces for all srudenu m the m.11ns1reamed sening by supponi111 1hem wuh the msinJClounal and 1echnic1I Es1tlltMatth1s Stcondary Ltadtr: Adams/Parker/Glasgow ObJtctho Straltcits Bt1innin1 Dalt Complcllon Dalt Rtsponsibilily Evafualion Criltria 1.6 Schedule lhe 1cademk lum'1 Slaff. 07/01/'4 06/30/95 Principal I 6 (Schedules arc dtvcluped listing 1eam's contac1 time, number or studenrs served. and other vanables associated wi1h the team 's A rtspons1bil111es .) Tucher schedules on file 11 Offtet of Fedcnl 08/23/94 15\" Prognms B Schedules pos1cd m classrooms 08/23194 n\" 1.7 hnplmicnt H.Secitd school opeions 11 local Ind. 07/01/'4 06/30/95 Principal and srarr 1.7 (Schedules of targcrtd students renect implcmcn1a11on or the A Prognm opuons 1mplemcn1ed scltcled school op11on(s) .) 07/01/94 09/J0/94 I .I UI.Wu ruourtr, lntsltd In PAL rt.mediation 07/01/'4 06/30/95 (Principal , I .8 (Technology Ocpanmcnt's approach by ruUocallnc Slaff posiOons, compu1r.r hardware. sonwart procrams, and olhtr tquJpmtnt Cootdinator of invcn1ory and schedules of stJffing and maltrlals loward lhe new approach lo Media Services, renc:c1 reallocauons or resources.) rt.mediation. Director of Federal Programs. and A. JOU11 Vear School lmprotmtnC Plans developed Curnculum impltmt1Med4 07/07/94 09/28/'4 Supervisors) 8. flrst Vur Sc.hooJ lmprovemtnt plans devtloped/impltmtnltd. 07/07/94 09/28/94 2. To prtscri~  ptrsonaliztd inlentnlion plan for 07/01/94 06/30/95 Principal and s1arr 2. (Personal cduc11ion plans nf tliglblt sludtnlJ. targeted studcn1s re0ect 1mplemcn1a1ion of the sclec1cd 2 (To prcsc rihc I pcr sooal cduc111un plan for targtlcd school 0plt0n(s) .) student,) Program Stq I: Program Name: Proeram Code: Program Goal: Plan Rderen: Pace Nwnber p 14 p 14 Page: 5  OJ Rni.sion Dale: February I, 199.S Academic Suppor1 Program Primary Leader: Es1ellc Matthis Sondary Leader: Adams/Parker/Glasgow The: goal of the Academic Suppor1 Program is 10 provide equitable language arts and mathemaucs learning experiences for all students in the mains1reamed selling by suppor1ing them with die insrructional and technical assistance needed to reduce the leammg d1spanry Objectives Strale\u0026amp;its Beainnin\u0026amp; Dale Completion Date Responslbilily  E,aluatlon Criteria 2.1 Clu.der schools and develop  staff' denlopmenl 07/01/94 06/30/95 Directors or Starr 2.1 (Staff development schedule on schedule for c:urrkuhan dusten. Development and file .) Reading\nSupervlson or Lancuage Arts and Mathematics 2.2 Bcctn traf.nin\u0026amp; staff respomlblc for deUnfflll 07/01/94 06/30/95 Oirtttors or S.att 2.2 (Staff training for par1tCipan1t each Ac: demk Support Pro1ram. Dnelopment and will include program adminis1ra1ion ReadiJtC\n(student sc:lcc1ion process, record- Supeni.sors or keeping, progress reports) Language Arts, ins1ruc1ional s1n1egies, parental Mallw:matics and involvement, and others.) IRC Splalisu A. Workshops -Apphed Math I and II - State tnimng 08/02/94 08/04/94 -Hareoun Bnce lnscrvice for Principals 08/03/94 08/03/94 -Pre-School Elementary Language Ar1s Curriculum 08/15/94 08/15/94 lnscrvM:e -Pre-School Elementary Classroom Teacher Harcour1 08/16/94 08/16/94 Once lnscrvice -Pre -School Secondary Enghsh and Language Ans Plus 08116/94 08/ 16/94 lnserv,cc -Pre School Elementary 08/ 15/94 08/ 16/94 -Pre -School Secondary Math Plus lnscrv1ce 08/16/94 08/16/94 -Elemcnlary Readmg Teacher lnscrvtee 08131/94 08/31 /94 -Chap1er 1 Record Keeping 09/0 1/94 09/01 /94 -llarcoun Brace Reading Depar1mcnt lnscrv1cc 09/02/94 09102194 -Secondary Math Council 0911)/94 11/22/94 35 Prognm Stq I: OJ Pace: Procram Name: Academ1C Surpon Prog,am Rtlislon Dalt: February I, 199.S Procram Code: Procram Goal: Primary Lt.adu: The 1011 or 1he Academic Suppon Program as 10 provide equuable language ,ru assistance needed to reduce: the learning d1spa111y ind maihema1ocs leammg e,pcnences for all srudenu in 1he mamsireamed sc11ing by supponmg d,em wnh 1he mstruc11onal and techn,cal Escc:lle Ma11h11 Stcondary Leader: Adams/Parker/Glasgow Plan Rdc:rc:nc::e Ohjc:C1il'H Slraltcies Bt1innJn1 Dalt Complc:lion Date: RuponslbWty E\"aluation Crilc:ria P.-AkC: Nwnbu Harcourt Brace lrucrvtce for Grade 4. 5, and 6 Teachers 09/19194 09119194 Harcourt Brace: Jnsc:rvtce for Grade: I. 2, and J Teachers 09/20/94 09/20194 Sond1ry Academtc Support Math Teachers lnscrv tcc:  Math Plus 09/27194 09/29194 Harcourt Brace Elementary Cluscer In.services for New Reading Scncs Grades 26 10/10/94 11/14194 -Eleme ntary Reading Teacher lnsc:rv,ce 11/16194 11/16/94 p 14 -Elcmcnr.,y Reading Teacher lnsc:rvtec 11/19194 11/19/94 2.J Monitor lht: lmplc:mc:nlaUon or abol't. 07/01194 06/30/95 Prindpals, district- 2.3 (School vuirs/obscrva1ions arc 2 3 (Mon11or the 1mplc:menta1ton of the Academtc wide starr made lo prnvtdc reedback Support Pro1ram opttons ~se programs may vary duc:lopmtN le:am, (onl/wrmcn) co cnincd staff) from year-co.year.) and computer Spttlalists A On site v1sus made ro clemc:nruy and secondary 0812)194 50\" (Principals, d1s1ric1 schools by staff wldc:staff dcvek\u0026gt;pmc:n1 learn, curnculum supervisors, JRC specialists) 2.4 Monitor instrucUon and ltarflin\u0026amp; In Audemk 07101/94 06/30/9S Prindpals Tc:achu obsenalions and Support Procram ntlinp on a rtcuJar basts and obser1-e lo dtltrmlne: : oaluallons on rttord. Tuchus ln\"ol\"in\u0026amp; students ln a nriely or classroom actit-ltiu lhat address ltarrtin\u0026amp; stylts and cultural dlnrslty. 3G Program Stq I: Protram Namt: Program Code: Procram Coal: Phan Rtference P.ice Number p 7,9, 10,19 p 7,15 p 7,10,15 Page: 03 Revision Dale: February I. 1995 Academic Support Program Primary Ltadu: Es1clle Matthis Stcondary Leader: AdamslParker/Glasgow TI1e goal of 1he Ac1demtc Support Program 1s 10 provide equuable language arts and mathematics learning experiences for all srudcncs in the mainstreamed selling by supporting them with the ins1ruc11onal and lechnical ass1s1Jncc needed 10 rcdu~e the lc:ammg d1spar11y Objectives Strateaies 8t\u0026amp;innin1 Date Completion Date Responsibility Evaluation Criteria Teachers scltlng methods and strate1in th1t capi11lin on stude.nc.s lntertsls and upcrlenccs. Teachers dtmonstralin\u0026amp; crcatMty and re.sourcdulne.ss In deliverin1 Instruction. -Teachers utillz.ln\u0026amp; effective classroom stntecJcs, such as tutors, smaU-1roup instruction, ind utended day/wttk procrams, lo maintain lM 1alns stude.nts have made. Teachers lnteradln\u0026amp; with students ln a carfn\u0026amp; manntr. -Ttachen rttordin1 or students' data that shows lncrc.ased student achJevement and social skills (lcller and clllzen.shJp 1rades, standardized lest scorn:, atltndanC'e). 2.5 Provide lcc.hnkI assistance and maintenance 07/01/94 06/30/95 Prlnc:lpals, distrkt- 2.4 (Rcquescs for 1echnical worUhops u nttdtd In the above staff development widf: staff assistance are documented and arus. development team, evaluated. Feedback rela1ed to and computer improvemenl or change is specialists recorded .) A. Techmcal assistance has been provided 10 08123/94 so,i\n(Principals, diSlriCI elementary and secondary schools. wide staff developmenl team, curriculum supervisors, IRC specialists) 1.6 Schedule school hued mecllngs to ane.ss 07/01/94 06/30/95 Principal 2.S (Records of dates of mee1ings procram errectlnncss. and par11c1pan1s, minutes of mee1ings, and issues rela1cd 10 program effectiveness are maimaincd) 37 Proaram Stq I : Program Narnt: rrogram Codt: Protram Goal: Plan Rdcnnct Pact Nwnbtr p 10,15 p 10,15,19,20 OJ 8 . Academic Support Program Rt\\ ision Datt: February I, 199.S Primary Ltader: The aoal or the Academac Suppon Prugnm 1s lo provide tqu1tablt languaat ans and mathcmaucs ltammg tllpenenc.cs for all srudcnu assistance needed 10 reduce 1ht learning d1spar1ry in the mammcamcd senmg by supporting them wllh the mstruc1ional and 1cchmc1I Stcondary Uadtr: Adams/Parker/ Glasgow ObjIIYts ) . To rtdutt or tlimlnalt puU-out academic support proeramJ. Stratecles l .1 CoUta approprlale data ror end or school proeram naluatlon, indudJnc pre and post llandardb.td tHt scorn, studtnl 1radts and atlendaMe, 11mplu or SCudtnt \"ork, and partnf/luchtr/studtnt recommtndatlon.1, J.l Analyze the abo\"t dala to naluate procrun ettttelnDtSS In mtttln1 II~ par1kular pro1rammalk 1oals nd obJUves or remtdiaUn, JI udtnl achlnement nd conlrlbutlna lo tht OYfraU rtduction or dis,-rily bel\"ttn black and \"hite 1tuderu.s. 3 ., 0 Beeinrunc Date Complelion Datt Responsibility 07101/94 06/30/95 Principal and starr\nDir. or Ftderal Proerams 07/01/94 06/30/95 07/01/94 06/30/95 Associate Supt . ror Curriculum, Assislanl Supc.s., CurrkuJum Supervisors, and Principals Evaluallon Criteria J I (Individual srudcnt foklcrs tha1 include a sys1cm1hc collccrion or studcnl work , pre and post standardized rcs1 scores, grades, and rccommcnda11ons 10 provK.lc i001VKtuallgroup/school progress arc maintained for concinuous srudcn1 and program progress.) J.2 Academic Support ProgramJ \"iU be Sutcessrully op,eralin, In all distric:l schools as nldtnce-d by, -lncreawd sludenl achievt:menl. lmpro\"ement on slandardi.zed test Koru. Increased numbers or sludtnl.s mo\"lnC to the nut quar1Ut . lncruSl'd nwnbcr or .studtnls moYUIC above lht 50th p,erctnlUt. -Grade distribution reports (by stmester) refltctin\u0026amp; an Increase In letltr crades or \"C\" or btlter in lht core artas ror each sludent. -Grade disl ribulion reportJ (by semester) by class  nd arade ltvel refltctlne an increase in atlainmenl or Idler 1rades or \"C\" or btlltr ln lht core  reas . -lmpro\"ed allendance for lareeted sludtnls. Proir.im Seq I: Program Name: Program Code: Prognm Coal: Plan Reftnnce Page Nwnhtr p IS p5 p 1,20 p9 9 . OJ Ruision O:1te: February I, 199S Acadcmtc Suppon Program Primary LudH: Es1cllc Mauhis Stcondary l..tader: Adams/Parker/Glasgow The goal or 1he Academ1t Suppon Prognm 1s to provide cqu11able language arts and malhema11cs learning experiences for all sruden1s in lhc mamscreamed semng by supponing 1hem wilh lhe ins1ruc1ional and technical ass1s1ance needed IO reduce lhe leammg d1spanry Objectlvts Stralesits ll\u0026lt;\u0026amp;innin\u0026amp; Datt Compltlion Datt Rtsponsibllily Evaluation Criteria ].] ldenllfy modJficallon for the Academk Support 07/01/94 06/30/95 Associate Supt. for 3.3 (The 1993-94 school year will Procram ror 1993-'4. Curriculum, re.Hect modifications.) Asslstant Suj:Ms., A Malh Plus m11i11ed in regular ma1h. prc-albcgni, 07/01/94 09/)0/94 Currkulwn algebra Supervisors and Principals 3.4 Support and ulend learning opportunillts for 07/01/94 06/30/9S Director of FNleral 3.4 (Schedules will rcHcct students by maldnc naiJable lo larceted students Pro1rams1 addirional instructional services.) bdore-school, al lunc.h, after-school, and ptdod.lc Principals exit~ wttk.J computer lab lnstrucllon. 4. To provide parents the knowledge and .sk.lUs 07/01/94 06130/9S (Principal and starr, 4. Parental involvement wiU Mtdtd to promolt lhe education or their children  t D1rec1or or Federal show an increase ln the nwnMn home  nd al sc:hool. Prognms, or parents attending parent Curriculum conferences and parent training Supervisors) sessions and visitln\u0026amp; schools. A Announcement of Etcndcd Day Prognm to begin 11/18/94 11-18-94 1-4 95 B Identified srudenu or pan.c1pa1ing schools 11/18/94 12-8-94 submined to Office of Federal Programs. C E.rcnday Day proposals 10 Office or Fcdenil 12/20194 12 -20-94 Prognim.s 4.1 Assist parents ln obtaininc tht knowledce and 07/01/94 06/30/95 (Principal and st.arr, 4.1 (Records of parental skills Medtd lo promote lht eduullon of their Dircclor or Fedcnl involvcmem activities on file .) children at home and at school throuch: Programs. Curriculum Providing limtly infonnalion regardin\u0026amp; students' Supervisors) achievement and Mhavlor.  lnv0Mn1 them ln lnfonnatln and effedln conferences conternJn\u0026amp; their child's education. lmolvin\u0026amp; parents as partners in their child's educational process. - Program Seq I: Proiram Name: Proiram Goal: Pl.tn Rdcrence Pace Numbtr OJ Pace: 10 , Academic Suppon Program Rul.slon Date: February I, 199.1 Primary Ludtr: Es1cllc Matthis The: goal or the Acadermc Suppon Program is 10 provtdc equitable language ans and ma1hcma11cs assistance needed learning upertcnccs for all students m lhc: mainstreamed scumg by suppomng them wuh the mstruc11onal and 1cchnical 10 rcduc\nc the learning d1spanty Stcondary Lndtr: Adams/Parker/Glasgow Objecllvu Stratecltt 11,\u0026amp;lnnlna 0.le Complclion Date Responslbillly Euluallon Crituia A Pmvtdcd pucnt/leachcr suppon at five (5) schools\nconduclcd twelve (12) parent mccungs 0710.1/94 12121/9.1 B Parent Involvement mc:c11n1s with Key Facilna1ors and/or Execu11vc Council 07111/94 12/21194 C. Parcn1 1ramm1 sessions ()) 09/27194 1111.1194 D. D1s1ric.1-widc PAC Meeting 10122/94 10122/94 E. Homeless Conference 11/02/94 11104/94 40 Prosram S.,. I : Pros,.,..N_e: Prosram Code: ........... 0-:riptioa: Di.,1rict Goal Support: Pros....., Goal: nu Referenres: VTD Expmct\ntu,...: Rdatod r-tioa Codes: LRSD FY 94-9S PROGRAM BUOOET DOCUMENT , ... , Rmsiaa Date: FebrualJ' 3, 199S Multicuttunl Curriculum 12 l'rimuyl.-: El\u0026amp;elle M1tthi1 Secoacluy .__, M1rieMcNe.al I. The Muhicultunl Curriculum Profnm it dc1i1ned IO provide equity ind cxceUcncc in 111 curricular and pro,nm area, in tbc Unle Roct School Dirkt. (6) The pro,nm i1 further deaifned to reduce lhc diaparity lhlt cxiltl Ktwun black and white ltUdt.ru in acack:mic: perfonnancu and lhe low reprncruttOII of black lt\\Nkru in adnnced placemc.nl counu u well II in apecial ac1ivitie1 and pro,nima. (1,6) l . In order lo achteve 1M component.I idc.-i(tcd ia lhe Multicukural curriculum Pfosnm, muhicutwRl curriculum pidca will be u1ed in all ac:hoofa. Teac:hcn will receive extenaive and on,oin, lllff development in the uac or the pidu u well H lninin, in the i~lcmc.naatton of nteaiu, techniquu, and ac1ivi1tC110 u1e IO cruurc that inttnKLton mull the cultural, academic and toeial needa of all children. (l ,l ,6) To a,pplcment cx.i11in, inrvctional m1terial1 focu,ina on cultuRI divcnity from a mullicultunl per-9ptelive materill1 will be purehaacd for uae in all achool, and pro,nm1. 3. The p1rticip1nt, in lhe Multicullun.l Prosn.m conailb or 111 \\c.achen, K- tl, in core aru aubjecll in addition IO mu,ic and 1rt 1.Cachcn. Student.I or all aocial, cultural, and ethnic b1ck1round1 will be affected lhc 1rea1e1t by activiliu outlined in the MulltCuttunl Curriculum Prosnm. 4. Srudcn11 wjU be prpvided opponuni1ju lo develop btner aej(-e,tecm 5. Student ...\nu have ooportunitje, to eumine lhe ,nilfi\u0026lt;: muicI pcic:Qljfte litena ,ociI Ind oolitic! accompJilhmcnlt of many ethnic ftOOPf Goal No. I. lffll)lemcnl in1.e1n1ed educattonll proanma thtt wiU cn.u.re th.et all atudcntt 1row academically, aoci1lly and cmolionally wilh cmph11i1 on baaic lkill and academic enrichmem while closina di-,1ritiu in achievement. Goll No. 6. Enaure 1h11 equity occun in 111 ph11u or achool activiliu and operations. Goal No. 2. Dcvek,p ind ma inti in  lhff th.el i1 wcll-tnincd and ffl0Uv11cd . Goll No. 4. Solicit ind tceurc. financ ial ind other ruoureu 1h11 trc ncce ... ry IO fully aupport our tchool1, includin, our deac1rc.1ation plan. Goal No. 3. The UttJc lloct School Board, adminintK\u0026gt;f'I, .. rr, and Mudctu will demonatn\u0026amp;e in lhcir day lo day behavior thal they accept uch individual II a valued contributor lo aocicly and view cul1unl divcnily 1mon1 atudenta, .. rr and the community II a valued reaourcc upon which our community and natK\u0026gt;ft can dnw II we prt:parc. for the 21 Ccnlury. To ciuurc educational equity in the elementary and acc:ondary curriculum and proanm are11. (Applict to clllirc documcm !!!R! for paac 76, objeclivca I, 2, l, 4.) To collaboni\u0026amp;e with thc PCSSD and the NLR.SD to promote naalticulwnl activitic1 and curriculum ckvclopmcnl. (Applict only to p11c 761 obj\"ljvc, I 2 J  . ) 1..66 - 10 SlS9,137.33 ht Qtr Expmd: S4S ,936.67 3rd Qtr Expmd: $75 ,371.66 JDd Qtr Expmd: $29,434.99 4111 Qtr Expmd: 41 FTE Pro1ram Seq I: Procram Nam,: Ptocram Code: Pro1ram Goal: P1an Rcrerrn Pace Nwnber L 66 L 66 l 66 L 76 04 MuhKuhural Cumc.ulum 12 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Roision Dale: Primary Leadtr: Esrcllc Manh1s To ensure cducauonal cquuy 1n the elementary and s,cconi.Jary curnculum and program areas (Applies 10 cnurc docun1tnt ~ for page 76, obJcct1\\\u0026lt;cS I. 2, 3, 4} To cnllahnr.uc \\ltfllh the PCSSD and the NLRSO 10 promote mulocuhural ac11vmcs and cumculum dcvdupment (Applies only to page 76 ob,cc11vcs I 2 1 4 ) Stcondary Ludrr: Mane Mc:Ncal Objttllvr.s Stralccies Bt\u0026amp;lnnln\u0026amp; Dal, Completion Dale Rcspomibility I. To pro~ teacher lurnfuc opportuniUts lhrouch formal coune tralnlnc 07/01194 (06130195) (D1rcc1or or Starr Development, Subject Area Supervisors, Pnnc1pals) I.I Conlact local c0Uc:1n and univtrsltlu lo obtain 07/01194 (06/30195) Assoc Supl .Educ. lnfonnaUon on propoHd COW'Sf' offuinp n .lalt:d to tlhnJc stud.Ju for tM summer and faU, 1991 Pro1ram5 I I (LRSD will m:e1ve announcemems from local Dun or Grad. colle1cs/umvers11ics on proposed multicultural courses) Sch. Acadtmk Duns (D1rcc1or or S1arr DcvelopmenlJ (Supervisor or ,. Soc.al Srud1cs) Lcuers wrmcn. mailed to all 4 year state colleges and umvers111es requesting catalogue listings of muluculrural course offenngs 07/01194 07/01194 8 Catalogues hsrm1 proposed courses for the 1994 9$ 0811 1194 09109/94 terms received 1.2 Rttein and adnrtlsc courst offtrines to aU 07/01194 (06/30195) Assoc Supl - Educ ttr11ncd staff, lncludinc opportunities for tuUion rcin1burumtnt and/or salary crtdit Pro1rams Office: or lfwnan ,. Rcsourcts: Course offerings advcmscd 07101 /94 so~ January 31, 1995 Euluation Criteria I. (Mulliculrural s1ra1cg~s will be implcmcn1cd m schools as assessed by admim.stra11on during classroom observa tmns and reacher conferences) I.I Lisi of c0Ut1t offerings: I.I (The number of teachers who have received mull,culrural lrammg will increase ) 1.2 Copy or lnformalion provided Proiram Stq I: Program Name: ProRram Codt: Program Goal: Pbn R,fertnct Page Number L 66 L 66 L 66 L 66 Pagt: 04 Revision l}\nalt: Mulucuhural Curriculum 12 Primary Ltadtr: Es1cllc Manhis Stcondary l.,t\n,ider: MarieMcNcal To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to encire document~ for page 76, objcc11vcs I, 2, 3, 4.) To cull.i1iborate wuh the PCSSD and the NLRSD to promo1e mult1cuhura\\ ac11v111es\n,ind curriculum development. (Applies only to page 76 nh1cc1ivcs 1 2 3 4.) Objtctlvts StraltCtU Bc\u0026amp;lnnina Date Complcllon Dale Rtsponsibility 8 Opporrunu~s for ru111on rcimbursemcnt/saJary 07/01/94 09/30/94 crtd11 outhncd/tdenufied m lhe LRSD's office of Human Resources and lhe Staff Development Depar1men1 l .J Identify par11clpants ln summer and fall courses 07/01/94 (06/30/95) EmployHS (Director of Human Resources) 2. To ckvelop  district-wide mullkuJtural 07/01/94 (06/30195) (Subject area audio/l'isual rtsource cataloaue supervisors) 2 (To mam1am d1stnc1-wlde mutuculrural auc:ho/visual resource catalogue) 2.1 Review and calalocue prrsenl audio/visual 07/01194 (06130195) Supv or Media materials related to multicultural curricuJwn Strvkcs (Subject area supervisors) 2.2 Purchase addillonal audio/visual mate.rials from 07101/94 106130195) Supv or Media lh\u0026lt; 1988-89 bud1et \u0026amp;rvkts (Subjecl area supervisors, principals) A Acuvuy comple1ed/obhga11on met Sec 1993-94 PBD 43 January 31. 199.S Ewaluation Criteria 1.3 Copy of academic course completion on me in Personnel office (Office of Human Resources} 2. (Muhiculrural resources will be used for classroom instruction) 2.1 Current catalogue listing 2.1 (Copies of updaled multiculrural audio/visual calalogue will be d1s1nbu1ed) 2.1 (Multicultural materials will be checked ou1 and used by instrucuonal staff m the schools) 2.2 Requisilion material 2.2 (Materials orderc:d, received, and catalogued for distribu1ion/usc) Program Seq /I: Program Name: Program Code: Program Goal: Plan Reference Page Numbu L6\u0026lt;i L6\u0026lt;i l.6\u0026lt;i L67 L67 L 67 04 Mulliculrural Curriculum 12 Primary Leader: Estelle Manhis Page: Re,.,ision Dale: Secondary Leader: Marie McNeal To ensure educational equity in lhe elementary and secondary curriculum and program areas. (Applies 10 entire documenr ~ for page 76, objectives l. 2, 3, 4.) To collaborate w1lh the PCSSD and 1he NLRSD to promole mulliculrural ac1ivi1ies and curriculum development. (Applies only to page 76 objec1ives I. 2 3, 4.) Objectives Strategies Beginning Date Completion Dale Responsibility 2.3 Identify and catalogue olher resources for 07/01/94 (06/30/95) Supv of Media mullicultural audiofvisual materials, i.e . AR Dept Services or Educallon, LR Public Library, AR Library Commission 2.4 Revise, prlnl and distribute muJticullural 07/0)/94 (06/30/95) Superv of Media audlo/l'lsual resource catalogue for the LRSD Services A. Ac1ivity comple1ed/obligarion met See 1993-94 POD 2.5 Place initial supplemtntal order for 07/01/94 (06/30195) Media Specialists mulllcullural audio/visual malerials from the 1989- 90 bude,ct A. Activity completed/obligation met See I 993-94 POD 3. To plan and implement lhe Instructional 07101/94 (06130/95) (Assoc Supt for Materials Fair (MuJtlcullural) Educational 3. (To supply informacion about mullicutrural Programs)  materials for J)llrthase to 1eachcrs, parents and lhe (Supv of Media community) Services) 3.1 Involve a learn of parents, community 07/01 /94 (06/30195) Assoc Supt for resources, and teachers In detaUd planning (or the Educalioruil Fair-specific dates, timt, place and formal-lo be Programs held as a component of J 988-89 pre-school (Supv of Mei.lia conference Services) 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current renn) J.2 Jdentiry national and local vendors of 07/01 /94 (06/30195) Assoc Supt for multicuJtural irutrucUonal materials ll.ducational Programs - January 31. 1995 Evaluation Criteria 2.3 Completed catalogue 2.4 Distribution of catalogue 2.4 (Multicultural materials will be checked out by schools) 2.5 Requisitions submitted 2.5 {Materials are available for check-out/use) 3. (Multicultural materials will be used by ins1ruc1ional staff in all schools) 3. (Evaluate the effectiveness or the Muhiculrural Fair) 3.1 lmplementalion Plan 3.1 (Involved input from parents, community, and teachers) 3.2 Completion of mailing list 3.2 (Major suppliers of muhiculrural ma1erials will he invi1ed 10 exhibil al the Fair) Procram Seq I: Procram Namt: Procram Codt: Procram Goal: Plan Rdtrence Pace Nwnbtr L 67 I, 67 L 67 L 67 L 67 I. 68 L 68 1.68 Page: 04 Revl1ion Dalt: Multicultural Curnculum 12 Primary Leader: Es1cllc: Matthis Secondary Leadtr: Mane McNeil To ensure educatmnal equ1{)' in 1hc elcmcn1ary and secondary curnculum and program areas (Applies 10 entire document lliSll for page 76. ohJecrivcs I, 2, 3, 4.) To collabora1e wuh the PCSSD and the NLRSD to promote muluculrural ac11vi1ies and curnculum development. (Apphc~ only 10 page 76 uh1ec11ves I 2 3 4.) Objectives SCratecie.s Bclnnlng Dale Completion Dalt Responsibility J.J Establish pre-school conftrtnct dalts and 0710l/il4 (06130/95) Executive Slaff uttnd lnvltallon lo nndon Auoc Supt ror Educational J .3 (Estabhsh date: for Fair) Proarams ' A Fair dare established as 12/01194 09/J0/il4 09/J0/94 J.4 Conflrm Fair par1iclpanls 07101194 06/30195 Supv or Med.la Stnlcc:s J.S AcqU11lnt prlnclpals and central office starr wffh 07/0l/il4 (06/JO/ill) Assoc Supt for plans and Fair relationship to dew1re1at100 ettor1s Desc:\u0026amp; and Schools 3.6 Conduct media c.ampalan for Fair to staff and 07/0l/il4 (06/J0/95) Supv ot Media pare.nlJ Sc:rvkc:s, Dir or Communications J.7 Host trl-d.Lstrlct \"Instructional Materials Fair\" 07-01-94 (06/)0195) Assoc Supt of Educational J .7 (Host the Multiculrural Fair rotaung the: si1e Proarams workin\u0026amp; among the three di.s1ric1S) with commitlee A LRSO will host the Fair for the 1994-9S lerm 09130194 091)0194 4. To dtvelop crlleria ror tutbook review and 8 fair hosced by LRSD 11 M.L King School on 07101/94 12/01194 (As.soc Sup1 for adoplion December I, 1994. Curriculum. Subject Arca Supervisors) 4.1 Ruise: Board poUcy ror tutbook adoption 07101194 (061)0195) Assoc Supt ror Educational Procrams A Ac11v11y completcd/obl1ga11on met Sec 1991-94 PBD 4.2 Identify an ad hoc com.mitlc:c: to rnlew criteria 07101/'14 (061J0/9S) Assoc Supt for prennlly btlnc used in LRSD and other distrkts ror Educational lutbook adoptions (10 membtn) Programs January 31 , 1995 Evaluation Crlltrla J.J Conference scheduled 3J (Fair dale placed on Dis1ric1 master calendar) J.4 Confirmation J.4 (List of participating vendors) J.S Slarr a1enda J 5 (Staff 1.:an rela1c Fair 10 the DistrM:1's desc:grcga1ion efforts) J.6 Publicity 3.6 (Fair 1s advertised 10 the public) J .7 Validate Fair participation J .7 (Malmals ordered/purchased) 4. (Cnteua checklist implememed by tc.ubook comm11tees) 4.1 Approved criteria 4.2 Roster or committee members Program St-q #: rrogn1m Name: Program Code: Progrnrn Goal\nPlan Rererence Page Number I. 68 L 68 L 68 L 68 L 68 04 Multicultural Curriculum 12 Primary Leader: Es1ellc Matthis Page: Revision Dale: Secondary Leader: Marie McNc:al To ensure educa1ional cquily in the elememary and secondary curriculum aod program areas. (Applies ro en1ire documt:nl ~ for page 76, ntljectivcs I, 2. 3, 4.) To collahora1e wi1h the PCSSD and the NLRSD 10 promote mullicultural activi1ies and curriculum development. (Applies only 10 page 76 ohjec1ives I 2 3 4.) Objectives Strategies Beginning Date Completion Date Responsibility A. Ac1ivity comple1ed/obliga1ion met See I 993-94 PBD 4.3 Conduct staff development training on avoiding 07/01/94 (06/30/95) Assoc Supt Cor sex and race bias and stereotyping in textbooks Educational Programs 4.3 (Textbooks on the approved Arkansas Staie (Arkansas State Ocpanmcnl or Education's 1cx1book lis1 arc free or Ocp1. of E.duca1ion) sex/race bias) A. Activity compleledlobliga1ion met S 1993-94 PBD 4.4 Submit revised policy and criteria to the Board 07/01/94 (06/30/95) Superintendent or Directors for first reading Assoc Supt for Ed Progs A. Ac1ivity comple1ed/obligation met See 1993-94 PBD 4.5 Adopt policy on textbooks 07/01/94 (06/30/95) LRSD Board of Directors A. Ac1ivi1y comple1ed/ohligation met See 1993-94 PBD 4.6 Utilize a local consullant to train staff on 07/01/94 (06/30/95) Assoc Supt for \"Avoiding Sex and Race Stereotyping ln Textbooks\" Educational Programs (Curriculum Supervisors) A. Ac1ivi1y completed/obligation me1 See 1993-94 PBD 4. 7 Seleel and recommend to Board for adoption or 07/01/94 (06/30/95) Assoc Supt for textbooks (elementary and secondary) based on Educational criteria for adoption Programs (Curriculum Specialists) A. Based on criteria for adup1ion. elemenlary science 07/01/94 50% teubooks were selected and approved by the Board 12/15/94. 47 January 31. 1995 [valu.alion Criter-ia 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will he free of sex/race bias) 4.4 Board agenda 4.S Board agenda 4.6 Monitoring 4.6 {Texthooks are free of sex/race s1ereotypes) 4.7 Board approval 4.7 (Criteria che:cklisl was use:tl for tc:x1huok selec1icm) Program Sf.q #: Pro,tram Name: Program Code: Program Goal: Plan Rdtnnce Pa~e Numhfr 1. 69 L 69 I.\" L 69 L 69 04 Muluculrural Cumculum 12 Primary Ltadcr: Es1clleMatthis Pace: Revision D:llt: Stcondary Ltadrr: Mane McNcal To ensure cducatmnal Cl1U1ty m the elementary and secondary curriculum and progrim areas (Applies to cnllre document~ for page 76, ohjcc11vcs I, 2, 3. 4.) To collabonitc with the PCSSD and the NLRSD to promorc mulucultural ac1ivi11cs and curriculum dcvclopmcnl. (Apphcs only 10 page 76 objccttvcs I 2 3 4 .) Ohjectiva Strategits Beglnrunc Date Completion Date Rtsponsibility 5. To develop and implement a multk:uhural 07/01/94 (06/30/95) (Principals, currkulwn ror pre--kindersarte.n throuah cr1de 6 Teachers, Assl. 5 (To 1mplcmcn1 the LRSD curriculum, K-6, which 1s Supl!i ., Curr.Culum mullic:ultur11I) Supcf\"isors) 5.1 Plan and host at lust thrtt ()) public medin\u0026amp;s 07/01/94 (06/30/95) Assoc Supe ror lo receive 1ugcstions rrom patrons on areas to be Educ Pros lncluded in  multkultW'al cW'rkulum Assoc: Supt ror Due1recation A Activiry completcdfobligaoon mc1 Sec 1993-94 PBD 5.1 Jdenti(y and rdaln the senkcs of a national 07/01194 (06/30195) Assoc Supe for uptr1 ln muJtkultW'al currkuJwn dnelopment Educational (k d consultant for lwo (l) year contract). Pro1ran1s A Activiry compleicd/obligation met Sec 1993-94 PBD 5.l In cooperation wilh lhe lead consuhanl, tht 07/01 /94 (06/30/95) IAad ConsuJtant Division of Educational Pro1rams wlU Issue. a Assoc Supl for detaUcd currlcuJum duelopment timelinc for the Educ:alional year, lncludina: a checklist for task completion Procranu A Act1111ry completcd/obhga11on me1 Sec 1993-94 PBD 5.4 Develop uptct  tlons for members par1idpallne 07/01 /94 (06/30/95) I.Aad ConsuJtant on multicultural curriculum commitlu Assoc Supl for Educ Pro1rams A Ac11v1ty complc1cdfobligat1on met Sec 1993-94 PBD 43 January 31, 199!5 Evalualion Criteria 5. (Observation of curriculum implementation during classroom visits/teacher conferences) 5, (Improvement in studem performance and assessmcn1 or attitude regarding learning) 5.1 Transcript or suueslions S.:Z Contractual commitment for lhe 1988-89 school year (Dr. James A. Banks was used) 5.3 Timclinc/chcckllst (Timelinc included in this document 5.5  5.17) 5.4 Exptctalions 5.4 (Contractual agreements with curriculum wrucrs) Program Stq I: Procram Name: Program Code: Procram Coal: Pl:rn Reference Pace Number L 69 L 69 L 70 Page: 04 Rnision Dale: Muluculrural Cumculum 12 Primary Leader: faie lle Manhis Sttondary Leader: Mane McNeal To ensure cducauonal equuy in the tlemeniary and secondary curriculum and progr.am areas (Apphes to enure document~ for page 76, objec11ves I, 2, 3. 4.) To collahora1e with the PCSSD and 1he NLRSD 10 promote multtcuhural ac11vi1ies and cumculum development. (Apphes only to page 76 ob1cc11ves I 2 3 4.) Objccthts Slralrglrs Bcclnninc Dale Complclion Date RtsponsiblUty 5.5 ldentiry currku1wn commltlte mtmbtn  nd 07/01/94 (06/30/95) Assoc Supt for contract for srnkts: EducaUonal Programs I ~ llealth/Scknce 5 - Musk 14  Read.inc/Language Ar1s 3-A,t 4  Social Sludks ..!. Llbnr~ 38 5.5 (All core curriculum areas were involved in lhc devclopmen1 or guides) 5 5 (Curriculum areas revised ,.ere: Reading, Langua1e Arts, Social Srud1cs. Math. and Science) A. Aclivity complcted/obllganon mc1 Sec 1993-94 PBD e Mathemaucs curriculum was revised according to 07/01/94 09/ 15/94 s~cc mathematics framework S.6 Obtain mulUc:uttural currku1wn units from 07/01/94 (06/30/95) Assoc Supt for models UHd ln olhtr cltltS Educational Procrams A Acuviiy complctedlobhga11on mtt See I 993-94 PBD 5. 7 Dtvrlop cxpcclatlons for use of local nsourcc 07/01/94 (06/30/95) Assoc Supt ror consuJtant in multicuJtural c:urrkulwn development Educational Procrams A Ac11v1ty complcted/obhgauon mc1 See 1993 -93 PBD January J t. I 995  Evaluallon Criteria 5.5 ldentificallon of commillcc members 5.6 Copies or multlcuJtural materials distributed to cornmilltt members S.7 L~t or expectations Pro11:ram ~q I: Procram N.am,: Program Cod,: Procram Goal: Pl.1n R,r,r,nc, Paa, Number L 70 L 70 L 70 L 70 04 Muhtculrural C'urnculum 12 Primary Ltad,r: Rnision Dalt: EscclleMarlhis To ensure edurnmI ,quOly m the eleni,nta,y nd secondary curriculum and program arm (Applies 10 enllrc document lli!l!! for page 76, obJec11ves I, 2, 3, 4 ) To coll,borte w,th the l'CSSD and 01\u0026lt; NLRSD 10 promote mul11culrural \"\"\"\"\" and curnculum development (Applies nnly tn pa,, 76 nh1ecroves I 2 3 4 ) Sttondary Ltadrr: Mane McNcal Ohj,ctlvu Stra1,11u Btcinnlne Dalt Compltlion Dal, Rtspomibilily 5.1 Sttun lhe 1ervkt1 or sb (6) local ruourn 07/01/94 consuhants lo srrv, on the dislrid wide currkulwn (06/30195) Assoc Supt for kitlopment tommllttt Educational Procnms A Ac11vity complc1cd/obh1a11on mer See 1993-94 POD 5.t Condutt lnstnl(t HSSlon on \"Mtthoch (or 07/01194 (06/30/95) Assoc Supt (or Dtvtlopin1 MuJtkuJtural Ttadlinc Slraltlits,. to lnclude (a) understandJnc lht ralionalc, lrtnds, and Educ.alional coals muhkuJlurI currkulum, (b) dntlopinc  Procnms conctptual framt:ork for muhkullural curriculum, (Curnc:ulum nd (c) fflabUshfn\u0026amp; procedurt'J for denloplnc  Supervisors) mullicuhural cuniculum A Ac11vity complc1cd/obligaoon me1 See 1993-94 PBD 5.10 Conducl task complt:Uon monilorin\u0026amp; u ldt:nllnt:d ln tlmt:line 07/01194 (06130195) Div of Educational Procrams (Assoc Supt for Educa11onal Programs) A Ac11viry comple1ed/obl1ga11on met See 1993-94 PBD 5. 11 Operllonaliu tht currlculwn dnt:lopmtnl 07101194 (06/30/95) Assoc Supt ror tlmtlint: (monthly meelincs \"\"Uh spttirtc datrs dttt\u0026amp;oped in cooperation ,.ilh commillet: mtmbtrs) Educallonal Procrams A Ac:11v1ty complc1cd/obl1ga111,n met See 1993-94 PBD January 31 . 1995 Evalualion Criltrla 5.1 Contract strvicu or consullanlJ 5.9 Participants' wriUtn naluallon S.9 (Original mscrvtce complcccd\nongoin1 inscrncc will ht' documented amd evaluated by participants) S.JO lmpl,mt:nlation of monitoring inslrumt:nt S.11 Ac,nda of each muting Procr:on Stq I: Procram Name: Program Code: Program Goal: Plan Rdcrcnce Page Numbu L 70 L 70 L 70 L 70 Pace: 04 Rnision Datt: Multtcultural Cumculum ll Primary Lndcr: Es1ellc Matthis Secondary Uadcr\nMarie McNeal f To ensure educational equ,ry in the eleme:n1ary and secondary currtCulum and program areas. (Arplies to cntu-:doeume:nt lli!1!! for page 76, obJecuves 1, 2, 3, 4.) To collabor21e with the PCSSO and the NLRSD to promote mutuculrural ac11vi1ies and curriculum developmtn~ (Applies only m page 76 objecti\\es I 2 J 4.) i 'k\n, Objccllvts Slratc\u0026amp;its Bc1lnn.lnc Datt: Completion Date Responsibility 5.12 Review and edit lht comprehensive \u0026amp;uidcs in 07/01 /94 (06/30195) Assoc Supt ror e.ac.h content are.a at each 1radc Incl Educational Procrams A Ac11v1ry compkte:d/obl1gation met Sec 1993-94 POD 5. IJ Type and print aU 1uidt1 07101/94 (06/30/95) Assoc Supt for Educational Procranu A. Activity comple:1ed/obhgat,on met Sec 1993-94 POD B Revised Math, Language Aru and Foreign 08/01/94 08/12/94 Language cumculum guide typed and pnnted 5.14 Conduct lnst:nke for all elementary principals 07/01/94 (06/30/95) Assoc Supt for and teacbtn Educational Programs (Curriculum Supervisors) A. lnservtce provided 10 all K-6 teachers during Pre- 08/IS/94 08/18/94 school Conference Cluster Meeungs for revised Language Arts, Math and Reading Curriculum 5.15 Involve principals and tnchers In ordc.rina'\n07/01/94 (06/30195) multicultural materials from local building bud\u0026amp;ets: .. Make available malerlals cataloaues to 08122194 '\" building level principal, Assoc Supt ror Educational Pro\u0026amp; Elem Teachers Principals b. Order and acquire malcrials based on 08122/94 50ll Principals currkulwn to bt laught 51 January 31 , 199.S Evaluation Criteria 5.12 Implementation or guides 5.13 Guides completed 5. 13 (Guides delivered to schools) 5.14 Agenda 5. 14 (Curriculum implcmen1a1ion) S. 14 (lnservice on revised curriculum is ongoing) S.IS Acquisition of materials S IS (lnstruc11onal matenals represcnung diverse groups will he presem in all st.:hools) l'rucnm Codt: Prnitram Coal: Man Rtfertnct Page Number L 70 L 70 L 72 L 72 I. 72 04 MullK:ulturat Curnculum 12 Primary Ltadtr: Roision Dalt: Estelle Manh1s To ensure cducarn,nal equ11y 1n the clcmcn1ary anJ .sc:cundary curnculum and progrim areas (Apphts ,o entire documc:m ~ for page 76, ob)Ccr,vcs I. 2, 3, 4 ) To cnllaboratc wuh the PCSSO anJ 1hc NLRSO ro promo1c mull1cuhu111I acuvmcs and curnculum dcvclopmcn, (Appltcs only 10 page 76 nbiccr,vcs I 2 3 4 ) Sttondary Mader: Mane McNeal Objttthu Slrateaits Bt1inn.in1 Datt Completion Dale Rtsponsibilily 5. 16 Extend lmenkt lhrouch Khtduled dlstrkt 07/01 /94 loel recular elementary clusler meetlnp (readlnc, (06/30195) A.Hoc: Supt ror lancuace arts, sodal studies, art, and musk) Educational ProgramJ A Curriculum mscrvice exrendcd m 111 curriculum 08/ 15194 ~~ areas 1nd prognms S.17 Host lhru {J) education mcellncs ror parenls 07/01194 (06/30195) Division or o( tltmtntary chJldrtn lo pro\"ide an overview or lht comprthfmive multicultural rurrkulwn ducal Iona I Pr-oerams A Ac11v11y complc:tcd/obhga1t0n mc:1 S\u0026lt;c 1993~94 POD 6. To dtHfop and lmpltmenl  mulUcuhural currlcuJwn for endes 712 07/01 /94 (06/30195) (Pnnc:1pals, (To implement the revised curnculum 712. which 1s Tcachc:rs, Ass1 Supts., SuhJec1 Arca mullicuhural) Supervisors) :OMf ~ET =uEducallonal 6.1 Verify ucond year conlract o( national u.pc,j in muJ1fcuJlural currkulwn ms I A Act1v11y complc:ccd/ohhgac,on met Sec I 993-94 PBD 6.2 In cooperation \"'hh lhc lead consuJtan11 tht l 'D'-'ll~! ~:ET \"' tDivision or Educational Proirams \"\"ill i sue 1 :pl for ~ detailed currkuJwn dcvelopmenl timtline for the nal 1989-90 oi:chool yur, including a checklist for la.st ' completion '\n~t Ill II January 31, 1995 Evaluallon Criteria 5 16 (lnscrvtec on revised curnculum 1s bcmg offered through mmicourses and tKuldmg mcc1mgs during the 1993-94 school yea,) S.17 Program and roster or particlpanls 5 17 (Assessment or ruul11culru~I c:ducauon dunng parcn1 conrerc:ncc:s) 6. (Observation or cumculum implcmc:ma11on during classroom v1s11s/rcacher cunrcrcnces) 6 (hnprnvcmcnt 1n sruJc:nt acadcnuc pc:rfunnancc and asscssmen1 or anuude regarding learning) 6.1 Conlraclual commitmtnl enltrtd into for second )tar (Or James A Banks was used) 6.2 Timtlinc complelcd (Timc:hnc mcludc:d m tJus docunlem 6 .S  6 19J Program Stq I : Program Name: Proiram Code: Program Goal: L 72 L 72 L 72 I. 73 Plan Rtftrenu Pace Nwnbu Page: 04 Rnision Dale: Mulucuhural Cumculum 12 Primary Ltadtr: Es1ellc Matthis Secondary Uadu: Mane McNcal To Cn'-urc cduca11onal cquuy in the elementary and scconJary curnculum and program arus. (Applies to entire document~ fur page 76, obJec11vcs I, 2, 3, 4.) To coll\u0026lt;1hora1c w11h the PCSSD and the NLRSO 10 promote mulnculrural ac11v111cs and cumculum development. (Applies only 10 page 76 oh1cc1ives I 2 J 4.) Objectives Slratccics Bcginninc Dale Completion Dale A. Acu,uy comple1cd/obllga,BNrl ] ~ET 0993.94 POD 6.3 Plan and hold at least ( 0/95) to rttelve sucg:tsllons from t I muJtl-currkuJum and progr A Ac1ivuy complctcd/obl1g111on mcl Sec I 993-94 PBO 6.4 Dcvtlop uptctaliom for ::pftlliJI on mullicultural cu .. Jculwn co II u 11 I ~1:,, A. Acriv1ry complc:11/obligation 'f' Sec 1993-94 PBD 6.5 fdentiry secondary currlculwn commltlff 07/01/94 {06/30/95) mcmbt::.:nctlorstrvc: O 11 'LET :g : ~\n:~:\"'\"' NI . 4 Science 12 Encll\u0026lt;h 12 Social Sludiu 4 Music 4 Art A Ac11v1ry complctcd/obl1ga1t011 mcl Sec 1993-94 POD 53 Responsibility A.uoc Supt for Educallonal Programs Assoc Supe for Educ Prosrams Assoc SupC for Deseeregation Anoe: Supt for Educ Progranu Assoc Supt ror Desesresation Assoc Supt for Educ Programs 12 January JI , 1995 Evalualion Criltria 6.3 Sucgutlons rtteivcd, reviewed, and considt'rcd 6.4 List or upcctations 6 4 (Contracrual agrccmenls wilh curriculum wri1crs) 6.5 Contractual lmplemenlalion for each commilltt: member 6.6 Secure muJlicullur.il curriculum units for commilttt members Procram ~q I: rroiram Code: 1.73 L 73 L 73 L 73 Plan Rtftrto P:.1cr Numhtr 04 Pace: Muh1eulrural C\"'umculum Roision U.1te: 12 Primary Wader: F.s1cllc Manh,s To ensure cJm.:a11on.al c~uny in 1hc clemc:mary and sccun,Juy currn.:ulum and progr~m areas (Applies 10 cn11rc documenc lli9!! for page 76. obJcct1vcs I. 1, 3, 4 ) Tu cullahora1c ,.llh 1hc PCSSO and the NLRSD 10 promo1e muhiculrural ac1w111cs alld cumculum devclopmen1 (Applies only In page 76 oh1ec11vc~ I 2 3 4 ) Secondary l.udrr-: MancMcNcal Ohjrcli\"CS Ph.- t In l\\luJ1icul1ural and lurninc fsod.11 sludits, music, and an) fNccll~ 111 be Jclctcll from 1h1s column) (lmplcnientcd after the lllcn11ftta11on of commmce Okmhcr\\, 6 8l Stratccics 6. 7 Dt11clop uprc1alions ror comuJtant.5 in muJlicuhural cu A Ac11v1ty complctcdlohl1,:a1io Btcinni.ng Date Completion Dale -94 PBO 1992: 11 lcachc:n: =3:1'~1 D 4 musk  art 19'J: 11 lcarMn: J social studJcs 4 musk 'rt A Ac11v1ty comple1cdlubhga1mn me1 6.9 Secure lhe services of ti1h1 (8) C consultants lo stne on lht dislricl \" cu development commllln A Ac11v1ry complclcd 'obllga111m mc:1 6.10 Conduct lnservke S~'lislon or .. Mtlhods for Dt,cloping MufllcuJtural l.urnin,: SlraCD indude (a) underslanding lhe ralionalt, coab: of muJ1lcullural curriculwn and ( Hlablishinc proudurts for de11elopinc mu.llkuJlunl curriculwn 54 Sec I 993-94 POU Rtspomibilily Assoc Sup1 for Educ Programs Assoc Sup: for Educ Programs Supenisor or Social Studies (Supervisor of Social Srud1es, Teachers in idcru,ficd areas, Assoc. Supl) Assoc: Supt for Educalional Procrams Assoc Sopl for Educalional Procrams Supervisor of Social Studies 13 January 31, 199.S Enlualion Criteria 6. 7 Dt\"tlop u:pcclalions 6.8 Rosier of commilltt (Guides for social srud1es, music and an wuh a muhk:ulrural focus will be m1plcmcnted in I.RSD classrooms) 6.9 Conlracl ror senices a1rumen1 enlertd inlo 6.10 Rosier or par1icipan1s Prognm 5-q I: rrocn1n1 Name: Program Code: Program Goal: L 74 L 74 L 74 I. 74 Plan Rderence P.ice Numhu Page: 04 Roision Daft: Mul11cultural Curnculum 12 Primary Leader: Es1ellc Mauh1s Secondary Leader: MarieMcNcal To ensure cduca110nal equity in lht elcmcn1ary and secondary curnculum and program areas (Applies 10 enme document~ for page 76. ubJecuves I, 2, 3, 4.) To collaborate with lhe PCSSO and the NLRSD 10 promote multtculrural ac11v111cs and curriculum development. (Apphei only 10 page 76 ohjecuves I 2 3 4.) Objectives Stratecies A Acuv1ty completed/obligauon mc1 6.11 Conduce last task complttlon monitoc ldeottntd In tlmellnc A Ac11vity comple1cd/obl1ga11on met 6.12 Operationalize the cunlculwn duelopment limeline (monthly) mu.tines ilh speclfk dat dutloped in cooperation with commllltt m A Activity completed/obhga11on met ,. u Review and edit tht comprchtnsln 1uldc ror .. \u0026lt;h \u0026lt;Onl\u0026lt;nl a,\u0026lt;a al .. ch \u0026amp;\u0026lt;I\u0026lt; l,v.l (sodp music, and art) b A Ac1iv1ty complc1cd/obhgauon mc1 6.14 Type and prinl all \u0026amp;uides for social stc musk, and art A. lniual ac11vity complctedlimual obliga1ion met 55 Beclnning Date Completion Date Rtspon.~ibllity Sec 1993-94 POD 07101/94 (06/30195) MP ETE 07101194 (06130195) MP,.ETE Sec 1993 94 POD 14 Janu\nuy 31. 199S Enluation Crilrria 6. to (Onginal inscrvice completed. Ongoing inscrvice will be documc:nted and evaluated by panicipants) , .11 Tasks completed in accordance with llmtline 6.11 Meetings held according to timeUnc 6. 12 (Gutdcs for social srudu:s. an and music wuh a muluculrural focus will be 1mplemc:n1ed in LRSD classrooms) , .n Rui,w and edit cWdes 6 13 (Guides for social srud1es, an and music with a mul1icul1ural focus will be 1mplcmcn1cd in LRSO classrooms) ,.14 Guides lyptd and prinltd 6. 14 (Guides for social snullc:s, art and mu5ic wi1h a multicultural focus will be 1mplcmcn1cd m LRSD classrooms) Procram Stq I: Prn\u0026amp;ram Name: Prueram Goal: Pl:an Rcrercnc, Pact Numbtr I. 74 L 74 L 74 04 Mullteultunil Curnc.u lum Roislon Date: 12 Primary Leader: fa1elle Matthis To ensure educational e\"u,ty m the elemcn1ary and secondary curr.culum ind program areas (Arphcs to enure document~ for page 76, ulijcc11vc5 I. 2. ). 4 ) To cnllahorate wuh the PCSSD ind 1hc NLRSD IO promorc mulltcul1Unl ac 11 v11 1cs and cumculum dcvclopmrn1 (Apphe~ only to page 76 nb1cc11vcs I 2 3 4.) Sttondary Ltadu: Marie McNcal ObjIIYU Strattciu n.11nrunc Date Compltlion Datt Rtsponsibllily B Revised Languaae Ans and Ma1herm1ics guides 07/01194 typed 1nd pnntcd 08/12/94 6.15 Condud inserYkO lo, all secondc 01 I adminlscrton and tudwrs ~ r.~\n\nrmo Assoc Supt ror\nt Educ hocrams i1 ~I A lnserv,cc provided 10 Language Ans, Math ind 08115194 09/30194 Foreign Language .secondary teachers dunn1 pre-school conference and at September cuunc1I mce1m1 ror revised curriculum , .1, lmoln principals and tuc-hcrs in ordtrlnc (07/01190) (06130195) Assoc Sup( for multkw1unl materials from local build.inc bud\u0026amp;tts: (a) Make naUablt malufals calalo11,1t1 lo Educational bufldina Intl principals Pro1nms (b) Order and acquJre materials baHd on currkuJum lo be laughl ,.11 Monitor IM use or curriculum \u0026amp;uida: 07/0 1194 (06/30195) Ptln\u0026lt;ipals Area Supcnisors A Penod1C cumculum mon1tonng being 1mplemenred 08122194 5011 in all con1cnt areas B Eisenhower math and sctcnce spcc,ahsu and the: 07/01194 5011 marh/sc tcncc superv isory siarr monuored schools for lhe use or lhc: malhemaocs and sctcnce CUJTteulum guides ~ 5o 15 Januar) JI. 1995 Enluallon Crlleria 6. 15 Monitorl.nc or lnsuYlcc 6 15 (Guides for social snuhes, an and music with a mullteulrural focus will be implemented in LRSO classrooms) 6.16 Materials purchaRd 616 (lnstruc1ional marcnals represcnung diverse groups will be prcscn1 in all secondary schools) CU7 Sc.hcduJc/Oocwntnlation 6 17 (Obscrvaiion or curnculum 1mplemcnu11on dunn1 classroom v1s11s and reacher conrerenccs) 6 17 (lmrrovemenr in s1ude nt achievement and auuudc 1uward selr and learning) Proiram Stq I : Program Namr: Proir,un Codt: Proenun Goal: Pl:.n Rtfertnu Pagt Number I 75 L 75 L 76 L 76 04 Roision Dalt: Mul11cullural Curriculum 12 Primary Leader: Es1clle Ma11l11s Steondary Ltadtr: To ensure educauonal ec1mry m the elcmcmary and secondary curriculum and program areas (Applies 10 enlire document .ill.I?! for page 76. objectives I, 2, 3. 4.) To collaho r,ue wuh the PCSSO and the NLRSD 10 promo1e mult1culrural acuvmes and curriculum dcvtlopmenc . (Applies only to page 76 nb1ec11ves I 2 3 4.) ObjtclhtS Slratecttt Bt\u0026amp;innin\u0026amp; Datt Compltlion Datt Responsibility 6.18 Ellttnd insuvkt through schtdultd district 07/01194 (06/30/95) Auoc Sup( and Intl rrcular eoundl mtttlncs (rudinc1 EneUsh, Staff ror soclaJ studitt, .Klencc, art, and musk for the Educational secondary ltn:l} Proeranu A Curnculum mservtee utcndcd m all curriculum 08/ )6/94 50l' areas and programs 6.19 Host thrtt (3) cducallon mct:lin\u0026amp;J for parents 07/01/94 (06/30/95) Assoc:. Supt. for of secondary children lo provide an onnlew or the Educational comprthensln: multlcullural curriculum Pro1rams (Content Area Supervisor, Principals) A. Activny completcd/obhgauon met Sc, 1993-94 PBD I. To provide s1arr dnelopment ln the aru or 07/01194 (06/30/95) (Director of Starr mullkultural tducatlon Developmcnl, SuhJeCl Arca Supervisors, Principals} I.I Jointly negollalt ror consullants to provide 07101/94 (06/30195) LRSD Assoc. Sup\u0026lt; iMervlct for lht districls for Educ Procrams 11 (Conduct s1afr development m the area or (Dircc1or of Starr muh1cuhural educauon} Development) 57 16 January 31. 1995 Evaluation Crittria 6.18 Acrnda of mtttings, rosltr of partlcipanlS 6.18 Addi1ional inservice will occur through minicourses and council meetings during 1993-94) 6.19 Program and rosier of participants I. (Mult1culrural strategics will be implemented in schools as assessed by adminis1rarion during classroom observations and teacher conferences) I. (Academic achievement of students will improve as evidenced by repon cards and standardized tests) I.I Conlractual agrremrnl I.I (Rosier of pan1cipan1s} I.I (Multicultural s1ra1egit:s will be implcmt:med m LRSD classrooms as determined by classroom obscrva1ions and 1cacher conferences) Pro,:ram Stq I: Procram Name: Pro~ram Code: Proeram Goal: Plan Rdtrtnce Pa1e Number L 76 L 76 04 Mulhculrural Cumculum 12 Primary Uadtr: Esfelle Manh1s Re, lslon Dalt: Sttondary Le.ader: Mane McNeal To ensure educattonal equity m lhe elcmenfary and secondary cumculum and program areas (Applies lo entire document ~ for p1ge 76, o'1Jecuves I, 2, 3, 4 ) To collahora1e with lhe PCSSO and the NLRSO 10 promote mulucultural 1cuv111es and cumculum development (Applies only to pne 76 objectives I 2 J 4 } Objedlvu Str te1les B\u0026lt;1lnnln1 Dat Compldion Date Responsibility A Tri -O1s1nc1 muluculrural course chlldrcn and Vouch or Afrtcan-Amcncan L11cmurc and Music for 08n5194 25\" the Concemporary Chikr 1s currently bein1 implemcn1cd 8 Tri-d1stnc1 Multiculrurat Cumculum compleced for lirst semesler osn5194 12108194 C. Mul1iculrurat ac11vmes mscrv.ccs and ccachmg styles provtdcd 10 schools during early release, cluster, 08116194 so\" and deJNnment meetings 2. To provide 1ccts:t lo ind Information about mWtkuJlural matrrials to teachus, parents, 07/01/94 (06130195) (PCSSO  Coor for commWUty Mull1Culrur.1I Curr Dev Dir or Library Scrv LRSO  Assoc Supt for Educ Proarams, Supv or Media Scrv NLRSO  Coor or lnscruclional Malen.als) 2.1 Sh.art ruponsfbWty for MulUcuhural Materials 07101194 (06/30195) PCSSD  Coor for Fair lo be hdd annually Multku.ltural Curr 0.v Dir or Library S.rv LRSD -Auoc:Supt for Educ Pro1ranu Supv or Media S.n, NLRSD - Coor ol lnstrucllonal Materials A Media d1rec1ors or the three d1s1rtets planned rair 08125194 12101194 LRSD will hos1 for 1994 9.S school term 58 17 January 31, I 99S Evaluation Criteria 2. (Teachers. parcnts, communuy will have lhe opponunity lo attend Multicultural Materials Fair) 2.1 ScMdult or vtndon 2 I (The Muhicuhural Fair will he: )Oon0y planned by LRSD. NLRSD and PCSSD) Pro,:ram Seq I: rrngram Name: l'roinm Code: rro.:ram Goal: Plan Reference Pase Nwnbcr I. 76 L 76 L 76 Page: 04 Revision Dale: Muh1culrural Curnculum 12 Primary Leader: Estelle Ma11h1s Secondary Ltader: Maric:McNeal To enimrc educatmnal equ11y 1n the clemcmary and secnndary tumculum and program areas (Applies to entire documen1 !!f!1!! for page 76. objectives I. 2. 3, 4.) To collaborate Y.1lh the PCSSO and the NLRSD 10 promoie mullicuhural ac11vmes and curnculum development (Appltcs only 10 page 76 obu:c11ves I 2 3 4 ) Objcclivu Stralcglcs Bcginnin\u0026amp; Dale Completion Dale Responsibility J. To pro\"lde lnfonnalion to starr members on the 07/01/94 (06/30/95) (Director of S1aff availabUity or 1raduale course work In multlcullural Development, education SubJeCt Area Supervisors. Pnnc1pals) B Fair hosrcd by LRS D111\nn1e1 at M L. King school. 12/01/94 12/01/94 J.I Write lelfers lo hutllullons or hicher tducalion 07/01/94 (06/30/95) PCSSD - Coor or ln the area concernin\u0026amp; the need for such courses Instructional Matcriab LRSO - Assoc: Supt for Educational Procrams NLRSO - Coor or Instructional Materlab A Ac1iv1ry complc1ed/ohl1ga11on me1 Sec 1993-94 PBD J.I Promole such courSH lo the staffs or each 07/01/94 (06/30/95) PCSSD Coord of school di.stricl Multicultural 3.2 (Duphca11on or number) NLRSD Coord of Instructional Matcrlab (LRSD O1rec1or of Staff Devt:lopmt:nt. Supervisor of Social Studies) A Ac11v1ry complc1ed/obhga11on met Sec 1993-94 PBD 59 18 Janu.:ny 31. 199S Evaluation Criteria 3. {Mul11culNral s1ra1eg1c:s will be implememed m schools as assessed by admm1s1ra11un dunng classroom observauons and teacher conferences) J.I Lttltrs on me 3.1 (The number of teachers enrolled m mulricuhural courses will increase) J .I Promotional lnslrumenu me 3.2 (Ouphca1ion or number) 3.2 (The numher or 1eachc:rs enrolled in multicul1ural courses will increase) Procram ~q I: Program Name: Procram Code-: Ptan Reference Pace Nwnhtr I. 76 L 76 {M Rolsion Date: Muh1eulnm1I CurrK.ulum 12 Primary Uader: Es1el1c Manh1s Stcondary Leader: Mane McNcal To en\\urc cducauunal c4u1ry in lhc elementary anJ scconduy curriculum and program arcas (Applies 10 entire document ms.I!! for page 76, ohJCCll\\tCS 1, 2, 3, 4.) To collaborate ,..llh the PC'SSO and lhc NLRSD 10 promore muhM.:ulNral ac11vmcs and curriculum development (Apphcs only 10 page 76 nh1cc11ves I 2 3 4 ) Objtttlu Slrateclu ll\u0026lt;\u0026amp;innln1 o.,. Completion Date Rcsponslbillly 4. To fn,-csligale tM posslbililies or cooperatinc on strale\u0026amp;iH lo acquaint starr and communitiH with 07/01/94 (06/30/95) (PCSSD Coor of muJtkuJtural education Mull icuhural LRSD Assoc Sup1 for Educational Programs NLRSD Coonl of lns1ruc11onal Materials) 4 .1 Med lo disc-Ids pos.slbilflle.s of stmlnart, 07/01/94 (06/30/95) PCSSD Coor or symposiums, or olMr ac11,-1ucs lo promole MullkuJtural muJtkuhw-11 education amon\u0026amp; the thrtt di.strkts LRSD Assoc. Sup\u0026lt; 4 I (Plan, schedule, advertise and 11nplcmcn1 strategtes) for Educational Procrams NLRSO Coord or lnstrucllonal Materials (01rec1orof Commumcarions. D1rtc1or of Staff Development) A Mel, shared ou1hnc of goals for year Wro1e Tri 09/13194 10/24/94 01s1ric1 grant for classroom management workshop 2nd gram wriucn for d1sc.1phne procedures workshop 8 Staff dcvclopmcm courses planned ant.I hstcd m the 07/01/94 I0n/94 1994 -93 LRSD SLiff Devclop1ncn1 caraloguc/calendar C Mul11cultural workshop pl.anncd and conducted 11/10/94 I Ill 1194 durmc AEA Convenuon D llcahng Racmn workshop collaborated by the J d1slnc1s ant.I U1c c1ry u( L111lc Rock and 1s currently bcmg conduucd 07/01/94 20,r, GO 19 January 31. 1995 Enluallon Criteria 4. (Muluculcural cduca11on s1ra1egics will be used in LRSD classmoms H deccrmmcd by classroom obscrva uons and 1cacher conferences) 4 (As.scurncnc or commum1y d1.scusjt0n/confercnccs. rcedback from debriefing or muluculrural education) 4.1 Minutes or mutina 4.1 (Three collaborauve ac11v11ies will be held 10 infonn staff ant.I communiry about mul11cuhural activities) Program Stq I: Program Code: Program Goal: Phrin Rererence P:.11e Number I, 77 L 77 I. 77 I. 77 I, 77 Page: 04 Revision Date: Mult,culrural Curriculum 12 Primary Leader: Es1ellc Mauhis Secondary Leader: MarieMcNeal To ensure elluc111onal equ11y in the elcmc:ntary and secondary curriculum and program areas (A pplies to entire document~ fur page 76, ohjcc11vcs 1, 2, 3, 4.) To collaborate with the PCSSO anJ the NI..RSD lo promote mul11culru111l ac1ivi1ics and curriculum development (Applies only 10 page 76 ob1ec11ves I 2 3 4.) Object ins SCrateciu Bf:\u0026amp;lnnin1 Date Completion Dale Re.spomibilily I. To enhance educational equity In lnslrucHonal 07/01/94 (06/30/95) (Curriculum methodolol)' and leacher/sludenl lnteracllon Supervisors, Cumculum Specialises, Principals) I.I Ruearch and share dfcctlve Jnstructlonal 07/01/94 (06/30/95) Content Area strate1lu at resularly sc:heduJed coWKil  nd Supe:rvlsors procram area mee:tlncs A EHeclive 1ns1ruc1t0nal s1ra1cg.c:s researched/shared 08/15/94 50\" at pre-school conference, council mcelings and program area mecungs B. Math manipulative were presented 10 compensatory 07/01/94 09/29/94 education math teachers from the secondary schools. I .2 Purchase sdenct supplies for leachtn to 07/01/94 (06/30/95) Supvs of Spttlfic facilitate the bands-on scienct pproacb Content Arns A Sctencc supplies were ordered for the schools, bids 07/01/94 50\" for a larger order will be ob1amcd durutg the next quarter 1.3 PurchaK math manipulative for teachers to 07/01/94 (06/30/95) Supvs of Speclnc facilitate hands-on math instruction Conlenl Areas A Math mampula11vc were ordered and furni shed 10 07/01/94 50\" teachers who comple1ed Math Crusade and K-4 Crusade 1mmng 1.4 Purchase RtJ of trade books for teachers lo 07/01/94 (06/30/95) Supvs of Specific fadlilate the emphasls on Uleralure and the Content Areas wholeness of lancua1e approach 61 20 . January JI, 199!5 Evaluallon Criteria I. (Assessment or insuuchon/leacher student in1erac1ion dunng classroom/school observation and conrcrencc) I. (Increase in student achievement) I.I Documentation within the Divlslon of Educallonal Programs I.I (Assessment of implementation of insuuctional strategics through classroom observations and ceacher cunfcrcnccs) 1.2 Materials purchased 1.2 (Hands-on science activities used m O1s1nc1 classrooms) 1.3 Materials purcha~d 1.3 (Manipula1ivc arc used in D1S1ric1 math classrooms) 1.4 Matrrials purchased 1.4 (Whole language 1s used in Dis1ric1cl,1ssrooms) Program~ I: Procram Name: Program Code: Pro5tram Goal: P1an Rderenc, Paec Number L 77 1. 77 L 77 Page: 04 Revision Dale: Mul11culrural Curriculum 12 Primary Loder: Estelle Manh,s Secondary Leader: Mane McNeal To ensure educational equ11y in the elementary and secondary curnculum and program areas (Applies 10 enlire document~ for page 76, objeclivcs I. 2, 3. 4) To collaborate wuh the PCSSD and the NLRSD 10 promote multteulrural acuv111es and curnculum development. (Applies only 10 page 76 ob1ec11ves I 2 3 4.) Objtcllns Stralc\u0026amp;lts 11,linnin\u0026amp; Dalt Complelion Date ResponslbiUly I .S Provide lnK\"k' for m:tnc malcrlall klenllfitd 07101194 06/30195 Supervisors or In l.2, 1.3, 1.4 Specific Areas (Curriculum Specialists, Principals) A Math Crusade and K-4 Crusade classes are bein, 07/01194 so\" held for D1s1nc1 1e1chers 1.6 Identify nttds or luchers ror improved delivery 07101194 (06/30/95) Principals, or i.rutructlon usin\u0026amp; student data, principal Teachers, and recomm,ndallon, school hnpro.-c.ment plans, and Conlent Arc.a lc.acher quesHonnalrtt as the basis ror decision Sup,colsors m11kin1. (Ruource: LRSD Re.source Sc.arr Doc.lopmcnt Guide) 1.7 Submit lhe ln.wr\\'kc needs to the: Starr 07101194 (06130195) Prlndpals Dcnlopnnnt Dcpar1mc.nt A Leaming styles and culrural diversity - Wakefield 08110194 25\" Sclf-cs1eem Phontcs Equity Gutdclmcs - Baseline, McDcnnon, Bus drivers B lnscrvtCe needs submined and course offenngs 08/16194 so\" llsled m 94-95 Staff Development catalogue. 62 21 . January 31, 1995 Evaluation Criteria 1.5 Docwn,nlatlon or participants 1.5 (Desired instructional stralcgics art: being 1mplcml.!nted in D1s1nc1 classrooms as assessed through classroom observations and !cacher conrercnccs) 1.6 Observation or instruction 1.6 Disaeerecallon or data 1.6 (Individual Improvement Plans, IIP 's, renec1 iden11fied needs of teachers) 1.7 Sc.arr dnclopmcnt documentation (Needs identified in school 1mprovemcn1 plans) Program Seq I: Program Namt: l'rocum Code: Program Coal: Plan Rdcnnn Page Nwnber I. 78 I. 18 L 78 I. 78 L 78 04 Muluulrural Cumculum 12 Primary Leader: Eslellc Mat1h1s Page : Rtvlslon Dalt: Secondary Leader: Mane McNcal To ensure e\\Jucattonal equity in the elementary and secondary curriculum and program areas (Applies lo en1ire documcnl ~ for page 76, ohJcct1vcs I, 2. 3. 4) To collaborate wnh the PCSSO and 1hc NLRSD 10 promote mull1culrural acuvmes and curriculum development (Applies only to page 76 ob1cc1ivcs I 2 J 4.) ObjH'liYff SlnltClts Bt\u0026amp;lnnin\u0026amp; Dalt Compltllon Dalt Rtsponsibllily 1.8 Schedule 1uchtr1 as kltnllfitd for the 07/01 /94 (06/)0/95) Starr Otvelopmenl appropriate lnsuvke Dtpartment A Placement is based on teacher rcqucslS and 07101194 50% adm1nis1ra11vc rccommcndauons 1.9 Monitor lht luchcrs use or effccllve 07/01/94 06/30/95 Supenlsors or lnstrucllonal and classroom management stralt\u0026amp;lu specific areas (Principals) A Teacher use of cffccuvc 1ns1ruc1ional and 08/15/94 50% clusroom management s1ra1eg1es is momtorcd through classroom obscrv11ions 2. To incorporate multicultural materials lnto the 07/01/94 (06/30/95) (Supervisors of lnslruc-tional pro1rams Specific Areas: CurrK:ulum Specialists, Principals) 2.1 Review and assess approprialc muJtlcuJtucal 07/01 /94 (06/30/95) Supenison or materials speclnc areas {Curriculum Spccialis1s. Pnncipals) A lmtial act1v1ry complctctihmt1a\\ obhgalion met Sec I !193-94 PBD B Penod,c review of appropnacc mult1cul1Ur1I 07/01/94 50% ma1erial library coll!Juc1cd 2.2 ldenllfy and succest multicultural material lo 07/01 /94 (06/30/95) Supcnlsors or be purchased at local school Juel by conlent and spectnc areas crade (Curriculum Spccial1Sts. Pnnc1pals) 63 22 January 31. 199.S Evalualion Criltria 1.8 Starr development docwncntalion 1.8 (lnsuv1ce will be provided that addn:s1ocs the needs of 1eachcrs as Klcntified in the school improvement plan) 1.9 (Asscssmenc of implementation of strategics through classroom obscrvaunns and teacher conferences) 2. (Observe 1mplcmcntation of materials a1 1cacher conferences and during classroom visits) 2 I (Mul1icultural materials used in Dimic1 classrooms) 2 2 (Tulcs/descriptinn or materials forwarded m schools) Procram Stq I: Procram Name: Program Code: Procram Goal: Plan Rerennct Pace Nwnbtr I, 73 L 73 L 73 L 78 L 73 04 Pace: Muhicultural Currteulum Rrvlslon Dalt: 12 Prbnary Uadu: Estelle Mau.his Secondary l.Aader: Mane McNeal To ensure educa 11onal equlfy in rhe elementary and secondary curnculum and program areas (Apphcs to en11re llocumen1 ~ for page 76, oti1ec11vcs I, 2, 3, 4) To collahonte wnh the PCSSO and the NLRSO 10 promote muhicu llUral 1c11v111es and cumculum development. (Applies only 10 page 76 ob,ecuves I 2 J 4.) Objtt1iYU Str11rclu 11,\u0026amp;innlnc Dalt Compldlon Dalt Rtspomibility A Jm11al 1cuv1ry complc1cd/m111al obl1galt0n met See 1993-94 POD 0 Multicultural ma1cnals Klcn11fi1 and su11es1cd fo r purchase periodically 08/15/94 50\" 2.l SdttduJt: workshops on UR or maltrials (hut 07/01194 (06/30/95) pproprlale) Supuvlsors of specific areas (Cu rriculum SpccialiSls, Principals) A Jni11al ac11v1ty comple1cd/in111al obhga1ion met See 1993-94 POD 0 Appropnatc workshops scheduled periodically on use or multicultural materials 08/15194 50\" 2.4 MoNlor tht l.l1f of appropriate muhkultunl 07/01194 (06/30/95) Supenrisors or materials speclnc areas (Cumculum SpccialislS, Pnncipals) A Use of apprnpnate mul11c:ulrural materials beina monnored periodically through cllSsroom observauons 08/22194 50\" and teacher conferences J . To lmpltmtnt orcanizatlonal pr1ctlcts that totW tnhanct: Nlucalional tquily 07/01/94 (06/30/95) (Assoc. Sup1., Assisi. Supt. , Principals, Teachers) 3. 1 Provide lrac:btrs with traln.htC for cfTtctlve in 07/01 /94 (06/30/95) Supervlson of clan croupin1 sprcinc artas l.2 Monitor lmplt.me:nlatlon or str11e:1le.s lhrough 07/01/94 (06/30/95) Supulson or cla sroom 1-lsllations and Cttdbark In foUowup work.shops sprcinc artas 61 23 January JI. 199.S Enluallon Criteria 2.3 (Catalogue lis1ings) 2.J (Mulr1cultural materials uscll m 01s1ric1 classrooms) 2 4 (Classroom obscrn11ons/ !cacher conferences rcflcc1 use or multicul1ural matcnals) (3. Educattonal prognms in LRSO have equitable pante1pat1on and success by all srudcnts) 3 I (Gmuping pr1c1icc:s arc equitable m LRSD classrooms) J.2 (Assessment of classroom obscrva11on) Procram ~q I : Proitram Name: rrogram Code: Proiram Goal: l'lan Reference Page NwnMr L 78 L 78 L 79 L 19 L 19 L 79 04 Rol~ion Dalt: Multtcul1ural Cumculum 12 Primary l..tader: Estelle Manhis ~condary l..tader: MarieMcNeal Tu ensure cduca11onal equil) m lM elementary and secondary currtculum and program areas. (Applies 10 cn11re document llim! for page 76, objcc11ves I, 2. 3, 4.} To colla borate with the PCSSD and the NLRSD 10 promo1e mul1iculNral activities and curriculum development. (Apphes only lo page 76 ohjecrives I 2 3 4.) ObjecllYts Strateglu Beginnln\u0026amp; Date Complellon Date Responsibility 3.3 Roiew placement criteria for enrichment/ 07/01194 (06/30/95) Assoc Supt of honors and adY1nced placemc.nt classes EducaUonal Pro1rams A Act1v1ty completcll/obhgauon met See 1993-94 PHO 3.4 Provide 1uppor1 to principals In monJtorlna tht. 07/01194 (06/]0/95) Assoc and Asst distribution or Jtudcnt11 ln higher loci courses to Sup\u0026lt;s anus sender and race equity A Suppon g1Yen 10 principals through periodic s1aff 08/18/94 50\" development and conferences 4. To cmurr increased educ:atlon:al eqWly Ou-ouch 07/01194 (06/]0/95) insenkt trainln1 4.1 Rc.rcr to actMtlt1 oullined in Items 1 ,2 - 1.4 07/01/94 (06/]0/95) Supervisor or abon specific: areas 4.1 (P\\Jn:hase science supplies, malh manipulatiYe, 1radebooks) A Hands on science materials purchased. 07/01/94 50\" S. To ensure equily in lhc scltction and use or 07/01/94 (06/]0/95) (Assoc Sup1 of ltxlbooks Curr., Subject Arca Supervisors, Teachers, Principals) 5.1 Inventory and assess current tutbook., ror 07/01/94 (06/]0/95) Supenlsor or multicultural presence speclnc arras A Elementary science 1cx1hou ks mventoned and 07/01/94 12/01/94 assessed dunng curren1 adop11on pcnod 65 24 January JI . 1995 Euluation Criteria ] .] (Placement practices in LRSD classrooms will increase panic1pation of hlack srullcnts in GT/Honors/AP classes) 3 4 (Classroom obscrva1inn of student enrollment and enrollmcnl reports to central office will reflect equitable dis1ribu1ion of gender and race) 4. (Educa11onal programs in LRSD have equitable pan1cipation ant.I success by all students) 4.1 (Updated multiculrural materials m schools) 4.1 (Enrollmenl/implemcn-tauon of staff development courses) 5 (Critcna chccklist 1hat includes mul11culrural and sex/ race bia s- free factors is used to select tcx1books) 5.1 (Criteria checklisc for 1cx11)ook sclccciun) rroiram Stq I: Progum Namt: Pro1tram \u0026lt;.\node: Procram Goal: P1an Rderrncc Page Number I, 79 L 79 L 79 L 79 L 79 04 Roislon Datt: Mulucullural Curriculum 12 Primary Ltadrr: Es1clle Manh1s Secondary Ltadtr: Mane McNcal To ensure educattonal equuy in the ekmen1ary and secondary curnculum and program areas (Applies 10 enurc documcnl ~ for page 76. ob1ec1ives I, 2. 3, 4) To collahora1e with the PCSSD and the NLRSD 10 promote mulucultural ac11v111cs and curriculum development (Applies only 10 page 76 oh1ec11ves I 2 3 4 ) Objcclivts Stratccits Bt\u0026amp;innin\u0026amp; Dalt Completion Dale Responsibility 5.2 ldentiry the ddkiencies uisline in current 07/01194 (06/30/95) (Curriculum tutboolu: supe,...isors. Teachers) A Deficicnctcs tdent1recd in elementary JCicnc.e 07/01/94 12/01/94 IUlboolcs New 1e1boolcs sclec1cd thal prescni a greater muluculrural presence. 5.J Stittt and purchaH resource malerlals lo 07/01/94 (06/30/95) (Curnculum replace or supplemenl areas of deficiency supervisors) (Media specialisu) (Pnnc1pals) 5.4 Pro\"ldr tralnin\u0026amp; for use or suppleme:nlal 07/01/94 (06/30/95) (Cumculum materials supervisors) 5.5 Monflor teacher lmplt:mentaUon of lht use of 07/01/94 (06/30/95) Principals and multicultural lu:U/malerials ln the curricula Content Arn Supenisors A Implementation or teachers use or multicultural 08/15/94 50\" teu/matenals being monuored penod1cally 5.6 Develop a chttklisl for stltctlon of new 07/01/94 (06/30/95) Conlenl Area lnlboob durlnc lhe adoption cycle lo fa\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_336","title":"Compliance hearing exhibits, 37-38","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":["1999/2001"],"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","Educational statistics","Little Rock (Ark.)--History--21st Century"],"dcterms_title":["Compliance hearing exhibits, 37-38"],"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/336"],"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":["147 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\nCampus Leadership Institute Summer 1999 I f\u0026gt; 8:00 a.m.-8:30 a.m. 8:30-8:50 a.m. 8:50-9:30 a.m. 9:30-9:50 a.m. 9:50 -10:00 a.m. 10:00- 10:15 a.m. 10:15- 11:15a.m. 11:15- 12:00 p.m. 12:00- 12:45 p.m. 12:45-1:45 p.m. 1:45-2:45 p.m. 2:45 - 3:00 p.m. 3:00-4:00 p.m. 4:00-4:15 p.m. 4:15 4:15 - 4:30 p.m. I Campus Leadership Institute] Living the Vision Session I Monday, July 26, 1999 Welcome \u0026amp; Introductions Team Building Activity Overview Team Norms Typical - Aligned Organization Change Process and Tools Campus Leadership Handbook Systems Change Model Decision Making Model A. B. C. D. Resolving Conflicts In Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Decision Making Model A. Resolving Conflicts In Teanis B. C. D. Team Building and Maintenance Team Problem Solving Site Based Decision Making CLOSURE BROKER FACILITATOR MEETING REGISTRATION Sadie Mitchell Les Carnine Superintendent of Schools Linda Watson Bonnie Lesley BREAK Victor Anderson Linda Austin Gayle Bradford Frances Cawthon Marian Lacey LUNCH Gene Parker Marion Woods Kathy Lease Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow BREAK Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow Sadie Mitchell ADJOURN Sadie Mitchell Kathy Lease 1 8:0 0 - 8:30 a.m. 8\n30 - 8:45 a.m. 8:45 - 9:45 a.m. 9:45 - 10:00 a.m. Session I Tuesday, July 27, 1999 Review \u0026amp; Reflections The Railroad Track Announcements Decision Making Model A. Resolving Conflicts In Teams B. Team Building and Maintenance C. Team Problem Solving D. Site Based Decision Making REGISTRATION Sadie Mitchell Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow BREAK 10:00-11:00 a.m. Decision-Making Model A. Resolving Conflicts In Teams B. Team Building and Maintenance C. Team Problem Solving D. Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 11:00- 12:10 a.m. Core Beliefs Brady Gadberry Linda Watson 12:10- 1:00 p.m. LUNCH 1:00-2:00 p.m. Goal Setting and Planning Marie McNeal Pat Price 2:00-2:15p.m. BREAK 2:1 5-4:00 p.m. All the Parts Action Planning Kathy Lease 4:00 - 4:15 p.m. CLOSURE The Railroad Track Sadie Mitchell 4:15 p.m. ADJOURN 4:15 - 4:30 p.m. Broker/Facilitator Meeting Sadie Mitchell Kathy Lease 2 1 Session I Wednesday, July 28, 1999** 8:00 - 8:30 a.m. REGISTRA^TION 8:30 - 8:45 a.m. Review \u0026amp; Reflections Sadie Mitchell 8:45-10:45 a.m. Action Planning Campus Leadership Teams 10:45-11:00 a.m. BREAK 11:00- 11:45 a.m. Team Reports 11:45 a.m. Closure Key Learnings Institute Evaluations Kathy Lease 12:00 p.m. ADJOURN * Broker Facilitator Debriefing Meeting for all Brokers Monday, August 2,1999, 1:30, Board Room i 312:30- 1:00 p.m. 1:00 -1:20 p.m. 1:20-2:00 p.m. 2:00-2:20 p.m. 2:20-2:30 p.m. 2:30 - 2:45 p.m. 2:45 - 3:45 p.m. 3:45 - 4:30 p.m. 4:30 - 4:45 p.m. 4:45 p.m. 4:45 - 5:00 p.m. Session II Wednesday, July 28,1999 Welcome \u0026amp; Introductions Team Building Activity Overview Team Norms Typical - Aligned Organization Change Process and Tools Campus Leadership Handbook Closure Broker/Facilitator Meeting REGISTRATION Sadie Mitchell Les Carnine Superintendent of Schools Linda Watson Bonnie Lesley BREAK Victor Anderson Linda Austin Gayle Bradford Frances Cawthon Marian Lacey Sadie Mitchell ADJOURN Sadie Mitchell Kathy Lease 4Session II Thursday, July 29,1999 8:00 - 8:30 a.m. REGISTRATION 8:30 - 8:45 a.m. Review and Reflection The Railroad Track Evaluations Sadie Mitchell 8:45-9:45 a.m. Systems Change Model Gene Parker Marian Woods 9:45-10:45 a.m. Decision Making Models Kathy Lease A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 10:45 - 11:00 a.m. BREAK 11:00-12:00 p.m. Decision Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 12:00-12:45 p.m. LUNCH 12:45-1:45 p.m. Decision-Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 1:45 - 2:00 p.m. BREAK 2:00 - 3:00 p.m. Decision-Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 3:00-4:00 p.m. Core Beliefs Brady Gadberry Linda Watson 4:00-4:15 p.m. CLOSURE The Railroad Track Sadie Mitchell 4:15 p.m. ADJOURN 4:15 - 4:30 p.m. Broker/Facilitator Meeting 5 Session II Friday, July 30,1999** 8:00 - 8:30 a.m. REGISTRATION 8:30 - 8:45 a.m. Review \u0026amp; Reflections Sadie Mitchell 8:45 - 9:45 a.m. Goal Setting \u0026amp; Planning Marie McNeal Pat Price 9:45 - 10:00 BREAK 10:00-11:30 a.m. All the Parts Action Planning Kathy Lease 11:30- 12:15 p.m. LUNCH 12:15-2:15p.m. Action Planning Campus Leadership Teams 2:15-2:30 p.m. BREAK 2:30-3:30 p.m. Team Presentations Campus Leadership Teams 3:30 - 3:45 p.m. CLOSURE Key Learnings Institute Evaluations Kathy Lease 3:45 ADJOURN Broker Facilitator Debriefing Meeting for all Brokers Monday, August 2, 1999, 1:30, Board Room 6Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc. Marian pp- i - 7 Basic foundation of Campus Leadership based on LRSD Vision and Mission  entire system  how teams established  policies regulating the CLT concepts pp. 55 - 60 Forms for CLT to use  Nomination to be appointed  Team Nomination Form  Application for Local or State Waiver Bonnie pp. 8-10 Cluster Coordinating Committee Membership Administrative Policy pp. 16 - 54 Collective Responsibility for Student Achievement Frances pp. 11-12 Campus Leadership Team Calendar pp. 65 - 68 School Improvement Plan Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments. Kathy pp. 13 - 15 CLT Evaluation Planning and Decision Making Process pp. 61 - 64 Climate Survey Gayle pp. 69 - end handbook is not static, be used, make notes, timelines in it, they will receive comprehensive training in small groups on \u0026gt;-sing this handbook - don't put it o\" the shelf and forget it. Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to gat into school operations - cleaning out the refrigerator, parking place assignments, etc. I ISite - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc. Marian pp- i - 7 Basic foundation of Campus Leadership based on LRSD Vision and Mission  entire system  how teams established  policies regulating the CLT concepts pp. 55 - 60 Forms for CLT to use  Nomination to be appointed  Team Nomination Form  Application for Local or State Waiver Bonnie pp. 8-10 Cluster Coordinating Committee Membership Administrative Policy pp. 16 - 54 Collective Responsibility for Student Achievement Frances pp. 11-12 Campus Leadership Team Calendar pp. 65 - 68 School Improvement Plan Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments. Kathy pp. 13 - 15 CLT Evaluation Planning and Decision Making Process pp. 61 - 64 Climate Survey Gayle pp. 69 - end handbook is not static, be used, make notes, timelines in it, they will receive comprehensive training in small groups on using this handbook - don't put it on the shelf and forget it. Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc.Its to DRAFT classroomdn Consider the fo 46 Millioq 1. 2. 3. 1. Introduction 4. 5. 6. 7. 8. 9. 6.2 Millioi 6.2 Millioi with 2 Mil 2 Million s 2 Million i 1 Million j 'A Million i 'A Million 14 Millior a. Pride in who you are b. We have a the top confidence levelAmerican Public I. Myths My remarks are not pollyarmaish. Public education has serious problems in the rm we can not ignore that. But a. Teachers teach only nine months so why do they bellyache about sala Studies show that teachers time in 9 'A months is equal to a 40 hour \\ months of work. And todays st educators. H.^ b. IV. Morale Bt a. b. c. d. I I J c. J The higher a n Fight backC 1. Never let i stroke for teacl 2. Establishe 3. Create a ci false informati d. Where have wi e. Use Data Ovei A. B. C. D. E. F. b g n I / G. a H. I I. ( Where are we See I We have students graduating from public schools who cant even reai diploma? You bet! They are among the nearly six million special education yc most wont real very well but they are getting their chance based on gifts they bring to school. Its the best umeported story in America. Public educators are afraid of competition. Thats why they oppose c and vouchers? Only most uninformed would favor vouchers, which take funds from system. Voucher is another spelling of segregationthis time along Depending on the Charter lawone must be careful about the financ: Private schools do a better job with less money? The average in 1997 was $3200 compares with $5800 but that where comparison ends. Public schools by law must offer vocational educt education, counseling, dropout prevention, alternative education, att( contact, bilingual education, compensatory education, health service\nservices, food service, security, violence prevention, student transpoi attempt to provide a living wage and retirement programs. Public education students need to make more rigorous courses to pre] college? The report entitled The Condition of Education 1995 revealed stun ment in public education between 1985-95 in percentage of high sch taking upper level core courses47% increase and the numbers con increase. Secondly, the graduation rate has continued to improve an major improvement since the 1990. III. Whom to Believe? Why are public schools in the crosshairs when 90% of them are as good a world? One reason is that major news media outlets are in the cities with the majo schools. Network news is almost always negative. Too may viewers with no first knowledge extrapolate those conditions to all public schools. Add to this a heavy religious right fever, cash strapped parochial schools, and nonstop right-wing slam Stir in 60% of adults with no connection with schools today in an environment of i and political cohesion, and you have a recipe for disaster. IV. Who will Answer the Bell?Table of Contents I. Introduction II. The Change Process III. Systems Change Model IV. Resolving Conflicts in Teams V. Team Building and Maintenance VI. Team Problem Solving VII. Site-Based Decision Making VIII. Goal Setting and Planning IX. ResourcesArkansas Leadership Academy for Brainstorming  No Criticisms  No Evaluation  Get Ideas Out...Do Not Discuss Them  Record All Ideas  Expect Wild Ideas  Be Spontaneous  Suspend Judgements  Quantity of Ideas, Not Quality Counts  Build on Each Others Ideas I ?! sFacilitator Recorder Reporter COMMITTEE ROLES Guides discussion so everyone participates\nkeeps talk focused upon the question Writes down main points\nwrites down the summary and/or list of beliefs\nasks questions for clarification Explains teams beliefs to large group Timekeeper Gives time checks for group focusTEAM-DEVELOPMENT WHEEL INSTRUCTIONS: Place a mark on the circumference of the wheel to represent the present status of your team. STAGE FOUR 11 9 10 MATURE CLOSENESS Resourceful Flexible Open Effective Close and Supportive 0 -f 1 STAGE ONE TESTING Polite Impersonal Watchful Guarded 2 -- 3 GETTING ORGANIZED Developing Skills Establishing Procedures Giving Feedback Confronting Issues 8 INFIGHTING Controlling Conflicts Confronting People Opting Out Experiencing Difficulties Feeling Stuck 4 7 5 STAGE THREE 6 STAGE TWORULES FOR BRAINSTORMING NO CRITICISMS o c r (7. [MC f N  1 I I I I I ! NO EVALUATIONS GET IDEAS OUT... DO NOT DISCUSS THEM RECORD ALL IDEAS EXPECT WILD IDEAS BE SPONTANEOUS SUSPEND JUDGMENTS  QUANTITY OF IDEAS, NOT QUALITY, COUNTS BUILD ON EACH OTHER'S IDEAS I pu-r I vvjiS-START FRCGR AMS I I Radio HEcT THE UCAi. OFFICERS GO OIR=CT!_Y T: THc _/ Team Norms, Roles and Practices ?  Decision making rules, including joint agenda building, keeping and posting public records, and debriefing team meetings.  Productive participation, including facilitation, recording, timekeeping, process observing, and encouraging.  Communication norms, including active listening, criticizing ideas, not people, and speaking briefly.  Problem solving, consensusbuilding, and valuing diversity.  Feedback, reflection, and critique.Meeting Guidelines General  Punctual attendance  Start on time  Right people are present  Purpose is well understood  Roles are assigned (facilitator, timekeeper, scribe) Agenda  Communicate and agree (adjust if appropriate  Visible, with time frames for each item  Desired outcome for each item (info sharing, info processing, decision required)  Monitor time, agree to adjust if necessary ) Group Behavior  Active listening and participation  Help to summarize and test for understanding  Be open and encourage ideas  Look for facts  Strive for closure and consensus  Provide secondary facilitation  Limit war stories  Avoid side conversations  Leave only at the scheduled break Wrap Up  Review action items agreed to and decisions made  Discuss next meeting and tentative agenda  Conduct a process checkPlan and Process Alignment for Improved Student Achievement Little Rock School District Process Data Analysis Campus Plan Process Interventions Professional Development Standards Assessment Accountability Parent Involvement SP X X X X RDEP X X X X OCR X )( X X Title I X X X )( ACSIP X X X X X X ACTAAP X UPDI NSF X X X X CLP X X X X X X X X X X X X X X X X X X X X X i X X X X X X X X X SP RDEP OCR Title I ACSIP ACTAAP UPDI NSF CLP strategic Plan Revised Desergregation and Education Plan Office of Civil Rights Resolution Agreement Title I Arkansas Comprehensive School Improvement Planning Arkansas Comprehensive Testing, Assessment, and Accountability Program Urban Professional Development Initiative National Science Foundation Campus Leadership PlanRAILROAD MODEL OF GROUP DEVELOPMENT SHARED VISION * *  Task Tool Ties That Bind Ineffective working relationships  Negative attention Individual difference separate * * * * People support what they help create. Local people solve local problems best. Everyone is responsible for pulling his own happiness wagon Change takes place faster in groups. /Arkansas / eaJe-rship /^caJemy LEVELS OF TEAMWORK BELIEF LEVEL Interdependence recognized. Individual strengths cover other's weak areas. Deep understanding/trust in beliefs and actions of others. Win/win always. Frequent negotiation and collaboration. Commitment to care for others is clear. TRUST LEVEL Predictable positive behavior. Strong faith that others will perform as expected in (mostly) useful ways. Occasional confronts and sincere efforts to resolve differences/problems. Similar goals. OPEN LEVEL . Individual efforts to establish positive teamwork relationships. Search for shared values and non-judgmental acceptance. Lots of \"if only\" and \"yes, but.\" i CLOSED LEVEL Frequently seen as easier to work alone than spend effort and time trying to build relationships. Occasional outbursts of anger and/or shows of frustration.^ 2 Modified by Sharon Williams, North Little Rock School DistrictCHANGE is =\u0026gt;PROCESS, not an event :^made by INDIVIDUALS first, then institutions/systems =\u0026gt;highly PERSONAL experience ^DEVELOPMENTAL growth in feelings and skills INTER VENTIONS must be related to =\u0026gt;the people first =\u0026gt;the innovations secondSeven Propositions for Success 1. Change is learning, loaded with uncertainty. 2. Change is a journey, not a blueprint. 3. Problems are our friends. 4. Change is resource-hungry. 5. Change requires the power to manage it. 6. Change is systemic. 7. All large-scale change is implemented locally. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Tp II.8The Change Process OUS, Incremental Change. The 196Cys theory that improvement will be continu-regular, and incremental. \"Everyday, in every way, we get better and better.\" 'Notes: Implementation Dip. Fullan (1992) notes that substantial change causes _ initial disruption and confusion, causing performance to deteriorate for a while. \"Old habits, no matter how bad they are, that are properly mastered produce more regular results than better habits over which you have little control.\" The Schlechty Circle. Schlechty (1993) notes that individuals whose performance, is deteriorating because of the Implementation Dip often return to their, originali performance, rather than continue with the change iniative. \"When people find fiiat they are down to the point of being worse than they used to be, they decide it's better to be as bad as they used to be because that s better than they are now.\" Source\nDr. Phillip Schlechty The Centex fox Leaoexshif in School Refoxm I Arkansas Leadership Academy 3 Phases of Transition Through Change External/ Environment Transition Grid Denial Commitment Past* Future Resistance / Exploration Internal/ Self  The Transition Grid is pan of the Chanse Prosrams offered by Flora/Elkind Associates, in Cynthia D. Scott,. and Dennis T. Jaffe, Managing Altos, CA\nCrisp Publications, 1989), Ornani:a!ional Change: A Practical Guide for Managers (Los o 5Arkansas Leadership Academy Managing Complex Change^ Vision Skills Incentives \u0026gt; Resources 1 \u0026gt; Action Plan Clinnge Skills Incentives \u0026gt; Resources ----\u0026gt; Action Plan \u0026gt; Confusion Vision Incentives \u0026gt; Resources Action Plan  Anxiety Vision Skills Resources \u0026gt; Action Plan \u0026gt; Gradual Change Vision Skills Incentives \u0026gt; Action Plan \u0026gt; Frustration Vision \u0026gt; Skills Incentives Resources \u0026gt; False Start.s ' Bnteipiisc Management Ltd., 1987. .3 Concerns and the Facilitation of Change  Stage 0 - Awareness Concerns  Stage 1 - Informationarcqncerns Is\n Stage 2 - Personal Concerns I  Stage 3 - Management Con^ferns  Stage 4 - Consequence Concerns  Stage 5 - Collaborative Concerns  Stage 6 - Refocusing ConcernsConcerns and the Facilitation of Change A first step in using concerns to guide interventions is to know what concerns the individuals have, especially their most intense concerns. The second step is to deliver interventions that might respond to those concerns. Unfortunately, there is no absolute set of universal prescriptions, but the following suggestions offer examples of interventions that might be useful. Stage 0 - Awareness Concerns a. If possible, involve teachers in discussions and decisions about the innovation and its implementation. b. Share enough information to arouse interest, but not so much that it over- c. whelms. Acknowledge that a lack of awareness is expected and reasonable, and that no questions about the innovation are foolish. d. Encourage unaware persons to talk with colleagues who know about the innova- e. tion. Take steps to minimize gossip and inaccurate sharing of information about the innovation. Stage 1  Informational Concerns a. Provide clear and accurate information about the innovation. b. Use a variety of ways to share information  verbally, in writing, and through any available media. Communicate with individuals and with small and large groups. c. Have persons who have used the innovation in other settings visit with your teachers. Visits to user schools could also be arranged. d. Help teachers see how the innovation relates to their current practices, in regard to both similarities and differences. e. Be enthusiastic and enhance the visibility of others who are excited. Stage 2 - Personal Concerns a. Legitimize the existence and expression of personal concerns. Knowing that these concerns are common and that others share them can be comforting. b. Use personal notes and conversations to provide encouragement and reinforce personal adequacy. c. Connect these teachers with others whose personal concerns have diminished and who will be supportive. d. Show how the innovation can be implemented sequentially rather than in one e. big leap. It is important to establish expectations that are attainable. Do not push innovation use, but encourage and support it while maintaining expectations. From: Hord, S. M., Rutherford, W. L., Huling-Austin. L., \u0026amp; Hall, G. E. Taking Charge of Change. Alexandria, VA: Association for Supervision and Curriculum Development. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Ho.X.4aStage 3 - Management Concerns a. Clarify the steps and components of the innovation. Information from innovation configurations will be helpful here. b. Provide answers that address the small, specific \"how-to\" issues that are so often c. the cause of management concerns. Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns.  d. Help teachers sequence specific activities and set timelines for their accomplishments. e. Attend to the immediate demands of the innovation, not what will be or could be in the future. Stage 4 - Consequence Concerns a. Provide these individuals with opportunities to visit other settings where the innovation is in use and to attend conferences on the topic. b. Don't overlook these individuals. Give them positive feedback and needed support. c. Find opportunities for these persons to share their skills with others. d. Share with these persons information pertaining to the innovation. Stage 5  Collaborative Concerns a. b. c. d. e. Provide these individuals with opportunities to develop those skills necessary for working collaboratively. Bring together those persons, both within and outside the school, who are interested in collaboration. Help the collaborators establish reasonable expectations and guidelines for the collaborative effort. Use these persons to provide technical assistance to others who need assistance. Encourage the collaborators, but don't attempt to force collaboration on those who are not interested. Stage 6 - Refocusing Concerns a. b. c. d. e. Respect and encourage the interest these persons have for finding a better way. Help these individuals channel their ideas and energies in ways that will be productive rather than counterproductive. Encourage these individuals to act on their concerns for program inprovement. Help these persons access the resources they may need to refine their ideas and put them into practice. Be aware of and willing to accept the fact that these persons may replace or significantly modify the existing innovations. Individuals do have concerns about change, and these concerns will have a powerful influence on the implementation of change. The CBAM offers several easy ways to identify these concerns. It is up to those who guide change to identify concerns, inter- pret them, and then act on them. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Ho X 4bi Arkansas Leadership Academy 9 Reasons for Resistance to Change 1. When the purpose of the change is not made clear. t. 2. When persons affected by the change are not involved. 3. When an appeal for change is based on personal reasons. 4. 5. When the habit patterns of the individual are ignored When there is poor communication regarding the change. 6. When there is fear of failure. 7. When excessive pressure is involved. 8. When the cost is too high, or the reward inadequate. 9, When anxiety over personal security is not allowed. 10. When there is a lack of respect and trust in the initiator. 11. When there is satisfaction with the status quo. \\ I Gordon Lippin. A Handbook for Visual Problem Solvin\nA Resource Guide for Creoting Change Models (Bethesda. MD: Development Publications. 1983). 9 15 9Arkansas Leadership Academy Why People Dont Do What We Want Them To*^ 1. Dont know what to do (knowledge/expectations) 2. Dont know how to do it (ability/skill) 3. Dont know why they should do it (importance) 4. Dont want to (lack of will) 5, Arent well suited or matched to the task (selection) K * Douglas S. Flemins and Ann Kilcher, Orsani-.in^ end Managing School Change Workshop^EA National Center for Innovation National Conference, Colorado Springs. CO, November 8, 1991. I 8Arkansas Leadership Academy Enablers of Change^ 1. There is a sense of openness, both individually and organizationally. 2. Individuals feel they have control of their own fate with the change. Individuals are empowered. 3. The change will have an influence or impact on some outcome. The change will make a difference. 4. The change will foster understanding. 5. The change will clarify roles. 6. The change provides an opportunity to pursue deeply held beliefs and values. 7. The change brings status. 1 8. TheJ change brings opportunity for more affiliative relationships. / 9. The change relieves boredom and routine. 10. The change provides individuals with some options and  alternatives. 11. The change brings power to influence or control others. 12. The change brings material ($) rewards. 13. The change is required to respond to punishment. a threat and/or avoid 14. Individuals see they are needed in the change process. 15. Change facilitator is honest about limitations of the 'O innovation. II Paul Berman and Milbrey McLaughlin, \"Supponing Change\" in The Rand Report iSanta Monica, CA\n1975), 14\\ Arkansas Leadership Academy Creating Tools to Communicate Change^\" 1. The Master Plan: A Flow Chart Symbolic representation of the stages, steps, or major events in a complex process. Enables participants to see the big -picture. 2. Mission Statement In five hundred words or less, captures the central purpose of the school or program. Describes succinctly who is served, what they will learn, and how staff are prepared to work with them to achieve the desired outcomes. 3. Core Beliefs A statement of the commonly held beliefs, attitudes, and convictions of the school or program. One set of core beliefs may relate to learners, learning, and schools as learning places. Another may relate to beliefs about how adults best work together. 4. Annual Goals Five or ten general statements relating to the overall mission of the school or program. District goals are framed broadly. Building level goals are targeted to the grade levels served. 5. Action Plans An outline or framework depicting the sequence of activities, events, or products needed to achieve goals. Action plans generally follow a hierarchy of objectives, strategies, and tactics. Most identify who is accountable for completing the work, the resources needed\nthe steps necessary, and a tentative completion date. 6. Monthly Planning Wheel A tool for identifying strategic initiatives in each of the key result areas a program instructional teams. Frequently used by serves. Douglas S. Fleming and Ann Kilcher. Organizing and Managing School Change Workshop. NEA- National Center for Innovation National Conference, Colorado Springs, CO, November 8, 1991. 15Arkansas Leadership Academy Managing the Process of Change in Schools Understand the Nature of the Change Itself Define and illustrate the change in terms of what teachers. administrators and students will say or do when the change is implemented. Outline how a set of different but interrelated actions fit together in a strategic way to achieve the desired outcomes.  Know what it is  Know what it is not  Design (or adopt) a coherent framework for school change * 14 Turning Points Recommendations 1) 2) 3) 4) 5) Create small communities of learning Teach a core academic program Ensure success for all students Empower teachers and administrators Suff middle grades schools with teachers who are expert at ^eachin: adolescents 6) improve academic performance through better health and fitness 7) Re-engage families in the education of young adolescents 8) Connect schools with communities O o I Dou alas S. Fleming and Ann Kilcher, Organizing and Managing School Change Workshop NEA National Center for Innovation National Conference, Colorado Springs. CO. November 8, 19 . Carnegie Foundation. 1989. 16( Arkansas Leadership Academy Managing the Process of Change in Schools (confd)_____________________ Acknowledge how the Change May be Viewed by Individuals Successful change efforts recognize the diversity of the adult population in terms of their life stages.  interests, and concerns.  Address the complexity of adult learning.  Provide multiple and flexible entry- and exit points for participation.  Emphasize beliefs and behaviors - the why as well as the how. Characteristics of Adults as Learners 15 1)^ Self directed rather than dependent on direction form others 2) Have life experiences and accumulated wisdom to share 3) Readiness to leam stems from real needs and problems at the time 4) Motivated by curiosity and internal incentives 5) Leam best from mutual diagnosis of needs, goal setting and monitoring Address the Needs of People as Well as the Needs of the Change Individuals and organizations adapt to innovations and People acknowledge change, change developmentally. accept it, and integrate it at different understand its meaning, rates.  Legitimize individual concerns.  Provide support for innovators and early adopters.  Move with a critical mass of support. 15 Malcolm Knowles, 1978. 17Arkansas Leadership Academy Managing the Process of Change in Schools (contd) Understand how Change May be Viewed Within the Organization Every school has a unique culture, with its own history, traditions, and ways of doing business. Consequently, there is no single formula for school improvement. Change occurs within the context of distinct organizational filters,.including:  Local structures and policies present.  Human resources available.  Politics of the school and community.  Symbolic meaning innovation. associated with a particular strategy or Use Consensus Management Getting everyone on board and heading in the same general direction doesnt mean that everyone accepts every detail regarding the change. It does mean that they are willing to give the change strategy a fair shot at succeeding within a reasonable trial period. (  Provide flexibility, choice, and genuine options within a . broad framework to enable each unit to determine its own way of changing the way it does business.  Employ a unifying language. Avoid divisive terminology, and trigger words that may have negative connotations. 18Arkansas Leadership Academy Managing the Process of Change in Schools (contd) .................................... ............... Provide Ongoing Professional Development In improving schools, professional development shifts from a simple training model to a more comprehensive \"learning model.  Emphasize teacher learning and provide the time, resources. and supports necessary.  Reduce dependence on workshops and outside consultants through activities such as curriculum development, peer coaching, teacher research programs, problem-solving groups, and collegial support teams. An Action Research Framework* 1) Where are we now? 2) Where do we want to be? 3) How do we get there? 4) How are we doing? 5) What do we need to look at next?. Demonstrate and Cultivate Leadership Leadership is essential to change, banner, someone waves the flag. Someone carries the School leaders champion ideas, provide support, maintain focus and, mitiate movement from where we are to where we want to be.  Enable the emergence and development of leadership at all levels in the school and community. Whether this occurs through community-wide strategic plannin, programs, site'-based decision making councils, teacher-  --   ------------ teamed occurs 'g or planned staff development programs, instruction groups, new roles for teachers, parents, administrators and community members are created and experienced. Change norms of isolation, fragmentation, and competition to norms of collegiality, connectedness, and collaboration. Holly and South worth, 1990. 19Arkansas Leadership Academy Demonstrate and Cultivate Leadership (contd) Managing the Process of Change in Schools (contd) 17 Building Systems for Professional Growth 1) 2) 3) 4) 5) 6) 7) 8) Foster collegiality and collaboration Promote experimentation and risk-taking Use available knowledge bases Ensure participant involvement Provide time to meet and plan Secure top level support and commitment Develop appropriate incentives and rewards Apply knowledge about adult learning and change 9)~ Integrate individual, school, and district goals 10) Promote linkage of staff development with school philosophy and structure Recognize that Change is a Long-term Process Some researchers suggest that it takes from three to five years to fully integrate a new idea or practice.  / Change is a process, not an event. ' Change takes time. ig  Change cannot be imposed from above without enrollin! the commitment of those who must make it happen and providing them with the skills and tools to do the job. People need time to meet and plan, to reflect on current practice, to try out something new, and to evaluate their efforts.  Arbuckle and Baker, 1989. 20Preparing for Change Small-Group Discussion: Think about the trailblazers, pioneers, settlers, stay-at-homes, and saboteurs who are involved with your school. How will you prepare/manage change in your school for each of these roles, and what resources (time, people, space, knowledge, and technology) are needed to accomplish your task? Complete columns 1,2,3, 4, and 5 on the chart that follows brainstorming methods of preparing for change for each of those roles. Trailblazers. Those who take the first steps in creating/sustaining change in your school. Pioneers. Those who are willing to take considerable risks but need assurance that their ventures are worthwhile. Settlers. Those who need to be persuaded that the undertaking is worthwhile. Stay-at-Homes. Those who do not particularly want to change and are not likely to be encouraged to change but are not necessarily opposed to those involved in restructuring your school. Saboteurs. Those who are actively committed to stopping change in your school.PREPARING FOR CHANGE TRAILBLAZERS, PIONEERS, SETTLERS, STAY-AT-HOMES, AND SABOTEURS 1 Trailblazers 2 Pioneers Adopted from: The Center for Leadership in Schooi Reform 1993 3 Settlers 4 Stay-at-Homes 5 SaboteursvO wi\nTheLRSD 5 Campus Based Leadership Initiative A Change Process Model Based on Systems Thinking aS 15dJ rceyjo^yg Essential Questions About Systems Thinking / What defines the systems 9 work?  What drives the systems work? 0 How is the systems work achieved?X' Essential Questions About Systems Thinking  What defines the systems work? LRSD Campus Based Leadership Parameters 9 \nWhat drives the systems work? LRSD Campus Based Leadership Principles How is the systems work achieved? LRSD CBL Total Quality Work PlansWa The Three Ps of Systems Thinking  Parameters  Principles  Plansf/j Why The 3 Ps?  Parameters provide context  Principles establish ethic  Plans provide results 'OWw ft.\n.,.51.^1?\nvsw \\ \u0026gt;* sjl LRSD Campus Based Leadership Principles  The quest for deep knowledge about teaching and learning is clear and abiding  Total quality management skills are used to lead and facilitate change process  Collaborative leadership is modeled  The accountability system is sustained  The vision is lived i T-i+sv LRSD CBL Total Qu\u0026amp;lity Work Plan Standards STANDARD ONE: Create and sustain customer involvement and support climate BENCHMARKS Seek Diversity Nurture Stakeholders KEY SKILLS KEY SKILLS  Identify, access and recruit diverse customers and support  Ensure diverse customer participation in goal setting, planning and shared decision making  Include diverse customers and support representation to produce quality work  Use effective communication skills to build, nurture, and sustain diverse and democratic customer and support base  Use conflict resolution skills to strengthen and maintain diverse and democratic customer and support base Ates'*w W* W 'J LRSD CBL Total QuTility Work Plan Standards STANDARD TWO: Create and sustain accountability system___________________________________ BENCHMARKS Set Goals \u0026amp; Plans Align Curriculum Instruction \u0026amp; Assessment Share Decision Making KEY SKILLS KEY SKILLS KEY SKILLS  Establish priorities and benchmarks  Analyze and disaggregate student achievement data  Use Quality Management Tools  Identify and select Research Based Practices  Monitor Customer Service for Satisfaction  Design CCOE School Improvement Plan to Align work of district/state initiatives  Identify the standards, instructional strategies, and appropriate assessments to insure student success throughout all of the Districts Initiatives  Use total quality problem solving processes  Use total quality consensus building and decision making  Focus priorities for decisions to leverage change in student achievement results  Use multiple deicision making tools  Provide equal access to information and data r.f-Yr ' Kt S'a i LRSD CBL TOTAL QUALITY WORK PLAN ACTION CONTINUUM  PLAN------ SkBb Create and sustain customer involvement and support climate Improved Student Achievement Create and sustain an accountability system ACT DO CHECK Isos-  Ji-  .w f-  :  ','^#08 ' -.'-Ks? \u0026gt;,0S\n: M' \u0026lt;i-'-^\u0026gt;Ir w iS' Description Key Learning Arkansas Leadership Academy Resolving Conflict in Teams All teams will experience conflict if they are exploring new ways of learning and working together, o co Conflicts will arise for different reasons. When different stakeholders serve on teams, conflicts may arise just because of differences in the language used to communicate about issues or the content of filters used to talk about the issues. Regardless of when, why or how a conflict is generated, successful teams acknowledge their conflicts and have strategies for dealing with their differences. Participants will identify their conflict style and those of others and learn tactics for resolving differences, which produce a more cohesive and productive team. At the conclusion of this session you will be able to:  Identify the processes, tools, and tips for resolving conflict.  Understand that conflicts may arise from differences in facts, methods, goals, and values.  See conflict as an opportunity to identify our emotional baggage so that we can heal it.  Utilize the think/feel/act process.  Be aware of the need for teams to attain consensus on acceptable norms of behavior in order to reduce conflict.  Identify personal conflict management strategies including stress reduction. 1Arkansas Leadership Academy Conflict Resolution Definition  Conflict situations are those in which the concerns of two people appear to be incompatible.  Conflict is a process that begins when one of the panics in the interaction perceives that another has frustrated, or is about to frustrate, one of his or her needs or concerns.  Conflicts may arise from differences in interests, desires, values, or from scarcity of some resources such as time, space, and position\nor they may reflect a rivalry in which one person tries to outdo or undo the other. Differences that Create Conflict FACTS: Same Facts - Different Viewpoints METHODS: Disagree on How to GOALS: Different VALUES: Values Differ 2Arkansas Leadership Academy Tips for Resolving Conflicts while Maintaining Relationships  Be unconditionally constructive.  Pursue relationships and substantive goals independently.  Beware of partisan perceptions: dont forget how differently people see things.  Balance emotions and reason. You need both. Too much emotion can cloud judgement. Too little emotion impairs motivation and understanding.  Explore the other persons thinking. Always assume a need to leam more. Avoid at all costs: * * * Assuming there is no need to talk. Believing you are communicating when you are telling. Sending mixed messages.  Always consult before deciding.  Work to increase your own reliability. Examine your trustworthiness and improve your conduct. Ask people to give you feedback on your reliability.  Help them to be more reliable. Describe their behavior and the consequences of their actions. Trust them when they deserve it. 3Arkansas Leadership Academy Tips for Resolving Conflicts while Maintaining Relationships  Avoid using coercive tactics: * * * Attacking the individual vs. attacking the problem. Winning a contest vs. solving a problem. Commit early vs. remain open. Focus on positions vs. explore interests. Either/or vs. multiple options. Break their will vs. persuade for whats fair. Worsen their walk away alternative vs. improve ours.  Deal seriously with those whom we differ.  Create congruence. Periodically stop to evaluate the state of the relationship and work to bring behaviors more in line with your beliefs.'  Watch for heavy tactics. (Psychological warfare) I * * * * * * * Phony facts Ambiguous details Personal attacks Threats The good-guy/bad-guy routine Escalating demands Lock in tactics  Remember, it is not a question of winning and losing. You are trying to achieve a better process for dealing with your differences.\" * R. Fisher and S. Brown, Getting Together: Building Relationships As V/e Negotiate (The Harvard Negotiation Project), (Penguin Books, 1988).  R. Fisher and W. Ury, Getting To Yes: Negotiating Agreements Without Giving In (Penauin Books, 1981). 4Arkansas Leadership Academy Interpersonal Confrontation Strategies 1. Self- Judgement You ask the person to look in the mirror and evaluate whether or not their behavior is helping them get what they want. Ask them:  What do you want?  Is your behavior helping you get...?  Is their any way your behavior is hurting you getting...? 2. State the Impact on You Give the person direct feedback about the impact of their behavior on you. In essence, you look in the mirror and describe the effects. You connect their behavior with how you feel and think, as well as answer the questions why. Say: When you because I (think, feel) 3. Compare Pictures Ask the person to describe what they see happening between you. (What are the issues? Problems?) You then describe how you see the situation. My understanding Your understanding Ask for Solutions/Strategies  Establishes the discrepancy between your perceptions Confronts them clarification with problem identification and  Moves them to solution finding vs. problem beating 5Arkansas Leadership Academy Conflict Management Tips  Arguing over positions produces unwise agreements.  Every conflict negotiation has two kinds of interest: in substance (details) and in the relationship.  Discuss each others perceptions, how they see or understand the issues.  Recognize and understand emotions, theirs and yours. Acknowledge them as legitimate.  Listen attentively and acknowledge what is being said.  Speak about yourself, not about them.  Face the problem, not the people.  Behind opposed positions lie shared and compatible interests, as well as conflicting ones. Work to identify interests by asking Why? and Why not?  Talk about your interests while looking forward, not back.  Avoid the assumption of a fixed pie. Brainstorm ideas to invent options for mutual gain. Separate inventing from deciding. O'  Identify shared interests.  Insist on using objective criteria. Develop fair standards and fair procedures.  If they are more powerful, develop your BATNA (Best Alternative To A Negotiated Agreement)  What if they wont participate? * * * * * Dont attack their positions, look behind it. Dont defend your ideas, invite criticism and advice. Redirect an attack on you as an attack on the problem. Ask questions, talk less. Discuss the principle behind their action. Stress fairness and really work to understand their issues. There is a reason for their behavior. 6 IArkansas Leadership Academy Conflict Problem-Solving Worksheet 1. Definition of the Problem What is happening here? My List Your List Whose problem is it? (Clear up differences in perception here.) I say You say How would I (we) like things to be? My list Your list Why do I (we) have to take action? What would happen if I (we) did nothing? I say You say 7Arkansas Leadership Academy Conflict Problem-Solving Worksheet 2. OfUcial Statement What is my (our) clearest statement of what I (we) want? (Check statements to see if they reflect mutual understanding of the conflict problem.) My statement Your statement 3. Possible Solutions (Work these out individually without talking\nthen share and prioritize them together.) What are all the possible solutions to the problem (in priority order)? 1. 2. 3. 4. 5. 4. Reality Test Reality test each solution against these questions. Start with the highest priority and work down: v Is there common understanding of the idea? Do we have 'o the same perception of what it means?  Is it realistically possible to accomplish?  Do we have the necessary desire and commitment to make it work?  What are all the possible things that could go wrong with the idea?  What will happen if we try it and it does not work? 8Arkansas Leadership Academy Conflict Problem-Solving Worksheet 5. Action Plan 6. Action Agree on a plan of action. (Identify a contingency plan. Agree on how to renegotiate.) Carry out your best (highest priority) solution in small, agreed- on, realistic steps to enhance possibilities for success. Build in an agreement to reevaluate within a reasonable time and to plan again if necessary.  M. Roberts, Managing Conflict: From the Inside Out. (Austin. TX: Learning Concepts, 1982). 9Arkansas Leadership Academy Roadblocks to Communications Blockinn Action Example Effect ORDERING, DIRECTING, COMMANDING You must, you have to Resistance, rebellion WARNING, ADMONISHING You had better, if you dont Obey only out of fear, resentment MORALIZING, OBLIGING You should, it is your duty, it is your responsibility Makes one feel guilty, should 1... LOGIC, ARGUING Here is why you are wrong, the facts are Defensiveness, counter arguments, you always think youre right ADVISING, RECOMMENDING It would be best for you Feel inadequate, inferior, duck responsibility, dependent EVALUATING, DISAPPROVING, NAMECALLING Youre not thinking straight, youre confused o Feel inferior, incompetent, guilty I PRAISING, JUDGING, APPROVING Thats good, thats nice Threatening, often feel manipulated, embarrassed SUPPORTING, REASSURING, EXCUSING Dont worry, youll feel better, thats too bad I cant accept such feelings, may disbelieve you DIAGNOSING, PSYCHOANALYZING, INTERPRETING What you need is, you dont really mean that If the analysis is wrong, person resists\nif it is right, person may feel exposed, trapped 5 10Arkansas Leadership Academy Roadblocks to Communications (contd) Blocking Action Example Effect QUESTIONING, PROBING, CROSS-EXAMINING Why? Who? Where? What? Conveys lack of trust, on the witness stand DIVERTING. AVOIDING, SHIFTING Lets think about that later, not now Feel rejected, lack of respect KIDDING, TEASING, USING SARCASM Got up on the wrong side of the bed?! Cuts off communication, not interested, stems from hostility, provokes counter hostility 11Arkansas Leadership Academy Conflict Approaches Questionnaire Directions: Consider situations in which you find that your wishes differ from the wishes of another person. How do you usually respond to such situations? On the following pages are several pairs of statements describing possible behavioral responses. For each pair, please circle the A\" or B statement depending on which is most characteristic of your own behavior. That is, please indicate which of these two responses is more typical of your behavior in situations where you find that your wishes differ from someone elses wishes. many cases, neither the A nor the B statement may be very typical of your behavior: but please select the response which you would be more likely to use. 1. a. b. I push hard to achieve my goals. I try to consider the other persons concerns and goals, as well as my own. ! 2. a. b. I try to see things from the other persons point of view. I try to strike a balance of wins and losses with the other person. 3. a. b. I try hard not to hurt the other persons feelings. I try to understand all the other persons concerns and goals. 4. a. b. I try to propose a compromise solution that both of us can agree to. I put off dealing with the conflict until Ive had a chance to think about it. 5. a. b. 1 try hard to influence others to accept my position. I try to find the middle ground, where the other person and I can agree. 6. a. b. 1 try to deal with all of the other persons concerns and goals as well as my own. I try to avoid situations in which there is anger and hostility. 12Arkansas Leadership Academy Conflict Approaches Questionnaire 7. a. b. I try to persuade the other person to see the positive side of things. 1 try to find a middle ground where the other person and I can agree. 8. a. b. I often acquiesce in order to maintain a good relationship with the other person. I am firm in pursuing my goals and ideas. 9. a. b. I do what ever I can to demonstrate the advantages of my position. I try not to get involved in controversies with others. 10. a. b. I believe it is important to maintain good relations with the other person in resolving our differences. I give in rather than hurt the other persons feelings. 11. a. b. I try to get the other person to see the things on which we agree. I try not to get involved in controversies with others. 12. a. b. I let others deal with the difficult and controversial issues. I try hard to maintain positive relations with the other person. 13. a. b. Winning my position is more important than maintaining positive relations with others. Consensus or agreement is more important than winning my own position. 14. a. b. I am willing to give on some points if the other person does too. I do whatever I can to demonstrate the advantages of my position. 15. a. b. I stay away from situations in which there is anger and hostility. I try to achieve my goals regardless of the others feelings. 13Arkansas Leadership Academy Conflict Approaches Questionnaire'* 16. a. b. I avoid topics that provoke disagreement and controversy. I try to see things from the other persons point of view. 17. a. b. I am willing to reveal all of my concerns and ideas in order to come to agreement with the other person. 1 push hard to achieve my goals. 18. a. b. I try to find the middle ground where we can both agree. I am willing to reveal all my concerns and ideas in order to come to agreement with the other person. 19. a. b. I put off dealing with conflict until Ive had a chance to think about it. I try to strike a balance of wins and losses with the other person. 20. a. b. I believe it is better to reach a compromise than to let the conflict go on. I usually concede if the other person feels more strongly about the issue. 4 Carleen OConnell, Western Organizational Consultants, Box 5769, Vancouver, WA 98668-5769. 14Arkansas Leadership Academy Scoring the Questionnaire Instructions: Working from your answers in the questionnaire, circle the answer (a or b) in the chart below. Add the circled items from each column to get your scores. Pair No. 1. I. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B A B A B A B A B A B A B A A B A B A B A B B B A A B B A A A B A B B A B A A B ] Forcing (Competing) Accommodating Negotiating (Smoothing) Collaborating (Compromising) (Problem- Solving) Avoiding (Withdrawing) 15Arkansas Leadership Academy Graphing Your Approaches to Conflict Instructions: Your scores for your approach to conflict will probably be mixed. Some will be high and some low. In order to develop a profile, circle your score for each category in the chart below, then draw a line between each of the circles. Forcing (Competing) Accommodating (Smoothing) Negotiating (Compromising) Collaborating (Problem- Solving) Avoiding (Withdrawing) High Mid Low 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 1. 1 0 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 2 1 0 16 'OInterpreting Your Approach to Conflict Styles___________________ Forcing: Aimed at accomplishing one.s preferred decision or source of action.  Use of power, rank, or persuasion.  Winning ones position over oppo.sition.  Taking a position and pushing for it. Accommodating: Aimed at maintaining good relationships with others.  Sensitivity to others feelings.  Trying to meet the other persons demands.  Smoothing over differences.  Yielding ones own position to others. Negotiating: Aimed at achieving a compromise or middle ground.  Use of bargaining of gains and losses. Involves give and take on the issues. Is intermediate between forcing, harmonizing, integrating, and dividing. Advantages  When quick decisions are required, i.e.. crisis situation.s  When unpopular decisions are required, or unpopular rules need to be enforced  When a more harmoniou.s approach may be exploited by others When issue is far more important to the other person There is a danger of losing your position. You are interested in trade offs* from the other person in the future. When it is not the lime for controversy. When opponents are of equal strength, and committed to different goals. An expedient and temporary solution is needed. When other styles fail to solve the problem. Disadvantages__________  May strain relationships with others, causing tension, hurt feelings.  May lead to win/lose outcomes.  May lower ownership in decisions, lead to a _____lack of support.  When a decision is necessary.  You will have trouble living up to the solution.  When yielding your position will cause you to feel badly.  When you know youre right. Solutions are temporary. Each party achieves only part of its goals. Each party must give up some of its goals. To think about High ScoreZUse__________ Low Score/Use  Do others agree too much with me'?  Am I gelling all of the ideas and feelings of others'?  Are my decisions supported?  What about morale? Do I get my way often enough? Am 1 too concerned with others* feelings. Am 1 aware of the power that 1 have? Am I yielding so much that my ideas arent getting enough attention? So we spend too much time paying attention to feelings and good relations? Are our procedures too loose to be effective? When I am wrong, do 1 have trouble changing my position? Do others see me as difficult and unreasonable? Are others reluctant to share their ideas and feelings? Do I get so entangled in the technicalities of bargaining that I lose sight of my goals? Am I prepared to renegotiate the solution in the future? Is it hard for me to trade .some of my positions in order to gain others? Do 1 take the negotiations personally, rather than as a way of doing business?  Requires good faith to be effective._____ Collaborating: Aimed at finding a solution that meets the needs and goals of both parties.  Incorporates both goals/task and human relations considerations.  Full examination of all concerns, ideas and feelings.  Requires openness and candid communications._ Avoiding: Aimed at staying out of the conflict situation.  Low involvemenl in either task or relationship concerns.  May involve withdrawing, changing subject, postponing the issue, or sidestepping the problem. When there is a readiness to grow and change. When a unified approach is needed. When maintenance of working relationships is important When likely to be more harm than good resulting from the conflict When the conflict is a *no-win* situation. When other business is really more important. To postpone the conflict until a bener time. When a quick solution is needed. When parties are not willing to change. When one party is likely to take advantage of the others efforts. Avoiding issues that might make the organization less effective. Without full participation of all members, the staff may make decisions without knowing all ideas and feelings. 17 Do I spend too much time examining the issues and feelings? Is an integrating approach really needed in all cases? Are there issues the staff cannot address without my participation? Are we making some decisions by default, because of avoidance? Does the community or other groups expect the issues to be resolved? Is there a lack of direction because of avoidance of issues? Do other members, staff and community lack commitment to your decisions and pobcies? Are you overwhelmed by the number of problems and issues? Are there some problems that are better left to others to deal with? Am 1 seen as loo conftonung in my approach? Arkansas Leadership Academy Conflict Resolution Competing  Power oriented mode  Pursuing your concerns at the others expense  Uses arguments, rank, sanction Accommodating  Person neglects his own concerns to satisfy the concerns of others  Selfless generosity or charity  Obey - when you dont want to Avoiding  You are not looking at your concern or the other persons  Sidestep, postpone, withdraw Collaborating  You attempt to work through the conflict with the other person to a solution that satisfies both Compromising  Trying to find an expedient solution  Partial satisfaction  Mutually acceptable 18Arkansas Leadership Academy Conflict Management Tips for Groups Take time to get to know one another.  Set norms of operation.  Conduct formal or informal needs assessment to determine: * * Group and individual strengths and areas of expertise Process skills needed by the group Information needed by the group Make time for training in identified areas of need.  Review group norms often.  Establish a process for checking groups temperature. Celebrate successes. 19Description Key Learning Arkansas Leadership Academy Team Building and Maintenance Individuals working together need a variety of tools to ensure the effectiveness of the work of the team. The effectiveness of teams develops over time as members learn to use' each others knowledge, skills, and experience. Participants will learn different tools and techniques to assess the effectiveness of the group process and understand group roles that promote and hinder group work. At the conclusion of this session you will:  Understand that people support what they help create.  Know that effective teams are clear about: goal (both team and individual) roles, procedures and norms for relationships.  Have experienced a variety of team building activities and processed them for learning.  Understand the relationship between team building and effective team maintenance.  Understand that team building is an ongoing process of growth and development. 1Arkansas Leadership Academy STAGE FOUR 12 STAGE ONE 9 11 Mature Closeness 10 Resourceful Flexible Open Effective Close and Supportive 2 Form Storm Perform Norm 3 Getting Organized Infighting 8 Developing Skills Establishing Procedures Giving Feedback Confronting Issues Controlling Conflicts Confronting People Opting Out Experiencing Difficulties Feeling Stuck 4 7 5 STAGE THREE 6 STAGE TWO 2 3 Arkansas Leadership Academy Teamwork: A Personal Action Plan 1 Think over the material you have read. Review the selfassessment questionnaires. Reflect on the conversations you have had. What have you learned about team building? What did you learn about yourself? How can you apply what you learned? Make a commitment to yourself to become a better team member and a more effective team contributor by designing a personal action plan to help you accomplish this goal. The following guide may help you clarify your goals and outline actions required to achieve your goals. 1. My current team skills are effective in the following areas: 2. I need to improve my team skills in the following areas: i 3. My goals for improving my team skills are as follows: 4. Following are my action steps, along with a time-table to accomplish each goal: Action Evidence Due Date a) b) c) ' Adapted from Robert B. Maddux, Team Building (Los Altos, CA: Crisp Publications. 1992). 4Arkansas Leadership Academy Team Action Plan What we want to share Who we want to involve How we will go about doing it Persons Responsible Resources Needed Due Date 5Arkansas Leadership Academy The Conflict Curve Most relationships and most groups that become intimate or learn to work closely together go through the following stages. / A V / / Z Z I I / Z I y I I 7 / z z / I I I I I Getting Acquainted People are polite while strangers. To work well they need to build trust and get to know each other. Norm Development People get serious. Conflicts over power and norms. Need to learn to negotiate conflicts. Effective Work Phase If norms have developed well, group should handle conflicts well. If major conflicts develop, norms may need to be renegotiated. Termination People are sad as group prepares to end. a Legend  Effectiveness of group at working together _ . Level of conflict in the group. 6Arkansas Leadership Academy Receiving Criticism 1. Listen carefully. Give the speaker your full attention. Watch your non-verbal responses. 2. Hear the other person out. Dont interrupt or raise objections. 3. Be objective. Separate the words from the speaker. They may be critical of your work, your actions, or your ideas, but that does not mean that they do not like you! 4. Summarize the speakers main points. That lets them know their message has been received and understood, even if you dont a^ree with it. 5. Ask questions to clarify items. 6. If you are feeling hostile, defensive, or overwhelmed, request some time to think it over before responding, distance between yourself and the other person. Put some 7. Use the opportunity to leam from the feedback. Are the criticisms valid? Could a misunderstanding be avoided? What would it take to make things right? Where do you go from here? 8. Separate your work from yourself - dont take it personally. If you have been wrong, admit it and move on. To be sorry is to behave differently. It is not to wallow in guilt, shame, or embarrassment. Live life in the present tense. 7Arkansas Leadership Academy Description of Affective/Community-Building Activities 1. Birthday line-up 2. Forced- Choice Questions and Responses 3. Family Group Introductions 4. Knots This is a common icebreaker that takes little time and is fun. Participants line up according to their birth dates, day and month, starting from January through December. The mle is they can not talk as they figure out where to get in the line. When we process this we talk about communication and how we rely on verbal communications. Participants respond to a number of questions by going to the area of the room where their appropriate response is designated. Example: I ask them: When you have free time, if you prefer to go to the beach, go to that comer (I point), to go shopping, go to that comer (point-different comer), to take a nap, go to that comer (point again), or to read a good book, go to that comer (last comer). The questions range from preference in music to whether you are an only child, have 1-2 siblings, have 3-5 siblings, or have 6 or more\nto responses as to whether you prefer to lead or follow, etc. this activity gives them a chance to see the various things they have in common with one another and how the groups change depending on the questions. Once they are place in their Family group for the day they are to choose a partner and interview them for one minute. They are to find out as much about that person as they can, including one accomplishment that their partner is particularly proud of. Then each takes a turn introducing their partners to the rest of the group, being sure to tell the thing that their partner was proud of. Everyone applauds each introduction. The participants stand in a circle facing inwards. Each person puts their right hand in and clasps the hand of someone across the circle from them. Then being careful not to cross their own arms in the process they do the same with the left hands, not clasping the same persons hand as before. The object then is to untangle without breaking hand-clasps. 8Arkansas Leadership Academy Description of Affective/Community-Building Activities (contd) 5. Lean-in 6. Lifelines 7. Muscle Testing 8. Positive I Ams This is a trust activity done in dyads. Partners face one another with about three feet of space between them. With feet a shoulders width apart, they extend their hands in front of themselves, palms forward and then push off, trying to return themselves and partners to upright positions. Each time they take a small step backwards and lengthen the space between them and repeat the process. I have included the description of this one. This activity involves a volunteer who comes up in front of the group with me. He extends his strongest arm out to the side and resists as I try to push it down. We do this several times while he is doing various types of positive and negative thinking. Questions such as thinking about someone he really dislikes as I push down and then doing it while he thinks of someone he really likes. The results are usually surprising to people. A writing activity  they have a sheet with ten I Arns and lines after each one. I ask them to take five minutes to complete the ten I Arns with positive statements that they believe to be true about themselves. Then they circle the three that they think are most important in their lives. After they have completed this one, I ask them to think of one I am that they wish they could say, but is not yet true about them\nsomething they would like to be able to say about themselves. They then choose a partner and share these ten statements with their partners, identifying the three and telling why they are most important. When this is done, I give each group a small mirror and the instructions that they are to focus on the mirror where all they can see is their own eyes, each participant says that affirmation aloud and the group says the persons name and repeats it back to them (I am a great organizer. - Davis, you are a great organizer). Each participant repeats it five to ten times (depending on time) with the group responding to each one. 9Arkansas Leadership Academy Description of Affective/Community-Building Activities (contd) 9, Wind in the Willows 10. Conducting This is an old but good one. The group stands in a circle facing inward, shoulder to shoulder and bracing with their strongest leg. Each participant takes a turn in the center of the circle, arms across chest, closes her eyes and keeping knees straight, leans back and lets the group pass her gently around. Using imaginations, the group spaces out around the room standing up with plenty of arm space. After having them close their eyes, I play a tape with the sounds of an audience in a concert hall, the orchestra is warming up and finally the Stars Forever as they are lead to conduct the orchestra silliness and emphasizes the need to play, laugh, and to not take ourselves too seriously. 11. Acid River Description included. 12. Labels I am including a description of this one too. I dont know if I would use it with elementary kids or not. It would depend on the group and I would certainly edit labels. 13. Affirming Circles Participants are told at the beginning of the day to be watching the members of their Family Group and note their positive characteristics. This activity lets each member take a seat in the center of the circle while the others each share something positive they know or have observed about that person. Activities compiled (but not created) by Davis and Cheryl Hendricks. The sources of activities should get credit but have been lost to the ages. Another source of good team-building activities is: Belonging: A Guide for Group facilitators Jayne Devencenzi and SusanPendergast 2960 Hawk Hill Lane San Luis Obispo, CA 93405 (805) 544-5359 10Description Materials Time Arkansas Leadership Academy Lifeline Exercise This activity is designed to give students a non-threatening opportunity to share personal history with one or more partners in a whole brain approach. In the early stages of developing a sense of community in the classroom, it is important for students to have opportunities to leam about each other in ways that leave them in control of how much information they are sharin\ng- This activity has been effective in beginning the process of bonding within a group. White paper or newsprint for each student, colored pencils or crayons. 45-60 minutes Process Give each student a piece of paper and pencils or crayons and ask them to take about ten to fifteen minutes to reflect on their lives from birth to the present. After a few minutes of reflection they are to construct lifelines that represent the major event,s that have happened in their lives that they feel have made a difference. Tell them that the form of their lifeline is up to them but give them the suggestion to use as many graphic symbols as possible to represent these significant events. Also suggest symbols as possible to represent these significant events. Also suggest that corresponding dates along the line would help give the events some degree of chronology and history. Tell them that when they are done with their line they should find a partner that is also finished, preferably someone they do not know very well. Each partner should take about five minutes to share their lifeline, explaining symbols and their meaning and how these events have affected their lives. Let them know that it is appropriate to ask questions of one another for clarification. When students have completed their sharing, debrief each dyad as to what they learned about each other that they did not already know. Check for commonalties and interesting connections between partners. Note: If time allows, or on another day, have students switch partners and share again. This can be repeated as many times as time allows. The timelines can also be personalized and posted in a special place in the classroom so students can examine the lives of those whom they did not get to share. 11Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) Objective To develop leadership, team-building skills and group problemsolving skills. o Materials Four to five one-by-four boards or poster board sections cut 18 in length per team, ten to twelve scarves, or handkerchiefs to be used as blindfolds, masking tape. Site A gym or activity room, or area outdoors not less than fifty feet, depending on size of teams (four to eight members is best). Use tape to mark off a lane of action for each team. Construct the river width so that teams cannot lay the boards end-to-end and walk across the river (For example: Using five boards that are four feet long means that the river must be at least 28 to 30 feet long.) Description Your team is on a relief mission to bring a vital serum to a village that is rapidly dying of a rare disease. In your trek across the dangerous uncharted terrain you encounter a huge standing pool of acid that is too wide to walk around. You must get across to get the serum to the village, which is only about a mile further, but time is running out! Your problem is to devise a way to get your team across the acid without losing anyone in the process. Your only tools are four one-by-four boards that are impervious to the acid. As long as you stay on the boards, you are safe. Any contact with the acid results in the loss of whatever touches it. To fall in is instant death. You can not throw the boards across or slide them along the top of the acid. Be prepared for unexpected developments that challenge your efforts. 12Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) (contd) Description (contd) Teams should be told to devise a plan and then begin executing their plan. The exercise can be set up for as long as you choose, depending on the size of the room and the number of members of each team. Point out to the team that the acid pool is slowly eating away their side of the shore and that leaving members on the shore will result in eventual death, so everyone must be gotten across unless they choose to abandon part of the team. Tell them that fate occasionally steps in and either simplifies their task or sometimes makes it more challenging. (You are Fate.) From time to time you may remove a board if a team is moving rapidly through the exercise or you may add a board. The room size would dictate less boards but no less than three. You may also blindfold a person who is in the middle of the river, explaining that sometimes things happen in life that seem quite unfair. Use your own judgement but be somewhat balanced in your doling out fate. Let them know how long they have and remind them periodically how much time is left. 13Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) (contd) Processing this activity is the most important part of it. While groups tend to have a good time doing it, it is important to talk about the dynamics of solving the problem as well as how team members responded to challenges. Pose some of the following questions in processing the activity. 1. What was your plan and how did it work? Was it necessary to modify it? Why was it necessary and how did your modification work? 2. Who were the take charge people and how did the group respond to their leadership? 3. What unexpected challenges came up for your group and how did you respond to them? 4. Did anyone play a sacrificing role and volunteer to stay behind or risk themselves in the effort? How did the group respond to them? 5. What role did you play in both the planning stage and the actual attempt at crossing the river? 6. Was your group competing with the other groups? If so, why? 7. How is this activity like life? What did you learn about yourself and your group? If you have time, it is valuable to have a spokesperson from each team respond to several of the above questions to see how different teams respond differently to the challenge of ACID RIVER. 14Rationale Materials Target Age Group Description Arkansas Leadership Academy Stereotyping (Labels) This activity addresses the premise that much of the prejudice and stereotyping that goes on in our lives can be reduced through actual experience with those whom we stereotype. Before we can begin to attempt to reduce labeling and prejudice, we must first be aware of our own personal biases and perceived differences. The purpose of this activity is to give the participants an opportunity to confront their personal prejudices and to open up discussion about the concept of prejudice and stereotypes and how they limit or otherwise affect our lives. Adhesive backed file folder labels (one per participant), background music (optional). Fourth grade (depending on level of maturity) and up. Prior to doing the activity, participants are to have brainstormed as many stereotypic labels as possible that they have either used or heard used in describing people. These may be either negative or positive in connotation. Examples would be: dumb, retard. nerd, prude, skater, cowboy, princess, etc. These are then transferred by marker one per label prior to the activity so that there is a label for each participant. Select labels based on the maturity level of your group. Some labels are disgusting to some of us and may be too emotionally challenging for some participants. If you use racial labels or labels referring to sexual orientation, make sure your group knows that these are not meant to demean anyone but rather are included to be authentic. Also, be sure not to label someone appropriately. That is, if you know that someone has been stereotyped as poor or if they truly are poor, do not label them that way. (If your group is not mature enough to understand this, or is too volatile to be able to handle strong labels, eliminate any that could be a problem.) 15Arkansas Leadership Academy Stereotyping (Labels) (contd) Description (contd) Have everyone form a large circle facing outwards and tell them that this activity requires that they be as quiet as possible with no verbal communication after this point. Tell them that they not talk to anyone or reveal anything about their labels. Then begin placing a label on each persons forehead, reminding them all the while not to tell each other what their labels are. (There will probably be some degree of giggling and laughing when they see each others labels. Keep reminding them that it is a silent activity but tolerate the giggling until everyone i.s labeled. Most of us find this to be a difficult and uncomfortable activity and giggling is a way to release some of the stress.) When everyone is labeled, tell the group to begin walking around the room looking at the people and labels they encounter and thinking about how they feel as they attach the label to the person they pass and how they feel as they observe how others regard them. (At this point begin playing the background music - something quiet and instrumental - meditative.) After a minute of walking, tell them to stop and stand opposite someone and look at their label then into their eyes as you ask two or more of the following questions. 1. What are you feeling as you look at this person and his/her label? Is it acceptance, fear guilt, pity, friendliness, trust, anger... 2. How is this person looking at you  with feelings of acceptance or rejection, fear, anger, pity,...what do you think they are thinking about you and how does it feel? 3. Would you invite this person into your home for dinner? 4. Would you extend your hand to this person in friendship? 5. Would you trust this person? 6. Could you have a serious relationship with this person? 7. Would you support your son or daughter if they wanted to have a serious relationship with this person? 16Arkansas Leadership Academy Stereotyping (Labels) (contd) Description (contd) Then tell them to move on and keep walking around in circles until you stop them and tell them to find another partner and repeat the above process. Keep emphasizing that this is an inner activity without any verbal interaction and they are to be considering their own feelings and how they feel about the way others received them. Repeat the process so that they stop with a partner a minimum of six times. At the end of the activity they can take off their labels and know what they were. Once the activity is completed it is important to process it and allow participants time to share their feelings and insights about stereotyping and prejudice. This can be more effectively accomplished by putting participants in small groups of four to six (depending on the size of the overall group) and giving them the following questions to discuss and share. Processing Questions 1. What were you feeling as you regarded how others were reacting to you and your label? 2. Define stereotypes and prejudices. Are they the same thing or are they different? 3. What are the sources of stereotypes and prejudices in our lives? 4. How do stereotypes and prejudices limit' us in our capacity to understand those who are different form us? How do they limit us in other ways? 5. Share a personal experience with how stereotypes and prejudices have affected you positively or negatively in your life? 6. Are there any instances in which prejudices or stereotypes are desirable. 1. What can we do individually to decrease the influence of prejudices or stereotypes in our lives? 8. What can we do as a society to decrease destructive prejudices and stereotypes? 17Arkansas Leadership Academy Stereotyping (Labels) (contd) This activity needs plenty of processing time for groups to work through some of the complexities of this topic. Allow groups to discuss for at least 20-30 minutes before asking a spokesperson from each group to respond to one of the eight questions. As debriefer, go around the room posing a question or asking each group to pick a question and letting their spokesperson share the groups thoughts about it. Since this activity is somewhat challenging and can sometimes leave groups in an emotional valley, we have followed it up with a positive activity such as an Affirmation Circle or Circle of Strength Bombardment in which each person sits in the center while each of the others takes a turn making one sincere affirmative statement about the person in the center. (This activity was developed by Eric Smoyer at the age of 17.) ) 18Arkansas Leadership Academy Site-based Decision Making Description Site-based decision making is a way of empowering stakeholders to implement and sustain systemic change and improvement. Key Learning At the conclusion of this session you will be able to:  Verbalize an operational/functional definition of site-based decision making.  Assess the degree of implementation of site-based decision making at present work site.  Identify steps for implementation of site-based decision making.  Utilize at least one tool for site-based decision making. 1Arkansas Leadership Academy The Ten Most Widely Used Aids to Decision Making 1. Straw Voting 2. Negative Voting 3. Ranking Alternatives 4. Weighting Alternatives 5. Pro/Con Technique 6. Criteria Matrix 7. Going Around the Group Participants are asked to vote to give a general impression of reactions, not to make a decision. If there are several alternatives, each participant gets three votes to get a broader picture of reactions. Participants are asked to identify alternatives they favor the least or could not accept Participants are asked to rank order the most favorable is assigned a 1 and the total of the number of the alternatives is the least favorable. The totals or average ranks are presented to the group for further work. Similar to rank ordering but participants are given five or ten weights to assign to the various alternatives. The weight can be assigned in any one way from all on one item to equal distribution. Participants make up two lists on a flip chart, one showing all the favorable factors of a specific issue or plan. This clarifies all the reasons the proposal may not work and surfaces the fears restraining a decision. Criteria for evaluating the proposals are listed before the proposals are generated. After the proposals are summarized and reduced to a working number, they are assessed or scored according to the predetermined criteria and the results compared. The facilitator goes around the group asking each person in turn what he or she thinks about a specific issue. A polarized discussion that gets bogged down may be freed up by hearing from the silent majority. 2Arkansas Leadership Academy The Ten Most Widely Used Aids to Decision Making 1 8. Active- Listening Discussion Each member is asked to summarize the last speakers point of view - and to check the summary with that person - before he or she can express an opinion. When sensitive issues become polarized, listening often ceases as participants spend the time while others are talking preparing their next comment. 9. Trials-With- Experience Reports When two to four alternatives seem equally useful, they are tried out on an experimenul basis for a specific period of time and then reported back on to give the group more dau on possibilities. It may turn out that there is more than one successful way of handling the situation. 10. Confidential Listing of Opinions Opinions or votes on a critical issue are collected and presented anonymously\nthis often diffuses much of the emotion and confrontation of a verbal discussion. The Delphi Technique and Nominal Group Technique use this strategy by asking members to give opinions in writing and then summarizing the responses for further work. ' Hedley G. Dimock. Inler\\ention and Collaboration: Helping Organizations to Change (San Diego, CA: Pfieffer \u0026amp; Company, 1993). 3Arkansas Leadership Academy Hierarchy of Problem-Solving Involvement' High Involvement Ownership Team is directly responsible for all aspects of problem solving g and implementation of solutions (i.e., identification, and recommendations of alternative solutions and responsibility for assuring that the problem is designed out\" of the process). The team addresses problem.s relating to the performance of their work as well as competitive, organizational, and customer-related issues. Resolution Team is directly responsible for identifying and implementing solutions to the problems they encounter in their work area. ig JU Recommendations Group makes recommendations to management for possible solutions relating to problems they encounter in their work area. Identification Group is asked to identify problems in their work area. Any solutions that are developed or any actions taken are solely the responsibility of management. Low Involvement  Steven R. Rayner. Recreating the Workplace: The Pathway to High Performance Work Systems. (Essex Junction, VT\nOliver Wright Publications, 1993). 4Definition What are School-Based Planning Teams Asked to Do? 3 Arkansas Leadership Academy Site-Based Decision Making^ A process in which members of a school community collaborate in identifying problems, defining goals, formulating buildinglevel policy, shaping direction, and ensuring widespread implementation of practices aimed at raising levels of achievement for all students. The persons who are responsible for implementation of a decision at the building level are actively and legitimately involved in making decisions. 1. Find out what needs to be done to improve student performance at the school. 2. Write a plan to meet those needs. 3. Present the plan to the school community. 4. See that the plan is carried out. 5. Evaluate and report to the school community the results of the plans activities. Adams Twelve Five Star Schools, 11285 Highline Drive, Northglenn, Colorado 80233. 5Arkansas Leadership Academy Site-Based Decision Making Building Level Decisions Budget allocations  Recruitment/hiring  Curriculum design/implementation Instructional strategies  Assessment techniques Schedule  Staff development  Community relations Extracurricular activities Student outcomes  Improvements to learning environments 6Arkansas Leadership Academy Site-Based Decision Making Steps in the Process 1. Develop awareness 2. Determine readiness 3. Organize for action 4. Assess building needs 5. Establish improvement priorities 6. Draft plans for action 7. Get additional input 8. Provide support to the team 9. Involve others in putting plans to work 10. Make adjustments as you go 7CONSENSUS DECISIONSArkansas Leadership Academy Consensus Decisions Description Consensus requires that all group members share the final decision and agree to take responsibility for implementing it. So, how do you get teams to this point? Learn and practice several different techniques that assist teams in reaching consensus. Discussion will focus on the general types of group decisions and differences between voting and consensus decision making. Key Learning At the conclusion of this session you will:  Discuss the differences between compromise and consensus checks and consensus decisions. Provide tools to test for consensus decision making: weighted voting, criteria matrix.  Learn why consensus can be a longer process than compromise or a voting process.  Practice four tools for seeking or checking for consensus.  Know the essential elements for reaching consensus.  Understand why decisions reached by consensus are the most powerful decision that teams make. 1Arkansas Leadership Academy Consensus Decisions Overview The goal of consensus is a decision that is consented to by all group members. Of course, full consent does not mean that everyone must be completely satisfied with the final outcome - in fact, total satisfaction is rare. The decision must be acceptable enough, however, that all will agree to support it. Consensus Means...  All group members contribute.  Everyones opinions are heard and encouraged.  Differences are viewed as helpful.  Everyone can paraphrase the issue.  Those who disagree indicate a willingness to experiment for a certain period of time.  All members-have the final decision.  All members agree to take responsibility for implementing the final decision. Consensus Does Not Mean...  A unanimous vote.  The result is everyones first choice.  Everyone agrees. (There may only be enough suppon for the decision to be carried out for a trial period.)  Conflict or resistance will be overcome immediately.Arkansas Leadership Academy A Decision Making Continuum One person decides A few people (the The decision is in group) choose made by a majority vote The team discusses the problem and comes to a consensus The team comes to a unanimous conclusion 3' David W. Johnson and Frank Johnson, Learning Together and Alone: Cooperation, Competition, and Individuaiization (Enslewood Cliffs. NJ\nPrentice-Hall. 1975). 4 Arkansas Leadership Academy Comparing Decision Making Processes\" Voting vs. Consensus 1. Considers two points 1. Considers many points 2. Discussion divides group 2. Discussion solidifies group 3. Polarizes majority and minority 3. All sides feel heard and accepted 4. Faster, but implementation is slower 4, Slower, but implementation is faster  Adams Twelve Five Star Schools, 11285 Highline Drive. Northglenn. CO 80233. 5Arkansas Leadership Academy Consensus: A Step-by-step Process Preparing for Group Discussion A. An agenda is set at the beginning of the meeting so members know and agree on what they will talk about in w'hat order. B. The facilitator introduces an item from the agenda (or calls someone else to introduce the item). The introduction should include\n1. A clear definition of the area being discussed. 2. A clear statement of what has to be decided. Exactly what needs must be filled or what problem must be solved by the decision? This statement should be precise enough to have a limiting effect\nmembers should know what they are NOT talking about. Example: Vague-. closings. We want to solve the problem of school (This may include discussion of city government policies, citizens attitudes about property taxes, emigration of young families to the suburbs, etc.) Specific: Today we have to think of a way to raise funds to keep Albion Middle School open next year. C. Background information is provided by the person who introduced the topic or by other group members who have information. As the discussion progresses, other relevant information is added whenever needed. Group Discussion: Building United Judgement A. An individual introduces an idea for discussion. This idea may be an opinion, a definition of the problem, a suggestion for an approach to the problem, or a proposal for a decision. 6Arkansas Leadership Academy Consensus: A Step-by-step Process (contd) Group Discussion: Building United Judgement (contd) B. Another individual responds to that idea. The second speakers statement is a combination of her or his own opinion and that of the previous speaker.  It includes a response to the first speakers idea and her or his own thoughts as they have been influenced by the previous statement. C. A third person develops the ideas further. Her or his contribution is different than it would have been if the two previous speakers had not spoken. D.Other people begin responding to earlier statements and offering their views on the subject. Each contribution builds on previous statements yet is unique as different individuals express themselves. The effect of such a discussion is that the comments taken as a whole are greater than the sum of c' them individually: group members respond to each other so each statement i.s the unique contribution of an individual and at the same time is influenced by previous speakers E. During the discussion, the facilitator and other members are responsible for: 1. Keeping the discussion on topic. (If it is necessary to redefine the topic, the shift should be made explicit and all group members should understand the change.) 2. Providing the clarification and rephrasing of complicated or confusing discussion. 3. Summarizing underlying agreement and differences in viewpoint. 4. Identifying the new issues as they arise. 5. Ensuring that all viewpoints are heard and understood by the group as a whole. 6. Identifying problems with the groups process and attempting to remedy them. All group members share responsibility for the groups process and may perform any of the above functions. 7Arkansas Leadership Academy Consensus: A Step-by-step Process (contd) Group Discussion: Building United Judgement (contd) F. When it is apparent that all viewpoints have been expressed, all new information has been given, and/or some part of the discussion begins to be repeated, the facilitator or someone else states the conclusion toward which the group appears to be moving. Example: It seem.s the group is leaning towards writing a grant to the Mott Foundation to fund the school as an experimental center for community education. Does anyone object to this proposal? When Testing for consensus.\" ask whether anyone has anything else important to say. Central to consensus is gathering. all relevant information, opinions and feelings about the subject, so it is essential not to move forward until these views have been expressed. Making the Decision A. The group responds by agreement or disagreemeuc. Special care is taken to make sure that any objectives are heard. The facilitator may ask if there are objections, or if consensus has been reached. In addition to raising specific concerns, it is legitimate for someone to say, I have no specific objections, but I dont feel settled on the subject yet. B. Concerns are discussed and the process of developing agreement, or building united judgement, continues until a decision is endorsed by the meeting of the whole. The decision that is reached may not completely satisfy everyone in the group, but it must be one that all group members are willing to live with. If serious objections still exist, then a decision is not made. 8Arkansas Leadership Academy Consensus: A Step-by-step Process (contd)^ C. If a decision implies that an action be taken, responsibilities are clarified to ensure that the action is carried out. If a phone call must be made, or a letter written, make sure that someone volunteers to do it. In addition, some method should be chosen to follow up on the decision. This may require reporting back to the group when the task is completed, writing down the outcome and posting it, or putting the matter on the agenda for discussion at the next meeting. Record your decision and implementation plan in the minutes for future reference. D. If the group can not agree: 1. It is possible that the group does not have enough information to make a good decision. Sometimes a decision must be defened until more facts are gathered, more discussion takes place, or members have more time to think about it. Fuller understanding by each participant will increase the possibility of reaching consensus. 2. The group as a whole may decide that it is more important to reach a decision at this particular time than to make a decision that meets the groups usual levels of acceptability. Some members may feel that this is a special circumstance where reaching an immediate decision is so important that they will go along with a decision they would not otherwise support. (This kind of concession is sometimes make by individuals for the sake of the group, but a group should never pressure someone into doing so, or the result will not represent a true consensus decision. ' .Michael Avery, et al.. Building United Judgement: A Handbook for Consensus Decision Making (Madison, Wl: The Center for Conflict Resolution, 1981). 9Arkansas Leadership Academy Criteria Matrix What is it? A Criteria Matrix produces a grid of cells or boxes formed by the intersection of rows and columns. The rows contain descriptions of items under consideration\nthe columns contain descriptions of desirable attributes or important features used to rate the times in the rows. The cells contain space for recording a numerical ranking indicating urgency, perceived importance. or extent to column. which the item in the row meets the criteria in the When is it best used? A Criteria Matrix may be used by a problem-solving group to select among possible items for discussion. It may also be used to evaluate potential solutions generated in response to a problem selected for discussion. How is it done? 1. Agree on a restatement of the problem or question under consideration. 2. Use brainstorming to generate ideas for suggested solutions. List these ideas in the solutions column of the Criteria Matrix. 3. Develop criteria for judging the selected solutions under consideration. Criteria might include cost, training required, resources already available, or other factors. Limit the criteria to five. Record these in the criteria columns of the matrix. 10Arkansas Leadership Academy Criteria Matrix (contd) 4 4. Large groups may find it easier to work in smaller groups, with each group generating their own solutions and criteria. There should be only one matrix worksheet per group. 5. Rank each solution according to the degree you feel it meets the criteria you have chosen. Lise one of the following scales: 3 = To a great extent 2 = To some extent 1 = To a slight extent 5 = Best idea 4 = Very good idea 3 = O.K. 2 = Less attractive 1 = Least valuable to me 6. Write all criteria as positive statements. For example, write easy to use rather than doesnt require much effort. 7. Reading across each row. add the total number of pints for that particular solution and record it in the total column. 8. Identify the item that received the highest number of points, give it a priority rating of 1 and record that in the priority column. Continue ranking all of the solutions. The solution with the fewest number of points receives the lowest priority. ' Ann Kilcher, and Lawrence Ryan, The Paideia Consulting Group, Box 9615, Halifax, Nova Scotia B3K5S4 (902) 477-0909, IIArkansas Leadership Academy I. 2. 3. 4. 5. 6. 7. 8. Objcctive/Strategy Possible Solutions 12 Criteria Matrix Criteria I () r A L P K I () K I r YArkansas Leadership Academy Fist-Five What is it? Fist-Five is a consensus building technique in which a proposal is tested by having members of a problem-solving group show how they feel about the proposed solution by holding up a certain number of fingers. When is it best used? Use Fist-Five when the problem situation has been thoroughly discussed and a solution has been proposed to address the agreed- upon problem. This will determine whether or not more discussion is needed. Fist-Five is a test for consensus, not a binding agreement or vote to continue with implementation of the plan. How is it done? 1. Define and discuss the problem situation. 2. Solicit proposals to resolve the problem situation. 3. Clarify and discuss the proposal. 4. See if the person who has stated the proposal will agree to accept modification based on input and discussion. 5. Ask the person who has stated the proposal to restate the proposal, as is or amended.  James Bellanca and Robin Fogarty. Blueprints for Thinking in the Cooperative Classroom (Palatine, IL: Skylight Publishing, lnc 1990), 13Arkansas Leadership Academy Fist-Five (contd) How is it done? (contd) 6. Test for consensus by asking members to raise their finders according to the chart. 5 Fingers 4 Fingers 3 Fingers 2 Fingers 1 Finger Fist Five All for it\na top priority for me. Yes: high on my list. Its O.K. Ill go along. I think the proposal has serious limitations as explained. Lets talk some more. This is a really bad idea but I will trust the group and give thi.s proposal a fair trial for the limited period we agreed on. 0 Fingers (Fist)No way! A better idea would be to... 7. If you have a two point spread, you may want to see what can be done to raise the lower vote to the next higher rung on the ladder. Again, this is just a test for consensus. Use Fist-Five to let you discover where the resistance will occur, and engage the group in removing obstacles to their participation and commitment. 8. You may need to repeat the consensus building process several times before getting the cohesiveness you need to proceed confidently with the group plan. 14Arkansas Leadership Academy ,6 Weighted Voting' \u0026amp; What is it? Weighted Voting is a way to quantify the positions and preferences of group members. When is it best used? Weighted Voting is most useful for \"taking the temperature\" of a group a.s it is working toward consensus. The approach can be used to identify the group's positions and priorities when fewer than 8 or 10 options are under consideration. How is it done? 1. Following some discussion of the problem or situation, the group generate!? a number of options for next step action or resolution. 2. The facilitator constructs a grid with the different options identified (or referred to by letter)listed at the top of the column heading. The name.s of each group member are recorded in separate rows. The bottom row is used to record the total of values assigned to each option. '' Problem-Solving User's Manual (Stanford. CT\nXerox Corporation. 1991). 15Arkansas Leadership Academy Weighted Voting (contd) How is it done? (contd) 3, The facilitator then explains the rules for assigning weighted voting. Tips: a) Encourage people to distribute their points to represent their feeling,s about the options. Rather than lumping votes into one option is better to distribute votes across all of them in order to indicate relative preferences. b) The total number of votes each person will have to distribute should be about 1.5 times the number of options. c) Ask each person to write their votes down on a piece of scrap paper before collecting information for the public record. d) Have members of the group show their votes all at on^e by raising fingers to signal their response to each option e) Call for votes by option, not by person. f) Record all votes so that the group can see where the agreements and disagreements lie. Weighted Voting does not necessarily mean a binding agreement to proceed with the item getting the highest value in the totals row. It merely gives the group more information about where individual members stand, and how strongly. This information makes it easier to surface and deal with opposing viewpoints. Example: A team facilitator constructed a matrix which contained five columns - one for each option generated by the team, and six rows - one for each team member. The facilitator then asked each person to assign (on paper) six points across the five options (five options x 1,5 = 7,5\nthe facilitator might have just as easily asked members to assign 7 or even 8 points across options). 16A Member 1 Member 2 Member 3 Member 4 Totals Member 1 Member 2 Member 3 Member 4 Totals Arkansas Leadership Academy Weighted Voting B B C D E Weighted Voting C D E 17Arkansas Leadership Academy Helping Teams Reach Consensus 1. Establish and use evaluative criteria 7 2. 3. 4. 5. 6. 7. 8. 9. Provide adequate time to work through the issue. Accept conflict as part of the process of reaching consensus. Encourage negotiation and collaboration between team members. Emphasize fact over opinion. Use structured decision-making tools. Remember that giving in on a point is not losing\ngaining on an issue is not winning. Dont give in just to avoid conflict. Flipping coins and voting are not viable alternatives to sharing information, debating points, providing data' and exploring other alternatives. 10. Encourage members to develop alternatives and work toward a compromise solution if the team is unable to reach consensus on the proposal. Donald Hackett and Charles L. Martin, Facilitation Skills for Team Leaders (Los Altos, CA\nCrisp Publications, 1993), 181 1 Arkansas Leadership Academy I i Beliefs, Vision, Mission, and Goals^ Statement of Core Beliefs A list of 15-24 statements that capture widely shared beliefs about the organizations customers, how those customers should be served and treated, and how the organization should be structured, operated, and connected to its surroundings in meeting customers needs. Approximately 1-2 pages. 1 I I I I Vision Statement A description of the ideal state that serves to inspire and guide the work of the organization. In a paragraph or two, the vision statement presents images of preferred conditions that the organization strives toward. o' A vision statement portrays standards of excellence, value to the customer, and how the company is unique. Less than one page. I ! Mission Statement Goals A clear, concise statement that indicates who the customer is, what the ultimate outcomes are, what products, services, or relationships the organization provides, and how members of the organization work toward achieving the desired results. Less than 50 words is ideal. Four to five urgent and important targets or performance areas which must be acted upon if the organization is to accomplish its mission and be true to its beliefs. I s School Strategies \u0026amp; Options. P.O. Box 1705. Lunnenburg, MA 01462 (508) 582-4217. 2Arkansas Leadership Acader Core Beliefs (Example) Beliefs about People 1. 2. Leadership is a function, not a position. The talents and expertise of different persons at different times can and should be employed in order to get.the job done. People are resources, not instruments. They should be stretched and supported in making, contributions to the organization. 3. All of us are better than just a few of us. Collective and collaborative methods of working sharing ideas, 4. responsibilities, and decisions - result in balanced perspectives and better choices. Continual development and openness to ideas is vital to renewal and productivity in individuals and organizations. 5. Frequent feedback, both to and from others, facilitates growth and development. 6. People discover their own potential through work that provides autonomy and responsibility coupled with coaching, support, and the freedom to take risks and make mistakes. 7. Use of accurate information and objective data helps to promote better decisions and reduce feelings of isolation and helplessness. 8. Mutual trust and respect between role groups is necessary for school based improvement to occur. Competition for resources and control is counterproductive in shared leadership and decision making, practices. 9. Clear goals and steps to reach them must be widely known and accepted. Everyone involved must share a common vision and purpose. 3Arkansas Leadership Academ^rkansas Leadership Academy Core Beliefs (contd)(Example)* i i I Beliefs about Schools 1. The individual school is the fundamental unit of change and improvement. 2. All students can learn. This requires high expectations from teachers and administrators, and active involvement by the learner. 3. Our schools must constantly be examined and refined to make them responsive to the needs of the student populations they serve. 4. A school improvement strategy that does not enhance studentteacher interactions, specify student outcomes, or build the capacity of the organization to address future problems is not likely to achieve much. 5. Parent and community involvement in schools results in better communication and more connectedness between the world of schools and the worlds of family and work. 6. Student outcomes can be defined and measured in alternative ways. Standardized tests are but one way of measuring student outcomes. 9 School Strategies \u0026amp; Options. P.O. Box 1705, Lunnenburg, MA 01462 (508) 582-4217. 4We Believe Core Beliefs (cont'd)(Example) 1. Every student can learn, and every student will learn, if presented with the right opportunity to do so. It is the purpose of school to invent learning opportunities for each student each day. 2. Learning, opportunities are determined by the nature of the schoolwork (knowledge work) students are assigned or encouraged to undertake. It is the responsibility of teachers and aHministrators to assure that students are provided with those forms of schoolwork at which they experience success and from which the leam those thin-s of most value to them, y to the community, and to the society at large. 3. All school activity should be focused on the creation and delivery of schoolwork at which students are successful and from which they gain skills and develop understanding that will equip them to an information-based, knowledge-work participate fully in society. 4. Property conceived schools are knowledge-work organizations. Students are central to the operation of schools for they are the 5. 6. 7. primary recipients of what the school has to offer - the opportunity to work on and with knowledge and knowledge- related products. Teachers are leaders just as executives are leaders\nprincipals are leaders of instructors or leaders of leaders. The curriculum is the raw material upon which students work, and all parts of the school system are to be organized in whatever fashion produces the greatest likelihood that students will be successfully en-aged in working, on and with-knowledge. The primary role of the superintendent is to educate the community about education, to promote the articulation and persistent pursuit of a compelling vision, and to ensure that results, rather than program, dominate the attention of all. Teachers and principals are accountable for results, and the results expected are that all students will be provided schoolwork at which they experience success and from which the students gain knowledge and skills that are socially and culturally valued. 5Arkansas Leadership Academy Core Beliefs (contd)(Example) We Believe (cont'd) 8. It is the obligation of the superintendent, the board of education, and all members of the community to provide teachers, principals, and students with those conditions and forms of support that assure optimal conditions for performance, continuing growth and development. 9. As a responsible and ethical employer, the school system has an obligation to assure working conditions that confirm the professional status of all educators and the importance of the tasks assigned to all who work in and around schools. 10. Continuous improvement, persistence iimovation, and a commitment to continuing growth should be expected of all people and all programs supported by school district resources, and school district resources should be committed to assure that these expectations can be met. '(Phillip Schlecty, Schools for the 21\" Centurw (1990). 6Arkansas Leadership Academy Tools for Developing a Vision Every organization or workgroup needs a vision - a clear and exciting, picture of what it seeks to become. Many individuals within schools can greatly stimulate their own performance and well-being if they develop their own personal vision. In creating a vision, the goal is to summarize your ideal picture of t the future in a concise, colorful statement. It can be very short: Founder Ray Kroc's vision for McDonald's was: \"Quality, Service, Cleanliness, Value.\" He summarized the organization's goal in a formula that was impossible to misunderstand and hard to forget. To create a vision for a school: 1. Create a group to work on vision. 2. Use the tools in this section to help you think about vision. 3. Create a draft vision as a group. 4. Have all members of the group talk io others inside and outside of the school to get feedback. 5. Redraft. 6. Repeat steps 4 and 5 if necessary. 7. Promote the final vision throughout your school and community. 7Arkansas Leadership Academy Tools for Developing a Vision (contd) Here~are \"six took useful in thinking about a vision for a district, school, or classroom. You may not need to use all of them, but try at least two or three. They'll help you start to envision what you can be. 1. Imaginary journalism - Imagine that you are a journalist writii^ an article for your favorite business publication. Create a story vividly describing the successes you and your school will have achieved at a future time - two, five, or even ten years from now. 2. Your values - Think about what you and your school values most. Then, list five ways of completing the phrase, \"In my school, we really care most about... 3. Customer wants - Complete a paragraph that begins, \"If I tl were a student in my school, I would want... 4. A picture - Take a pencil or crayon and, on a blank sheet of paper draw a picture of how you want your school to look in the future, 5. Analogies - Try shaping your vision with analogies. The leader of the team said: \"I think of this school as a sports car - polished, tuned up, and ready to race.\" Listed here are the categories that will prompt you to describe your school with an analogy. For each category, write the image that comes to mind when you say, \"If I were to describe my school as a (fill in category), I would say it is...\" Categories to consider are: Color - Season - Sport - Geographic location - Song or other music - movie - Machine - Emotion - Food or beverage - 8Arkansas Leadership Academy Tools for Developing a Vision (contd)  6. The Five Whys - use a Five-Whys worksheet like this: Five Whys Worksheet Think of a school issue that is very important to you. Then, use the Five Whys to discover key values associated with that issue. Example: The computer network is not reliable. 1. 2. 3. 4. 5. Why is that important? The students get frustrated when the network isn't working. Why is that important? 1 need to take time out to solve the problem Why is that important? Projects dont get finished on time. Why is that important? We can't deliver what we promised to our students. Why is that important? Student accomplishment is our top priority. II Richard C. Whiteley, The Customer Driven Company: Moving from Talk to Action (Reading, MA\nAddison-Wesley, 1992), 226-228. 9A Personal Vision A personal vision statement portrays what you want the organization to stand for\nwhat the primary mission of the school is\nwhat basic, core values you represent\na sense of how all the parts fit together\nand, above all, how the vision maker fits into the grand plan. 1. When I leave this school I would like to be remembered for... 2. I want my school to become a place where... 3. The kind of school I would like my own children to attend would... 4. The kind of school I would like to teach in would... 5. In order to accomplish this, we need to: i 1012 Arkansas Leadership Academy Vision Statement and Belief (Example)^\" We Believe That: 1. All students can succeed academically when given the opportunity to leam through active participation. 2. All students should receive the highest levels of academic education. 3. All middle level students need to develop high standards of appropriate behavior. 4. Relevant fine and practical arts education enhances academic learning for the middle level student. 5. Middle level students need to leam their role as citizens in a s \u0026amp;\nlobal society. 6. Schools are responsible for providing the highest levels of curriculum in a variety of ways to learners. 7. Students leam best in cooperative relationships. 8. School is a place that should be sensitive to the needs of both children and adults. 9. Successful, responsible students become successful, responsible adults. 10. School is an extension of the childs family and community. 11. School personnel should address the academic, social, physical, and psychological needs of students. 12. Schools should provide state-of-the-art technology to enhance learning for students. 13. Students should participate in cross-curricular studies. 14. Parents, teachers, and community agencies should share in the educational decision making process. 15. School should be structured to extend learning experiences beyond the school site and day. 16. The school environment must nurture the teacher as learner and researcher. O'Fan-ell Community School (A Magnet School for Academic Studies), San Diego, CA. 11Arkansas Leadership Academy Vision (Example) 13 \"Dream with me if you will... Can you see a school that children want to go to, that teachers want to go to, that parents want to go to, where teachers work- closely together to provide the best education possible for ALL kids, where students succeed academically, where adults and children work closely together, where people smile, where the feeling is warm and the environment is safe, where decisions made about children are shared decisions, where responsibility is shared, where creativity is high, where gender and race are just part of your uniqueness and not a barrier to your learning, where there is an extended family of teacher, family, community, agency, where classrooms are exciting places to be, where teachers are turned on to teaching, where students are the number one concern...? Mission Statement (Example)^'* The O'Farrell Community School will promote excellence by providing all middle level students a sin-le, academically enriched curriculum within a multiethnic, student-centered environment. The mission of the school is to attend to the social, intellectual, psychological, and physical needs of middle level youth so they will become responsible, literate, thinking, and contributing citizens. 13 Robert Stein, Team O'Farrell Chief Educational Officer, O'Farrell Community School, San Diego, CA. 14 O'Farrell Community School, San Diego, CA. 12Arkansas Leadership Academy Mission Statements Value of Mission Statements 1. Empowers everyone in the school community to assume responsibility for the ultimate direction of the school. 2. Represents a commitment, a promise, a guide against which actions can be decided. 3. Represents a set of criteria against which progress toward purposes can be measured. 4. Sets the agenda for leadership in the building. Schools that lack a clear sense of mission are characterized by aimlessness and high levels of disagreement. There is little harmony among staff members or between staff members and students. Discipline problems are more likely to occur because staff members lack a common set of expectations, and students have a poor sense of what the purpose of school really is. Nature of Mission Statements 1. Shared vision about the ultimate purpose of schools. 2. Shared by teachers, administrators, students, and the community. 3. Generally short and easily remembered. 4. Not long and detailed outlines of goals and objectives. Examples of Mission Statements 1. Park Middle School is committed to cultivating a respect for the individual and encouraging students to make sound personal choices and decisions. 2. Washington Middle School is committed to preparing young adolescent students with the understandings and skills necessary to cope with their own changes from childhood to adolescence and with the academic skills and knowledge essential for continued school success and life-long learning. 3. The students, staff, and administrators of East Middle School are committed to building respect for and cultivating cultural pluralism in the schools and community. 13Arkansas Leadership Academy Mission Statements (contd) Examples of Mission Statements (contd) 4. The faculty, staff, students, and community of Parkside Junior High School are devoted to academic excellence and the cultivation of individual strengths and talents in a supportive environment where individual differences and respect for the rights of others guide school and community behavior. 5. The mission of Northside High School is to support the personal growth of the students in their development of attitudes, knowledge, and skills. The most important skills to be taught are how to think and how to learn. 6. The mission of Detroit Public Schools is to educate and empower children, youth, and adults for full participation in a rapidly changing society and to build, sustain, and extend learning community which improves the quality of life. a Common Elements 1. 2. 3. 4. A statement of purpose. An indication of uniqueness. An explicit statement of commitment. A clear value position. Guidelines for Developing a Mission Statement 1. 2. 3. 4. 5. 6. 7. 8. Identify the schools major stakeholder groups. Formulate a plan or structure that includes them in the process of developing a mission statement. Use a process that permits the group actually charged with drafting the statement to check with constituents to be sure they are not drifting. Focus on areas of agreement, not areas of disagreement. Draft a statement that is simple, direct, and easy to remember. Once the mission statement is ratified or accepted, refer to it frequently and acknowledge its use in making decisions about policies, programs, and practices. Review the mission statement periodically to be sure it is still appropriate for the population served by the school, changes in school programs, or new community expectations. Distribute the mission statement widely in the school, district, and community. 141 I. II. III. IV. V. VI. VIL Sample Annual Goal Statements (District) We will develop and implement individualized outcomes-based education. We win redefine student achievement to be congruent with our school district mission statement We will involve parents in aH aspects of the student learning experience. We will integrate state-of-the-art technology into all aspects of the learning system. We will develop a national recruiting program to attract and retain the highest quality staff. We will develop a program for the development and appraisal of staff based on student achievement We will obtain funding from public and private sources to help us accomplish our mission. Organizing and Managing School Change Workshop, Douglas S. Fleming and Ann Kilcher, NEA-National Center for Innovation National Conference, Colorado Springs, Colorado, November 8,1991. 15Arkansas Leadership Academy Performance Goals (Baseline Figures plus a school-by-school negotiated % of increase per year.) District/ School Goals Performance Measures Key Action Areas 1. Continuous Improvement In All of Our Students Percent of pupils passing local or state measures of academic achievement Percent of students well above passing local or state measures of academic achievement Percent of students passing rigorous academic courses Percent of staff involved in a program of staff development Establish annual school progress reports Accelerate school improvement Improve districtwide instruction Create a safe and productive enviromnent Decrease in the percent of student population suspended 2. Build Greater Community Support For Schools And Students Number of community partnerships Number of business partnerships Number of students participating in a pre-school experience Percent of students who participate in parent/student or teacher/student non-academic acti\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_1004","title":"Aerospace Technology Magnet School, updates","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":["1992-08/1994-07"],"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","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["Aerospace Technology Magnet School, updates"],"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/1004"],"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":["153 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\nArkansas Aviation Historical Society banquet programs (1992), Legal documents, correspondence, newspaper clippings, notes\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nrrerns  N llIB!Il!.M. {BJ!UIPV Al3IJOS 1VJIBOlSIH NOilVIAV SVSNVmJV l311bNVH 3WV~ ~o 11VJI 1V11NNV Hl1 Aerospace Education Center :\\P)l::JOJJ '_M_ MOJpoo_M_ {JUOfOJ In this election year, during which so much attention has been focused on Arkansas, it is fitting that the Arkansas Aviation Historical Society has selected/or enshrinement in its Hall of Fame two individuals who, each in their own way, symbolize so much that is right about the United States. These two native Arkansans, each a major contributor both to aviation and to our nation's welfare, are perfect role models/or the graduates of that exciting new phenomenon on the Little Rock scene, the vitally needed Aerospace Education Center. The goal of the Historical Society, in concert with the Little Rock School District, has been to create in the AEC a unique new education method, one which spices the rigorous curriculum of an aerospace magnet high school with the rich history of air and space-a history that is still being made here by Arkansas' burgeoning aerospace industry. This aerospace industry is based on high standards of intellect and education, and it is to these standards that the students of the Aerospace Education Center will be held, amply qualifying them/or any career in any industry they choose. Stated simply, the Aerospace Education Center will raise the level of student achievement in science and mathematics, while at the same time raising the level of student ambition to new heights. This combination of new skills and new goals will inspire the students to seek more challenging work and to set higher standards for themselves. And this is the secret of the success of the individuals we honor tonight-they set high standards for themselves, secured the training to meet those standards, and then carved out careers that used the training to a maximum advantage. Our two honorees did it under the stress of the great depression and the second World War. As we honor them, we can be pleased to know that the Aerospace Education Center's innovative new training methods will inspire whole generations of students to achieve successful futures under any conditions that may arise. W1WAM NEWEU. SMAU.. was born in Little Rock on February 22, 1927. His family later moved to Malvern, and he graduated from Malvern High School in 1943. He attended the Admiral Farragut Academy in New Jersey prior to entering the United States Naval Academy at Annapolis, Maryland, where he graduated in 1948. Ensign Small entered the Naval Flight Program at Pensacola, Florida, where he was designated a Naval Aviator in November of 1949. He was assigned to a Night Attack Squadron, flying Grumman TBM Avengers, and later Grumman AF-2 Guardians, from escort carriers during the Korean Conflict, and later served in the first Navy squadron to deploy the new Douglas A4D Skyhawk. Promoted to Lieutenant Commander, Small served as a Navy exchange officer in command of a Cadet squadron at the new United States Air Force Academy at Colorado Springs. During the Vietnam War, Small commanded an attack squadron flying the new Grumman A6A Intruder from the USS Constellation, and later commanded the first training wing for A6- crews. He was promoted to Captain, and served as commanding officer of the USS Neosho, a fleet oiler, and the carrier USS Independence prior to promotion to Rear Admiral. Following service as the Battle Group Commander on the USS Midway, Small was promoted to Vice Admiral and assigned as Commander of the U. S. Sixth Fleet at Gaeta, Italy. Promoted to full Admiral in 1981, Small became the Vice Chief of Naval Operations, and a member of the Joint Chiefs of Staff. Later, he served as the Commander-in-Chief of NATO forces in Southern Europe, and as Commander-in-Chief of U. S. Naval Forces in Europe. Retiring from the Navy in 1985, Admiral Small now serves as a consultant to industry. He resides in Annapolis, Maryland. WOODROW W. CROCKETT was born in Texarkana, Arkansas and attended Dunbar High School and Junior College in Little Rock. He joined the U.S. Army as a private in August, 1940. During competition within his unit, the 349th Field Artillery, the first black artillery unit in the Regular Army, then-Sergeant Crockett was selected the Model Soldier of the Regiment, and subsequently assigned in August of 1942 to Tuskegee Army Air Field, Tuskegee, Alabama as an aviation cadet - becoming one of the legendary \"Tuskegee Airmen a and serving with the 332nd Fighter Group and/lying 149 combat missions during a 15 month tour of duty in Italy during World War II - a time when 50 missions normally constituted a tour of duty. Colonel Crockett was Radiological Safety Officer with the atomic bomb test teams in the Pacific in the early 1950s, and was airborne in a B-17 during each atomic blast. During the Korean Conflict, Crockett flew F-80 and F-86 jet fighters, and later became involved in the test program for the F-106 Delta Dart. Colonel Crockett is the holder of a \"Mach 2 Card, a having flown the F-106 at twice the speed of sound on June 2, 1959. A graduate of the U.S. Air Force Command and Staff College, Colonel Crockett was the recipient of the Distinguished Flying Cross, two Soldier's Medals (for his bravery in extricating pilots from burning aircraft), the Air Medal with four oak leaf clusters, the Meritorious Service Medal, the Army Commendation Medal, and the Air Force Commendation Medal. He attained the highest aeronautical rating in the military - Command Pilot - in March of 1958. In 1970, having attained the rank of Lieutenant Colonel, he retired from the Air Force after 28 years on flight status, 20 years in jets, approximately 5,000 hours of flying time, and 520 hours in combat. The Arkansas Aviation Historical Society and R.S.V.P. Card Enclosed Aerospace Education Center Committee cordially invite you to join them for the Arkansas Aviation Hall of Fame Banquet inducting Admiral William N. Small, United States Navy (Retired) and Colonel Woodrow W. Crockett United States Air Force (Retired) Thursday, the 15th of October Nineteen Hundred Ninety-Two at Six-Thirty in the Evening Central Flying Service Hangar8 Little Rock, Arkansas Business Attire Memo-Telephone TO: Date and time: YOU RECEIVED A TELEPHONE CALL   A VISIT FROM: OF: Telephone No. Please call D O Will call again { From the desk of MEMO --- l/L.-\\ 7)o Form SO Memo-Telephone TO: . D t and tim : - j. YOU RECEIVED A TELEPHONE CALL ~ 0 A VISI FROM: OF: elephone No. 7/ Please call D D Will call again MEMO  /4-Mt r1/2k:L,/ r LI! /.uA.. (~1) ~1 ~,~.A-.J @ _,,.__,._/hi,, From the ( ) Form 50 /4\u0026amp;-liuv~ 1\n(\n:, /Y'ld\nz\n:_, J\n- d . tf7\nJ /4~ ~- I r fflemoranJum Date ____ . - ~~ ~4 10:61) fr1 l)\"vvvrvt tit1~f~ s~ ft l D  0 ) ~)A, ~ {7~ ~ ,et} ~~~ FORM 48 From To ~ Date ~~~ V u ~~J ~ (Jak~ 5/5 FORM 48 Arkansas Aviation _ ____,, Histo~ical Society __ ____, Hall of Fame Banquet _ ______, Arkansas Aviation Historical Society Thirteenth Annual Hall of Fame Banquet At the Dais: Ho11orees Lt. Col. Woodrow W. Crockett (USAF, Ret.)  Adm. William Newell Small (USN. Ret.) Ho11orary Chairmen Ruth Rebsamen Remmel  Winthrop Paul Rockefeller Master of Ceremonies Lt. Gov. Jim Guy Tucker lnductio11 of Colonel Crockett Lt. Gen. William E. Brown foduction of Admiral Small William H. Bowen Chairman, Arkansas Aviatio11 Historical Society Richard N. Holbert President, Little Rock School Board 0. G. Jacovelli Preside11t Pro Tem, Arkansas Se11ate Sen. Jerry Jewell l11vocatio11 Rev. Geroy Osborne. Pastor, Mt. Zion Baptist Church Chairma11, Little Rock Airport Commissio11 Les Hollingsworth Former Director, Natio11al Air a11d Space Museum Col. Walter J. Boyne Be11edictio11 Msgr. James E. O'Connell, Director, St. John's Seminary Endowment Fund Lieutenant Colonel Woodrow W. Crockett (USAF, Ret.) A native of Texarkana, Arkansas who attended Dunbar High School and Junior College in Little Rock, Woodrow W. Crockett made aviation history as a pioneering member of World War II's famed Tuskegee Airmen. Enlisting as an Army private in August 1940, Crockett was later selected in competition to be Model Soldier of his regiment, and was subsequently assigned as an aviation cadet to Tuskegee Army Air Field, an isolated post near the town of Tuskegee, Alabama. In all, 966 black aviators were trained at Tuskegee. Crockett received his pilot's wings and commission as a second lieutenant in the Army Air Corps on March 25, 1943. Perhaps Crockett's greatest contribution to history was the part he and the other Tuskegee Airmen played in breaking the rigid pattern of racial segregation that prevailed in the U.S. military prior to and during World War II. While assigned to the 100th Fighter Squadron, 332nd Fighter Group, also known as the Red Tails, Crockett flew 149 combat missions in Italy during World War II. The men of the 332nd distinguished themselves by destroying enemy rail traffic, coast watching surveillance stations and hundreds of vehicles on air-toground strafing missions. Sixty-six of the group's pilots were killed in aerial combat, while another 32 were shot down and captured as prisoners of war. Crockett and many other black men and women remained in the military service to spearhead integration of the armed forces of the U.S. during the postwar years. In 1952 and 1953 he flew 45 combat missions in jet fighters in Korea. A graduate of the U.S. Air Force Command and Staff College, Crockett received the Distinguished Flying Cross, the Air Medal with four Oak Leaf Clusters, the Meritorious Service Medal, the Army Commendation Medal, and the Air Force Commendation Medal with one Oak Leaf Cluster. He was twice awarded the Soldier's Medal for bravery in extricating pilots from burning fighter aircraft. He held various command and staff positions, including those of squadron and group operations officer, flying safety officer, squadron commander and radiological safety officer on atomic bomb tests in the Southwest Pacific in 1951. He was the assistant test director for the F-106 Interceptor Category II and Category III Test Programs in 1959 and 1960. Colonel Crockett retired from the Air Force in 1970 following 28 years on flying status, with over 5,000 hours of flying time and 520 combat flying hours. Crockett and his wife, the former Daisy J. McMurray of Little Rock, reside in Annandale, Virginia. Admiral William Newell Slllall (USN, Ret.) William Newell Small, born in Little Rock on February 22, 1927, distinguished himself and his native state through 41 years of duty with the United States Navy, achieving the rank of admiral and culminating his career as Commander-in-Chief, Allied Forces in Southern Europe and of U.S. Naval Forces in Europe. A graduate of Malvern High School, Small attended Admiral Farragut Academy in New Jersey before entering the U.S. Naval Academy at Annapolis, Maryland. Upon his graduation in 1948, Ensign Small entered the Naval Flight Program at Pensacola NAS, Florida and was designated a Naval Aviator in November 1949. He was assigned to a night attack squadron flying Grumman TBM Avengers, and later Grumman AF-2 Guardians, from escort carriers during the Korean conflict, and later served in the first Navy squadron to deploy the new Douglas A4D Skyhawk. Promoted to lieutenant commander, Small served as a Navy exchange officer in command of a cadet squadron at the new United States Air Force Academy at Colorado Springs, Colorado. During the Vietnam War, Small commanded an attack squadron flying the new Grumman A6A Intruder from the USS Constellation and later commanded the first training wing for A6 crews. After promotion to captain, he commanded the USS Neosho, a fleet oiler, and the carrier USS Independence prior to his promotion to rear admiral. Following service as battle group commander on the USS Midway, Small was promoted to vice admiral and assigned as commander of the U.S. Sixth Fleet at Gaeta, Italy. Promoted to full admiral in 1981, Small became vice chief of naval operations and a member of the Joint Chiefs of Staff. Later, he served as commander-in-chief of NATO forces in Southern Europe and commanderin- chief of U.S. Naval Forces in Europe. Admiral Small received the Defense Department Distinguished Service Medal, the Navy Distinguished Service Medal (four awards), the Legion of Merit (three awards), the Navy Commendation Medal (two awards), the Air Medal, the Republic of Vietnam Order of Gallantry and variou theater and campaign service medals. Retiring from the Navy in 1985, Admiral Small now serves as a con ultant to industry. He resides in Annapolis, Maryland. J. Carroll Cone A native of Ashley County, Cone was a WWI flight instructor, the first pilot from Ari e the first Arkansan to shoot down an en y t ganized Arkansas Aircraft Company, ch lat , d-Aire, Inc. Cone joined Pan-American or d Airways in I 7, retiring as a vice president of Pan-Am in 1969. Nathan Gordon The only native Arkansan to win the Congressional Medal of Honor for his role in aerial combat, Gordon rescued 15 downed American flyers in the Pacific as pilot of a PBY Catalina, landing and taking off four times under enemy fire. He served as lieutenant governor of Arkansas from 1947 to I 967. James S. McDonnell, Jr. An Altheimer native, McDonnell staned McDonnell Aircraft at Lamben Field in St. Louis in 1939. His company built the world' first carrier-ba ed jet fighter, the Phantom. McDonnell Aircraft merged with Douglas Aircraft to create McDonnell-Douglas Corporation, one of the world's largest aerospace firms, in 1967. Charles M. Taylor A member of the original 154th Observation Squadron of the Ark. National Guard, Taylor was involved with Arkansas Aircraft Co., builders of the Command-Aire. A stunt pilot, he flew with Arkansas Air Tours staning in 1928. Won the Amateur Pilots Race from ew York to Cleveland during ational Air Races in 1932. Louise McPhetridge Thaden A native ofBentonville, Thaden won the first Woman's Air Derby from Santa Monica, California to Columbus, Ohio. After setting many altitude and endurance records, she entered and won the 1936 Bendix Transcontinental Air Race, the first year women were allowed to compete. Leighton Collins Operator of a flying school in El Dorado, Collins worked in aircraft factories and read u a t aircraft accidents. Moving to New Yo in n p lishing the monthly pocket- ize magazi Air ted analyzing aircraft accidents to promote sa ety. Air acts grew to an eventual circulation of over 20,000. Cass Hough Formerly of Rogers, Hough served a a colonel in the Army Air Force during WWII. He developed an auxiliary gas tank which effectively doubled the P-47' range. His idea led to the development of the \"Droop Snoot,\" a modified P-38 Lighming which carried two 2,000-lb. bombs at over 350 mph and 30,000 feet. Robert Snowden, Jr. A native of Memphis, Snowden moved to Little Rock in 1928 when he bought controlling interest in Arkansas Aircraft Co., renaming it Command-Aire, Inc. The company's popular biplane won second place in the Guggenheim International Safe Airplane Comest, and over 300 were sold. Command-Aire's \"Little Rocket\" won the Cirrus International Derby. Admiral John S. Thach Born in Pine Bluff and reared in Ford ce, Thach became one of the Navy's top pilots, J 1 n d  gh at Squadron.\" He developed exercise bat which proved invaluable in World ve o 'Thach Weave,\" a other later adopted by the Field E. Kindley Born near Pea Ridge and graduated from Gravette High School, Kindley was one of the first volunteer pilot in the Army's aviation branch. Assigned to the Royal Flying Corps, he went into action as a first lieutenant flying the Sopwith Camel. He ended WWI with 12 kill and a higher victories-to-missions ratio than Captain Rickenbacker's. Died during a crash in practice maneuvers at Kelly Field, Texas. Raymond J. Ellis Born in Perry County, Ellis founded Fayetteville Flying Service in 1940. Training aviation cadets during WWU, he provided flight training to ROTC students in postwar years. In 1953, Ellis founded Scheduled Skyways, which became one of the nation's outstanding commuter airlines. Claud L. Holbert Born in Texas in 1910, Holben moved to Little Rock as a young boy, where he soloed a Command-Aire in 1926. An early member of the 154th Observation Squadron of the Arkansas National Guard, he was active in the Air Tours of Arkansas in the late 1920s and early 1930s. He founded Central Flying Service, which became Arkan as' largest fixed-base operator, in 1939. Major General Earl T. Ricks Born in 1908, Ri   in East St. Louis i arks Air College r Arkansas' first rvation Squadron ba ed in Little R rst commanding general of the Air n, D.C. J. Lynn Helms Taking flight training in the Navy during WWII, Helms later served 14 years in the Marine Corps. Afterwards, Helms was with Nonh American Aviation, Bendix Corporation and the Norden Division of United Aircraft. He was president, chairman, and CEO of Piper Aircraft from 1974 until 1981, when he was appointed administrator of the FAA. Albert A. Vollmecke A native of Germany, Vollmecke came to the U.S. in 1927 representing Heinke! Aircraft. He soon joined Arkansas Aircraft, designing and supervising manufacture of Command-Aire biplanes. His \"Little Rocket\" design won the 1930 All-American Air Derby. He later served with the CAA and FAA, retiring in 1965. Brig. Gen. John D. Howe A Pine Bluff native, Howe flew Delta Air Lines' first passenger flight as its chief pi rkansas ANG in 1930, becoming A nt commander in 1940. Howe forme 1941 at Wright- Patterson Field an west Pacific Air Depot for wanime operation in Australia. After serving as commander of Wright-Patterson AFB, he retired in 1960. Maj. Gen. Winston P. Wilson Born in Arkadelphia and reared in Little Rock, Wilson enlisted in the National Guard in 1929 as an airplane mechanic, completing pilot training in 1940. Serving as special assistant to the Chief of the Air Force Division of the National Guard Bureau, he was appointed by the President in 1963 as Chief of the National Guard Bureau in Washington, D.C. Eddie Holland Born at Warren and reared at Rison, Holland flew 37 combat missions as a B-17 crew member before going to pilot training. He graduated as a fighter pilot at the top of his class of 22 cadets. He was appointed director of the state Depanment of Aeronautics by the late Gov. Winthrop Rockefeller and served through the subsequent administrations of Governors Bumpers, Pryor, White and Clinton. Brig. Gen. William T. Seawell A Pine Bluff native, Seawell commanded the Air Corps 401st Bomb Gp in Engla mmandant of the Air Force Academ y in 1963, he was v-p operations for . and American Airlines. He head o Rolls-Royce Aero Engines, then capped his career as president, CEO and later chairman of Pan-American World Airways. Gen. John Paul McConnell A Booneville native, McConnell graduated from West Point in 1932 as First Captain of Cadets. He later became chief of staff of the China-Bunna-lndia Air Force Training Command, and in 1944 became deputy commander of the Third Tactical Air Force. McConnell was named Air Force vice chief of staff in 1947. He was named chief of staff, the Air Force's top position, in 1965. Pierce W. McKennon Born in Clarksville and raised in Fort Smith, McKennon washed out of the Anny Air Corps flight school. He joined the Royal Canadian Air Force, winning his pilot wings in 1941 . After flying briefly with the RAF, he was transferred to the USAAF's Fourth Fighter Gp, where he logged over 500 combat hours, was twice shot down over enemy territory, escaping both times, and destroyed 20 Gern1an air,raft. Maj. Gen. Frank A. Bailey Little Rock native Bailey entered aviation cadet training after graduating from th nivetsity o .rl(ans in 1941. He spent WWII as a flight instructor. first a Turner Id, Georgia and later at Blytheville Ann ir r d ere c anded the Pilot Training Squadron. Joinin the rkalT as A after the war, he became deputy chief of staff in 1954, chief of staff in 1960 and commander of the Arkansas ANG in 1969. M. T. \"Cy\" Bond Bond learned to fly in 1928 while working as an engineer for the Arkansas Highway Dept. Later he ferried bombers until he was assigned to the 2nd Air Transport Squadron and sent to fly the Bunna Hump. After the war, he returned to Arkansas, becoming a flight instructor and airport engineer and building airports at Clarksville, Batesville and Petit Jean Mountain. Bond organized the Jacksonville Squadron of the CAP. Earl Rowland A Harrison native, Rowland learned flying at Kelly Field, Texas during WWI. He barnstonned after the war, becoming a test pilot for Swallow Aircraft in Wichita. Rowland later worked for Lloyd Stearman, then joined Clyde Cessna's fledgling company. With Rowland as his pilot, Cessna entered the 1928 \"On to Los Angeles\" race. Rowland won every lap, bringing Cessna great prestige and finances to help weather the depression. Maj. John H. White Kensett native White was one of the Arkansas' first WWII aces. Flying older Spitfir . he o cto during the Allied invasion of North Afnca, \"' nni g the istinguished Flying Cross with Oak Leaf Clu e for s1 glehandedly attacking lO Gennan fighters and downin uring1he AIIJed attack on the island of Pantelleria, White shot down four enemy fighters in two days. Lucien M. Taillac Flying B-l 7s in Italy during WWII, Taillac joined Delta Airlines after the war. Later, he sold Aero Commanders for Trans Air Corp., which brought him to Little Rock in 1964 as president of Little Rock Ainnotive. There he began customizing business aircraft. In 1973, Federal Express purchased Little Rock Ainnotive, moving it to Memphis. Taillac and his partners stayed, creating Arkansas Modification Center. Richard Collins Little Rock native Collins flew as a charter and corporate pilot following his Anny stint. In 1958, he oined his father at Air Facts magazine, where he 1ayed o 0 . or oining the staff of Flying magazine. Re in to 11 R kin 70,Collinsbecame senior editor while h erved Ar a eronautical Com-mission. He became e ,tor m chie o ying m 1977, then moved on to become senior vp of the AOPA publications division and editor in chief of AOPA Pilot magazine in 1988. Wendel A. Robertson Fon Smith native Robenson enlisted in the Anny Infantry Officer Candidate School at Fon Roots in North Little Rock in 1917. He was soon reassigned to the Signal Corps as an aviation cadet. He trained in lllinois before going to lssoudun, France for fighter pilot training. He saw his first combat in a Spad Jes than two months before the Annistice, but ended the war with seven victories. Capt. E. Scott McCuskey Born in Little Rock and raised near Stuttgart, McCuskey joined the Naval Reserve in 19 oil I issioned in 1939, ing. He won the est decoration, on two occasions. H r, down 14 Japanese aircraft and participated in the Baules of Midway, Coral Sea and the Philippine Sea. Sanford N. McDonnell Born in Liule Rock, McDonnell served a a stress engineer, aerodynamicist, design engineer and group leader of fighter plane projects for McDonnell Aircraft in the 1950s before moving into top management. He was chainnan and CEO of McDonnellDouglas Corp. for seven years before retiring in 1988 after 40 years of service. He is past national president of the Boy Scouts of America and is a director of the Ethics Resources Center, Inc. in Washington, D.C. Hon. John Paul Hammerschmidt A decorated pilot of WWII, Rep. Hammerschmidt flew missions for the 3rd Combat Cargo Group over the Hump in the China- Bunna-lndia Thea g  Flying Cross with three Oak Leaf Cl e four Oak Leaf Clusters, three Batt! orial Medal of the Republic of Chin , e  nous ice Award. As a congressman, he served on the House Comminee on Public Works and Transport and its Subcomminee on Aviation. Rear Adm. George M.\" kip\" Furlong, Jr. (USN, Rel.) Raised in Pine Bluff, Furlong graduated from the .S. aval Academy in 1956 and earned his avy Wings in 1957. He served as a carrier fighter pilot, test pilot. squadron commander, commander of the Carrier Air Group on the USS Enterprise and commanding officer -if the USS Independence. He has been chief of staff of the U.S. Sixth Fleet and deputy chiefof aval Education and Training. He few over 200 combat missions in Vietnam, and has over 4,500 hours and 930 carrier landings in avy tactical aircraft. Rear Adm. F. Taylor Bro,1n (USN, Rel.) During 36 years in the avy, Brown served in capacities as a carrier fighter pilot, test pilot, fighter squadron and air wing commander. He won the Bendix ph nff11111iNa1\ndl,al Air Races in 1948 and led fighters in t fi t onh Vietnamese forces in 1964. own became Vice President and prog gero alcon rp. in Linle Rock. managing modification and assembly of Falcon 20 aircraft acquired by the U.S. Coast Guard for maritime surveillance missions. Frederick W. Smith A graduate of Yale University, Smith was a Marine fighter pilot in Vietnam, winning the Siver Star. Smnh founded Federal Express, now the world's largest express transportation company. in Little Rock in 1973. He is chainnan, president and CEO of Federal Express and serves on the boards of the Air Transport Association, St. Jude Children's Research Hospital and the E. W. Scripps Company. With Appreciation to: The Alan Rothman Company Storer Cable Communications Central High School Jazz Band, Duane Barbour, Director Central High School Junior ROTC Delta Air Lines, Inc. Col. Walter J. Boyne In Recognition of Table Sponsors: First Commercial Bank J. Dan Baker/Avis Rent A Car Arkansas Aerospace, lnc. Friday, Eldredge \u0026amp; Clark, Attorney Rebsarnen Insurance Garver \u0026amp; Garver, P.A., Engineers Arkansas Aeronautics Commis ion Civil Air Patrol Arkansas Power and Light Company Nathaniel Curtis-Riddick-Heiple Falcon Jet City of Little Rock Central Flying Service Little Rock Airport Commission Arkansas National Guard Arkansas 99s Stephens, Inc. Vratsinas Construction Company Mr. and Mrs. Lucien Taillac Marion Burton Rollie and Ruth Remmel .J OIIN IV. WAI.K EH RALPH WASIII NGTON MAHI( HUR 1,\nrn-\n\"WILEY A. HHANTON, .JI(. Al lSTIN l'OHTEH. ,Jll .  Als,, 1d111 illd tu l'radwi m 1\nf~ir~1a \u0026amp; th\u0026lt;' l)i stric-l nf C'11l11rnh1a Mr. Dick Holbert JOIIN W. W ALKEll, P.A. ATI'OH Nl:Y Ar LA IV 172:~ BllOJ\\l l\\VAY L!Tl'LE !{O('I(. J\\l{l(ANSAS 72~11(i Tl~LEl'IIONI~ (fiOJ) :37,1-:37!'\"\u0026gt;\u0026lt;~ FAX (GO]) :n-1-,11 87 August 25, 1992 Little Rock Aerospace School and Museum Board of Directors Central Flying Service 1501 Bond Avenue Little Rock, AR 72202 Mr. David Harrington, AIDC One Capitol Mall Little Rock, AR 72201 Mr. James Smith, Superintendent North Little Rock School District 27th \u0026amp; Poplar North Little Rock, AR 72114 Mr. Bobby Lester, Superintendent Pulaski County Special School District 924 Dixon Road Little Rock, AR 72206 Ms. Ann Brown Office of De8egregation Monitoring 201 E. Markham Little Rock, AR 72201 Dr. Mac Bernd, Superintendent of LRSD 810 West Markham Little Rock, AR 72201 Dear Sirs and Madam: AUG 2 8 1992 Oil ce of Dvsv\n:ireg:-if ,.1 M r .to ,ng I am enclosing for your information and as a reminder, the Stipulation and Consent Order Regarding Little Rock School District Aerospace Technology Magnet School. l am sending this to you because many of the terms of this stipulation and order obviously have not been met and because black children and parents and patrons, continually get excluded from information Page Two Mr. Dick Holbert Mr. David Harrington Mr. James Smith Mr. Bobby Lester Ms. Ann Brown Dr. Mac Bernd August 25, 1992 and participation regarding the development of these facilities. To Ms. Brown, I am requesting that her office inquire into these matters as a part of her monitoring responsibility so that the court will have appropriate information regarding the current status of the court approved plans. I am also specifically requesting the conference that has been planned by AIDC and the Arkansas Aviation Historical Society be rescheduled to a time after which assurances can be provided that the participation by invitees shall extend thoroughly into the black community including the low income echelons. I am also sending a copy of this letter for her information to Judge Wright. Thank you for your attention to this matter. Sincerely,  ~ ORIO!fiAL StONEO ~ BY UNOERSIGNEO caMSE'L John W. Walker JWW:lp Enclosure cc: Honorable Susan Webber Wright 08 / 28 / 1992 15:32 FROM JOHN W.WALKER P.A. TO 3710100 .1011.N W. WALKER R:\\LPH WASHINGTON MARK El\nRNETTf. w1u:v A. BRANTON. JR. AUSTIN PORTER. ,JR  .',I:., \"'lmit~ t,, l'1\"\"ti(-r in f\n, ot,i-,.i :t ,\u0026lt;\n: lht. llr'II IWL c,f ~ niu111lti11 Ms. Ann Brown Federal Monitor Office of Desegregation 201 E. Markham Little Rock, AR 72201 Dear Ann: JOHN W. WALKER, P.A. A11'URNf.Y AT LAW 1723 BKOADW A Y Ll'fl'LE RUCK. ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-1187 August 28, 1992 P.02 AUG 2 8 19~2 Olfice of Desegregation Monitoring It is our belief that the Little Rock School District has failed to act in good faith regarding the Stipulation and Consent on the Little Rock School -District Aerospace Technology Magnet School. I say this because it is apparent that Mr. Holbert and his organization have taken a leadership role in the planning and development of this school. Again, I must most urgently request that your office inquire into this matter to ensure that black children, parents and patrons of this community are included in this process as agreed to by the court approved plans.  I hope that by Monday the Pulaski County districts will be able to provide this office with an accounting of the participants in the September 4th conference by race. At that time, I will definitely know whether the conference needs to be rescheduled. Thank you for your cooperation. JWW:lp cc: Mr. Dick Holbert Mr. David Harrington Mr. James Smith Mr. Bobby Lester Dr. Mac Bernd All Counsel of Record Sincerely, \u0026amp; -~ I _ti'Z. \u0026lt;R-- ,r~ri1. uMI ~t4/ 5/L 1-. - {? G $\u0026lt;11n, t':, ~~ l.. ,M....( (,,1 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE 'WILEY A. BRANTON, JR. AUSTIN PORTER, JR.  Also admitted to Practice in Georgia \u0026amp; the District of Columbia. Ms. Ann Brown Federal Monitor Office of Desegregation 201 E. Markham Little Rock, AR 72201 Dear Ann: JOHN W. WALKER, P.A. ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 August 28, 1992 IIUVERa\u0026gt;BY,AX\u0026amp;USMAl It is our belief that the Little Rock ' School District has failed to act in good faith regarding the Stipulation and Consent on the Little Rock School District Aerospace Technology Magnet School. I say this because it is apparent that Mr. Holbert and his organization have taken a leadership role in the planning and development of this school. Again, I must most urgently request that your office inquire into this matter to ensure that black children, parents and patrons of this community are included in this process as agreed to by the court approved plans. I hope that by Monday the Pulaski County districts will be able to provide this office with an accounting of the participants in the September 4th conference by race. At that time, I will definitely know whether the conference needs to be rescheduled. Thank you for your cooperation. JWW: lp cc: Mr. Dick Holbert Mr. David Harrington Mr. James Smith Mr. Bobby Lester Dr. Mac Bernd All Counsel of Record Sincerely, \\ CENTRAL ~LYING SERVICE TEL: 501-375-7274 Aug 31,92 7 :40 No .001 P.01 C CEtrl'KAL FL YING SEAVICE 1501 SONDSl'REET LITTLE ROCK Afll(AHSAS 72202 !SOI) JTS-3245 F,-,X (51137$-727  -- -.,  lfl\u0026gt;I.-J'\\ ,1'1i'\\. 01\\TE: cmrAAL FLYING SERVICE, nc\n15019-'.:tiD~ LITI'LE R:O\u0026lt;, MlWlSM 72202 (501) 375-3245 ~ (800) 888-5387 WA1'TS (501) 375-7274 FJ\\X TO: /4n 6rot..v\"- mc tmBER: 3 '71- D I QO TOrAL NDl3ER \u0026lt;R P}.GES DOU\u0026gt;Im a:NER SHEET: ~ ~= PERS:N SEN\u0026gt;ING ME.55.AGEt . . ' CENTR AL fL YING SERV ICE TEL: 501-375-7 274 Aug 31, 92 7 :40 No .001 P. 02 31 August 1992 Mr. John w. Walker Attorney At Law 1723 Broadway fERSONAL ~ CQNFIDENTIAI. Little Rock, AR 72206 Dear John: Thank you for the opportunity to meet with Mrs. Joshua and all the other fine people last Friday. Joy was a most gracious hostess. I thought it was an excellent meeting. I especially appreciate everyone's patience with my oftentimes tedious, long-winded explanations and stories. I left Friday afternoon feeling the vision for the Aerospace Education Center was enthusiastically shared by all. For that, I am grateful. John, I do have a couple of major concerns one of which I shared with the group, namely, that associating controversy with this project, however well meaning, would have a deleterious effect on the fund raising effort and, therefore, put the very future of the project in jeopardy. I received a mixed reaction to that. I could not convey my full reasoning to the group, however, because it concerns a legal interpretation of the Stipulation and Order (my other concern) which if I had shared with your clients without your presence would, I believe, have constituted a severe breach, if not of ethics, at least, of manners. Let me explain  further. Firstly, please consider the following opinion and analysis as one shared as a professional courtesy by one attorney to another. Insofar as I know, the following opinion is shared only by me and does not represent the views of anyone but me. It is offered in the full knowledge and appreciation of the fact that you will represent your clients in the manner which you deem best serves their interests. I believe the Stipulation and Order regarding the Aerospace Magnet School has lapsed because one of the essential contingencies, namely, that the LRSD receive a four million dollar magnet school assistance grant~did not occur. The grant application was turned down by the US Department of Education in August 1991. The order is clear in that \"If either of these contingencies does not happen, the LRSD will have no obligation (emphasis added) to build the school or implement the Aerospace Technology program described in Exhibit A.\" It would seem, therefore, that any effort to force the LRSD to do anything based upon the argument that the Order requires it would tail. The Arkansas Aviation Historical Society's efforts for the last year have been designed to keep the dream alive. We CENTRAL FLYING SERVICE TEL: 501 - 375- 7274 Aug 31,92 7 :40 No. 001 P.03 have offered, repeatedly, to use our best efforts to assist the LRSD in solving their very legitimate financial concerns about implementing this project. Quite frankly, notwithstanding Dr. Ruth Steele's public comments to the contrary, we saw little or no effort by the District to move forward. I believe Dr. Bernd is different. He must persuade the Board, however, that it is in the District's best interests to proceed with this project. The Board, as you know, has three new members since they endorsed the project in August 1990. If the February 4, 1991 Order is null and void and the LRSD has \"no obligation to build the school\" for the aforementioned reason, then it follows that the School Board will have to endorse any new effort to move forward, for example, a new Magnet School Grant Application. My question and my concern is: are we hindering the effort by attaching controversy to this project? Are we presenting Dr. Bernd a problem he can do without? Will the School Board be more or less likely to further embrace this project if given the opportunity, if it appears that it may be the target of controversy? Will potential donors to the museum be as receptive to the vision if they see the project cloaked in continuous conflict? I think the answer is certainly that in each case the project is less well served. The following scenario is the order in which, I believe, events will transpii\n:._e under ideal circumstances. Dr. Bernd willQ)e persuaded t o) recommend that a new Magnet School Assistance Grant be submitted by the December 15, 1992 deadline, The School Board will endorse the effort. The application will be submitted. Between May-July 1993, The us Department of Education will announce the awarding of a  grant. Ground will be broken immediately to assure the new facility will be open for classes the fall of 1994. I submit the following strategy to you for your consideration as the most likely to successfully implement the Aerospace Education Center: 1. Place the Aerospace Education Center off limits to any activity that would call negative attention to the project during the critical fund raising phase, 2. Express in a manner deemed appropriate the Joshua Intervenors enthusiastic support for the project, 3. Resolve any concerns about the implementation of the project through quiet diplomacy and avoid negative publicity wherever possible. We share the same vision. The Aerospace Education Center has the potential to be the benchmark educational achievement not only for Little Rock but also for the Nation. Through our shared vision, we can finally see a future that is different from the past. It is a future that places Little Rock squarely on the leading edge of the delivery of relevant education in this Country. I appreciate your CENTRAL .FLYING SERVICE TEL : 501-375 - 7274 Aug 31,92 7 :40 No .001 P.04 support and the support of the Joshua Intervenors in this magnificent endeavor. Respectfully submitted, ARKANSAS AVIATION HISTORICAL SOCIETY Richard N. Holbert Chairman of the Board JOI! W. W i\\LKE:R HALPH WASHINGTON MARK BURNET'Tt ' IVILE:Y i\\. BRANTON. ,JR. AUSTIN PORTER, .JH.  :\\lsn mhnilh'f'l ln Pr:wti,, 111 1\n._,,r-Ria \u0026amp; lht llistnrl or Cnlumh,a JOHN W. WALKER, P.A. J\\'ri'ORNEY AT LAW 1723 BROADWAY Lrrru~ ROCK, ARKANSAS 722llli TELEl'IIONE (501) 37 l-:l7\n), FAX (501) 37'1-'1 187 August 31, 1992 HAND DELIVERED The Honorable Susan Webber Wright U.S. District Court 600 West Capitol P.O. Box 3316 Little Rock, AR 72203 Dear Judge Wright: AUG 3 1 1992 Office o Doseg' gJ on M n,torm I am writing to request a prompt meeting with the Court and other interested parties regarding Little Rock School District's failure to proceed with the development of the Aerospace Technology Magnet School in good faith. We have brought these concerns to the attention of Ms. Ann Brown and her office. It is our feeling that court intervention will help bring these concerns to a more amicable resolution. Thank you for your attention to this matter. JWW: lp cc: Ms. Ann Brown Mr. Dick Holbert Mr. James Smith Mr. Bobby Lester Dr. Mac Bernd All Counsel of Record Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor August 31 , 1992 Mr. John Walker 1723 Broadway Little Rock, AR 72206 Dear John: 201 East Markham, Suite 51 o Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Within the last few days, I have talked with you and several others who are involved with the new Aerospace Magnet School. It is apparent that there is some confusion about the role and relationship of the community and the parties regarding the school's development. 1 believe it will be helpful to meet informally with school district and aerospace representatives to discuss any concerns about plans for the aerospace school. The new facility promises to serve our community in bold and innovative ways\nit is in the best interest of the children that we resolve any questions about the planning process now so we can move foIWard to make the school's promise a reality. A member of my staff will contact you and our school district and aerospace colleagues to arrange a mutually convenient time for us to meet at my office. Very truly yours, ~ Ann B. Brown Federal Monitor cc: judge Susan Webber Wright Mac Bernd Bobby Lester James Smith Bill Bowen Dick Holbert All Counsel * P.01 * ** TRANSACTION REPORT * SEP- 8-92 TUE 13:30 * ** DATF START SENDER RX TIME PAGES TYPE NOTE ** * ---------------------------------- * * SEP- 8 11 372 4826 2' 3011 4 RECEIVE OK * *** ********ll*** '************************************************************************************* C/\\THERl:--:F. JOHNSON AND  ASSOCIATF FROM: Catherine Johnson r' Pages, including this cover Special Instructions: ~//_,/4 c\n,\n7 ~ \u0026amp;~~- PLEASE CALL 501-.'.}71-0331 IP A PROBLEM OCCURS DUR1NG TRA SMISSION. Aerospace Education Center Aerospace Technology M~gnet Program Plan\"lng Agenda September 21-24 s.p. .... 21 Partjdpants Iin.11 l)j ss,,i s.,lgn t Dr, Semd and 0811 Q,winn 8:30-9\n45 11m  Grant Requirements ~mlnlstr\n:itlon  Program/ ~1rse Sequenca B1.llldlng  Technolosy LAb 2000 Integrated ColTlp\\ltC!l\" fTadllt)' 2. Dr. Bemd, Dick Hdbe!i, 10:0012:U0 noa1  T)e.18n d Tochnolngy Lab 2000: CO'\\c::ept Gan Quinn, J11inas Durkin, Ad mint strati at for lntegr11tinS Appllod Mathen'lahcs and Almt Gambell d Cr9t1Vt B\\lllding Sdenc:1?, Cannl\\.ml cattoo Skills\nand Loarnitt8 Systerm, San Degq Ilng1ncc:rlng Technology al Junior High Apple ~uter Inst.ittng Lc:'Vel. [ Ncte-. Pticr to thts meettn\u0026amp; the ONler, l..RSP Fadlitlas the SlX j\\lnla- h1g1, srnods thould Manapr, Ciaylc.-d Nml'lrop ldentHy 4,000 - 5,000 89 dAIIQl\"CDT'() (ULAR), Jeen McBnllre (ADE} spa~ fcx- ttl'IOVatlm naar t'l'lodla cmitc.T.] 12:00-1:30 Lund, Dlsc1.1ssi~ TTUl)' oontlnl.lt 3. LR.SP Fadlltles Managtr, 2:00-3:15 pm  Junlcr- 1-itgh Schm 'J'our d Pr(F09ed Gall Quinn, James Durktn, Pulaski Hatghts Oassn.~'1ms to plan Tecl1nclogy Lab 2000 AJax GambOI. Apple 3:304:45 ln:ita11M!m Need~ and CCl'lt (Gt.mt Compul9t' Rapr~~t.ttives Jlo-Mt Helghb lJ\\aaget) (f)evek1pm01,t) (SN #2) 4. Or. Bemd, Ttm Hotplc, Ed 5:00-8,00 pm  Tcdmdogy Ulb 2000 .\\t the High Sc:hcd\nroddtc:k1 Ock Hdbert, Gall Admh,lslrillicn PlaMing the Pre-Engineering Lab for Q!Jinn1 Jamcg 0Jrk1n. Alex Ard'\\ited PlaM Gambao\nApple Comp1.1ter Repre1entat1ve (2) 9, A.(lllpac:e Eti\\1cation Center campaign Lca~ershtp S1ifai..t:wa24 10, Dr, Domd, IIstelle Matthl,, Chmne WCJOd, Dennis GIUSCMI, Bn,n.ti IAn\u0026amp;u-a lVtl Conaultm1t.s1 Program Jlvaluatlon Manager U , O,uck Stevens (UALR), Gaylcrd Ncrthrcp, (UALR), Jerry Rot:inscn (Henderaai State U), c UAl'B) 12. Dr. Bemd, Ed ruddlck, Tim Hcilple, Call Quinn 3:00-5:00 pm location? 8:30-11:30 iun AdmintstratlCll'I ih111dlng 1,00-2:30 pm 3:00-5:00 pm  Prcsentatla'\\ 01 Prq'\\~ Magnet 0-. Rernd and Gail Quinn  0.1rric-..11\\1m and Program Evaluatloo ~tsn - Revlaw Cour-ewtr\\(  Tedindogy !..ab 2000 lhtgr111tm! Facility Ccmputer U.S. r'\u0026gt;epl. of LAbor SCANS Knc,r,.y-How h,tegratim Into Acadr..mlc C.Q'e , - ~i5ning Program O'qectlves based oo Acadomic Achievemant, Job/Work Skill Comp\"tency Attalnmt:l\\t - Progrt11rn Retention and Competicn   Placomcnt into I!nLryLcvcl Ilmployment cr- HigC!' Educ:atioo - l'l't\"'JCBSS fer ma,ttcrlns tmpt ementatlon (f.crmattve ev~luatic.~ and usa d TQM Measure,)  De!li81'1ng the Arliclllalio, Agreement (2~ 2~2)  rtannlng a Ne\\AI High School (er 2,000 students based on Magnot Co.mies c:I ~udy :.1,d Htgh SdHxi Course, and R~9u1ran~.. , ts for Graduation, T~hno1o6)' Ltsb 2000 and oth\u0026lt;Jr oomp\\.tter faclliU~ 5, o. LRSD Fadlttles Manager, Gail Quinn, James Il.trk1n, Alex Gamboai Apple Canp~ter Rdpresentattves 0-. 131rnd Md aroup U:,\\ed tn #5 8cfllB i, 8:309\n30 all\\ So.Ith We:\nt 9:4/i-10:4!\nam, Fair 11 :00-12: oo nOOl'I, Mabelvale t:3O-2:3O pm Cloverdale 3:U0-5:00 pm S\n00-4\n00 pm Ad mini strati al Building 7. lndustry Repre:sent11t1ves: S\naO-10,)O mn Central F1Y,t\\8 Service  [lclc Lc:Qtlon? H01bart\nMldoout  Oary ou5g.rS\nFalcx,n Jet - E. '\\Ml uam Orr\nArkan~ Aarospaco  L. Omtcr Dl.lrwelt trt Rmr Jndulltri~  ? McO:lnnell Dou gt as  PAA  Byron Meltus (Plc:eso add to this list - thCMi pecpte reprent buatnNS cards I h1%Ve) 8. Dr. Bemd, Ann \u0026amp;a.vn, Gall Quinn, On1\u0026amp;  (Dr. Barnd a- Pat to schecMe meeting) 11:0012:00 no.Tl Ann Brem n's Offla,? t002:0Upn, Planning and Preparalim  Junior High School TOllr cf Prcpe60d C11'11srcc:m1.'i h') Plan Technology lab 2000 J1ulallotiCl1 Nc:cds a1'Cl Cost (Grant Budegt OoYckipment)  Cost DiSCUlllllOlt (1) Tedmdngy Lab 2000 (2) !1n51ne1tting Technol~y Canputer Facilities  Identifying Q1t1cal Occupatlooal Areas In Manufacturing Iin~nMrlng and Aviation for Training Swdents  Jcb Descrlpti011!1 ar1d Job Anfl1ysls  U.S. 08'j:.al1ment cl La'rxir SCANS Workplace Car,petcmcies\nRelevance to Job Analysis  Occ\"'f'.:\\tlonal Ccrtlflcation (HIii ollh  -.::...4~ Ncie: Regarding firsl lwo Items above, wlll nroct to have o:cup,1llalill areas where l'llr!ne and tralninS la eritlcal. Ploaso h\niv~ n-prosontatlvc.w: l:rlne in{onnalicn for lhese iwo Items. NCO I I .Cl a J .ie ut1mf!hl fill 1t1hM .i.e Lw9 liiHII. pecg::ail lbpih Mi.  Amendtnenl lo lnlerdislricl MASI'\\~ Desegregolion l\"lsn to Include six junior high SGhools, new high s~hoot as Am~ace Ma5net Program School, Aerospace Education Center Aerospace Technology Magnet Program Planning Agenda septembar 21-24 s..:---21 PN11dpants linll l)lww,1100 1. Dr. S..md and Galt Quinn 8\n309\n45 lln'I  Gra\"I Ro:.:iulrernes~ts Aumtnlstrati(ll,  l'rogriAm/ p,,.1rn Sequenea Butldlllg  'rechn\\-.itoay L,ib 2000 lnLegrated Cninp\\1t P11dllty ~' Dr, ~md, Dick Hdbert, 10: 00-12:UO TIOCI\"\\  r-is1\\ ci Toclmology Lab 2000: C0n01iflt G1U Quinn, Jiu,._ Durkin, Admlnl strat\\a) for lntegrfll\\t\\S Applied )vWhen'\\at1C:S and Alex Garnbo6 cJ Cteattve Bu\\ldini Selene.a_ Ca11municattoo Skills\nand toarnlng Systems, Safi Deg~ t:nslnecrlng Technology at Junior High ApPI eomputer tn,i-1\\ing L~~l. { Ncite: Prt~ to this meettng, the Dealer, LRSD Factlit!M the ~1:\u0026lt; Junlc.1' high sd'\\ocb shoutd }\\,,1ana8 Gayla-d Ncrthrop identity 4,000  5,000 1141 d,-_,.oc:m(II)  ('ULAR), Jean McRl'IUre (/\\DE) 1pace tix renovatlm near l\"ftadh1 contcr.l 12:00-t:30 Lunch DI scuSS1lXl may oonu1,ue 3, LP-SD J\nadUtl~ Manager, 2:00-3\n1! pm  Jimlcr High Sc.hen Tnur r:I PrCFOSCd Gall Quint\\, Jam~ Ourkln, rulukl Height:, Of!ssroom.11 to plan Techndogy Lab 2000 Alex Gan'l'lx:e. Apple 3:31H:4~ lnistall11\\ic-r, Need~ and Cast (G1ant Computer R.oprc:scntatl ves r,cres.t Haght!I liudget) ( l\"X'Vck~')l'l'\\enL) (S.- #'l) 4. Dr, Bumd, Tim Hllple, Ed 5:00-8:00 pin Todmolo3y I.ab 2000 at the Jilgh Schoel\nRiddt~, DI~ Hciberl, Gall Adinlnislrallcri Planning the Pr\u0026amp;-Eng1nNring Lab for QJlnn, )an\\CS Durkin. /'JetX Architect Pl.in$ Camt,ca, Apple O-Y11puter Rbpresentatl ve (2)  ----------- .. ----- --- -- .... ---- -- - M     11 I ,,,, 6. ,. LRSC FadUttes Manager, Gatl Qult'\\n, James O.trktn, Alex G..mbca, Apple Canputer P.espresentatt ves U'. 5-tlcj Md gra.tp Ust~ in #5 lnCSUttry RepreSentatlve: Central F1\u0026gt;'1\"S Service - Dck Holbert\nMldcout  Gary Ougpra\nP.llcion Jet  B. 'Mtltam Orr\nArkansas l\\et-ospace - L. Canter D.Jrwell ui Rmr Jndo11trli!!i - 7 McUYtnell Douglas - J?M  8yrcn MeH\\tll (l'lc.:te add to this list the,ie pcq,la repr-,t b\\.lsines:1 carr\nts I have) 8. Ur. Bernd, Ann BrCMm, Gail Quinn, Ouie  (Dr. Bernd a- Pit to :,chedult rncettng) 8:30-9:30 WT\\ Su.Ith West 9:45-10:45 am, f-alr 11:00-12:00 noon, Mabelvllle 1:30-2:30 pm Cloverdale :3:00-5:00 pm S.00-6:00 pm Mmlnistrattoo Bulldtng 8:l0-10\n~ ~ Lcattl on? 11:00-12:00 T1CC'r'I Ann BrCM1n1s Offlce? 1:002:00pm Flannins and PraparaUc,1  Juni1' High SchocJ Tour d Prq,aiet1 Oassr01.,m.~ to Plan Tech1u:fo8}' Lab 2000 lnslallal1m Needs and Cost (Grant Bud \u0026amp;el I)avalq,ment)  C.cst Discussion: (1) Technology I.ab 2000 , (iJ IlnslnNrtng Technology Canputer fadlitles  IdentHytng a-iucat Oreupauonal Areas In Man\\lf acturlng Ungineerl\"'S and Av!Mlc:,n lot Training St1.1dtt\\tt  Job De:,crtptlons and Job Arlelysts  U.S. Dep1utrnent cJ Labcf SCANS Wa-k place C'.a\"l,pete1'1cles\nRelevince to Job Analysts  OccupaUo,al CerUfieatlc.TI (.M .... ..,_ .-......4~ Note: Regarding fir:.l iwo Items above, wlll nood to hlilvc occupaticnal Meas wht1re htrini and training 1J tr!Uc.al. Plea~ h.ivo ruprusuntetivr.i~ !'.ring in(onn.:1lia, (or \\h~ two H~,ns. MA I l 3 .a eaMpla fill wh_. he L~g Bn:el: pt se\n, m:: :op: ueb.  Amend1na,l to It'llerdls:Lrict MA8nat Oc,e6regallon t'lan lo Include six\nunior hlSh school~ nc.W.' high school as A~{~pa~ Mag1,et Pro8l'am Sc.hods 9, Aertpaoe Educ.atton Center 3:00-S\n00 pin  Prcsent.\\tlcn m Pr~~ Magnet - 0-. campaign Leadership L~tton? Bernd and Gail Qutt,n 5ep1t..aar a 10. Dr. lamd, ustelle Matthts, 8:30 11 :30 ftl'n  Currl~1\\um and Progra1n EvaluattO'\\ Dianne Wct\nsJ., Denni I Cluso.v I Ad1\"'1ni1tratl0'\\ Design in11Ulh Ulni\\1A8 Art \u0026amp;Yildlt'lg  Revlaw Cour~awd'k C-.. cnultt~~. Program - Tad'\\naogy t...t\u0026gt; 2000 lt\\tegr11tcd Jivaluatlon Manager P.11cility Ccmputat ll,S, Depl. or Laoot' SCANS Kna.v-He7N ll'ltegratia, Into Ar.adlffl\\lC Cae  f)eslgntng Program Objectlv based en Acadcmtc Achievemant, Job/Werk Sktll C..omp11tency Attainment - Prsr11m Reteonttor, and competim - 1'laC01nc1,t into ~nlry-Level Iiniployment a- Hig\u0026lt;\n,- Educallm - 1'n1ems fa- ma11tcring tmptementatlcn (I7amat1Ve avaluatim and use cJ TQM Me,uure1) ll, Onad( ~~ens (UALR), 1:00-2:30 pm  Peslg1,ing the Arlin.ii alien Agreement G.yla-d Ng-thtcp, (UAL!l.), (2-+ 2+-2) Jerry Rol:anaa\\ (Ha,dar-\"2' Slala U), UAPB) 12, Dr, Bernd, Ed ruc1dtck, nm 3:00-5:00 pm  r1.:\\nntng a New High SChoo1 fer 2,.000 Jietple, Gall QUtnn t\\1dliWltS based on Magnet CoorM11 d stucty and H1Sh Sd1cxi Cwrse, and ReK]uirmwnt9 fer Graduation, Technology L~b 2000 and nth~ r1niputer fadlllles JOHN W. WALKER, P.A. JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE wILEY A. BRANTON, JR AUSTIN PORTER, JR  Also admitted to Practice in Georgia \u0026amp; the District of C.olumbia. Ms. Ann Brown Federal Monitor Office of Desegregation 201 East Markham Little Rock, AR 72201 A'ITORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 September 10, 1992 Monitoring Re: Aerospace School Dear Ms. Brown: SEP 1 4 \\992 O!l.ic e i D cc\u0026gt;gegatici1 Monitoring O evv I Mr. Walker asked that I provide you and the other persons attending our meeting on Tuesday, September 8, 1992 a copy of the notes that I took. By copy of this letter to the other attendees, I am requesting that they along with yourself review my notes and advise me of any corrections thereof. Thank you again for hosting the meeting. JCS: lm cc: Dr. Mac Bernd Chris Heller, Esq. Mr. James Smith Ms. Mabel Bynum Stephen Jones, Esq. Mr. Bobby Lester Mr. Billy Bowles Sam Jones, Esq. Richard Roachell, Esq . Mr. Dick Holbert Mr. Bill Bowen John W. Walker, Esq. Ms. Debbie Parker Mr. Kirke Herman Re: Proposed Aerospace Magnet School and Museum Date: September 8, 1992 Persons Present: Ann Brown, Monitor Dr. Mac Bernd, LRSD Supt. Chris Heller, Esq. Mr. James Smith, NLRSD Supt. Ms. Mabel Bynum, Asst. Supt. Stephen Jones, Esq. Mr. Bobby Lester, PCSSD Supt. Mr. Billy Bowles, Asst. Supt. Sam Jones, Esq. Richard Roachell, Esq. (Representative) Mr. Dick Holbert, AR Aviation Historical Society Mr. Bill Bowen, Governor's Office John w. Walker, Esq. Ms. Debbie Parker, Joshua Mr. Kirke Herman, Joshua Ms. Joy C. Springer Purpose of Meeting as stated by Ann Brown: to communicate openly regarding the proposed Aerospace School. Ann Brown opened the meeting by stating she had talked at length with the Court regarding the stipulation dated February, 1991. It was the opinion of the Court that the stipulation was no longer binding because the contingencies had not been met. But, the Court also felt that the parties should continue with the spirit of the stipulation. The district attorneys (Jones, Jones and Heller) agreed with the Court that the stipulation was no longer binding because the contingencies had not been met. John Walker, Joshua's attorney disagreed that the stipulation was no longer binding because all parties were aware that LRSD would have to make several grant applications prior to receiving the funds. (He suggested that counsel, monitor and other parties review the transcript on the hearing regarding the Aerospace school) John Walker also commented that he felt the LRSD had not acted in \"good faith\" since their initial grant application because it had not actively pursued the idea of the Aerospace school. He also suggested that the District was not pursuing this endeavor due to lack of funds. A site has been selected for the school, yet a site selection committee was not formulated as required by the Court on other new school construction. Through Holbert's group, they had . . left the impression in the community that the school was strictly intended for gifted students, those of higher economic status. When in fact, the purpose of the agreement was to identify the children of lower economic backgrounds and provide them with greater educational opportunities. Walker also suggested that someone in the District be designated as the contact person regarding the school. Dr. Bernd voiced concerns regarding operating costs, There was some discuss~on regarding students who would attend the school. Stephen Jones suggested that if the student body would also consist of NLRSD, PCS SD and students from outside the Pulaski county districts, then requests for M to M money could be used to help offset the costs. Ann Brown stated that she felt comfortable with the parties meeting and developing plans of action for the school without her having to do so. There was no objection voiced by anyone present that the following should be done immediately: 1) LRSD take a leadership role in the planning and development of the school. 2) The parties need to meet promptly and determine the status of the grant application. 3) The parties need to meet with Ms. Gail Quinn, the grant writer to determine the status of the within the next couple of weeks. 4) The parties need to prepare a new stipulation with timelines included as necessary. The stipulation should not be much different from the original. 5) Joshua, NLRSD and PCSSD should be involved in the planning and development of the school and all related activities. 6) There should be open lines of communications to Joshua, NLRSD, and PCSSD regarding any new developments about the school about. 7) The grant proposal and new stipulation should be submitted to the Court well in advance of December 15th for her approval and other possible recommendations. I / . ~ 0,,tr(1 ~-m 11-/fJtC ~1~clb~~ . # MhhSl~~ ~~~ S' ~ lf9 :/~-p Mltf~~fl ~ 9:wf(U,1i l~ ~ ' I/,' Ob w 1-/ u uu. Sir W-nJ ~( '- jk-t 't/A4 r'v0,/c \u0026lt;ftu-rl /~ - .fifu1t~ ~ N~ ~ - l~ ti l(L -/2 /4- 1w1 tf/,r__, w\nuU,UA- /t::t!. ..e_ - t/lJln\u0026lt;(}u\u0026lt;.\n- (J-/ 5~ gz\nJ ~,.,._,{,!),- - ~--,,l~t\n(t_.r j,!- It~ -- ~ : ajifr\u0026gt;1-'1?\nffrf - ~-rFrPW/ 6] - 11fii.lv1 1s~i~W~J0v- 0$ ft?~ Su ~- ~~ ~ ~ o~~ ')D 7 /J i/4/ fV\\ ~do~~ Ctvt /~/\nt~\nF- s1~ l,t,~ o! ~~ ?17-~~ .____L\nI 7 :i- - Mr. Dick Holbert JOHN A. IUCGS. IV P,0 BOX 1388 LITTLE AOCK, ARKANSA~ 72203 November 25, 1992 Aerospace Education Center P.O. Box 7332 Little Rock, AR 72217 Dear Dick, I appreciate your comments, concerns, and dialog last night at our board meeting. ~ou and the members of the Aerospace Committee should be commended for your dedication to seeking ways to improve our pu~lic schools a.nd community, If only half oft.he parents of our students were as interested in their children's education as your group i~. we would have mo~e resources, fewer problem~, ~nd much better educated kids graduating from our schools. So that there is no rni~tinderstanding on my position on the vote taken last night, I feel it is appropriate this morning to reiterate my feelings on the Aerospace Magnet. Please realize that I speak as John Riggs, patron of the Little Rock Public School District and individual board mnmber and certainly do not speak foi the board a5 a whole. I believe that as I stated last night that the wholP. ided of business and education partnerships are inherently qood for a community. I believe this par Lnership is particularly good for our community because it does meet a business need for qualified employees to fill existing and future jobs, it fills the n~~d of our community for higher paid jobe, and la.::n:ly it al Lt:!1npts to meet the needs of a ~thnically balanced school system. I ~m concerned though abuut the neeJ for additional bri~k and mortar for our school sysL~n1. In my opinion that need ls simply not there. I also will absolutely not support any program no matleL how well intended Lhat will dr~ln resources from our area school~. So where do W8 go from here? I do not bcliHve our school supcrint~ndent 4,~ staff need to spend cxotl.J.i.tant amounts ot time trying to find money to justify this school. I fully expect thern to present to the board whaL reasonable means there are within the school distri~t's bag or tricks that will make this project vi~ble. Our supeL.i.ntendent and staff do not ~r. Dick Holbert ~ovember 25, 1992 E\u0026gt;age 2 have the resources or time to explore other avenues of financing such as lobbying the state legislature or the federal governm~nt for fund~ in ~upport of this endeavor. In my hwnble opinion, we as a school board have put the responsibility for finding innovative sources of funds squarely on your group's back. I believe our school administration will submit two scenarios for funding of this school~ (1) raising the milage rate by a healthy amount\nor (2) closing an cKisting school and draining some resourc9s from area schools. In my opinion nBither of this options is doable. So I ask again, where do we go from here? I would suggest that Mrs. Quinn ask the federal officials what would happen if we slightly changed our grant application and deleted adding a high school and resorted to using for the short term our existing plants. If it would bo possible to mako that slight (in my opinion sinee it has nothing to do with thg quality of aducation) correction after having received this grant, I believe that this proj8ct has more of a chance to be implemented after June 1st. Otherwise, I fear that when all the dust seLtle5 and we see what it will cost to administrate a new high school, the dre~ms of any aerospace program will fade for the foreseeable future. Dick, again I want to thank you for your efforts on behalf of our cchoolc, our community, and especially our kids. A lesser man would have given up long ago, called the dogs, and gone to the house. Let's not lose the dream of tha Aerospace ~ducation Center over issue of brick and mortar~the building and actual locat:.ion wht!rt: these kids are taught means so much less than the concept. Little Rock jr4 cc Dr. Bernd Sincerelr I . I /I // / I ' I _,/\"' ,.,,.-~-i...--- (J ohn\\ A. Riggs, lV P~liq School Doard PO'\u0026amp;! tion 4 Member Little Rock Public Schools Board of Directors \\ . ' , D G 111 S. Bedford St Suite 101 I Burlington, MA 01803 (817) 273-151\u0026amp;4 Fax: (817) 273-0390 901 N. Sttat1 S, Suite 801 Mington, VA 22203 (703) 276-TTO2 Fu: (703) 527-0823 City Naoonal Bank Plaza 606 Wilshire BNd Suite 706 Santa Monica, CA 90401 {310) 394-8599 Fax (310) 394-0034 DEFENSE GROUP INC. Corporate Office: 307 Annandale Road, Falls Church, VA 22042-2400, (703) 532-0802/Fax: (703) 5320806 Mr. Thomas F. McLarty 3 Greenbriar Rd Little Rock Arkansas 72207 Dear Mack\nAnnapolis, Maryland 23 December 1992 This letter has two purposes\nthe first is to thank you for the enormous task you have undertaken for the good of our Country as Chief of Staff to President Clinton. We have recently had several vivid examples of how critical this position is to both the wellbeing of the President and the routine functions of governance. Bill is to be congratulated for his acumen in making this outstanding selection, and you have our very best wishes for the coming years. The second purpose is to follow up on our brief conversation at the National Advisory Board meeting about the Arkansas Aerospace Education Center (AEC). I asked if you felt comfortable that this important project is on track, and you said that you were, given its current support by all involved. We have worked this project very hard here in Washington and have a significant degree of support within the Departments of Education, Transportation (FAA) and Defense (Defense Advanced Research Projects Agency(DARPA)) and at NASA. The AEC is seen as a pilot program that can be used by technology innovators to bring educational techniques and standards up to the requirements of the evolving workplace. These sponsors are, I believe, poised to bring interactive simulation systems, earth terminals for remote aerospace systems and new concepts of learning to Little Rock as the AEC concept develops. While I am certainly less attuned to the commitment of key players there in Little Rock than members of the leadership committee, I have an uncomfortable feeling that this entire project ultimately depends upon the enthusiasm and determined support of the Little Rock School Board and the educational system in Arkansas it represents. In my own discussions with several members of the board, I did not find the commitment necessary to make this program work\nthe issue is not whether or not Little Rock has enough high schools or whether the operating budget five years hence can support an \"An Equal Opportunity Employer\" . ' .. .. ' additional facility, the reality is that the present school system does not provide the education and training young people need to enter the workforce and survive in an increasingly changeable environment. The beauty of the magnet school program at the AEC is that it is not designed for geniuses, who will always find their way, but for a wide spectrum of motivated students, including the disadvantaged, which constitutes the basic resource of the Arkansas aerospace industry. Some of the discussions about the AEC in Washington may have been premature, but they were undertaken at appropriate levels within the Bush administration to avoid any connotation of a porkbarrel project brought here by the transition. The new team thus has a foundation on which to build and important continuity at the \"action officer\" level. The continued help of the Arkansas Congressional delegation should assure that the AEC concept will flourish and can perhaps be extended to meet similar needs elsewhere in our nation. None of this will happen, however, if the Little Rock School Board does not vigorously support the grant application in February to the Department of Education and the approval next June of the building plan. Strong support for the AEC by Dr. Mac Bernd, the School District Superintendent, is particularly critical and it appears, based upon the minutes of a recent meeting, lacking. I know I am catching you on this vital subject at the moment of your departure, but I also know that your stature and deep involvement in a variety of public matters there in Little Rock give your views weight that few others enjoy. Anything you can do to build consensus within the Board for the AEC will be greatly appreciated. Again, best wishes in your new responsibility. William N. Small 2878 Riva Road Annapolis, Maryland 21401 Most sincerely, \\ _-:, \\ \\) , L L W.N. Small LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324 - 2032 DATE TO FROM ~i::::::c SENDER'S PHONE # 5, c/- di/()\nJ__ SUBJECT  ~~SU s~ SixmJnstructins Faz PhD N-,,,, _____ Spud Diat_L--_ FOR DATA PROCESSING OFFICE USE ONLY Transmitted By --------Date _____ Time __ _ R 03191 Fortune favors the P. O.Box 7332  Llctll! Roclc.Atkansu72217 501.371.0331 December 2, 1992 NadonaJ Advisory Board Or. Eddie Anderso~ Col. Walter J. Boyne LL Gen. Benjamin 0 . Davis Geo. Affi-ed G. Hansen Phillip S. Woodruff Hononuy Chairmen Herschel H. Frid.iy MayorSharonM. Priest As you probably know, last Tuesday the Little Rock\n\"'\":'o~P/~kefeller School Board passed a resolution to pursue a $8 million ac   rep eos Federal Magnet School Assistance Grant to fund a  new Litt1eRock5cboolDi tri ctaerospace magnet high school at Adams Field and programs at D,. ci1~:\n\"~~\n,'~B rnd three junior high feeder schools. Campaign Leadership Wllliam H. \u0026amp;wen Or.airman Richard N. Holbert Viu . Chairman Marion B. Burton Prtsidtnt J, Dan Baker J. W. Buddy\" Benafield 0. W:iyne Bennett W'tlllim C. Br.icas Henry A. Broach Rep. !rm.a Hunter Brown F. Taylor Bro\\Vl\"l David M. Clark F~ K. Darngh, Jr. Dennis 0. Davi:s Lee Frazier Charles I!. Harper Sen. Jrry Jw.U E.RayKemp John Lewellen Donn, K. Mel.arty \u0026gt;alldyS. McMath F'reduickJ. Menz ,dwvu M. Penick. Sr. b1lh Remmel ,dgar K. Riddick. Jr. a.mes R. Rodgers .ucicnM.Taillac :harles M. Taylor im Guy Tucker itace Acfvfsory Board Ir. G\u0026lt;raid P. Carr lathan Gordon :Obert A Gordon 'oLAibert Hart tr. William R Pogue ou~ L Ramsay lajor General James A Ryan I. M. ~ wia- Sanerfield,Jr. ol Charles ) . Wax evelopment Counsel On the surface, this resolution brings the concept of the Aerospace Education Center full circle, restoring the original plan for the museum to be built in conjunction with a high school serving grades 10 through 12. We are pleased that the resolution brought the high school facility back to the Adams Field location, and confirmed the commitment of up to $10 million in funds for construction of the school. However, we must also recognize that the project, and our work, is far from over. The Board made clear that there are many unanswered questions, and ut the burden on f nding most o _the answe.rs-OlL.U.S who have worked so hard and so long bringing this project from an ambitious idea to a point _.., where it is one step away from reality. Let us not b misle -- this last step is a long and difficult one.  -To k:eep. the progress toward construction of the Aerospace Education Center moving forward, we had compromised with the school administration to place the aerospace high school programs in an existing school and to change the plans for the on-site facility from a high school to a junior high. This was done to address one of the primary obstacles to moving the grant application (and thus the entire project) forward, namely the shortage of space in junior high schools in the District . However, the Board failed to accept the recommendation of the administration, and as an alternative voted four to two to pursue the Federal Grant application for the on-site facility as a senior high school. While we are pleased with the ultimate vote to restore the visionary concept of the Aerospace Education Center, many facts became clear during Tuesday's meeting. First and foremost, the Superintendent and a majority of Board members feel that they are under no obligation to follow through with the commitment to fund the $6 million . _construction cost of the aerospace high school facility, as passed by the voters in the 1990 millage election. While the Board members are unquestionably supportive of the concept of the Aerospace Education Center, they do not feel, as we do, that the voters mandated the construction of the aerospace high school. This is fundamental to understanding the perspective which the Board members and Dr. Bernd have toward this project. Much of our effort to date, including the assistance we have provided toward the Federal Magnet School Grant process, has been based on our resumption of this commitment. 'Ihe Board's actions last week made it clear tha e aerospace sc ool, in whatever form, must again prove its viability. Secondly, it is clear that some Board members fail to see the broader vision of excellence in education that the Aerospace Education Center represents, and see it as a competing interest which will only siphon resources away from what they see as higher priorities. This view of the community as \"competing interests\" is one of the major obstacles to creating any broad-based endeavor such as the AEC. Fortunately, we are confident that a majority of Board members do not fall in~o this category. However, ] we must be vigilant about this attitude, which could manifest in such actions as playing one school or one group (e.g~, teachers, parents from other schools) against another during budget deliberations. The Board and Administration is properly concerned about pending budget deficits, and is frightened by any activity which could adversely affect this problem. While they can clearly see (and identify) any potential cost associated with the aerospace magnet, they fail to fully realize its potential for obtaining new revenues which would positively affect the District's financial picture, including the Federal Magnet School Grant. Finally, the Board acknowledged that another millage election would soon be necessary. Previously, we were asked to support a millage because the construction funds for the aerospace magnet were included, and we worked tirelessly for its successful passage. We are now in a situation whereby the administration and the Board could require that we support yet another millage increase to fund the operations of the aerospace magnet. Although, requiring that we support an additional increase in order for the District to pursue the aerospace magnet is tantamount to asking for us to pay for something twice, it is a possibility that we must consider. Following the successful 1990 millage campaign, we were told that the funds were available for construction of the aerospace school. We set forth to meet our goal of $6.5 million for construction of the museum, and we are now within about $1 million of completing that campaign. As we drew near meeting our obligation, the District pointed out that they did not have operational funds for the school. Following the disastrous application f or _u4 J(J ct,.. rk(.I.H ~ I I 'l c I I u the Federal Magnet School Grant in 1991, we agreed to pay (through the g~nerosity of the Winthrop Rockefeller Foundation) for a qualified outside consultant (Gail Quinn) to write the 1992 grant application. The plan that Ms. Quinn developed in conjunction with the District's professional staff would provide for Federal funds to completely equip the aerospace high school and three junior highs with computers and other needs, and pay for the -training and salaries of the teachers for two years. Now, the District has charged us with the additional burden of either3,1 providing or identifying the source of funding for five years following the school's opening. Obviously, this is a serious obstacle to our efforts, an makes it clear that unless we make every effort to convince or compel them, pthaer tnDeirssthriipc.t can't, or won't, live up to their financial obligations to this In the past, you have given great assistance in bringing the Aerospace Education Center to existence. Now, we must c~ll er. you again not only fo~ advice as to how we should proceed, but to ask you to become more personally involved in whatever course we may take. ~ Your dedication to this project of your time and financial resources is deeply appreciated. Now we are moving into the final phase of the Center's dinevvoellvoepmmeenntt.. Critical decisions mu~ be made, and we want  and need your We have scheduled a meeting of \u0026lt;11ir Campaign Leadership for Friday, Di\nzember 11th at 10:30 a.m.in tn,z 4th floor board room of the First \u0026lt;tommercial Bank Building, C~ol and Broadway Streets in Little Rock. Your kttendence at this impo~t meeting can be confirmed by calling Catherine Johnson at 371-03,J- 1\\t the meeting, we will discuss our options, and the ~~~$- -we 11\\US.t--take to ensure that this vital project continues to move For mucb 'of our campaign, we have been patient with the Little Rock School Distrii(:t' s Qa.Ssiye role in these e\"grts~ Now, we must -t..a.ke. a ~\"!_uch .\ni\nere actl.Jl~.le to ensure that our dream of excellence in education i1, Arkansas wil.ll. t\nvthta co 'pass. forwaPrdl etaos es heeakineg eyvoeur yt heefnf.o rt to attend the meeting on December ilth, I look RNH/IJlj Sincerely, Richard N. Holbert Vice Chairman Aerospace Education Center 7 r MEMO TO: FROM: DATE: RE: Aerospace Education Campaign Leadership Catherine Johnson December 14, 1992 AEC December 11, 1992 Meeting Minutes Attending: Guests: Wayne Bennett F. Taylor Brown Marion Burton Nathaniel Curtis - Nathaniel Curtis Riddick \u0026amp; Heiple Jim Dailey -LR Vice Mayor Seth Ward LR Airport Commission Dr. Joe Calhoun Rev. Hero Donovan Bob Gordon Dennis Glasgow -LR School District Science Supervisor Willie Hamilton - LRSD Board Charles Harper Richard N. Holbert E.RayKemp John Lewellen Fred Menz Ed Penick, Sr. Ruth Remmel -~ . - , Ed Riddick -Twig Satterfield Charles M. Taylor II. Update on Recent Developments with Little Rock School District Robert Wilson LR Airport Commission Richard N. Holbert AEC Vice-Chairman _ ____________ ... - Mr. Holbert opened the meeting by stressing that the purpose of this and subsequent meetings was intense feedback. Beginning with the LRSD Resolution he outlined the points contained therein, noting the conditional terms for District commitment and support: 1. The $10 million allocated for construction, 2. Approval by the US District Court of the plan, and - 3. The AEC generate operating funds for the school for 5 years. Holbert defined operating funds as those costs incremental to running a high school, noting that a similar school would cost $4.5 million annually, but because this is a magnet school the costs would be off-set by \"M to M\" rransfer funds, grant monies and st.ate rurnback funds available for students outside the LRSD. Holbert also noted that according to the resolution, funding for the first year would be covered by the grant since the only grade would be the 10th. In 1995, funding should still not present a problem as only the 10th and 11th grades would be operational. By 1996, the full pipeline however, would require funding as grades 10-12 would be operational. The resolution, he noted, does not address the larger issue of what the district's \"needs\" are as verbally expressed in the November 24 LRSD Board meeting . Holbert said that between now and next June it is critical to instill in the LRSD Board members' minds exactly what the AE school vision TiiVmVes, it's goals and specific detm.itions of e motivating programs ffiat will be offered. \"If the program is successful,\" he said\" it will be the fore-runner for more public and private partnerships in the community, creating new sources of revenue and support for the District. Howev~r, if it is successful, it may require more \"Brick and Morta( after all.\" He further noted that if the District does not proceed with the AEC plans, even though District officials may operate the district properly, they will still be left with the same old district, one that shows gradual, inevitable deterioration. Holbert noted that over the last five years the LRSD lost over 1,000 students, while surrounding schools, both public and private, gained in attendance. In order to increase commitment and enthusiasm among the LRSD Board, Holbert suggested the AEC Leadership develop a strategy, and he proposed the following options: 1. Change the message to the LRSD Board: There is a certain probability that litigattt]on may force all members of the LRSD Board to sit in a special election between now and June of 93. Sourcing five years of funding may not become that big of an issue with the Board if new Board members are elected. 2. Find the Money: With Bill Clinton - an advocate of the AEC School/Museum - in the White House, there is greater probablility than ever before that the facility can be designated as a National Aerospace Education Center or Demonstration Project If that occurs, not only could the facility be eligible for operating expenses, but cost of equipment, construction costs and museum operating expenses. Congress could approve appropriations for the project, but likely not before October 1993. Keep in mind that our project timeline is June of 1993. Having Congress approve such appropriations is not unusual, Holbert explained, noting that a similar 16:06 '0'501 324 2032 I. R School Dist  DOM i4J 006 / 009 $20 million request was before FAA Director of Aviation Phil Woodruff last week, and that Senator Dale Bumpers just last year procured $2.5 million for an Aviation Science Building at Henderson State University in Arkadelphia, Arkansas. 3. Charter School concept: Minnesota recently passed a statute funding charter schools - hybrids between public and private schools with classes and criteria to meet public education standards and operations managed by private sectors. Holbert said there is hope that legislation will be drafted for presentation to the State Legislature in January that wil allow the AEC to operate the school itself. This holds particular appeal if the LRSD Board does not show enthusiasm and commitment to the project, provided that the AEC can raise the money. He urged the AEC to consider enacting some sort of mechanism to put this concept of a charter school into effect - if the School District won't embrace the project John Lewellen pointed out that the scope of the desegregation impact should be broadened to a statewide level Marion Burton echoed that thought, saying that what has not yet occurred to the LRSD is the impact this school would have on desegregation. Burton also emphasized that while the AEC Leadership believes the concept of aviation courses is advantageous, there is a larger reaon he and every other member is all involved in the project. That is to correct the number one obstacle to continued economic development in the community - the reputation of the Little Rock School District. Lewellen responded by urging all present to make it clear to the LRSD Board that this school~a mechanism that will greatly impact desegregation. LRSD Board , member .W.illie. Hamilton_agreed.thal.the_primary .value of this project.is..the impactit...will.hal'.e __ _ on desegregation and he believes it is important to push that point  Ill. Status Report Richard N. Holbert Requirements for LRSD Grant Application to US Dept of Education Holbert explained that because the Federal Guidelines were received late, the deadlinefor the grant application was extended to February 1, 1993, which gives the AEC and LRSD time to finetune the grant request He stated that Catherine Johnson and Gail Quinn are traveling to Washington DC this week to meet with the Department of Education in the first of several reviews on the grant Holbert reminded the AEC that the US District Court must also approve the application, as well as all parties involved the the lawsuit Ann Brown of the Office of Desegregation Monitoring has kept Judge Webber Wright abreast of the progress and all looks positive. Holbert noted one concern he has addressed with Mac Bernd, LRSD Superintendent - that if and when the US Department of Education calls the District offices seeking clarification on a particular passage in the grant application, an unimpressed, uninformed representative answers the call, the entire project could go down the drain. Holbert has encouraged Bernd to make certain that any such call is channeled to an advocate of the project - someone who shows enthusiasm and has a working knowledge of the project Holbert reiterated that a real champion for the school must be found within the District He said it is as though the District invited the AEC Leadership and AAHS to participate in...thfilgame, to plan to include a school with the planned museum. Then, when the AEC' s friend within the District (Reville) was unfortunately killed, the District began to change it's tune - acting as though the AEC was pushing the concept~ forgetting that it was the District who had reached out to the AEC and AAHS.  IV. Formation of LRSD Task Force Richard N. Holbert Holbert informed the AEC that he had sent out a letter to Bernd and the LRSD Board informing them that a Task Force is being formed to focus on the common issues relative to the creation of the Aerospace Magnet high school. The Task Force will be comprised of members of the following: V. 1. 2. 3. 4. 5. Office of Desegregation Mouitor Litigants to the Pulaski County Desegregation Case Representatives of the City of Little Rock, State of Arkansas, and LR Airport Commission Arkansas Aviation Historical Society Museum Committee Little Rock School District Superintendent Fundraising Report Ed Penick, Sr. Chairman  Capital Campaign Committee Penick noted that funds raised to date total $5,443,756.00 against the $6.5 million needed. However, he reminded the Board, that money must be raised that the April 13, 1993 in order to receive $500,000 challenge grant from the Mabee Foundation. Although that deadline may be extended, he noted that this leaves little time to complete the fundraising. He urged the  12 / 28 / 92 16:08 '5'501 324 2032 LR School Dist  ODM ~ 007 / 009 AEC members to sign up for the Capital Campaign committee to raise the funds, or to forward names of foundations not yet solicited. He asked that any such suggestions be forwarded quickly as many foundations meet on a quarterly basis, and we need to get a request in before the first quarter of 1993 passes. Penick said he favors the solicitation of major gifts rather than the timeconsuming task of randomly seeking $1,000 gifts- although if some such requests are in the works, don't tum them down! Penick reported that the Kresge Foundation had declined the AEC request, but added that Catherine plans to meet in Washington DC with contacts for foundations applicable to the AEC project. He further suggested that many local requests for major gifts remain at a \"no response\" stage. He said those contacts will be approached again soon. VI. Architecture Marion Burton Program Building Design Chairman - Architecture Committee Mr. Furton reported that the Architecture Committee had already had a number of meetings and discussions incorporating ideas into the ultimate design. Thankfully, he noted, now.that the LRSD has decided on a high school facility, the roadblock has been opened and the architects can focus on an appropriate design. Mr. Nathaniel Curtis of Nathaniel Curtis, Riddick and Heiple reported that a December 10th meeting on architecture resulted in d.\"awings that will allow for very reasonable cost estimates. Mr. Riddick expressed, however, a strong need to . receive input from LRSD on building-classroom use so as to detail the design plans. \"Right now,\".hCsSaid~'-our.knowl.ajge.,af. what n~_t9.be there consists_Q( ~tio_n fro~.!..._,__-- ___ _ schools and Gail Quinn, but every school's architecture needs spccializea input, and we need an  opportunity to meet with school district people on detail and design - not just on philosophy.\" He noted that the museum portion of the design has received a wealth of input and very exciting plans are developing, however, the architects must have the plans for the school done, bids in and pricing by June of 1993 in order to make the 1994 deadline. Board Member Hamilton said even though the School Board suffers from lack of enthusiasm , the recent job descriptions handed out at the District should alleviate the some of that. These job descriptions related to concerns of District staff, and Hamilton said he now believes the AEC will see improved results due to these definitions. Dennis Glasgow, Supervisor of Sciences at the district offered this explanation\nthat a lack of enthusiasm on the part of LRSD personnel may be due to lack of knowledge and involvement, saying that the information regarding AEC has not filtered down past the superintendent. He noted that he, too, attended the December 10 architecture meeting and retu.-ned to his staff with ideas on what needs are, and what courses could be offered in specific technology and arts\ni.e. if no competitive sports will be offered at the school, an alternative physical education program can be devised. Glasgow reported that Doug Eaton, the main contact inside the District for the architects, is most anxious to become involved in building design. He stated now that the high school bas been identified as the focus project, the LRSD staff will increase their production and input. Holbert noted that in the past the AEC Leadership bad offered to meet with various school district personnel to bring them up to speed and instill enthusiasm, however those offers were rebuffed. He said that maybe now is the time to try again, particularly since Bernd told Holbert after the November 24th Board meeting that he (Bernd) now felt as though he had his \"marching orders\" from the Board members. Riddick followed this thought by offering to Glasgow and Hamilton to host meetings for LRSD staff to discuss ideas, review presentations, and to notify the LRSD in general of meetings open for their attendance. Holbert underscored this idea of amplified input by saying the full AEC Leadership and appropriate LRSD parties will be given notice regarding Col. Walter Boyne's meeting on December 18, 1992 with the architects on exhibit structure and design (see irem X on Page 4 ). Further, he told Hamilton and Glasgow, when the LRSD holds meetings on other topics relating to the AEC project, i.e. curriculum discussions, the AEC would gladly send a representative so as to arrive at decision via a collaborative process. Mr. Curtis advised the AEC that recent conversations had been conducted with Dr. Bobby Roberts of the Central Arkansas Library System regarding the library construction. Glasgow noted that the library and its capabilities were of particular interest as the proposed curriculum called for a number of classes to meet in the library. Riddick reported that particularly with possible millage elections for the library system in the near future, a very real possibility existed that the city could operate the library, paying for it's costs. He warned that there would be considerable obstacles to cross before this occurred, but that it was doable. Marion Burton echoed that belief, adding that as the AEC library would serve three aspects - school library, public library and an archival library - the entire facility could be a great asset to the library system. Additionally for the library, Holbert reported plans are being laid to acquire artifacts and archives from Bell Aircraft, an exciting supplement to the already impressive collection being VIL Public Relations Effort Marion Burton Marion Bunon noted a vast blank exists under the Public Relations Committee on the Organization Chan for Committee Assignments. He urged anyone interested to volunteer for this imponant aspect of the campaign. He explained that this committee must bring professional educators (LRSD) and the general public up to speed on the Aerospace. school and museum. He offered that should anyone know of someone to chair this committee, to forward the name quickly as this committee's work will be imperative. vm. F. Taylor Brown, Chairman Procurement/Exhibit Design Museum of Aviation History Taylor Brown announced that he had volunteered to chair the committee to review the IMAX proposal and exhibit acquisitions. He said that Col. Walter Boyne and his vast knowledge of the Smithsonian exhibits and Admiral William Small's Naval museum knowledge would allow for great input, but Taylor also desires other contacts to be identified as sources for procurement. He further asked for volunteers and names of people locally who aren't afraid to get their hands dirty to work with him on this assignment Reg~g the!MAX~ Br~~-\naidth--\ni itsh~uldbe -a major pan of the Ac~space ficllliy'asTt'-\"---\u0026gt; ~,-----will be a big attraction, and the charge for viewing of the IMAX presentation will provide operating funds. He announced that a letter of intent will soon be signed with the IMAX manufacturers to lock in 1992 costs, yet it will not prohibit the AEC to back out of the deal should something go wrong. IX. Committee Structures Richard N. Holbert Holbert closed by noting that there are a lot of blanks on the Committee Assignment chart, and that tremendous work must be done between now and June. He urged everyone to identify an area in which they could assist and notify either the committee chairman or him, and then - roll up their sleeves. X. Mark Your Calendar5 The Architecture Committee meeting with Col. Walter Boyne on Exhibit Design is open to all interested parties. It is scheduled for Friday, December 18th at 1:30 p.m. in the offices of Nathaniel Curtis, Riddick and Heiple, 1600 First Commercial Bank Building at Capitol and Broadway Streets in Little Rock. Campaign Leadership Committee Assignments Aerospace Education Center r .., .., / National \"'I Honorary Chairmen Chairman Advisory Board 1 Herschel Friday William H. Bowen Dr. Eddie Anden\no~ Jack Stephens Col. Walter J. Boyn'e Win Rockefeller Lt. Gen. Benjamin 0. Davis '- Mayor Sharon Priest Gen. Alfred G. Hanr.en / \"'I Admiral William N. Small r State Advisory Board \"\" Vice Chairman Phillip S. Woodrutlf Richard N. Holben '-. Dr. Gerald P. Carr Hon. Nathan Gordon \\..\nRoben A. Gordon r '\\ 'I Dr. William R. Pogue Campaign Louis L. Ramsay Counsel \\ Ma~ -Gen. James A.:Piean Catherine Johnson i '- M. . \"Twig\" Sane 1eld \\.. ~ ,I.----'--- ., ' I ' I I I I ' / r \" 1 Capital .., r \"' r \" r .., r \"'I LRSD Little Rock Government Public Architecture Procurement Administration School Board ,campaign Funding Relations Chairman Chairman Chairman Chairman Chairman Chairman chairman Richard N. Holben Richard N. Holben Ed Penick, Sr. Catherine Johnson (interim) Marion Burton F. Taylor Brown Charles Harper Sen. Jerry Jewell Marion Burton RuthR..\"llllllel Rep. Irma Brown F.dRiddick Adm. Bill Small Carter Burwell Henry Broach Lucien Taillac Win Rockefeller Ge. Wm. Smith Rep. Irma Brown Caner Burwell Wayne Benneu Buddy Benafield Bobby Roberts Sid Wilson Herb Donovan Louis Ramsay Donna McLany Ruth Remmel Fr'ed Menz Sen. Jerry Jewell Frank White Jim Dailey Herschel Friday Bob Gordon Twilg J. Dan Baker sa1terfielc E.RayKemp i\n\\.. \\.. \\.. '-. '-. \\.. \\.. 1, I r \" Exhibit Design Chainnan F. Taylor Brown Bill Bracas Walter J. Boyne Bob Diffee Fred Menz Twig Satterfielc Dr. Joe Calhoun \\.. .... \"' \" \"0\"0 \"' ' \"\" a, ~ \"0 ' .\"0. \", \"\" r \"' \"Cl' :,- 0 .0.. . .0. . \"r't 0 0 \"' I] 0 0 \"'-' 0 0 \"' DEC-30-92 WED 11:58 US Disl Cl Lillie Rock FAX NO. 5013246096 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, VS, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT KO. 1, ET AL., MRS. LORENE JOSHUA, ET AL,, MRS, KATHERINE KNIGHT, ET AL,, 0 R.D E_R P. 02 PLAINTIFF, DEFKNDA~\"I'S , INTERVENORS , INTERVENORS. Following telephone notice to counsel, a heartng is hereby scheduled for 9:30 a.m. on Monday, January 25, 1993, One issue to be addressed at the hearing is the Little Rock School District's ,----aerospace magn~ t~ppl ication. This Court's Order of May 1, 1992 rejected an earlier proposal to modify the settlement plan to eliminate language concerning the possible construction of a new junior high in the district, The Court, it that order, directed that the \"parties conduct a careful review of j1.mior high capacity and its immediate and long term impact on programmatic needs and/or intradistrict and M-to-M needs,\" Because of its interrelatedness to the aerospace magnet application, the second issue to be addressed at the hearing is the results of the study conducted pursuant to that Order. The parties are directed to provide the Court and the Federal ~ Honi tor with copies of the propos~appl ica.tion and the results of the junior high school study, together with copies of other DEC-30-92 WED 11:59 US Dist Ct Little Rock FAX NO. 5013246096 P. 03 proposed exhibits for the hearing and any briefs they feel are necessary, on or before 12:00 noon on Friday, January 15, 1993. It is so ordered this ____ _ day of December, 1992, United States District Judg= From : QUALITY CON ECTiml =ERVICES PHOl!E No. : 310 598 6773 FAX# Gail Quinn Quality Connection Services 5171 Lampson Ave. Los Alrunitos, CA 90720 Phone \u0026amp; FAX (310) 598-6773 Signed: ... ~ Jan.22 1993 6:25AM P0l From : QUALITY CONNECTIOl'-1 SERVICES PHOl'-IE No. 310 598 6773 Jan.22 1993 6:26AM P02 I. Background Information A. Greater Metropolitan Little Rock Gre.ater Little Rock')\nfuur 1.,\nounty Metropolitan Statistical area (MSA) is the center of the second fastest growing rei\niun ln the United States. Today with a metropolitan area spanning a seventy-mile radius, Greater Little Rock MSA is home to over 513,000 people. Jn the last quarter century, the Greater Little Rock MSA has almost doubled its population - approaching 1,200,000. North Little Rock, lhe third largest community with a population of 62,000, nnd Little Rock are separated by the Arkansas River in Pulaski County. Twenty-seven percent of the MSA 's population is under 18 years of age. Forty-four percent of the population is within the 18-44 ag~ range. According to the 1990 Census, the population was cent black, percent white. Little Rock's central location places it within 550 miles of forty percent of the United States buying JX)Wer and population. The $1.3 billion dollar Arkansas Navigation System, one of the nation's largest water development projects, is a 445 mile waterway providing year-round access to ports on the Arkansas River from the Mississippi River to Tulsa, Oklahoma. The 1,500 acre port with its industrial harbor Foreign Trade Zone - 14. and the United States Customs Port of Entry are indication of the increasing importance of Little Rock's linkage to ports worldwide. All are in close proximity to Adams Field, Little Rock's airport. The city's rich mixture of historic architecture and new development is attracting new residents. Little Rock is seeing growth and revitalization unparalleled in the city's history. Little Rock is on the move. Fueling this revitalization are the aerospace industries, the Arkansas Aviation Historical Society, the Governor's Aerospace Task Force, and institutions of higher education. Some of the world's most successful aerospace companies are located here: McDonnell Douglas, Rohr Inc., Arkansas Aerospace (a subsidiary of British Aerospace), Falcon Jet owned by French-based Avions Dassault Brequet Aviation, MidCoast, and Central Flying Service. Numerous private and corporate aircraft dealers such as Aero-Commander, Piper, Beechcraft, and Cessna have facilities at 01e Little Rock Regional Airport. Little Rock Airforce Base is home to the largest C-130 aircraft training facility in the world. A number of major educational institutions serve Little Rock's MSA, By far, the largest of U1csc is the University of Arkansas at Little Rock (UALR), enrolling more than 11,000 students in seventy-five undergraduate and forty-two graduate degree programs including Associate, Bachelor and Ma)\nters of Science Degrees in Engineering Technology. The Graduate Institute of Technology (GIT) housed in the new Engineering Technology Center offers course~ in mechanical, computer science, electrical and manufacturing engineering. Industries utilize GIT facilities for advanced research and graduate study. In 1991, the Arkansas Space Grant Consortium, under the leadership of GIT al UALR, received a four-year tl\"'d.ining grant From : QUALI TY CClt EC T IO~I '3ERl.) I CES PHONE No. 310 598 6773 Jan. 22 1993 6 :32AM PHJ from the NASA National Space Grant College and Fellowship program. The primary purpose of the progrnm is to educate and familiaru.e faculty and undergraduate and graduate srudent.s with aero~pacc fundamentals and NASA's research programs and opportunities. A secotldary objective is to motivate K-12 students to excel in math and science courses necessary for entrance into aerospace prognum\nat the universities and high tech positions in industry. Henderson University, in coordination with Ceut.rn.l Flying Service, conducts one of the few aviation degree programs in the nation. The University's Department of Aviation provides four-year programs in Airway Science.Management, Airway Computer Science, I\u0026gt;rofessiona1 Pilot, and Aircraft Systems Management The Arkansas Aviation Historical Society serves the entire state as the focal for the involvement of Arkansas' aerospace industries in community affairs, education, and economic development. In 1989, the Society, executives of aerospace companies, the Little Rock School District, and UALR came together to form the Aerospace Education Center (',ampaign Leadership and plan an Aerospace Education Center. As the architect's drawing illustrates, the Center combines a museum of aviation history with an Aerospace Technology Magnet High School on a 19.8 acre tract at the Little Rock Regional Airport adjacent to the main terminal, Falcon Jet. and Arkansas Aerospace. The facility will cover 200,000 square feet, including common areas used by both the museum and high school such as the library, cafeteria, and the auditorium. Part of the upper level of the museum will function as an educational resource for adult programs, and outreach for schools, state and nationwide through a satellite television uplink provided by the Arkansas Electric Cooperatives. The most comprehensive and largest technical and historical aviation and aerospace library collection outside of the Smithsonian's National Air and Space Museum was acquired for the Arkansas Museum of Aviation History. Virtually every civil and military aircraft, rotocraft, and spaceship designed and constructed throughout the world is represented in the collection by teclmical specifications, photographs, and historical descriptive information. There are well over 5,000 books, 50,000 journals, 200,000 photographs and transparencies, hundreds ofrare collectable items signed by famous pilots and aviation personalities, original paintings, scale aircraft models, and unique aircraft parts. The Society has raised over 5.4 million dollars in gifts and pledges for construction of the aviation history museum. 111e Little Rock School District has budgeted six million dollars for the construction of the Aerospace Technology Magnet High School from funds approved by voters at a property tax election in 1990. The Aerospace Education Center Campaign Leadership believes that Greater 1.ittle Rock's future rests on the vit.tlity of its public education system. At all levels of the public education system, educators and industry must develop programs which give students the k-nowledgc and skills that enable them to reach their full potential. While the Center will prepare students for aerospace careers, it will also focus the Central Arkansas community on commitment to excellence in e.ducation. 2 From: QUALITY CONNECTIOH SERVICES PHOHE No. 310 598 6773 Jar, . 22 1993 6: 31AM P0'3 @ ~15/185 @\n.la114 I @0/Y\\if @ ?--? B. School Districts in Pulaski County There are three school districts in Pulaski County - Little Rock, Pulaski County and North P ,, Little Rock- all of which are o~ti11g court-ordered desegregation plans. Because stttdent.s from these districts will be allowed to partlcipate in U1e Aerospace Technology Magnet Program, each of these districts will be describe\u0026lt;l below. The map on the opposite page shows the three school clistrict.11. l. I .ittle Rock School District The Little Rock School District, which wm opetate the lnterdistrict Aerospace Tech,1olosy Program, encompasses an area in excess of 100 square miles and is the largest. school district in the state in termA. of enrollment. Enrollment in the s~ools has increased frorfP2.5,856 pupils in October 1990 t~6.212 pupils in October of 1992. rhis increase has occurred at the junior and senior high levels and with the black student enrollment. The percent of black student population exceeds the District 64% average in grades 5 - 9. The highest percent black student enrollment is 69% in grade 8. Of the District's 50 schools, 36 enroll pre-kindergarten or kindergarten through grade 6 students, eight enroll grades 7 through 9 students, and five enroll grade 10 through 12 students.* Educational program/ school choices include Incentive Schools, intcrdistrict magnet schools for students in grades K-12, and elementary area schools. Chart A outlines the number and type of school programs. The text below Chart A defines each type of school and the rationale for selecting certain schools in this project Chart A - The Oraanlzatlonal Plan for Little Rock School Type School and/or Elementary, Junior High, High Sc:hool, Edusa1tfQ0 Pr~gram gr.ades@~~K\n~ K-6 SHiHjH 7 ~-9 . g[l:!~H lOlZ a) Area Schools 5 2 b) Incentive SchOols 7 NIA N/A c) lnterdistrict Magnet Schools @6 3 3 d) lnterdlstrlct Nonmagnet Schools 1 NIA N/A Total 36 8 5 a) Area Schools - Elementary schools which have a defined attendance zone arc called Area Schools. Dach Area School feeds into a panicular junior high and senior high school. The instructional program focuses on language arts, mathematics, science, and ~!~JiU~~iri~~~so~l~i!t We1[h1!}[!Jflml1 nnmr nf mnn mm ~n~nnl~ ~m \"'The unaccounted for school is the Metropolitan Vo-Tech Centec @s 3 M\"' ~,\nt l }r ,) I From : QUAL! TY COi 1NECTI mi SERIJ ICES PHCll'-1E No. 310 5'38 67-:'3 Jan. 22 1993 6 :30AM P08 b) In~ntiye Schools - Incentive Schools are Pre-K-Gmde 6 elementary schools locate.d ~thin the imme\u0026lt;Uate downtown area. The pcrccnl Black student enrollment for Jncentiw Schools ranges from 69% to 97%. These schools re\u0026lt;:eivc a\u0026lt;l\u0026lt;litional financial resources to provide te.acher-student ratio 1 :20, adililional instructional aides, permanent substitute teachers, and extended day-week-year learning oppurlunilies. An individual ICM1ing plan is developed for each student based on disU-ict K-6 core curriculum. Computetassisted instruction, a student homework hotline, a parenting skills center, and a program for tour-year olds are additional features that distinguish incentive from area elementary schools. c) Interdisajct MMoet Schools - As Chart A illustrates, interdistrict magnet schools have been established at all three school levels - elementary, junior high, and senior high. Although operated by the Little Rock School District, students from North Little Rock School District and Pulaski County Special Sch9Al District (PCSSJ)are eligible for enrollment in accordance with the desegregation pJ_a.W,f,A.11 interdistrict magnet schools are raciall~ balanced within the acceptable range o/635-~9 percent black to 41-45 percent white. )As Chart A illustrates, there are twelve interdistrict magnet schools. These schools provide, in addition to the regular core program, coursework based on a special curricular theme. The desegregation section found on page 8 further describes the purpose and thematic focus for these schools. d) Interdistrict Nonma~net Schools - This is an elementary school open to students who live in the attendance zone for Romine and PCSSD students who are eligible for a majority to minority (M to M) transfer. The school offers a special emphasis on computer science and the basic skills. 2. Pulaski County Spedal School District (PCSSD) PCSSD is comprised of24 elementary schools:7 junior high schools, and 6 high schools. In October 1992, these schools reported a total enrollment of 21,633 pupils and a racial composition of 28% black and 72% white which exceeds the court approved 60-40 range of either race. Three of the district's 24 elementary schools were established by the court order to aid desegregation. PCSSD recruits LRSD black students tor its magnet schools and promotes other voluntary majority to minority interdistrict transfers. Enrollment data indicates a one percent black increase each year since October 1990. '\u0026gt;f:' I 3. North Little Rock School District (NLRSD) In contrast to the Little Rock and Pulaski County School Districts, North Little Rock's studt!nt enrollment is composed of 8,545 pupils in If elementary schools and DJ secondary scho~ls. The percent black figures indicate a five percent increase over the past five years and a 48% black, 52% white ratio in October 1992. The NLRSD black/white ratio is approaching the i goal of 50% black / white. From QUALi TY CC r- -::CT I IJH SERVICES PHIJHE Ho. 310 598 6773 C . Interdistrict Aerospace Technology Magnet. Program Jan.22 1993 6:30AM P07 (. The project will establish o. new grade 7 through grade 12 interdistrict magnet program in four , schools of the LRSD. Three schools are junior high schools which exceed the 64 percent districtv..ide average for black students. These schools will begin program implementation in the first project year. The otJ1er school is the new Aerospace Magnet High School which will open the second project year. Because the Federal Magnet Schools Assistance Program funds a two-year project period, this magnet will operate in grades 7 through 9 of the three junior high schools both project years and in grade 10 of the new Aerospace Magnet High School the second project year. In subsequent non-federal project years, the LRSD will operate the program in grades 7 -10 as well as add the grade 11 portion of the program in 1995-96, and the grade 12 portion of the program in 1996-97. Full program implementation will therefore be achieved in 1996-97. In 1996-97 the Aerospace Magnet High School grade 10 - 12 enrollment will be at capacity which is 1321 pupils. The magnet enrollment will be composed of 1) white students recn1ited from North Little Rock School District, Pulaski County Special School District, and private schools in Pulaski County, 2) black students enrolled in the LRSD aerospace magnet junior high schools 3) white students enrolled in the aerospace magnet junior high schools\nand a limited number of white students from other LRSD junior high schools provided the school's racial balance is betweea'6o percent and 40 percent of either race and the withdrawal of these students does not negatively effect the range of balance. 5 !) From QUALITY CONNECTION 3ERIJICES PHONE No. 310 598 6773 Jan.22 1993 6:29AM P06 The breakdown in enrollment is illustrated below. Recruitr.11 prlnnuil) from NLRSD nnd PCSSD  520 e\u0026lt;ade 7-9 white StlldCOL\u0026lt;\n1NC0~1ING R1ir.r11lted prinu1rily from Within LRSl.l  ?A I grade 7-9 bl11ck ~t11dMt1\nin Cloverdale, Forc~t H\\:i.11hts, Southw\n,f\u0026lt;t  20 gl'!lde 7-9 LRSD white Rh1dent11 Suhtotxl: ................ ........... ............ .. .................. .............. .......... .................... ..... 1321 maiinet sn1dents CONTINUING to grade JO  264 hleck sn1dent11  176 white 1,ti1dent1\nSubtotal: ........................................ , .... ....................... .................... .................... 440 mttgnlf 1\u0026lt;tndent1. Total for Aerosp1t\u0026lt;(, M11gnct in 1994-9:-: , ........................................... 176] students D . lnterdistrict Measures and Intradistrict. Desegregation The only ima~ that some people have of Little Rock is based on Governor Orval Faubus' defiance in 1951 of a federal mandate to desegregate Central High School. In Cooper v. Aaron the Supreme Court stated that \"public opposition in the Little Rock School District to desegregation of the races, no matter how deeply entrenched, could not be allowed to interfere with the full realiwtion of the constitutional rights of black citizens.\" In 1982, twenty-four years after LRSD had been ordered to desegregate, the Little Rock School District bought suit against the other two school districts in Pulasl\u0026lt;l County (NLRSJ) and PCSSD) claiming that these districts had committed intcrdistr.ict constitutional violations. The suit sought consolidation of the three districts. The courtc\nheld that int.crdistrict constitutional violations had occurred and must be remedied, but refused to order consolidation. Eventually, the parties, including the other two school districts in Pulaski ('.ounty and the State of Arkansas, agreed to settle the case. TI1ey submitted to the District Court four comprehensive agreements covering both interdistrict desegregation measures - agreements referred to by the parties as the \"settlement plans.\" TI1ey also submitted a separate, but related document in which the State of Arkansas is to provide funding for various aspects of the desegregation remedy. 6 From QUALi TY CONNECT I ON SERV ICES PHONE No. 310 5'38 6773 Jan. 22 1993 6 :28AM P05 ,, ' ' 1. Tht= LRSD DescJ?\nre~ntion Settlement) Plain (1989) The LRSD intradistrict plan prom for the Jnccnlive Schools dcscrlbcd below Chait A on page . Specifically, it designated the schools will receive compensatory-education programs and two times the level of funding for six years. The plan includes \u0026lt;ldailed and volumous de.scription of the kinds of programs that would take place at the Jncent1ve Schook A salient feature of these schools is a maximum effective st:udent-tc.achcr ratio of twenty to one. ~., Twenty-two of th~ twenty-three remaining elementary schools \\'{,ere projec to have student ratios of between 50 and 62 percent black. The other elementary schoo1, Romine, , oul be an interdistrict school. Any white student ~ elect to attend an Incentive School, and a black student living in an Incentive School attendance area cotM pt to attend one of the other 22 elementary schools. 2. lntcrdistrict Dtisegregation Plan The lnterdistrict Desegregation Plan is designed to achieve racial balance in the schools and districts of Little Rock, North Little Rock, and Pulaski County Special School District through voluntary movement primarily to magnet programs. To accomplish this goal LRSD currently operates twelve interdistrict magnet programs: six at the elementary level, three at the junior high level, and three at the high school level. Interdistrict schools are \"to obtain a ratio of between 60 percen nd 40 percent of either race with the ideal goal of these schools to be 50 percent black/ w 1tl~e Plan does not limit the number of interdistrict magnets that may be created. The Aero!\u0026gt;-pacc Technology Magnet will advance the voluntary desegregation efforts of the Settlement Plans. The district commits that it will \"maintain the facilities on a racially integrated basis into perpetuity.\" (Refer to 2/4/91 Amendment in Appendix.) Magnets enhance U1e district's core curriculum. The specially designed curricula is the \"hook\" for attracting students across district lines. Individual interdistrict magnet school brochures provide a program description. Chart B summarizes the twelve interdistrict magnets in the LRSD by theme and number of schools participating at each school level, 7 Fram QUAL I TY CONNECT I ml '.3EP.V I CES PHi'lE No. 310 598 6773 Jan. 22 1993 6 :28AM P04 Chart B - LRSD lnterdlstrlct Magnet Programs Theme School Level\nin(I ff of Schools ___ _.e.. .1. ..._em=~otary Junior l:f l.gb High Schoof 1 . Early Education 2. Basic Skills 3. Basic Skills/ Math-Science 4. Arts 6. Arts and Sclanr.Rs 6. Madlr.al Health 7. International Stl1dies 8, eu~inoss Communications .S.ubtotal Total Maanets - 12 1 1 2 , 1 1 _ ____::,6c..__ _____ 3_ ____3  This Is a Prc-K ma9ne1 housed In an lncontlvo School. k1'\\ 'f-' Tht' n~of LRSD Interdistrict Programs have been in operation since the 1986-87 school year. In 1986-87, magnet enrollment was 3,647 pupils and has increased to 8,981 pupils in 1992-93. Nine i.nterdistrict magnet programs have obtained a ratio of between 60 percent and 40 percent of either race. Of the three schools whose racial balance lies outside of the approved court range, two began implementation in August 1992 and the third is an Early ~hildhood Magnet provided in an Incentive School, The lnterdistrict Desegregation Plan is more than just magnets. It also allows for majority to minority transfers between districts. Specifically, a student may transfer from a district and school where his/her race is in the majority to a district and school where his/her race is in the minority. This means that black students in the LRSD may transfer to schools1ir~oith Little Rock and the Pulaski County Special School Districts, and white students in NLRSD and PCSSD may transfer to a Little Rock School District school. The Little Rock School District Desegregation Plan, the Pulaski County Special School District Desegregation Plan, the North Little Rock School District Desegregation Plan, and the Interdistrict Desegregation Plan hold excellent promise for achieving unitary school systems in these three districts. 3. Monitoring of the Desegregat.ion Plans The Circuit Court mandated the creation of the Office of Descgregati011 Monitoring staffed by a Monitor to supervise compliance with the desegregation orders of the LRSD, PCSSD and NLRSD. 8 From : QUALi TY COt~NECT ICIH '.::,ERU I CES PHrnE Ho. 310 59:3 6773 Jan. 22 1993 6:27AM F\"03 II. Needs Assessment The Little Rock School District, in conjunction with North Little Rock School District and Pulaski County S~ial School District, is implementing a court-ordered desegregation plan of which magnet programs and M-to-M transfers are voluntary options to integrate the three individual school districts. Although Little Rock has achieved mcial balance through the creation of interdistrict magnet programs in a number of its racially isolated schools, there are still schools in LRSD that are not racially balanced. According to the October 1992 LRSD Enrollment Summary, there are five junior high schools - Cloverdale, Porcst Heights, Henderson, Mabelvale, and Southwest that meet this criteria. Accordingly pursuant to this proposal, Cloverdale, Forest Heights, and Southwest will be designated as int.erdistrict magnet programs with the goal of attracting white students from NLRSD, PCSSD, and Pulaski County private schools. The \"hook\" to attain this project's desegregation goals and objectives is the Aerospace Technology curriculum. Since 1900, the United States has become wealthy and powerful by exploiting the rapid changes taking place in technology, world trade, and the intcmational political order. New developments in technology, international competition, demography, and other factors have altered the nation's economic and social landscape. There wlll be few jobs for those who lack adequate science / technical knowledge and who cannot read, follow directions, or use mathematics. Higher skill requirements of the economy require that schools must improve the preparation of the nation's youth in order to economically compete in the global marketplace. This can only be accomplished if the schools have excellence in technology education, communications, problem-solving, and scientific and technological literacy. LRSD believes it is absolutely necessary to help students understand their technological future if they are to function as responsible, productive members of a competitive society. LRSD also believes this endeavor must be a cooperative and concentrative effort with this area's prime employers, the aerospace / aviation industry, the State Department of Education, the Universities of Arkansas, Henderson State University, and Southern Arkansas University - Tech. TI1e aerospace technology education magnet has long range potential for ass1stmg in desegregation in the Little Rock School District. First, it involves the potential for further voluntary movement of non-district white students to prevent the increasing isolation of Cloverdale, Porest Heights, and Southwest which are predominantly black junior high schools. Second, this project has carefully planned for a new racially balanced high school to prevent racial isolation in the existing high schools. Between October, 1987 and October, 1992, the black enrollment increased by 9%, from 51 % black to ro% black. This increase is expected to continue at the senior high level because the junior high schools in October, 1992 were 67% black. Finally, this district is confident that the aerospace magnet will attract and retain a new enrollment of grade 7-10 white students while maintaining the current enrollment 9 From : .QUALITY CON ECTIOl'-1 3ERVICES PHOHE Ho. 310 5'38 6773 Jan. 22 1993 6 :38HM P01 These are the reasons: l . \"Aerospace Technology\" is a statewide public education and economic development effort in accordance with the Arkansas Aerospace Task Force and its creation of the Arkansas Aviation and Aerospace Commission through passage of State Senate Bill 35. Their mission is to provide \"the knowledge and skills that will allow students to reach their full economic potential.\" 2. The public and private contributions of funds for up to 6.5 million dollars to construct the aviation history museum which will implement curricular activities during and after magnet school hours in coordination with the magnet's specialized curriculum. 3. A successful millage campaign approved by voters for six million dollars to construct the Aerospace Magnet High School. 4. The Aerospace employment need for a skilled workforce is well known in Arkansas. Specially-trained employees are required to meet new contracts for aircraft and the employment vacancies listed by the Little Rock Airport Commission. Technology education is addressed in conjunction with the study of applied mathematics and physical science. More science and mathematics have been built into the existing curriculum. The academic and technology-integrated curriculum begins in grade seven to better prepare the minority student for future employment, college, and success in finding his/her niche in a technological society. Because of the strong aerospace industry and university linkage, and the hands-on problem solving approach used to learn the curricula, the district foresees the inclusion of some Little Rock elementary schools in the near future. Need 1: '.111e Reduction and Prevention of Minority GI'OUJ) Isolation There is a need to establish a new interdistrict magnet program at the junior high level to racially balance Cloverdale, Forest Heights, and Southwest. An end-of-project enrollment of 1761 will enable each of the aerospace magnet schools and total magnet enrollment to reflect a ratio of between 60 percent and 40 percent of either race. ~ The goal reflected by the % black figure in Table 1 is to reduce racial isolation by increasing the number of white pupils in three Little Rock junior high schools. This will bring the junior high schools % black student enrollment in line with the Interdistrict Desegregation Plan goal of 50% black/ white for interdistrict schools. 10 From : QUALITY CONNECT IIJN SERlJ ICES TABLE 1 Receiving Schools Cloverdale JH Forest Heights JH Southwest JH PHONE t--lo. 310 598 6773 Reduce Racial Isolation October 1, 1992 % Black 73.7 70.4 75.3 Jan.22 1993 6 : 49AM P02 End of Project % Bleck 50.0*) ~ 01o 50.0* 50.0*  Maximum variation Is+ or - 10% of either race The goal reflected by the percent black figure in Table 2 is to prevent black group isolation in the new high school. This will be accomplished through voluntary movement of grade nine pupils from the throe aerospace magnet junior high schools. The projected gmde nine enrollment will include M-to-M transfers from NLRSD, PCSSD, and private schools in Pulaski County. In addition, LRSD pupils will be allowed to participate provided such movement does not negatively impact the racial balance of the sending junior high schools. This will racially balance the new high school in accordance with the Interclistrict Desegregation Plan. TABLE 2 Receiving School New High School Reduce Racial Isolation October 1, 1992 0/o Black 80.0 (a) End of Project % Black q'/ ~010 50.0 '--J (a) This is based on October 1, 1988 and 1989 % black figures for Dunbar which is located in the attendance area of the new high school. Program Goal 1: To reduce Q! pr~t racial isolation in the Little Rock School District Objective 1.a: Magnet School Cloverdale JH Forest Heights JH Southwest JH By September, 1993, the district will reduce racial isolation through recruitment of white students from out-of-district to aerospace magnet programs. The aerospace magnet program will be balanced when the percent black / white ratio is 50% or between 60% and 40% of either race. Reduce % Minority Before 73.7 70.4 75.3 % Minority After 50.0 ) fpt/fo 50.0 50.0 11 From : QUALITY CONNECT IIJN '3ERlJ ICES Objective 1.b: Magnet School New High School PHONE No . 310 598 6773 Jan. 22 1993 6 :49AM P03 By September, 1994 the district will racially balance the new high school throush voluntary transfers from the grade 9 continuing magnet enrollment. The new high school will reflect a 50% black/ white ratio. Reduce 0/o Minority Before 80.0(a) % Minority After 50.o 7 lt0111 (a) October 1, 1900 and 1909 % black flgurc,s for Dunbar which Is located In the attendance area of the new high school. Need 2a.l: Strenethenine the Knowledee of Academic Content For the past two decades in America, the low level of academic achievement in our secondary school has spelled disaster for our youth and for our economy. The statistics are alarming: a. Ninety-three percent of 17-year olds do not have the capacity to apply mathematical operations in a variety of problem-solving settings. An increasing number of the nation's studentc\nare ill-prepared for college courses or jobs that require technical skills. (National Assessment of Educational Progress 1988, p. #2) b. For generations traditional prejudices have encouraged mathematics achievement in only a portion of the student population - middle class white males. Females and minoritie~with the exception of Asian-American~ were perceived as both \"less capable\" of leaming mathematics, and \"needing\" it less. (Mathematics Education - Wellspring of U.S. Industrial Strength, December 1988.) c. In both participation and achievement, American students in science and mathematics are lagging behind previous years and other countries. (Science and Engineering Indicators, National Science Board, 1990.) d. Only about twenty percent of 10th graders believe that biology, chemistry, physics, or geometry are needed to qualify for their first choice occupation. Only twenty-eight percent believe they need algebra. (Longitudinal Survey of American Youth, 1988.) e. \"Schools must improve their science instruction to allow the nation to base its economy on high technology. New programs must be developed and strategies reexamined to achieve the sharp focus required.\" (The Triangle Coalition for Science and Technology Education, 1988.) According to the results of the National Science Foundation's nationwide study, students are not receiving enough hands-on laboratory experience. 12 From : QUALITY CO~lNECT I Ot--l SERVICES PHONE No. 310 598 6773 Jan.22 1993 6:50AM P04 f. The 1.25 gra_dclcvcl equivalent decline in the academic achievement of high school seniors lowered the nation's productivity by $86 billion in 1987 and will lower it by more than $200 billion annually by the year 2010 (Journal of Curriculum Studies, 1989). Studies demonstrate that competence in reading, writing, mathematics, science, and problem solving are strongly related to productivity in almost all jobs, At the historic \"education summit,\" September 1989, Ptaeeiide.!t A-ueh and the nation's governors agreed to six national performance goals in education to be achieved by the year 2000. These two important goals were among those adopted: BY THE YEAR 2000: U.S. students will he first in the world in science and mathematics achievement. The poor standing of U.S. students on international assessments of mathematics and science achievement is no accident, says a new ASCD task force report* It results from systemic problems in the quality of curriculum and instruction in the United States, the unequal opportunities afforded different students, and pervasive cultural beliefs that do little to support high mathematics and science achievement The ASCD task force report cites four major factors contributing to low U.S. student achievement in mathematics and science. These are: 1) Relatively few students take courses that include high-level content in mathematics and science. Fewer than half of students take a chemistry or algebra II course and fewer than one in five ever talce a course in physics, trigonometry. analysis / precalculus, or calculus. Moreover, the widespread tracking of students means many pupils - particularly minorities - are never required to learn high-level cont.enL 2) Mathematics and science curriculums, as well as the textbooks ftnd assessments linked to them, fail to reflect the \"frontiers of knowled~e\" about how children learn best. U.S. mathematics and science curriculums \"sacrifice depth for coverage, don't talce advantage of technologies ... fail to make connections among the disciplines, and generally ignore the real-life experiences and cognitive development of students.\" In general, students assume a passive role, with teacher talk, textbooks, and worksheets predominating. The National Center for Education Statistics study recently documented the percentage of 8th graders whose science teachers conducted scientific experiments. Science teachers in both Catholic and private schools surpassed public school science teachers on frequency\" On\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_1042","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2003-02"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1042"],"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":["77 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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nAgenda RECEIVED FEB 2 5 2003 OFFICE OF DESEGREGATION MONITORING Little Rock School District Board of Directors' Meeting Obse,vln9 Blaclt Hbto,s, Month Celeb,atln9 Units, February 2003 ,.. n~ . :m:0 ~ C: ~ :ii: g~\n:o::O cm--\u0026lt;,,\n:oc -z\n:on 0~ F~ C')CJ) \u0026gt; F ~ I CJ) 8 I:: :ii: C z 0 ~ ~ z CJ) LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS REGULAR MEETING February 27, 2003 5:30 p.m. I. PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call 11. PROCEDURAL MATTERS A. Welcome to Guests B. Performance - Central High Drama Department 111. REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships Fulbright Elementary School - Debbie Milam for Deborah Mitchell Brent \u0026amp; Sam's Cookies - Brent Bumpers Metropolitan Career \u0026amp; Technical Center - Mike Peterson, Victor Eackles, \u0026amp; Allie Freeman North Point Nissan - Paul Buch, Executive Manager \u0026amp; Adam Guise, Service Manager Ford Motor Company - Training Facility- Frank M. Prosser, Instructor Landers Toyota - Dennis Harris, Lead Service Manager North Point Ford - David Lynch, Lead Service Manager Landers Ford - Rick Wadsworth, Service Manager C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association E. Joshua lntervenors IV. REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Desegregation Update C. Budget Update D. Construction Report: Proposed Bond Projects n -o ?\"'~ rr r- -, 31: g~ ~~ m-., ::0 C: -z\non o'\"\" i=\nn en ~ ~ ~ a ~ en 8 31: 31: C: z  ~ z en ?\"' Regular Board Meeting February 27, 2003 Page 2 IV. REPORTS AND COMMUNICATIONS: (continued) E. Internal Auditors Report F. Technology Update G. Fine Arts Update V. APPROVAL OF ROUTINE MATTERS: A. Minutes: Regular Meeting, 01-23-03 Special Meeting, 02-13-03 B. Personnel Changes VI. INSTRUCTIONAL SERVICES DIVISION: A. Program Evaluation: Elementary Summer School B. Program Evaluation: Extended Year Education (EYE) C. Program Evaluation: Middle School Transition D. Program Evaluation: Lyceum Scholars E. Grant Proposal: Arkansas Reading First Grant Program F. Grant Proposal: Laura Bush Foundation G. Revised Regulations: EDCA-R VII. ADMINISTRATIVE SERVICES DIVISION: VIII. BUSINESS SERVICES DIVISION: A. Second Reading: Policy DGD - Visa Purchasing Pro-Card B. Laidlaw Contract: 2003- 2008 C. Quitclaim Deed: Barrow Road D. Donations of Property E. Financial Report IX. SCHOOL SERVICES DIVISION: X. CLOSING REMARKS: A. Superintendent's Report: 1. Dates to Remember 2. Special Functions XI. EMPLOYEE HEARINGS XII. ADJOURNMENT n -o ),,:,::, r ,m,-_ .... :r: g~ el~ m-., :,::, C: -z :,::,n o--\u0026lt; F~ C')CII ~ r :\u0026lt; ~ c33 1!l \"' 8 I C: z c\"i ~ i5 z \"' I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROU CALL Ill. PROCEDURAL MATTERS STUDENT PERFORMANCE Ill. REPORTS/RECOGNITION PUBLIC COMMENTS IV. REPORTS/COMMUNICATIONS A. REMARKS FROM BOARD Ul=URl=A!: To: From: Through: Subject: Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 February 27, 2003 Board of Directors Debbie Milam, Director, VIPS/Partners in Education ~ T. Kenneth James, Superintendent Partners in Education Program: New partnerships The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. We recommend that the Board approve the following partnerships: Fulbright Elementary School and Brent and Sam's Cookies Metropolitan Career \u0026amp; Technical Center and North Point Nissan, Ford Motor Company-Training Facility, Landers Toyota, North Point Ford, and Landers Ford !:D C m U\u0026gt; fS C: ~ m Partners in Education Proposal Fulbright Elementary School and Brent \u0026amp; Sam's Cookies Fulbright Elementary School and Brent \u0026amp; Sam's Cookies have formed a partnership designed to enhance the education of the students at Fulbright. Fulbright commits to the following partnership activities:  Provide art from 4th and 5th grade classes for display in Brent \u0026amp; Sam's offices  Submit student artwork for consideration for company holiday cards  Acknowledge Brent \u0026amp; Sam's Cookies as a Partner in Education on school publications Brent \u0026amp; Sam's Cookies commits to the following partnership activities: Donate product to be used in fundraising projects benefiting technology at Fulbright On-going support as needed Partnership Between North Point Nissan and Metropolitan Career and Technical Center Metropolitan Career and Technical Center will: 1. Recognize North Point Nissan as a Partner-in Education on the Schools website under the Metropolitan sub link and in the monthly newsletter distributed to parents and students throughout the district. 2. Recognize North Point Nissan as a Partner In Education at the next Little Rock School Board meeting. 3. Display the plaque received at the Little Rock School Board meeting recognizing the partnership with North Point Nissan in the Central office at Metropolitan Career and Technical Center. 4. Metropolitan Career and Technical Center will identify and schedule qualified students for employment possibilities as A YES student interns with North Point Nissan  5. Metropolitan Career and Technical Center will establish a business and education council which will have strong education, dealership and manufacturer support and function to advise and assist the automotive department on A YES activities. 6. Arrange field trips for automotive service technician students and/or parents to tour the dealership as a part of a group learning experience. North Point Nissan will: I. Provide a representative to serve on Council in order to provide guidance regarding the enhancement of the school's automotive curriculum, and provide support where possible. 2. Provide job shadowing opportunities for high school students recommended by the school  3. Sponsor one or more of the A YES students for a paid summer internship in their junior year to be continued at a minimum of part- time internship during their senior year which will provide a variable work experience with an emphasis on skill development  4. Assign a mentor to each student and agree to allow for each mentor to receive training prior to the summer internship period. 5. Assist each selected intern with the acquisition of a set of Tools under the Tool Scholarship Program linked with the A YES curriculum offered at Metropolitan Career and Technical Center ~ a:, C: ~ C: iB ~ m ~ ~ ~ ~ Cl) n 0 I: I: C: z n ~ lz5 Cl) Partnership Between Ford Motor Company Training Center and Metropolitan Career and Tech- Center The Metropolitan Career and Tech-Center will: 1. Recognize Ford Motor Co. as a Partner in Education on the Schools website under the Metropolitan sub link and in the monthly newsletter distributed to parents and students throughout the district. 2. Recognize Ford Motor Co. as a Partner in Education at the next Little Rock School Board meeting. 3. Display the plaque received at the Little Rock School Board meeting recognizing the partnership with Ford Motor Co. in the Central Office at Metropolitan career and Technical Center. 4. Metropolitan Career and Technical Center will encourage each student technician working at a Ford, Lincoln Mercury Dealership to pursue several certification training while continuing to working as an apprentice. Ford Motor Co. will: I. Recognize each Metropolitan Career and Technical Center apprentice who has completed his/her apprenticeship status and has been identified as a full time employee. 2. Provide certified training in order to assist students in starting certification compliance prior to graduating from high school. 3. Provide the same services for any student dually enrolled in Metropolitan Career and Technical Center and Little Rock Job Corps. Partnership Between Landers Toyota and Metropolitan Career and Technical Center Metropolitan Career and Technical Center will: 1. Recognize Landers Toyota of Little Rock as a Partner-in Education on the Schools website under the Metropolitan sub link and in the monthly newsletter distributed to parents and students throughout the district. 2. Recognize Landers Toyota of Little Rock as a Partner In Education at the next Little Rock School Board meeting. 3. Display the plaque received at the Little Rock School Board meeting recognizing the partnership with Landers Toyota of Little Rock in the Central office at Metropolitan Career and Technical Center. 4. Metropolitan Career and Technical Center will identify and schedule qualified students for employment possibilities as A YES student interns with Landers Toyota of Little Rock  5. Metropolitan Career and Technical Center will establish a business and education council which will have strong education, dealership and manufacturer support and function to advise and assist the automotive department on A YES activities. 6. Arrange field trips for automotive service technician students and/or parents to tour the dealership as a part of a group learning experience. Landers Toyota of Little Rock will: 1. Provide a representative to serve on Council in order to provide guidance regarding the enhancement of the school's automotive curriculum, and provide support where possible. 2. Provide job shadowing opportunities for high school students recommended by the school  3. Sponsor one or more of the A YES students for a paid summer internship in their junior year to be continued at a minimum of part- time internship during their senior year which will provide a variable work experience with an emphasis on skill development  4. Assign a mentor to each student and agree to allow for each mentor to receive training prior to the summer internship period. 5. Assist each selected intern with the acquisition of a set of Tools under the Tool Scholarship Program linked with the A YES curriculum offered at Metropolitan Career and Technical Center !II 0 rn !B C: ~ m fl l:D C: 8 !!l C: ~ m Partnership Between North Point Ford and Metropolitan Career and Technical Center Metropolitan Career and Technical Center will: I. Recognize North Point Ford as a Partner-in Education on the Schools website under the Metropolitan sub link and in the monthly newsletter distributed to parents and students throughout the district. 2. Recognize North Point Ford as a Partner In Education at the next Little Rock School Board meeting. 3. Display the plaque received at the Little Rock School Board meeting recognizing the partnership with North Point Ford in the Central office at Metropolitan Career and Technical Center. 4. Metropolitan Career and Technical Center will identify and schedule qualified students for employment possibilities as A YES student interns with North Point Ford. 5. Metropolitan Career and Technical Center will establish a business and education council which will have strong education, dealership and manufacturer support and function to advise and assist the automotive department on A YES activities. 6. Arrange field trips for automotive service technician students and/or parents to tour the dealership as a part of a group learning experience. North Point Ford will: 1. Provide a representative to serve on Council in order to provide guidance regarding the enhancement of the school's automotive curriculum, and provide support where possible. 2. Provide job shadowing opportunities for high school students recommended by the school  3. Sponsor one or more of the A YES students for a paid summer internship in their junior year to be continued at a minimwn of part- time internship during their senior year which will provide a variable work experience with an emphasis on skill development  4. Assign a mentor to each student and agree to allow for each mentor to receive training prior to the summer internship period. 5. Assist each selected intern with the acquisition of a set of Tools under the Tool Scholarship Program linked with the A YES curriculum offered at Metropolitan Career and Technical Center Partnership Between Landers Ford and Metropolitan Career and Technical Center Metropolitan Career and Technical Center will: I. Recognize Landers Ford of Little Rock as a Partner-in Education on the Schools website under the Metropolitan sub link and in the monthly newsletter distributed to parents and students throughout the district. 2. Recognize Landers Ford of Little Rock as a Partner In Education at the next Little Rock School Board meeting. 3. Display the plaque received at the Little Rock School Board meeting recognizing the partnership with Landers Ford of Little Rock in the Central office at Metropolitan Career and Technical Center. 4. Metropolitan Career and Technical Center will identify and schedule qualified students for employment possibilities as A YES student interns with Landers Ford of Little Rock . 5. Metropolitan Career and Technical Center will establish a business and education council which will have strong education, dealership and manufacturer support and function to advise and assist the automotive department on A YES activities. 6. Arrange field trips for automotive service technician students and/or parents to tour the dealership as a part of a group learning experience. Landers Ford of Little Rock will: 1. Provide a representative to serve on Council in order to provide guidance regarding the enhancement of the school's automotive curriculum, and provide support where possible. 2. Provide job shadowing opportunities for high school students recommended by the school . 3. Sponsor one or more of the A YES students for a paid summer internship in their junior year to be continued at a minimum of part- time internship during their senior year which will provide a variable work experience with an emphasis on skill development . 4. Assign a mentor to each student and agree to allow for each mentor to receive training prior to the summer internship period. 5. Assist each selected intern with the acquisition of a set of Tools under the Tool Scholarship Program linked with the A YES curriculum offered at Metropolitan Career and Technical Center !1'J 0 m en !B C: ~ m r\u0026gt; a, C: 8 !!l C: ! !=' a,(\") 00 zz ~~\no\no ~~ n\no ~:::! ~ I en 8 I:: I:: C: z E ~ ezn\n,,,\no m s:::i sT::1: e~n :u.., ::l\no :n i I '54..n Individual Approach to a World of Knowledge\" February 27, 2003 TO: Board of Directors THROUGH: T. Kenneth James, Superintendent FROM: Bill Goodman, District Engine$ SUBJECT: February Construction Report, Bond Projects I am pleased to report that the drawings of several projects have been completed and will be advertised for bidding soon. They are as follows: Technology Center, Phase 2, and remodeling of Metropolitan Building and parking lot additions at Williams Addition and remodeling of Pulaski Heights Middle and Elementary  Addition to J. A. Fair  New roof for Southwest Middle The classroom addition and the new gym at Hall High School are on schedule and should be completed in May. The design of the sound system and the scoreboard for the gym are underway and will be completed in May. LRSD and the Campus Leadership Team have approved the floor plan for the replacement school at Wakefield. The architect is working toward completing the drawings for bidding this summer. Bid openings are scheduled for March 12th for parking lot improvements at Carver and Wilson. Bids for rebuilding the football fields at Quigley, McClellan and J. A. Fair will be opened in March. If you have any questions, please call me at 447-1146. 810 W Markham  Little Rock, Arkansas 72201  www.1rsd.k12.ar.us 501-324-2000  fax: 501-324-2032 :n .... ~ :zc 0  -\u0026lt; Facility Name Administration Central Franklin Hall Mabelvale MS Mann Otter Creek Romine Wilson CONSTRUCTION REPORT TO THE BOARD FEBRUARY 27, 2003 BOND PROJECTS UNDER CONSTRUCTION Project Description Cost Asbestos abatement $380,495 Renovation - Interior _119,200,266 Renovation $2 ,511,736 I Major renovation \u0026amp; addition $8,637,709 Renovation $6,851 ,621 Partial Replacement I $11,500,000 I Repair surface water drain I $2,500 I Major renovation \u0026amp; addition I $3,534,675 Renovation/expansion $1,263,876 I !::st. c.\nompletion Date Mar-03 Dec-05 Mar-03 May-03 Dec-03 Dec-03 Jan-03 Mar-03 Aug-03 BOND PROJECTS CONSTRUCTION WINTER/SPRING 2002-2003 Est. completion Facility Name Project Description Cost Date Administration Fire alarm $32,350 . Jun-03 Administration Fresh air system $55,000 Jun-03 Baseline 1 Renovation $953,520 Unknown Brady Addition/renovation $973,621 I Jun-04 Carver Parking lot $111,742 Jul-03 Central Parking Student parking I $50,000 Jul-03 Central/Quigley Stadium light repair \u0026amp; electrical repair $200,000 Jul-03 Dunbar Renovation/addition $6,161,950 I Dec-04 Facility Services I Fire alarm $12,000 Jun-03 6 classroom addition \u0026amp; cafeteria/music J. A. Fair room addition I $3,155,640 Mar-04 Forest Park Replace window units w/central HVAC $485,258 Aug-03 McClellan Classroom Addition $2,155,622 I Mar-03 Parkview Addition $2,121,226 I Mar-04 Procurement Fire alarm $25,000 I Jun-03 Pulaski Hgts. Elem Renovation $1,193,259 Dec-04 Pulaski Hgts. MS Renovation $3,755,041 Dec-04 Southwest Drainage / street widening $250,000 Jun-03 Southwest New roof $690,000 Jun-03 Student Assignment Fire alarm $9,000 Jun-03 Tech Ctr/ Metro Renovation Addition/Renovation - Phase II $2,725,000 Feb-04 Williams Renovation $2,106,492 Dec-03 Williams Parking expansions $183,717 Dec-03 Wilson Parking Expansion $110,000 Jun-03 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED t:.Sl. 1...,ompIeuon Facility Name Project Description Cost Date J. A. Fair Roof repairs $391,871 Unknown Forest Park Diagonal parking $111,742 Unknown Pulaski Hgts. MS Energy monitoring system installation Unknown Southwest Addition $2,000,000 Unknown Wakefield Rebuild $5,300,000 Jun-04 Wilson Energy monitoring system installation Unknown Woodruff Parking addition $193,777 I Unknown CONSTRUCTION REPORT TO THE BOARD FEBRUARY 27, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Project Description Cost Administration Annex Energy monitoring system installation Alternative Learning Ctr. Energy monitoring system installation $15,160 Alternative Learning Ctr. Energy efficient lighting $82,000 Badgett . Partial asbestos abatement $237,237 Badgett Fire alarm $18,250 Bale Classroom addition/renovation $2,244,524 Bale Energy monitoring system Bale 1 Partial roof replacement I $269,587 Bale HVAC $664,587 Booker Energy efficient lighting $170,295 Booker  Energy monitoring system installation I $23,710 Booker ,Asbestos abatement I $10,900 I Booker Fire alarm $34,501 Brady Energy efficient lighting $80,593 Brady Asbestos abatement $345,072 Carver Energy monitoring system installation $14,480 Central Purchase land for school Unknown Central Roof \u0026amp; exterior renovations $2,000,000 Central Ceiling and wall repair $24,000 I Central 1 Fire Alarm System Design/Installation $80,876 I Central Front landing tile repair $22,470 Cloverdale Elem. . Energy efficient lighting $132,678 Cloverdale MS 1 Energy efficient lighting $189,743 Cloverdale MS Major renovation \u0026amp; addition $1 ,393,822 Dodd I Energy efficient lighting I $90,665 Dodd Asbestos abatement-ceiling tile $156,299 Dodd Replace roof top HVAC $215,570 Facilities Service Interior renovation $84,672 Fair Park HVAC renovation/fire alarm $315,956 Fair Park Energy efficient lighting $90,162 Fair Park Asbestos abatement-ceiling $59,310 J. A. Fair Energy efficient lighting $277,594 J. A. Fair Press box $10,784 J. A. Fair Security cameras $12,500 Forest Park Energy efficient lighting $119,788 Fulbright Energy efficient lighting $134,463 Fulbright Energy monitoring system installation $11,950 Fulbright Replace roof top HVAC units $107,835 Fulbright Parking lot $140,000 Fulbright Roof repairs $200,000 Gibbs Energy efficient lighting $76,447 Gibbs Energy monitoring system installation $11,770 Hall Asbestos abatement $168,222 Hall Energy efficient lighting $42,931 Hall Energy efficient lighting $296,707 Hall Infrastructure improvements $93,657 Hall Intercom I Hall Security cameras I10,600 i t:.st. L\nompIet1on Date May-02 Oct-01 Dec-01 Jul-01 Aug-02 Dec-02 Mar-02 Dec-01 Aug-01 Apr-01 Oct-01 Feb-02 Mar-02 Sep-02 Aug-02 May-01 Dec-02 Dec-02 Oct-01 Aug-01 Aug-01 Jul-01 Jul-01 Nov-02 Aug-01 Jul-01 Aug-02 Mar-01 Apr-02 Aug-01 Aug-01 Apr-01 Nov-00 Jun-01 May-01 Jun-01 Aug-01 Aug-02 Sep-02 Oct-02 Apr-01 Jul-01 Aug-01 Jul-01 Apr-01 Aug-01 Feb-01 Jun-01 2 :.n.. Pl ::c z  -\u0026lt; Facility Name Henderson Henderson -- Henderson Henderson IRC Jefferson Jefferson Laidlaw Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale Elem. Mabelvale MS -Mann Mann ---- Mann Mann - Mann McClellan McClellan McClellan McCle-llan McDermott McDermott - Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Mitchell Mitchell Mitchell Oakh-urst Otter Creek Otter Creek Otter Creek Otter Creek Otter Creek Parkview Parkview Parkview Parkview Parkview Parkview Procurement Pulaski Hgts. Elem Rightsell Rockefeller Rockefeller Rockefeller CONSTRUCTION REPORT TO THE BOARD FEBRUARY 27, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Project Description Cost Energy efficient lighting $193,679 Roof replacement gym $107,835 I Asbestos abatement Phase I $500,000 I Asbestos abatement Phase 2 $250,000 Energy efficient lighting $109,136 I Asbestos abatement I $43,639 I Renovation \u0026amp; fire alarm $1,630,000 Parking lot I $269,588 Energy monitoring system installation $12,150 Replace HVAC units $300,000 Asbestos Abatement $107,000 Energy efficient lighting $106,598 ! Renovate bleachers I $134,793 I Asphalt walks The total $1.8 1 walkway canopies million is what has I I been used so far I Boiler replacement I Fencing on the projects , Partial demolition/portable classrooms 'listed completed for . Security cameras 1 $36,300 I Energy efficient lighting $303,614 Stadium stands repair $235,000 I Intercom $46,000 Energy efficient lighting I $79,411 Replace roof top HVAC units I $476,000 Fire alarm $16,175 Asbestos abatement $253,412 I Engergy efficient lighting $88,297 Replace cooling tower $37,203 Replace shop vent system $20,000 Energy monitoring system installation I $17,145 Energy efficient lighting $103,642 . Energy monitoring system installation I $16,695 Asbestos abatement $13,000 HVAC renovation I $237,237 I Energy monitoring system installation $10,695 Energy efficient lighting I $81,828 Asbestos abatement $10,000 Parking lot $138,029 6 classroom addition $888,778 HVAC controls $210,000 I Roof replacement $273,877 Exterior lights $10,784 I I HVAC renovation \u0026amp; 700 area controls $301,938 Locker replacement $120,000 Energy efficient lighting $315,000 t Energy monitoring system installation $5,290 Move playground $17,000  Energy efficient lighting . $84,898 Energy efficient lighting $137,004 Replace roof top HVAC $539,175 Parkinq addition I $111,742 t:st. c.\nompIetIon Date Jul-01 May-01 Aug-01 Aug-02 Jul-02 Oct-01 Nov-02 Jul-01 Aug-01 Aug-02 Aug~ Dec-02 Aug-01 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 Jun-01 May-01 Aug-01 Feb-02 Feb-01 Aug-02 Jul-01 Aug-02 Dec-02 Dec-00 Mav-01 Aug-01 Apr-01 Jul-01 Jul-01 Aug-01 May-01 Apr-01 Aug-02 Aug-02 Oct-02 Jun-02 Sep-01 Nov-00 Aug-01 - - ~-0_1_ Jun-01 Jun-02 Dec-02 Apr-01 Mar-01 Aug-01 Auq-02 3 CONSTRUCTION REPORT TO THE BOARD FEBRUARY 27, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name Proiect Descriotion Cost Romine , Asbestos abatement $10,000 security/Transportation Bus cameras I $22,500 southwest Asbestos abatement $28,138 southwest Energy efficient lighting $168,719 Student Assignment Energy monitoring system installation $4,830 I Tech Center Phase 1 Renovation $275,000 Technology Upgrade Upgrade phone system \u0026amp; data I I~ Energy efficient lighting I $73,850 Terry Driveway \u0026amp; Parking $83,484 Terry Media Center addition I $704,932 Wakefield Security cameras $8,000 Wakefield Energv efficient lighting $74,776 Wakefield Demolition/Asbestos Abatemen-t --- - $200,000 Washington Security cameras I $7,900 Washington Energy efficient lighting $165,281 Watson Energy monitoring system installation $8,530 Watson Asbestos abatement $182,241 Watson Energy efficient lighting $106,868 Watson Asbestos abatement $10,000 Watson Major renovation \u0026amp; addition $800,000 Western Hills Asbestos abatement I $191,946 Western Hills Intercom $7,100 Western Hills Energy efficient lighting $106,000 Williams Energy efficient lighting $122,719 Woodruff Renovation $246,419 est. Completion Date Apr-02 Jun-01 Aug-00 Jan-02 Aug-02 Dec-01 Nov-02 Feb-01 Aug-02 Sep-02 Jun-01 Feb-01 -- Nov-02 Jun-01 Apr-01 Jul-01 Aug-01 Aug-01 Aug-02 Aug-02 Aug-02 Dec-01 Jul-01 Jun-01 Auo-02 4 :.n.. Pl ::c z  -\u0026lt; Date: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS February 27, 2003 To: Board of Directors @ From: Sandy Becker, Internal Auditor Re: Audit Report - February This is the fortieth communication regarding status of the current year projects and reviews. Activity Funds a) Working with three high schools and two middle school to resolve financial issues in their activity funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Working with the new Activities Advisory Board to develop plans for the new school year and beyond. b) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. c) Working with the Activities Advisory Board to provide ways to assist the different Booster groups in our schools. Board Policy and Regulation a) Coordinating development of payroll guidelines with Financial Services as part of Financial Services Section of the District Operations Manual. Technology a) Monitoring implementation of technology by participation in the technology committee(s). b) Monitoring technology plans to determine how use of technology will improve and streamline the workflow for staff persons. c) Participating with the Technology Committee. .p., z m \u0026gt; :!:l u, C: ~ m !II 'ti m\no fS z z m r- Audit Report - February 2003 Page 2 of 2 Training a) Served as a trainer for financial portion of uts \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. 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. This information (less the last checklist) is now in the Teachers Lounge section of the District web page. Audit Area Sampling and Review of Financial Procedures 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. In process of assisting payroll to automate the reporting of the supplemental payroll. Working with Financial Services Payroll on internal control and b) c) d) e) f) g) Other a) processing issues. Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Working with Information Services on streamlining of data processes regarding SIS reporting. Monitoring cost reduction efforts in the District. Monitoring payroll for compliance with internal controls. Coordinated ShareFest (November 23, 2002) and Day of Caring (September 21, 2002) efforts for 2002. Reports are attached. 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. The following are reports from the schools on the Day of Caring on September 21, 2002: HENDERSON MIDDLE - Marvin Burton Group - Veterans Administration Re-striped the lines on the basketball courts and tennis courts. Painted the basketball goals (including poles) and the poles for the tennis nets. Put down new shrubbery in the two interior courts. Materials were supplied by donations from Home Depot and other local companies and coordinated through United Way. Facility Services reviewed specifications and reviewed the work to be done. Facilities Services removed all grass growth from the basketball tennis courts area, repaired the basketball backboards, and installed the hardware to put up the new tennis nets. The Athletic Department provided the tennis nets. RIGHTSELL ELEMENTARY - Eunice Thrasher Group- UPS UPS partnered with Rightsell on the Day of Caring and completed the following projects: Cleaned and added mulch to plants and flowerbeds in front of the building. Re-graveled a playground area. Painted the lower walls on each floor of the building. Donated bookcases that they had someone to build. Materials were supplied by donations from Home Depot and other local companies and coordinated through United Way. Facility Services reviewed specifications and reviewed the work to be done. GEYER SPRINGS ELEMENTARY - Donna Hall Group - Greater Second Baptist - Geyer Springs Greater Second Baptist built two low level decks for the preschool playground, poured and installed a low concrete play area, installed a new shade shelter for the pre-school children, and planted large crepe myrtle trees for beautification. Part of the cost of the concrete was donated by a concrete company , and the balance paid for from a donation from a local attorney. Materials were supplied by donations from Home Depot and other local companies and coordinated through United Way. Facility Services reviewed specifications and reviewed the work to be done. Carver Elementary Chicot Elementary Dodd Elementary Dunbar Middle Fair Park (23) Fulbright Elementary Henderson Middle Instructional Resource King Elementary (35) Rightsell Romine (40) Southwest Middle Wilson (44) Major General Partners Little Rock School District ShareFest Schools \u0026amp; Data Estimates 23-Nov-02 Dianne Barksdale 2100 East 6th (02) Jane Harkey 11100 Chicot Faith Mclaughlin 6423 Staqecoach Road (04) John Bacon 1100 Wriqht Avenue (06) Dr. Samuel Branch 616 North Harrison (05) Deborah Mitchell 300 Pleasant Valley (12) Marvin Burton 401 Barrow Road (04) Many 30th \u0026amp; Pulaski (06) Tyrone Harris 905 Martin L. King Blvd. (02) Eunice Thrasher 911 West 19th (06) Lillie Scull 3400 Romine Road (04) David Smith 3301 Brvant (04) Beverly Jones 4015 Stannus (04) Hiahllahted First Malor ShareFest Proiect Totals Partner # of Volunteers Fellowship Bible 200 First United Methodist - LR 10 West Little Rock Kiwanis Club 5 Grace Church 120 PTA \u0026amp; Community 15 Asbury United Methodist 30 Second Baptist (John Barrow) 19 West Tree Service PT A \u0026amp; Community Fellowship Bible 20 PT A \u0026amp; Community 20 Second Baptist (Downtown) 20 Hunter United Methodist 14 Cub Scout Troop 332 \u0026amp; parents Omega Psi Phi Pulaski County Work Center 28 PT A \u0026amp; Community Fellowship Bible 150 LRSD Facilities Services West Tree Service Department of Community Punis 4 651 # of Material Estimated Total Hrs Hours Donated Value Sha ref est 7 1,000.00 23,470.00 1400 6 1,060.00 2,023.00 60 3 0.00 240.75 15 6 2,000.00 13,556.00 720 4 0.00 963.00 60 6 0.00 2,889.00 180 4 400.00 1,619.80 76 4 0.00 1,284.00 80 6 300.00 2,226.00 120 6 0.00 1,926.00 120 6 100.00 1,448.20 84 7 400.00 3,545.80 196 7 2,000.00 18,852.50 1050 0 0 0.00 4,000.00 0 1,000.00 1,000.00 0 4 0.00 256.80 16 72 8,260.00 79,044.05 4,161.00 Current Projects:  New Network Little Rock School District Board of Directors Technology Update February 27, 2003 o Conversion to the new district network continues to be implemented site by site. Two to three sites per week are scheduled. o As each site comes on the network the benefits include:  Being able to share files and folders across the district,  Managing routine maintenance and management from the Tech Center,  Managing desktop troubleshooting from the Tech Center.  Asset Tracker Software o This software is being implemented at the Technology Center. It polls the district network and provides reports that tell us important information about each computer - processor type, speed, memory, and operating system. o Asset Tracker is important to us in developing the Computer Refresh Plan.  Computer Purchases o Computer purchases to bring every school up to a 5: 1 ratio are complete except for four schools. Computers for those four sites will be ordered shortly.  Technology Plan Update o Technology Planning Committee should have a draft of the revised technology plan to the Board by the end of next week. o Since the plan is due to the state by April 15, 2003, we will bring the plan to the Board at the March meeting. !.I.,' m ~ zz ,m... m\ns z ~ u, m ~ m u, ~?\u0026gt; ii=.., U)\n:o ~8 3: . :m:om,\nU),... o :r 8,... TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS February 27, 2003 Board of Education Beverly Williams, Director, Human Resources T. Kenneth James, Superintendent of Schools Personnel Changes I recommend the approval of the following personnel changes at the indicated positions, salaries and classifications. In accordance with AC.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) years. Teachers with an effective date of employment after August 19, 2002 are considered intern teachers. Personnel Changes Page 2 February 27, 2003 NAME POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsff erminations Certified Employees Alexander,James Biology 8-13-01 1-13 Reason: Health MCCLELLAN 1-17-03 TCH925 Cleveland, Kjmrnie Coaching Contract 8-24-87 3-18 Reason: Termination FAIR 2-13-03 TCH925 Duncan, Dana Music 12-16-63 6-21 Reason: Deceased ROM1NE 1-31-03 TCH925 Hughes, Sharon Health 7-30-01 1-10 Reason: Health METRO. 3-1-03 VOCl0 Jones, William General Music 9-16-02 6-01 Reason: None Given CHICOT 2-17-03 TCH925 Marshaleck, Walter Applied Math 7-1-92 6-18 Reason: Retired MCCLELLAN 2-3-03 TCH925 Midturi, J eevamma ElemV 8-7-02 1-01 Reason: Returning to School W ASHlNGTON 2-13-03 TCH925 Montgomery, Melissa Special Ed 11-5-02 4-07 Reason: Personal/Family STEPHENS 2-3-03 SPE925 Phillips, Mazie Counselor 8-6-79 5-20 Reason: Retired FAIR 1-31-03 CNLlO Smith, Gary Cert. Admin. 8-20-79 77-18 Reason: Retired SPECIAL ED 2-28-03 ADC12 ANNUAL SALARY 37777.00 2309.44 53213.00 34714.00 33335.00 49671.00 26546.00 35658.00 50788.00 84240.00 Personnel Changes Page 3 February 27, 2003 NAME Stone, Gwen Reason: Deceased Brown, Yolanda Butler-Green, Rachael Glenroy, Charles Ernst, Melody Finney, Jason POSITION SCHOOL Special Ed OTTERCREEK START DATE END DATE 3-5-74 1-22.-03 New Certified Employees Oral Comm. 1-21-03 MCCLELLAN Biology 2-12-03 MCCLELLAN Math 1-21-03 MCCLELLAN Elem ID 2-17-03 OTTERCREEK General Science 12-2-02 MANN SALARY CLASS 3-18 SPE925 1-01 TCH925 2-02 TCH925 6-09 TCH925 1-07 TCH925 1-01 TCH925 ANNUAL SALARY 46015.00 26456.00 annual 12028.66 prorated 28384.00 annual 21435.83 prorated 40482.00 annual 18343.41 prorated 31651.00 annual 11209.73 prorated 32595.00 annual 19013.75 prorated l:n in:,, -\u0026lt;\n,\n, i~ !i r- !=' ~\ng s~: 8. ~~ :Z:j!: t Cl)\ns z Cl) :-\u0026lt; Cl) m ~ m Cl) m f\n,- ii=.., Cl)\n,\n) ~8\ni:  m~\n~,\n,\u0026gt; :z: 8 r- Personnel Changes Page 4 February 27, 2003 NAME Harder, Mariah Harris, Christopher Hill, Stephanie Humphries, Laura Jackson, Barbara Johnson, Carolyn Lee, Paula POSITION SCHOOL Elementary BOOKER English START DATE END DATE 1-13-03 1-17-03 CLOVERDALE MID. 4 Yr Old 2-24-03 CHICOT Kindergarten 1-6-03 RIGHTSELL Voe. Business 1-13-03 MCCLELLAN Voe. Business 1-6-03 MABELV ALE MID. Special Ed 1-6-03 PUL. HGTS. MID. SALARY CLASS 1-01 TCH925 4-01 TCH925 1-01 4YROLD 1-01 K925 1-12 TCH950 1-06 TCH950 1-02 SPE925 ANNUAL SALARY 26546.00 annual 12719.96 prorated 30553.00 annual 14003.46 prorated 26546.00 annual 8710.41 prorated 26546.00 annual 13411.26 prorated 36756.00 annual 17803.68 prorated 30630.00 annual 15634.06 prorated 27056.00 annual 21983.00 prorated Personnel Changes Page 5 February 27, 2003 NAME Martin, Catherine Moore, Deborah Peterson, Kathy Smiley, Beverly Spencer, Joel West, George Wren, Beth POSITION SCHOOL French CENTRAL ElemV WASHINGTON Math II MCCLELLAN Chemstry HALL Elem IV CHICOT World History CENTRAL Special Ed BALE START DATE END DATE 1-21-03 2-13-03 1-21-03 1-6-03 1-13-03 1-21-03 1-6-03 SALARY CLASS 1-01 TCH925 5-14 TCH925 4-02 TCH925 1-01 TCH925 1-01 TCH925 4-12 TCH925 1-01 SPE925 ANNUAL SALARY 26546.00 annual 12028.66 prorated 44183.00 annual 16108.39 prorated 31064.00 annual 14075.88 prorated 26546.00 annual 13411.26 prorated 26546.00 annual 12719.96 prorated 40763.00 annual 18470.73 prorated 26546.00 annual 13411.26 prorated 1:n ~ ~ ...\n,o i~ !i ,-!=' ~\ng ~8 I: . l'l~ ~\u0026gt; ~r V, ~ z ~ V, m\n,o ~ m V, m f\n,,, ii=.., V,\n,o i8 3: . mm\no,\n: ~r ~ 8,... Personnel Changes Page 6 February 27, 2003 NAME POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsfferminations Non-Certified Employees Anderson, Johnetta Custodian 9-16-02 1-01 Reason: None Given HALL 2-5-03 CUS925 Barnes, Arthur Custodian 11-20-02 1-01 Reason: None Given WASHINGTON 1-7-03 CUS925 Bullard, Evelyn Instr. Aide 2-2-02 1-02 Reason: None Given NONE GIVEN 11-11-02 INA925 Caradine, Donna Instr. Aide 9-29-98 1-06 Reason: None Given CHICOT 1-24-03 INA925 Coleman, Rose Bus Driver 8-12-02 3-01 Reason: Personal TRANS. 2-21-03 BUSDRV Crabtree, Josh Child Nutrition 10-30-00 1-01 Reason: Accepted Another WAREHOUSE 1-6-03 FSH4 Position Davis, Linda Instr. Aide 10-7-02 1-04 Reason: Personal ROCKEFELLER 1-6-03 INA925 Dickerson, Toni Child Nutrition 10-15-02 1-01 Reason: None Given TERRY 1-13-03 FSH5 Hagewood, John Custodian 12-9-02 1-01 Reason: Accepted Another FULBRIGHT 1-6-03 CUS925 Position ANNUAL SALARY 10329.00 10329.00 11106.00 12798.00 9540.00 4266.00 12163.00 7312.00 10329.00 Personnel Changes Page 7 February 27, 2003 NAME Higgins, Terry Reason: None Given Hunter, Roshuanda Reason: Personal Hunrtado, Cenobio Reason: None Given Landrum,Andree Reason: Health Lester, Georgia Reason: Personal Marshall, Angela Reason: Personal Martinez, Deborah Reason: None Given Moncrief, Doyle Reason: Personal Shelton, Annie Reason: Helath Smith, Sharon Reason: None Given Swaney, Susan Reason: Abandonment POSITION SCHOOL Custodian OTTERCREEK Custodian MCCLELLAN Child Nutrition START DATE END DATE 1-6-03 2-3-03 11-13-02 1-7-03 11-15-02 ClfilD NUTRJTION 1-31-03 Bus Driver 2-26-01 TRANSPORTATION 12-12-02 Security Officer 8-15-95 METRO. 1-13-03 Child Nutrition 9-17-01 ClfilD NUTRlTION 12-20-02 Care 8-23-02 CARE 12-1-02 Instr. Aide 8-9-00 TERRY 1-8-03 Care 10-8-01 CARE 1-31-03 Care 8-15-02 CARE 1-31-03 Child Nutrition 11-21-02 FAIR 12-20-02 SALARY CLASS 1-01 CUS925 1-01 CUS928 5-01 FSH6 3-07 CUSDRV 36-18 SOFR9 2-01 FSMEAL 2-02 CARE 1-10 INA925 1-03 CARE 1-08 CARE 1-01 FSH5 ANNUAL SALARY 10329.00 10329.00 8773.00 12696.00 17341.00 11469.00 6.80/hr 14067.00 6.25/hr 7.11/hr 7312.00 il:O ~~ -\u0026lt;\n,\n, ~8 Z  ~i z ,-!=' ~\n8 ~8 IC . !Ii~ :c ~ ~ -\n,\n, (J) ~ z ~ (J) m\n,\n, ~ m \"' m f\n,,- ii=.., U,\n,\n) i8 3: . m~\n,\n,\u0026gt; ~r :c 8,... Personnel Changes Page 8 February 27, 2003 NAME Anderson, Diane Barrett, Rohettie Boyd, Marlo Brazzell, Laura Bryant, Barry Carter, Noda Davey, Clarice POSITION SCHOOL START DATE END DATE SALARY CLASS New Non-Certified Employees Care 1-28-03 1-04 CARE CARE Care 1-27-03 1-05 CARE CARE Child Nutrition 1-21-03 3-01 GEYER SPRINGS FSH4 Secretary 1-13-03 39-10 OTTERCREEK CLKl0 Custodian 1-6-03 1-01 DUNBAR CUS925 Care 2-3-03 4-01 CARE CARE Instr. Aide 2-10-03 1-03 FAIR.PARK ANNUAL SALARY 6.25/hr 6.68/hr 5687.00 annual 2681.94 prorated 21336.00 annual 10089.93 prorated 5164.50 annual 2638.39 prorated 6.25/hr 11635.00 annual 4402.43 prorated Personnel Changes Page 9 February 27, 2003 NAME Goad, Lena Hampton, Deidre Henry, Melanie Higgins, Terry Hurnphrey,Joyce Johnson, Cindy Johnson, Thomasine POSITION SCHOOL Parent Coor. BASELINE Care CARE Instr. Aide HENDERSON Custodian OTTERCREEK Child Nutrition TERRY Child Nutrition FAJR Care CARE START DATE END DATE 1-22-03 1-24-03 1-6-03 1-6-03 1-24-03 1-15-03 2-12-03 SALARY CLASS 1-02 INSTRC 4-01 CARE 1-10 INA925 1-01 CUS925 1-01 FSH5 1-01 FSH5 2-03 CARE ANNUAL SALARY 11720.00 annual 5249.58 prorated 6.25/hr 14067.00 annual 7147.56 prorated 5164.50 annual 2638.39 prorated 7312.00 annual 3272.22 prorated 7312.00 annual 3514.61 prorated 6.94/hr En ~~ -\u0026lt; ::c ~z 8. !Si iz5 r-r- !=' ~\ng ~8 I:. !Ii~ :I:\u0026gt; or- r \"'\ns z \":-\u0026lt;' \"m' ~ m \"' m ~~ ii=.., c,,\n:c ~8 3:. ~i !Ii :I: 8 r- Personnel Changes Page 10 February 27, 2003 NAME Jones, Mary Marshall, Deloris May, Valerie Morgan, Verna Parker, Cynthia Osborne, Linda POSITION SCHOOL Media Clerk START DATE END DATE 1-9-03 CLOVERALE ELEM. Instr. Aide 1-6-03 FULBRJGHT Bookkeeper 1-28-03 FINANCIAL SERV. Child Nutrition 1-24-03 ALC Child Nutrition 1-16-03 FAIR Nurses 1-24-02 HALL SALARY CLASS 31-10 CLK925 1-03 INA925 47-6 AN12 1-01 FSH5 1-01 FSH5 1-07 NURSES ANNUAL SALARY 16800.00 annual 8310.64 prorated 11635.00 annual 5911.84 prorated 24048.00 annual 10642.00 prorated 7312.00 annual 3272.22 prorated 7312.00 annual 3474.21 prorated 31651.00 annual 3132.13 prorated Personnel Changes Page 11 February 27, 2003 NAME Pattillo, Charles Poe, Lachunda Schrader, Lisa Tappin, Ranita Tappin, Ranita Wadkins, Tanya Wells, Judith POSITION SCHOOL Custodian PARK.VIEW Child Nutrition OTTERCREEK Instr. Aide TERRY Care CARE Child Nutrition HALL Secretary OTTERCREEK Child Nutrition MCCLELLAN START DATE END DATE 12-9-02 1-15-03 1-21-03 1-13-03 1-14-03 2-3-03 1-10-03 SALARY CLASS 1-01 CUS928 1-01 FSH5 1-07 INA925 4-01 CARE 1-01 FSH5 39-12 CLKl0 1-01 FSH5 ANNUAL SALARY 9414.66 annual 5312.33 prorated 7312.00 annual 3514.61 prorated 13115.00 annual 5954.92 prorated 6.25/hr 7312.00 annual 3555.01 prorated 22656.00 annual 9151.68 prorated 7312.00 annual 3635.80 prorated 11:0 ~~ -\u0026lt;,:, ~z.8 \"S'i~!: z ,.--!=' ~\ng ~8 ll: . lll~ :J:j!: t \"'\ns z ~ \"m' ~ m \"' m f:\n,- 11= \"C Cl),:) ~8 ll: \" m~ ,:,\u0026gt; !llr :i:: 8,.... Personnel Changes Page 12 February 27, 2003 NAME Wesson, Lynda Williams, James Williams, Sarah REINSTATED Williams-Jones, Vennetta POSITION SCHOOL Child Nutrition MCCLELLAN Child Nutrition START DATE END DATE 1-13-03 1-9-03 CHJLD NUTRITION Instr. Aide 2-3-03 BRADY Custodian 2-10-03 OTTERCREEK SALARY CLASS 1-01 FSH5 1-01 FSH4 1-04 INA185 1-03 CUS925 ANNUAL SALARY 7312.00 annual 3595.40 prorated 7044.00 annual 3368.87 prorated 12163.00 annual 8878.99 prorated 5600.50 annual 2161.06 prorated TO: FROM: I LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: ,,\nN3onnie A. Lesley, Associate Superintendent for Instruction DATE: February 27, 2003 SUBJECT: Elementary Summer School Program Evaluation Background Information on the Elementary Summer School Program Evaluation One in the group of programs required by the federal court to be evaluated with the participation of an external evaluator was the Elementary Summer School program. In 1998 the State discontinued funding for the elementary summer school program, which had been mandatory for identified students in grades K-3 during 1993-1997. During those years the District also offered a tuition-funded program for students in grades 4-6, providing approximately 25 days of extended instruction with an emphasis on reading and mathematics. Effective 1998, the District continued the funding for grades K-3, and grades 4-5 students had the option of attending a tuition program. (Grade 6 moved to middle school in fall 1999.) The K-3 program changed the emphasis from reading and mathematics to a focus on reading and writing, and instruction was patterned after the District's comprehensive early literacy program in Prek-3. Steps Taken as a Result of the Program Evaluation The Elementary Summer School program was abandoned after summer 2 001. This decision was made based on the analysis of data by District staff from the summer 2000 and summer 2001 programs and on the desire of elementary principals to provide their own school-based remedial programs throughout the year, instead of during the summer. They saw the summer intervention as being too late to impact achievement scores and too late to impact the initial retention decisions. The funds, approximately $250,000 annually, previously allocated for K-3 summer school are now divided among the elementary schools according to a formula based on the school's enrollment, achievement data, and the number of free/reduced lunch students. Each school submits a plan annually for the use of the funds, including goals, Board Memo February 27, 2003 Page Two strategies, assessments, and budget. Individual students at each school are identified for the program. Designation of External Consultant and His Qualifications On December 2, 2002, the District awarded the contract for the Elementary Summer School program evaluation to the firm, Quality Education and Management Associates, Inc., Dr. Larry McNeal, president. A copy of his resume is attached, establishing his qualifications. Administrator Participation in Conducting the Program Evaluation In addition to Dr. McNeal and his associates, the following LRSD administrators participated in the evaluation: Ms. Frances Cawthon Jones, Assistant Superintendent for Elementary School Services Dr. Ed Williams, Department of Planning, Research, and Evaluation Mr. Ken Savage, Department of Computer Information Systems Ms. Lillie Carter, Summer School Coordinator Summer 2000 Summer School administrators--Joyce Willingham, Eleanor Cox, Ada Keown, and Donna Hall Summer 2001 Summer School administrators-Joyce Willingham, Eleanor Cox, Ada Keown, and Les Taylor Teacher Participation in Conducting the Program Evaluation Elementary school-level test coordinators and teachers involved in administering the SAT-9 (grade 5), ALT (grades 2-5), ORA (grades K-2), Observation Surveys (grades K-2), and state Benchmark examinations (grade 4) Impact on African-American Student Achievement The external evaluator was not able to determine definitively from existing data whether the elementary summer school program resulted in improved achievement among African American students. The conclusion was that the \"program had mixed results.\" There was some growth among second- and third-grade students, but kindergarten and grade one students' performance \"maintained a similar level of achievement before and after the program.\" These findings were virtually identical to those concluded by the staff participating in the original study. Recommendation That the Board of Education approve the Elementary Summer School program evaluation for submission to the federal court. BAUadg DR. LARRY MCNEAL BUSINESS ADDRESS HOME ADDRESS University of Arkansas at Little Rock 2801 S. University Avenue Department of Educational Leadership Little Rock, Arkansas 72204-1099 15806 Patriot Drive Little Rock, Arkansas 72212-2606 501-221-1178 lxrncneal@netscape.net or Office 501-569-3552 Fax 501-569-3547 Jrncneal5 9/@hotmail.com Jxmcneal@ualr.edu Ph.D. PROFESSIONAL PREPARATION Educational Administration, University of Wisconsin, Madison, WI (1990) Emphasis: Fiscal and Co=unity Support for Public Education Concentrations: Educational Finance, School-Community Relations, and Public School\\ Administration M. S. Educational Admi:iristration, University of Wisconsin, Madison, WI (1989) Emphasis: Administration and Organization of Public Education Concentration: Educational Administration (Public School) M. A. B.A. Public Affairs. University ofiowa, Iowa City (1976) Emphasis: Public Administration Concentration: Urban Administration Business Administration and Political Science, Dakota Wesleyan University, Mitchell, SD (1975) Emphasis: Political Economics Concentrations: Business Administration, Political Science and Economics Licensure: School Business Management (No longer active) Insurance Agent (No longer active) Entrepreneurship: Quality Education and Management Associates, President PROFESSIONAL WORK EXPERIENCE Professor, Department of Educational Leadership, GTaduate School of Education, University of Arkansas at Little Rock, Little Rock, Arkansas, 1998 to the present Visiting Professor, Department of Educational Management \u0026amp; Development, GTaduate School of  Education, New Mexico State University, Las Cruces, New Mexico, Su=er 2000 Educational Administration and Supervision Program Coordinator, Department of Educational Leadership, Graduate School of Education, University of Arkansas at Little Rock, Little Rock, Arkansas, 1998 to 2001 Visiting Professor, Department of Educational Management \u0026amp; Development, Graduate School of Education, New Mexico State Universiry, Las Cruces, New Mexico, Surmner 1998 Associate Professor, Department of Educational Administration and Foundations, Graduate School of Education, Illinois State University, Normal, Illinois, 1995 to 1998 Visiting Professor, Bellver International College, Trenton State College (now College of New Jersey), Graduate School of Education, Palma de Mallorca, Baleares, Spain, Summer 1996 Associate Director, Office of Educational Finance, Center For Higher Education and Educational Finance, qritduate School of.Education, Illinois State University, Nonnal, Illinois, 1995-1997 State Coordinator, Illinois Education Policy Fellow Program, Institute for Educational Leadership, Graduate School of Education, Illinois State University, Normal, Illinois 1994-1996 Research Associate, Center for the Study of Educational Finance, Graduate School of Education, Illinois State University, Normal, Illinois, 1993-1995 Assistant Professor, Department of Educational Administration and Foundations, Graduate School of Education, Illinois State University, Normal, Illinois, 1993-1995 Visiting Professor, Department of Educational Administration and Foundations, Graduate School of Education, University ofNorthem Iowa, Cedar Falls, Iowa, Su=er 1993 Research Associate, Center for the Study of Small/Rural Schools, Graduate School of Education, University of Oklahoma, Norman, Oklahoma, 1992-1994 Adjunct Fellow, Center for Research on Multi-Ethnic Education, University of Oklahoma, Norman, Oklahoma, 1991-1992 Danforth Principal Preparation Program Co-Facilitator, Graduate School of Education, University-of Oklahoma, Norman, Oklahoma, 1991-1993 Assistant Professor, Department of Educational Leadership and Policy Studies, Graduate School of Education, University of Oklahoma, Normal, Oklahoma, 1991-1993 Coordinator of Multicultural Affairs, Wisconsin Alumni Association, University of Wisconsin, Madison, Wisconsin, 1990-1991 Budget Analyst Intern, University of Wisconsin System Administration, Madison, Wisconsin, 1989-90 Equal Rights Officer, Division of Care and Treatment Facilities, Wisconsin Department of Health and Social Services, Madison, Wisconsin, Fall/Spring, 1988/1989 Budget and Management Analyst Intern, Wisconsin Department of Public Instruction, Madison, Wisconsin, S=ner, 1988 Marketing Manager, W arBuc Educultural Publications, Madison, Wisconsin, 1985-1987 Business Mathematics Instructor, Business Department, Madison Area Technical College, Madison, Wisconsin, Fall 1985 and Spring 1987 Finance Marketing Representative, John Deere \u0026amp; Company, Moline, Illinois, based in Madison, Wisconsin, 1978-1984 Co=ercial Service Representative, Honeywell, Incorporated, Minneapolis, Minnesota, based in Des Moines, Iowa, 1977-1978 Public Administration Intern, Mayor's Office, City ofpavenport, Davenport, Iowa, 1976 2 DISSERTATION McNeal, L. (1990). The role of education for employment councils in education for employment programs. University ofWisconsin-Madison. RESEARCH INTERESTS School Communitarianism (the fundamental relationship between schools and their communities) Organizational Change (change processes and organizational effectiveness) Educational Finance ( adequacy and equity of funding for public education) Program Assessment and Evaluation GRADUATE COURSES TAUGHT Administration and Organization of Schools Advanced Administrative Theory and Behavior Administrative Problem Solving Organizational Change Educational Politics and Policy Dissertation Proposal Development Educational Finance School Business Administration Human and Fiscal Resources Management Educational Public Relations Introduction to Doctoral Studies Organizational Development PUBLICATIONS: REFERRED McNeal, L. \u0026amp; Christy, W .K. (In Press, 2003). The locus of control issue in standard-based accountability. Educational Considerations. Christy, W.K. \u0026amp; McNeal, L. (2002). Influence of school board members on state legislation in Arkansas. ERIC Document Reproduction Service No. EA 031517. McNeal, L. (2002). The school-community relations profile model: Combining school district and community-based data. In J. Thomas Owens and Jan C. Simmons (Eds.), In creating quality reform: Programs, communities. and governance (67-81). Upper Saddle River, NJ: Pearson Education. Chesser, J.S., \u0026amp; McNeal, L. (2001). Educational community study circles: How superintendents can enhance school improvement through community dialogue. ERIC Document Reproduction Service No. ED 446 370. Christy, W.K., \u0026amp; McNeal, L. (2000). Implications of legislative policy development for public school districts. F. Kochan (Ed\".). Southern Regional Council on Educational Administration Yearbook Chesser, J.S., \u0026amp; McNeal, L. (1999). School improvement through community dialogue: The first community study circles on education in Arkansas and Oklahoma. ERIC Document Reproduction Service No. ED 436 694 .. Mogilka, J, Ashby, D.E, \u0026amp; McNeal, L., (Eds.). (1996). Planning \u0026amp; Changing, 27(1\u0026amp;2). McNeal, L. (1995). Fulfilling promises in the land of Will Rogers: A look at performance indicators in selected school districts since the enactment of Oklahoma house bill 101 7. School Finance Policv Issues in the States and Provinces: Annual Undate 1995 (135-138), C. Edlefson (Ed). The Ohio State University: Policy Research for Ohio-Based Education. McNeal, L. \u0026amp; Reed, R. (1995). Building a school-co=unity relations profile through sociological inventorying. People \u0026amp; Education: The Human Side of Schools, 3(3), 371-386. 3 !ll \"0\n:a ~8 m-i McNeal L., et al. (1994). National Sallie Mae winners and their principals. National Forum of Educational Administration and Suoervision Journal, 11(3), 3-10. McNeal, L. (1994). Focusing on at-risk students: Case smdy of John Wilkinson Elementary School. Illinois School Research and Development Journal, 31(1), 7-10. McNeal L., \u0026amp; Ashby, D. (1993). Site-based management and changing relationships. Illinois School Research and Deveiooment Journal, 31(1), 7-10. McNeal L., \u0026amp; Lehman, B. J. (1993). A vision of the future: The full-service school. Planning and Chaninng. 24(3/4), 140-154. BOOK PROPOSAL IN PROGRESS Christy, W.K., \u0026amp; McNeal, L. (2001). Working Title: The Superintendency: Theorv to reflective practice. To be submitted to Wadsworth. Belmont, CA. MANUSCRIPTS IN PROGRESS McNeal, L. (2001). The contextual world of education for children and the school-community:-James coleman and the effective schools movement. To be submitted to Humanistic Counseling, Education and Development. McNeal, L., \u0026amp; Christy, W.K. (2001). Rethinking the school district model of funding for individual schools: Comments about site-based management of resources. To be submitted to Planning and Change. Christy, W.K., \u0026amp; McNeal, L. (2001 ). Implications of charter scho~ls and home schooling for the funding of public schools. To be submitted to Journal of School Leadership. PUl3LICATIONS: MONOGRAPHS McNeal, L., et al. (1993). Common sense: Plain talk to legislators about school finance. Center For the Studv of Educational Finance. Illinois State University. PUBLICATIONS: NON-REFERRED McNeal, L. (December, 1990). The role of education for employment councils in education for employment programs. Dissertation. McNeal L. (1993). The education of African-American children in Oklahoma. State of Oklahoma: Annual Report. Urban League of Greater Oklahoma City, Inc., 36-45. McNeal, L., First, P. F., \u0026amp; Knudson, D. P. (1993). Evaluating the University of Oklahoma Danforth Principal Preparation Program. Connections, 1 (2), 3. McNeal, L. (1992). University of Oklahoma report. 'Danforth Programs for the Preparation of School Princioals Newsletter, 1 (2), 3.  McNeal, L. (1987). From the desk of. National Multicultural Banner, 5 (6), 2. McNeal, L. (1986). From the desk of: Literacy, who's problem is it anyway? National Multicultural Banner, 5 (3), 2. 4 McNeal, L. (1986). The Black collegians guide to graduate fellowships for minority students. National Multicultural Banner, 5 (2), 9. CITED IN EDUCATION WEEK In the area of educational finance, Education Week has quoted me on several occasions. I have been quoted in the following articles: 11/26/97 in News ILL. Lawmakers Get One More Try To Pass School Funding Reforms 6/11/97 in News ILL. Lawmakers Duck Vow To Revamp Funding 3/26/97 in News ILL. Audit Questions Oversight of ILL. Education Agency 2/5/97 in News ILL. Odds Seen Better for Funding Reform in ILL. REPORTS McNeal, L. Little Rock school district charter elementary school evaluation report for the 2001- 2002 school year. Prepared for the Little Rock School District, November, 2002. McNeal, L., et. al. The college of education assessment report: 2000-2001: University. of Arkansas at Little Rock. Prepared for the Provost's Advisory Group on Assessment, June, 2001. McNeal, L. Little Rock school district charter elementary school evaluation report for the 2000- 2001 school year. Prepared for the Little Rock School District, June, 2001. McNeal, L. Projected student enrollment for the 2000-2001 school year: 6th and 7th grade student racial make up report. Prepared for Pulaski County Charter School Inc., April, 2001. McNeal, L. Enrollment trends in the Little Rock, North Little, and Pulaski County Special scbool districts: 1995-1996 to 1999-2000. Prepared for Pulaski County Charter School Inc., November, 2000. Coleen, B.C., Driskill, G., Leslie, S., McNeal, L., Mitchell, W., Taylor, C., \u0026amp; Webb, R Provost's advisory group on assessment: University of Arkansas at Little Rock. Su=er 2000 report, July, 2000. McNeal, L., et. al. The college of education assessment report: 1999-2000: University of Arkansas at Little R-0ck. Prepared for the Provost's Advisory Group on Assessment, June, 2000. McNeal, L. Student enrollment needs assessment study of the Illinois school for the visually impaired, Illinois Center for Rehabilitation and Education and Illinois School for the Deaf. Prepared for the Illinois Department of Rehabilitation Services, October, 1995. McNeal, L, First, P ., Walker, V., \u0026amp; Hobson, B. An inquiry into alleged cultural insensitivity at Capitol Hill High School. Prepared for Oklahoma City Public School District, March, 1993. McNeal, L, et al. School choice: Open enrollment and post secondary options. Prepared for the Association of Wisconsin School Administrators, March, 1990. McN eal, L. County veterans service officer training manual. Wisconsin Department of Veterans Affairs, June, 1990. McN ea!, L. A Review of health care and medical services provided by the United States department of veterans affairs. Prepared for the Division of Veterans Programs, Wisconsin Department of Veterans Affairs, August, 1989. McNeal, L. A review of health care grants and the Wisconsin Veterans Home in King, Wisconsin. Prepared for the Division of Veterans Programs, Wisconsin Department of Veterans Affairs, August, 1989. 5 McNeal, L. Mendota mental health institute: Ar,. analysis of an organization in crisis. Prepared for the Division of Care and Treatment Facilities of the Wisconsin Department of Health and Social Services, December 1988. PRESENTATIONS: REFERRED McNeal, L., Christy, W.K., \u0026amp; Lewis, R. (2002). New leaders and new implications for educational administration. Southern Regional Council on Educational Administration Annual Conference, Kansas City, MO. Christy, W.K., \u0026amp; McNeal, L. (November, 2001). Mid-South Educational Research Association Annual Conference, Little Rock, AR. McNeal, L. \u0026amp; Christy, W.K. (November, 2001). A discussion of change theory,systems theory, and state designed standards and accountability initiatives. Southern Regional Council on Educational Administration Annual Conference, Jacksonville, FL. McNeal, L. \u0026amp; Christy, W.K. (Nov=ber, 2001). State designed standards and accountability initiatives in the southwestern regional educational development laboratory service area. Southern Regional Council on Educational Administration Annual Conference, Jacksonville, FL. McNeal, L. (2001, July). The institutionalization of the assessment process: One story in one college of education. The Consortium for Assessment \u0026amp; Planning Support. San Juan, PR. McNeal, L. (2001, July). Faculty perceptions of their involvement in the assessment (evaluation) process. The Consortium for Assessment \u0026amp; Planning Support. San Juan, PR. Chesser, J., \u0026amp; McNeal, L. (November, 2000). The use of the study circle in school reform: Bringing all the voices to the table. Mid-South Educational Research Association Annual Conference, Bowling Green, KY. McNeal, L. \u0026amp; Christy, W.K. (November, 2000). Charter schools under construction: An analysis of a charter school evaluation plan. Southern Regional Council on Educational Administration Annual Conference, Nashville, TN. Christy, W.K.., \u0026amp; McNeal, L. (November, 2000). Implications of charter schools and home schooling. Southern Regional Council on Educational Administration Annual Conference, Nashville, TN. Christy, W.K. \u0026amp; McNeal. L. (November, 2000). The process ofmalcing sausage in the factory of program reform. Southern Regional Council on Educational Administration Annual Conference, Nashville, TN. Michaelis, K, \u0026amp; McNeal, L. (April, 2000). From indifference to injustice: The politics of teen violence. American Educational Research Association for the Spring 2000 Conference in New Orleans, LA.  Caram, C. A., Christy, W. K.., Altom, B, \u0026amp; McNeal, L. (April, 2000). The sausage factory: The process of planning for accountability. Arkansas Association of Colleges of Teacher Education, Little Rock, AR. Caram, C. A., Christy, W. K., Altom, B., \u0026amp; McNeal, L. (April, 2000). Responding to the call for accountability of a school leader preparation program. Arkansas Association of Colleges of Teacher Education, Little Rock, AR. Chesser, J. S., \u0026amp; McNeal, L. (March, 2000). Educational co=unity study circles in Arkansas: How superintendents can enhance school improvement through co=unity dialogue. American Association of School Administrators 11 th Annual Conference Within A Conference, San Francisco, CA. 6 Chesser, J. S., \u0026amp; McNeal, L. (November, 1999). School improvement tbrough community dialogue: The first community study circles on education in Arkansas and Oklahoma. Mid-South Educational Research Association Annual Conference, Clear Point, AL. McNeal, L., \u0026amp; Christy, W. K. (November, 1999). From preparation to practice in Arkansas: The relationship between program preparation standards and entry-level administrators' success. Southern Regional Council on Educational Administration Annual Conference, Charlotte, NC. Christy, W. K., McNeal, L. (November, 1999). Implications oflegislative policy development for public school districts. Southern Regional Council on Educational Administration Annual Conference, Charlotte, NC. McNeal, L., Gonzalez, M. L., \u0026amp; Noley, Grayson. (October, 1999). The ethics of silencing in school accountability: Listening to the voices of Hispanic, Native American, and African-American Researchers. University Couneil for Educational Administration Convention, Minneapolis, MN. Christy, W. K. \u0026amp; McNeal, L. (March, 1999). Future policy implications of an Arkansas referendum initiative. American Education Finance Association, Seattle, WA. McNeal, L. (March, 1998). The link between quality and school communitarianism. Creating the Quality School: 7th Annual National Conference, Arlington, VA. McNeal, L., Place, A. W., Tillman, LC., Beaumont, J. J. \u0026amp; Sanders, E.T. W. (October, 1997). A cross-cultural discussion of the 1997 UCEA conference theme. University Council for Educational Administration Convention, Orlando, FL. McNeal, L. (October, 1997). The contextual world of education for children and the school. community: James Coleman and the effective schools movement. MidW estern Educational Research Association Annual Meeting, Chicago, IL. McNeal, L. (March, 1997). Influencing instructional strategies ,to enhance learning by using the school-co=unity relations profile model. Creating the Quality School: 6th Annual National Conference, Oklahoma City, OK. McNeal, L. ( 1996, March). The implications of community based information for caring schools: SCRPI:N'G along. Creating the Quality School: 5th Annual National Conference, Oklahoma City, OK.. McNeal, L. \u0026amp; Chi, J. (1996, March). Performance indicators and curriculum offerings: Is there a connection in Oklahoma? American Education Finance Association Conference, Salt Lake City, UT. McNeal, L., Parks, J., Watson, L., Jackson, D., Midgette, T., \u0026amp; Glenn, E. (1996, March). Our pedagogy: Culture as a major variable. Pedagogy of the Oppressed Conference, Omaha, NE. McNeal, L. \u0026amp; Ashby, D. (1995, October). School-community relations profiling: Re examining leadership for community. University Council for Educational Administration, Salt Lake City, UT. McNeal, L. (199{ April). Fulfilling promises in the land of Will !?-agers: A look at performance indicators in selected school di~tricts since the enactment of Oklahoma house bill 101 7. Sponsored by the Special Interest Group on Fiscal Issues, Policy, and Educational Finance (FIPEF). American Educational Research Association Conference, San Francisco, CA. McNeal, L. (1995, March). Promoting quality in education tbrough the SCRPI:N'G of schools. Creating the Quality School: 4th Annual National Conference, Oklahoma City, OK. 7 McNeal, L., Higham, R, \u0026amp; Boyd, M.A. (1994, October). Establishing community between higher education, public education, and self: An effort of compromise in infusing multiculnrralism. Midwestern Educational Research Association, Chicago, IL. McNeal, L. (1994, April). The state of educational finance in Oklahoma. American Educational Research Association Conference, New Orleans, LA. McNeal, L. (1994, March). Governance structures in decentralized schools and school improvement: Lessons from Chicago school reform. Creating the Quality School: 3rd Annual National Conference, Oklahoma City, OK. McNeal, L. (1994, March). Governance structures in decentralized schools and decision-making: Another way to promote quality. Creating the Quality School Conference, Oklahoma City, OK. McNeal, L. \u0026amp; Lehman, B. J. (1994, February). A vision of the future: The full-service school. American Association of School Administrators (Conference-Within-A-Conference), San Francisco, CA. McNeal, L. (1993, March). Quality schools and site-based management: An issue of fiscal management. Creating The Quality School: 2nd Annual National Conference, Oklahoma City, OK. McNeal, L. (1993, March). Site-based fiscal management and the preparation ofbuilding administrators. American Education Finance Association Conference, Albuquerque, NM. McNeal, L., Chance, E.W., Langenbach, M., Costa, E.W., \u0026amp; Carem, C. (1993, March). Na1ional sallie mae winners and their principals. American Association of School Administrators (Conference- Within-A-Conference), Orlando, FL. McNeal, L. (1992, March). The university's role in the preparation of school site-based managers. Creating The Quality School: 1st Annual National Conference, Norman, OK. INVITED PRESENTATIONS McNeal, L. (October 8, 2001). Standards for school leaders: The next generation. EDAS 7380:  Practicum and EDAS 8380: Practicmn, University of Arkansas at Little Rock, Little Rock, AR. McNeal, L. (Spring, 2001). Concerned base adoption model (CBAM). EDAS 8314: Cont=porary Educational Administration Issues, University of Arkansas at Little Rock, Little Rock, AR. McNeal, L, (July, 2000). A conversation about charter schools in Arkansas. Crossing Boundaries: Teaching, Learning, Results. Southeast Comprehensive Assistance Center, Peachtree City, GA. McNeal, L, Broadnax, W., \u0026amp; McLean, L. (July, 2000). The charter school's A.PIEM process. Crossing Boundaries: Teaching, Learning, Results. Southeast Comprehensive Assistance Center, Peachtree City, GA. McNeal, L. (March, 2000). An alternative governance model for public education. International Academy of Educational Leaders, Nashville, TN. McNeal, L. (October, 1999). The change process, con=unications and interpersonal relations. Ray Graham Training Center, Chicago Public Schools. Chicago, IL. 8 McNeal, L. (September, 1999). Collegiality leadership for school improvement. Arkansas Institute for School Improvement, sponsored by the Southeast Comprehensive Assisrance Center, Little Rock, AR. McNeal, L. (January, 1999). National standards and their impact on educational administration .programs: Lessons learned from reflection. International Academy of Educational Leaders, San Antonio, TX. McNeal, L. (February, 1998). The change process and its impact on high school principals. Davenport Public School District, Davenport, IA. McNeal, L. (February, 1998). The change process and its impact on junior and middle school principals. Davenport Public School District, Davenport, IA. McNeal, L. (February, 1998). The change process and its impact on elementary school principals. Davenport Public School District, Davenport, IA. McNeal, L. (September, 1997). Focusing on the needs of children of color: Whose 30b is it anyway? Quad-Cities Alliance of Black Educators, Rock Island, IL. McNeal, L. (February, 1997). Revisiting the Coleman report: Parents, families, co=unities and schools. Illinois State University Administrators Club, Normal, IL. McNeal, L. \u0026amp; Parks, J. (October, 1996). Linking school-based data with co=unity based data: The school-co=unity relations profile model. Illinois School Board Association, Illinois Association of School Administrators and Illinois Association of School Business Officials 64th Joint Annual Conference, Chicago, IL. McNeal, L. (1993, January). Site-based management. Cooperative Council of Oklahoma School Administrators, New Principal Training Workshop, Norman, OK. McNeal, L, et al. (March, 1990). School choice: Open emol1ment and post secondary options. Association of Wisconsin School Administrators, Madison, WL McNeal, L., Bread, J. and Willamson, M. (November, 1992). Financing the colorization of the canon. New Directions for African American Scholarship and Research Conference: Colorizing the Canon, Norman, OK. FUNDED GRANTS 'Preparing tomorrow's teachers to use tecbnology (PTS) grant. The University of Arkansas at Little Rock, Little Rock, AR. July l through August 15, 2001. $4,375 Arkansas department of education grant award: Administrator licensure preparations. (Project Director: Angela Sewall \u0026amp; Project Assistant Director: Larry McNeal). Arkansas Department of Education. July 1, 2001 through June 31, 2002. $10,000 Proposal for the professional development of those who prepare school administrators in the use oftecbnology to enhance teaching and learning. (Co-Principal Investigators: L. McNeal \u0026amp; D. Ashby). University Council for Educational Administration. May 1 through September 30, 1998. $1,000 Educational output in Illinois: Studying the disparity in academic test scores among school districts. University Research Grant (Illinois State University). June 1, 1996 through June 30, 1997. $5,000 9 !II -c, ::0 ~8 m i Student emolhnent needs assessment study of the Illinois School for the Visually Impaired, Illinois center for rehabilitation and education and Illinois School for the Deaf. Illinois Department of Rehabilitation Services. May 15, 1995 through October, 1995. $7,500 FELLOWSHIPS Advanced Opportunity Program Fellowship, University of Wisconsin, 1987-1990 Education Policy Fellow Program, Institute for Educational Leadership, 1993-94 EDITORIAL REVIEW BOARDS Editorial Review Board, Planning and Changing, 1993-1998 Editorial Review Board, Journal of School Leadership, 1997-1999 Editorial Review Board, Southern Regional Council on Educational Administration Yearbook, 2000 to present REFERRED PROPOSALS AND MANUSCRIPTS FOR University Council for Educational Administration American Educational Research Association, Division A MidW estern Educational Research Association, Division A Southern Regional Council of Educational Ad.ministration Planning and Changing Journal of School Leadership MidW estern Educational Researcher Center for the Study of Small and Rural Schools SRCEA Yearbook SELECTED SERVICE ACTIVITIES Citizenship Service {Program. Department, College, University) Prmrram Level Program Coordinator, Educational Administration and Supervision, Department of Educational Leadership [University of Arkansas at Little Rock] 1998-2001 Chair, Educational Administration and Supervision Faculty Search Committee, Department of Educational Leadership [University of Arkansas at Little Rock] 1998-99, 1999-2000, 2000-200~ Academic Advisor, Educational Administration and Supervision, Department of Educational Leadership [University of Arkansas at Little Rock] 1997 to present Academic Advisor, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1993-1998 Academic Advisor, Department of Educational Leadership and Policy Studies [University of Oklahoma] 1991-1993 Dissertation Chair, Educational Administration and Supervision, Department of Educational Leadership [University of Arkansas at Little Rock] 1997 to present Dissertation Chair, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1993-1998 10 Dissertation Advisor, Educational Administration and Supervision, Department of Educational Leadership and Policy Studies [University of Oklahoma] 1991-1993 Department Level Faculty Recorder, Department of Educational Leadership [University of Arkansas at Little Rock] 1999- present Member, Peer Evaluation Committee, Department of Educational Leadership [Urriversity of Arkansas at Little Rock] 2000-present Member, Srudent Evaluation Committee, Department of Educational Leadership [University of Arkansas at Little Rock] 2000 Member, Higher Education Program Faculty Search Committee, Department of Educational Leadership [University of Arkansas at Little Rock] 1998-99 Academic Advisor, Quad Cities K-12 Doctoral Cohort, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1997- 1998 Member, K-12 Doctoral Curriculum Review Committee, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1997-~998 Member, Faculty Status Committee, Department ofEducational Administration \u0026amp; Foundations [Illinois State University] 1996-1998 Member, Faculty Search Committee, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1995-1996, 1997-98 Member, Research Committee, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1995-1998 Member, Student Recruitment Committee, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 199 5-1997 Coordinator, K-12 Program Professional Practice, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1993-1998 Chair, Faculty Development Committee, Department of Educational Leadership and Policy Studies [Urriversity of Oklahoma] 1992-1993 Chair, Graduate Tuition Fee Waivers Committee, Department ofEducational Leadership and Policy Studies [University of Oklahoma] 1992-1993 Member, Danforth Evaluation Team, Department of Educational Leadership and Policy Studies Education [University of Oklahoma] 1992-93 College Level Member, Graduate Faculty, College of Education [University of Arkansas at Little Rock] 1998 to present Member, College of Education Retreat Committee [University of Arkansas at Little Rock] 1999 \u0026amp; 2001 Member, Associate Dean Search Committee College of Education [Illinois State University] 1997-1998 11 Member, College Council, College of Education [Illinois State University} 1994-1998 President, College Council, College of Education [Illinois State University) 1996-1998 Member, Elections Committee, College of Education [Illinois State University) 1996-1998 Member, Technology Committee, College of Education [Illinois State University) 1996-1998 Member, Multicultural Task Force, College of Education [Illinois State University] 1994-95 Member, Graduate Faculty, College of Education [Illinois State University) 1993-1998 Member, Graduate Faculty, College of Education [University of Oklahoma) 1991-1993 Member, Education Faculty Development Committee, College of Education [University of Oklahoma) 1991-1993 Member, Equal Opportunity Committee, College of Education [University of Oklahoma) 1991-1993 Member, Graduate Faculty Member [University of Oklahoma) 1991-1993  Member, Faculty Search Committee, Department of Educational Leadership and Policy Studies, COE [University of Oklahoma J 1991-1992) Universitv Level Member, Commission to Combat Intolerance and Harassment [Illinois State University] 1995 1996 Member, Multicultural Task Force, Member, Commission to Combat Intolerance and Harassment [Illmois State University) 1995 1996 Academic Calendar and Schedules Committee [University of Arkansas at Little Rock) 2001-present Program Development and Accreditation Service Member, Provost's Advisory Group on Assessment [University of Arkansas at Little Rock] 1999-2001 Chair, College of Education Assessment Committee [University of Arkansas at Little Rock] 1999-2001 Co-Chair, College of Education Assessment Committee [University of Arkansas at Little Rock] 1998-1999 Member, College of Education Assessment Committee [University of Arkansas at Little Rock] 1998-2001 Member, Program Advisory Assessment Committee [University of Arkansas at Little Rock) 1998-2001 Chair, K-12 Program Curriculum Review Committee, Department of Educational Leadership [University of Arkansas at Little Rock] 1998-2001 Member, North Central Se1f Study Task Force (Governance and Administration Community) [University of Arkansas at Little Rock] 1998-1999 Chair, K-12 Program Curriculum Review Committee Department of Educational Administration \u0026amp; Foundations [Illinois State University) 1997- 98 : 12 Member, K-12 Doctoral Curriculum Review Committee, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1997-1998 External Reviewer (Evaluation) ofDeparnnent of Educational Administration Northern Illinois University [sponsored by University Council for Educational Administration] spring 1996 Member, K-12 Program Review Committee, Department of Educational Administration \u0026amp; Foundations [Illinois State University] 1993-1997 Member, Administration Certificate Program Committee, Depamnent of Educational Leadership and Policy Studies [University of Oklahoma] 1991-1993 Member, NCATE Category Evaluation Committee, Department of Educational Leadership and Policy Studies [University of Oklahoma] 1991-1992 Professional and Communitv Service (Program, Department, College, University) Professional Associations Association for Supervision and Curriculum Development (ASCD) 1999-to present American Educational Research Association (AERA) 1991-to present American Education Finance Association (AEF A) 1991-1999 International Academy ofEducational Leaders (IAEL) 1998-to present University Council for Educational Administration (UCEA) 1991-98 National Council of Professors of Educational Administration (NCPEA) 1996-2000 Mid-South Educational Research Association (MSERA) 1998 to present MidWestem Educational Research Association (MWERA) 1993-1998 Southern Regional Council of Professors of Educational Administration (SRCPEA) 1998-to present Illinois Council of Professors of Educational Administration (ICPEA) 1993-98 Illinois Association of School Administrators (IASA) 1995-98 Kappa Deha PI School Level (Service to Schools) Davenport Public School District, Davenport, IA Little Rock School District, Little Rock, AR Pulaski County School District, Pulaski County, AR Peoria Public School District, Peoria, IL Kankakee Public School District, Kankakee, IL Galesburg Public School District, Galesburg, IL :Pulaski Charter School, Inc., Maumelle, AR East St. Louis Public School District, East St. Louis, MO Bloomington Public School District, Bloomington, IL Oklahoma City Public School District, Oklahoma City, OK Rock Island Public Schools, Rock Island, IL Nicoma Park Public Schools, Nicoma Park, OK Moore Public School District, Moore, OK Metcalf School (Illinois State University), Normal, IL University High School (Illinois State University), Normal, IL Savannah, Public School District, Savannah, GA Chatham County School District, Chatham County, GA School District (Service to School Districts) Little Rock School District, Little Rock, AR 13 State Level Arkansas Association of Colleges of Teacher Education [University of Arkansas at Little Rock] 2000 Executive Cormnittee Member, Oklahoma Cormnission for Educational Leadership (University of Oklahoma] 1991-1993 Chair, Administrative Procedure Committee Superintendent's Advisory Council for Accounting and Financial Reporting (sponsored Oklahoma Department of Education) [University of Oklahoma] 1991-1992 Executive Cormnittee Member, Oklahoma Association of School Administrators [University of Oklahoma] 1991-1993 Chair, Administrative Procedure Committee, Superintendent's Advisory Council for Accounting and [University of Oklahoma] 1991-1992 Executive Committee Member, Cooperative Council for Oklahoma School Administration Administrators [University of Oklahoma) 1991 1992 Regional/N ational/lntemational Level Regional Executive Board Member, Southern Regional Council on Educational Administration (University of Arkansas at Little Rock] 1999 to present Junior Chair, Division A (Ad.ministration) MidWestern Educational Research Association [Illinois State University] 1997-1998 Chair, Division A (Administration) MidWestern Educational Research. Association [Illinois State University) 1995-1997 National .School Leaders Licensure Assessment Test Examiner, School Leader Licensure Educational Testing Service {Princeton, NJ} (University of Arkansas at Little Rock] July 200 Executive Committee Member, Southern Regional Council on Educational Administration (University of Arkansas at Little Rock] 1999 to present Advisory Board Member, Center for the Study of Small/Rural Schools [University of Oklahoma] 1998- 2000 Executive Committee, University Council for Educational Administration [Illinois State University) 1996- 1998 Plenary Representative, University Council for Educational Administration [Illinois State University] 1993- 1996 Faculty Speaker, National Graduate Student Research Seminar (sponsored by the University Council for Educational Administration for UCEA National Convention in Louisville, KY) [Tilinois State University] 1996 14 Planning Committee Member, National Graduate Student Research Semmar in Educational Administration (sponsored by the Uruversiry Council for Educational Education and the American Educational Research Association for ABRA Conference in Francisco, CA) [Illinois State University) 1995-1996 Member, Ad Hoc Finance Committee Uruversity Council for Educational Admmistration [Illinois State University] 1994 1996 Member, Urban Education Consortium (based at Rutgers University in the Center for Government Services) [Illinois State University] 1994-1998 Planning Committee Member, Information Environment for School Leader Preparation Simulation Project [sponsored by UCEA sponsored] 1993-1997 Steering Committee Member, National Research Conference on African American Studies (sponsored.by University of Oklahoma) [University of Oklahoma] 1992-1993 Executive Committee Member, Wisconsin Alumni Association National Alumni Council For Multicultural Diversiry [University or Wisconsin-Madison] 1990-1992 International International Academy of Educational Leaders (IAEL) [University of Arkansas at Little Rock] 1998-to present SELECTED CONSULTING ACTIVITIES Topic School Leader Licensure Charter School Evaluation Student Emollment Student Emollment Trends Flexible Block Scheduling Change, Co=unications \u0026amp; Interpersonal Relations Collegiality and Leadership School Board and Superintendent Relations School Improvement/Change Process Site Educational Testing Service Princeton, NJ Little Rock School District Little Rock, AR Pulaski Charter School, Inc. Maumelle, AR Pulaski Charter School, Inc. Maumelle, AR Pulaski County School District Jacksonville, AR Chicago Public School District Chicago, IL. Little Rock, AR Little Rock, AR East St. Louis Public School District East St. Louis, MO Davenp'tlrt Public School District Davenport, IA 15 Date July 2001 June 2001 April 2001 November 2000 October 2000 October 1999 September 1999 July 1998 February 1998 After School Programs Evaluation Title 1: Sunnner School Evaluation Amlexation Curriculum Development/Computer Simulations Administrative Testing/Principalship Block Scheduling School Improvement/Community Relations School Improvement/Diversity Site-Based Fiscal Management Site-Based Management/Personnel Issues Student Diversity S1affRelations \u0026amp; Diversity Educational Finance/Montana Grant Writing/At-Risk Children Galesburg Public School District Gales burg, Illinois Peoria Public School District Peoria, IL Bloomington Public School District Bloomington, IL University Council for Educational Administration St. Louis, MO Educational Testing Services Princeton, NJ Rock Island Public School District Rock Island, IL Galesburg Public School District Galesburg, IL Kankakee Public School District Kankakee,IL Georgia Southern University Savannah., GA Nicoma Park Public School District Nicoma Park, OK Moore Public School District Moore, OK Oklahoma City Public School District February-March Oklahoma City, OK Center For The Study Of Small/ Rural Schools Norman, OK Oklahoma Public School District Oklahoma City, OK December 1997 April 1998 November 1997 Summer 1997 July 1997 June 1997 Spring 1997 February 1997 November 1996 May 1996 \u0026amp; April 1995 March 1993 Spring 1993 1993 Su=er1992 Summer 1992 THESIS AND DISSERTATION COMMITTEE SERVICE Student/Date D. Bangs (2001) Broadnax, W. (2001) Tonic A study of student drug-testing effects in selected Arkansas secondary s:::hools [Chair] A study of Arkansas public school superintendents' knowledge of and attitudes toward charter schools [Chair] 16 Sain, L. (2001) Austin, R (2001) V. Abernathy (2001) W. Bitely (2001) C. Claye (2001) M. Dalla Rosa (2001) A. Tucker (2001) J. Tackett (2000) M. Dickerson, (2000) T. J. Chesser (2000) D. Williams (2000) Y. Meade-Williams (2000) B. Wood (2000) L. J. Jackson (1999) E. Eddings (1999) E. Goldstone (1998) A comparison-of pre-post student outcomes after an intervention of a secondary alternative program for disruptive students [Chair] Role of the special education supervisor as perceived by Arkansas superintendents, principals, and special education supervisors [Member] A Study of the Superintendency supply issue for public education [Chair] English as a second language in the state of Arkansas [Chair] An analysis -of a case study of a secondary alternative education program in Brazil: Lessons for the United States [Chair] Principals' and educational interpreters' perceptions of the evaluation process of educational interpreters in Arkansas public schools [Member] An Investigation of student performance in Arkansas high schools using the traditional schedule, alternate day block scheduJe and intensive block schedule [Chair]  Self-reported teacher job satisfaction and perception of administrative listening skills [Chair] Superintendent perceptions of effectiveness: A study of Arkansas . school improvement [Chair] The first statewide study circles on education in America: Participant perceptions of study circles in two Arkansas co=unities (Chair] A descriptive case study of a single innovation's effect on multiple  literacy initiatives in Arkansas [Member] A study of the effect of principal leadership style on teacher stress in six. junior high schools in the Pulaski county special school district [Member) A profile of female superintendents in Arkansas 1999-2000 [Member] African-American and Caucasian American students' -satisfaction of perceived instructional strategies in third-and-sixth-grade urban elementary classrooms [Member] Illinois State University Does the level of implementation of total quality management affect student outcomes? [Co-Chair] University of Arkansas at Little Rock Case srudy of the involvement of the business co=unity in the Illinois partnership academy in eight Illinois school districts from 1993 to 1996 [Member] Illinois State University 17 R. L. Kilpatrick (1998) N. J. Anderson (1998) C. W. Dawson (1998) V. D. Steele (1998) B. Hinrichs (1998) E. J. Brown (1998) G. L. Harrison (1998) C. A. Stack (1997) T. M. Eddy (1997) J. D. White (1997) J. J. Pokorney (1997) D. P. Henry (1996) L.A. Obi (1995) J. R. Davis (1995) M. J. Moore (1994) Determining the costs of school year extensions [Member] Illinois State University The four block scheduling model as a change mechanism: A study of three selected high schools (Chair] Illinois State Universi~ A case study of desegregation in the rockford school system, rockford, Illinois, from 1989-1997 [Member] Illinois State University The relationship between leadership styles of elementary principals and school cultures (Member] Illinois State University Understanding situational leadership and its relationship to student project groups [Chair] Illinois State University The instructional leadership role of elementary school principals and its Influence on instructional practices as perceived by elementary school teachers [Chair] Illinois State University An analysis of the dismissal of tenured teachers under article 24A of Illinois public acts 84-126 and 84-972: evaluation of certified employers [Chair] Illinois State University A study of the organizational structure of middle level blue nobon schools and factors that promote efficiency [Chair] Illinois State University Teacher and student perceptions of school environment and student discipline [Chair] Illinois State University Reduced class size and teacher perceptions of its .impact in kindergarten through third grade [Member] Illinois State University Education: relationships with job satisfaction and organization commitment [Member] Illinois State University African American parents involvement in the elementary education of their children [Member] Illinois State University The efficacy of oral English language proficiency policies for international teaching assistants in institutions of higher education [Member] Illinois State University An investigation of the value congruence held by Illinois school board members regarding alternative schooling and the allocation of financial resources .to support alternative education [Member] Dlinois State University African American voter participation: The role ofreligion in the 1992 presidential election (Thesis) [Member] University of Oklahoma 18 E.W. Costa II (1993) I. B. Seay (1993) P.T.B . Freeman (1993) G.W.Griffin(l992) W. L. Anderson (1991) Furnished Upon Request The principal as leader: A study of the perceptions of entry-level teachers [Member] University of Oklahoma Women in leadership roles: Perspectives from female elementary administrators [Member] University of Oklahoma Presidential profiles in higher education: Perspectives from African American women [Member] University of Oklahoma Principals' and superintendents' perceptions of superintendent behaviors and activities which are linked to school effectiveness [Member] University of Oklahoma An analysis of the roles of.high school administrators as perceived by principals and assistant principals in selected Oklahoma .public high schools [Member] Illinois State University REFERENCES 19 TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: i, ~--Bonnie A. Lesley, Associate Superintendent for Instruction DATE: February 27, 2003 SUBJECT: Extended Year Education (EYE) Program Evaluation Background Information One of the group of programs required by the federal court to be evaluated with the participation of an external evaluator was the Extended Year Education (EYE) program. District staff had completed a program evaluation after the end of the 2000-2001 school year, and it was presented to the Board of Education for information. Another report was also completed for the 2001-2002 school year. Both of these preliminary studies are attached for the Board's information. Steps Taken as a Result of the 2000-2001 Program Evaluation Three schools initially participated as EYE schools: Stephens Elementary, Mabelvale Elementary, and Woodruff Elementary. In fall 2002, two additional schools were added: Cloverdale Elementary and Mitchell Elementary. Some modifications to the intersessions were made in 2002-2003, but these were not a result of the program evaluation. Designation of External Consultant and His/Her Qualifications On December 2, 2002, the District awarded the contract for the Extended Year Education (EYE) program evaluation to the firm, Youth Policy Research Group, Inc., Dr. William Moore, Senior Partner. Dr. Moore's and Dr. Theresa Akey's resumes are attached, establishing their qualifications. Administrator Participation in Conducting the Program Evaluation In addition to Dr. Moore and his associates, specifically Dr. Theresa Akey, the following LRSD administrators participated in the evaluation: Ms. Frances Jones, Assistant Superintendent for Elementary School Services Dr. Ed Williams, Department of Planning, Research, and Evaluation Ms. Patricia Price, Director of Early Childhood and Elementary Literacy Board Memo February 27, 2003 Page Two Mr. Ken Savage, Department of Computer Information Systems Ms. Sharon Brooks, Principal, Stephens Elementary School Ms. Tab Phillips, Principal, Mabelvale Elementary School Ms. Janice Wilson, Principal, Woodruff Elementary School Teacher Participation in Conducting the Program Evaluation Teachers at Stephens, Mabelvale, and Woodruff who administered the various assessments-ORA and Observation Surveys at grades K-2\nBenchmarks at grade 4\nAl Ts at grades 2-5\nand SAT-9 at grade 5. Impact on African-American Student Achievement The external evaluator's conclusion was that \" Unfortunately, the limited nature of the original design and existing data do not afford us an opportunity to answer in a rigorous manner the key evaluation question oft he extent of impact of the initiative on black student performance.\" Recommendation That the Board of Education approve the Extended Year Education (EYE) program evaluation for submission to the federal court. BAL/adg i1. JJ. Moore, 1 u u.u,, v h .....  .  - -- RFQ23-010--Response of J'ourh Policy Research Group, Inc WILLIAM P. MOORE, PH. D. BI0GRAHICAL SKETCH OCT0BE~ 2002 Dr. Moore holds a doctorate in Educational Psychology from the University of Kansas and is a Senior Partner with Youth Policy Research Group, Inc. located in Kansas City, Kansas. Cmrently he is the co-investigator for the evaluation of a systemic change initiative (First Things First) in the Kansas City, Kansas Public Schools and just completed a .post-doctoral fellowship with Juniper Gardens Children's Research Project exploring the dimensions of effective learning communities in schools. Dr. Moore serves also as a lecturer at the University of Kansas where he teaches Evaluating School Programs, a doctoral-level educational evaluation course. Dr. Moore has served as Research and Evaluation Director in two urban school districts\nSenior Research Associate with the Ewing Marion Kauffinan Foundation\nand held facuhy positions in research and measurement at the University of Kansas. Dr. Moore co-founded and directed the Dramatic AIDS Education Project, a collaborative AIDS education program for school-age youth and bas spent the last 6 years conducting research and evaluation studies on the effica~y of this AIDS education program for youth. Two years ago, the Project received Kansas City's Ribbon of Hope Award for outstanding community service towards the elimination of HIV/AIDS. Previously, Dr. Moore was Senior Managing Consultant with GPR\u0026amp;E, a research and evaluation consulting firm. He has consulted with school districts, not-for-profits, health care institutions, national foundations, youth development intermediaries and universities. He is a past member of the Board of Directors of Kansas City Public Achievement, a Minnesota-based youth empowerment program\nand recently retired, after 6 years, from the Board of Directors of Sunflower House: A Child Abuse Prevention Center, where he was Vice-President of Education and a member of the agency's Executive Connnittee. He now serves as a member of the Advisory Board. Dr. Moore has served as an expert witness in Federal school desegregation litigation\nwas a member of the Panel of Writers for the development of the new Student Evaluation Standards coordinated by The Joint Committee on Standards for Educational Evaluation\nand served a twoyear term as a member of the National Research Development Connnittee for the American Occupational Therapy Foundation. Dr. Moore's research and evaluation interests have focused on effectively documenting the success of educational reform initiatives\nthe impact of mandated assessment programs on teacher instructional practice\nand the impact of education on the HIV -related knowledge, attitudes and behavioral intentions of youth. Dr. Moore has published in Applied Measurement in Education, Educational Assessment, the Jnrernational Journal of Educational Research, and The American Occupational Therapy Journal. Dr. Moore served 4 years on the Editorial Board of the Occupational Therapy Journal of Research and is currently a grant reviewer for the W. T. Grant Foundation. 7  ~ ~ ' '          ll '. P. Moore() ourh Po/rev Research uroup. iru:.1 _ RFQ23-0 J O--Response of l outh Policy Research Grow . Inc CURRICULUM VITAE WILLJAMP. MOORE, PH. D. Home 114 78 South Wtlder Street Olathe, KS 66061 913. 829. 3077 gprekc@.ao Lcom OCT0BE~ 2002 Office P. 0. Box4196 Kansas City, KS 66104-0196 816. 564. 0143 01) 913 . 390. 6162 (F) wmoore@YPrg.org Educational History 1991 Ph.D . 1984 M.A. 1981 B.S. University of Kansas, Lawrence KS Educational Psychology Major: Evaluation, Research, and Measurement University of Kansas, Lawrence, KS Education Major: Secondary Curriculum and InstruCtion University of Kansas- Lawrence, KS Education Major: Secondary Social Sciences Emphasis: Psychology and Sociology Current Appointments and Positions Senior Parmer, Youth Policy Research Group lnc., Kansas City, KS Lecturer. University of K.ansas. Lawrence. KS Granr Reviewer, William- T. Grant foundation, New York, NY Advisory Board, Sunflower House: A Child Abuse Prevention Center, Overland Park, KS Advisory Board. ComrnurotY Heatth Promotion Program- University of Kansas Medical Center. Kansas City. KS 8 Professional Experience Consultation W. P. Moore (J\"ourh Poiicy Research Group. mc.1 1 RFQ23-0JO-Response of Youth Pohcy Research Group, inc. 2002-Present Senior Partner, Youth Policy Research Group. Inc., Kansas City, KS. Youth Policy Research Group is a corporate partnership formed by youth and education researchers located in the Kansas City metropolitan area. The mission ofthis firm is to engage in applied research and evaluation studies that will contribute to policy and practice decisions and dialogue about the necessary supports and resources youth require to achieve long-term developmental success both academically and behaviorally. Much of the work already completed by YPRG researchers is in the K-12 education arena. Acting managing partner in research and evaluation corporation- administration and company management. 1993-2002 Senior Mana...o-in.2: Consultant, Great Plains Research and Evaluation, Olathe, KS. GPR\u0026amp;E was an education and youth development research and policy firm focused on improving the programming and organiz.ations that children and youth experience. Overall responsibility for managing research and evaluation contractual work. Oversaw a staff of part-time consultants. managed resources and budget, negotiated contracts, oversaw project development, implementation, coordination of data collection, analysis, dissemination, and action planning for future decision-making with clients. Clients included:  Ewing Marion Kanffinan Foundation. Through contactual work awarded by EMKF we assisted the following clients:  State of Kansas, SRS, Alcohol \u0026amp; Drug Abuse Services  State of Missouri, Dept. of Mental Health, Div. of Alcohol \u0026amp; Drug Abuse  State of Colorado, Team Fort Collins  Kansas City-St. Joseph Diocese Schools  Youth Opportunities Unlimited  Coalition for Positive Family Relationships  Shawnee Mission East High School, St. Thomas Aquinas High School, Shavvnee Mission North High School, Grandview High School, Lee's Summit High School, Blue Valley High School, Wmnetonka High School, Park Hill School District, Center High School, Hickman Mills Management School II  Telemedicine Research Center, Portland OR  Gambone \u0026amp; Associates: Youth Policy and Research Firm, Philadelphia, PA  Department of Preventive Medicine, University of Kansas  Shawnee Mission Medical Center Foundation  Johnson County Regional Prevention Center  Kansas City Young Audiences-KCY A  Center for Educational Testing and Evaluation, University of Kansas  Child Abuse Prevention Coalition  The Coterie Theatre 9 ff. P. Moore (fourn Poizcy Researcn uroup. 1 ru.. 1 , RFQ23-0JO-Response of YoUJh Policy Research Group, inc. Through contactual work awarded by KCY A we worked with the following clients: + Kansas City Arts Partners + Kansas City Lyric Opera  Kansas City Symphony  Fort Osage School District 1988 Evaluation Consultant. Deparrmenr of Art Education, University of Kansas, Lawrence, Kansas. Evaluation and data analysis of survey data examining the impact on participants of the Artist-in-Residence program, an integrated art education approach. 1987-88 Research Consultant. Lawrence Unified School District, Lawrence, Kansas. City-wide telephone survey of anitudes towards Lawrence Public Schools. Development of sampling procedures, instrument development and revision., training of telephone interviews and protocol development. Oversee all technical aspects of data collection and analysis for survey of taxpayers and for survey of district employees. Research \u0026amp; Evaluation Management and Staff Positions 1998-20{)2 Director, Department of Educational Research and Assessment, Kansas City, Kansas Public Schools, Kansas City, Kansas. Cabinet-level position with direct report to Superintendent of Schools. Responsibilities included the overall management of research, evaluation and assessment functions within the District. Created and organized the department from separate functional units. Prepared short-term and long-range budget and operational plans. Responsibility for all personnel and resource utilization within the Department. Coordinated the actions of 8 professional and support staff members, as well as ten consuhants, to respond to policy and strategic decision making needs of senior district leadership, board members, building administrators and district staff. Met with State-level leadership, community leadership, and Unified Government staff to respond to external stakeholder needs for information. Planned for, and led applied and theoretical research projects to address pressing educational issues relevant to local policy and instructional practice. Collaborated withJdistrict stakeholders and school leadership to find innovative solutions to chronic educational problems in the District. 1997-1998 Senior Research Associate, Department of Research and Evaluation, Ewing Marion Kauffman Foundation, Kansas City, Missouri. Responsibilities include providing research and evaluation support to internal clients and external grantees. Primary responsibility for leading all research and evaluation support to Foundation youth development--k-12 educational program initiatives. Client initiatives include local and national restructuring efforts in urban school districts. Provide leadership and management of teams associated with research and evaluation efforts, supervise three junior research and evaluation associates, liaison between research and evaluation and clients\ncreate, plan and manage research and evaluation projects\nidentify and select external vendors for specific projects\ncreate and review RFPs\nreview grant proposals requiring research and evaluation oversight or support. Provide information for senior Foundation and school district leadership to inform policy and program decisions regarding urban school restructuring. 10 W P. Moore 11 uu11, , v .. ,_ . .. . RFQ23-0JO-Response of fou1h Policy Research Group, inc 1996-1997 Director, Depanmem of Educational Research and Improvement, Kansas Ciry, Missouri School Disrrict, Kansas City, Missouri. Cabinet-level position with direct report to Superintendent of Schools. Responsibilities included the overall management of research and evaluation functions within the District. Prepared short-term and long-range budget plans, fiscal authority for budget of $600,00o+. Responsibility for all personnel and resource utilization within the Department. Coordinated the actions of 10 professional and support staff. Established partnerships with community groups and school faculty to discuss innovative solutions to chronic educational problems in the District. Represented the District through information and expert testimony to attorneys and the Federal Court in desegregation litigation.. 1993-1995 Director of Research and Assistant Professor, Department of OT Education, University of Kansas Medical Center, Kansas City, Kansas. RespoDS1bilities included mentoring faculty and students to develop and complete research, coordinating and facilitating federal and private grant development, and conducting educational and psychological research_ Collaborating with other researchers in health and education. In addition, provided technical support, instrument and methods development, analytic assistance, and evaluation support to researchers, students, and faculty members university-wide. Membership in Data Envelopment Analysis Users Group and Tele-education users group. Served on departmental and school-wide committees representing research, curriculum and instruction interests. As a member of the faculty of the School of Allied Health I coordinated all school-wide professional development events for faculty. 1989-92 Prornun Evaluator. Kansas City, Missouri School Disrrict, Department of Research, Evaluation, and Testing, Kansas City, Missouri. Complete responsibility for the evaluation of seven to nine magnet school programs annually. Developed evaluation pl.ans, instrumentation, data collection procedures, trained evaluation personnel, coordinated all data collection schedules and activities, assessed reliability, analyzed all data, and wrote formative, sunnnative, and achievement-enrollment summaries annually. Reports informed local policy decisions for Board and senior district leadership. Reports were used to inform Federal court decisions regarding compliance with court orders and progress toward established desegregation outcomes as well as state-level policy regarding desegregation effectiveness in Missouri. 1987-88 Research Assistant. Center for Educatumal Testing and Evaluation, Kansas Internship Program, University of Kansas, Lawrence, Kansas. Collected., analyzed., and presented data concerning the development of an observational system for intern teacher/trainer performance-based assessment. Teaching and Academic Appointments 2002 Lecturer. Department of Psychology and Research in Education, University of Kansas. Teaching PRE 816 Evaluation of School Programs, a graduate-level evaluation course for doctoral students. 11 If'. P. Moore (Youth Policy Researcn Group, inc._1 o RFQ13-0JO-Response o.f Yowh Policy Research Group, Inc. 1993-1995 Assistant Professor. Department of OT Education., Universiry of Kansas Medical Center. Tenure-line faculty appointment in the Graduate School. Concurrent appointment as Director of Research. Taught research methods course, graduate statistics and research seminar, graduate professional development seminar\nprovided thesis advising to students and contributed to the development of graduate program policies and curriculum. Mentored faculty and students in applied social science and behavioral research. Chairperson of Program Evaluation Committee. Coordinator of school-wide Faculty Development Education Seminars. Elected to School of Allied Health Research Committee. 1993-1995 Research Assistant Professor. University of Kansas Cancer Center, University of Kansas Medical Center. Honorary appointment recognizing contnbution to research and scholarly activity. Contnbute consulting and collaborative service to research projects. 1991-1992 Lecturer. Department of Educational Psychology and Research, University of Kansas. Courses taught included EPR 720 a graduate level classroom assessment course\nEPR 790 Research and Evaluation Proposal Development\nand EPR 710 a graduate level statistics course. 1988-89 Graduate Teaching Assistantship. Department of Educational Psychology and Research, University of Kansas. Complete responsibility for teaching two sections ofEPR 330, a first year graduate level educational assessment and measurement class. 1984-86 Social Sciences Instructor and Department Acting Chajrperson. Turner High School, Turner Unified School District, Kansas City, Kansas. Taught sections of psychology, sociology. political science, and history. Assumed acting chairperson position in Spring of 1986. 1981-82 Social Sciences Instructor. Parsons Junior High School, Parsons Unified School District, Parsons, Kansas. Taught sections of American history and introductory law. Assessment and Testing 1998-2002 Director, Educational Research and Assessment Kansas City, Kansas Public Schools, Kansas City, Kansas. (see above for description ofresponsibilities). 1996-1997 Director, Department of Educational Research and Improvement, Kansas City, Missouri School District, Kansas City, Missouri (see above for description ofresponsibilities). 1988-1989 .l\\ssistant to Testirur Coordinator. Center for Educational Testing and Evaluation, Kansas Minimum Competency Testing Program, University of Kansas, Lawrence, Kansas. Responsible for assisting the coordinator in the daily operation and coordination of a state-wide legislative mandated basic skills testing program. Developed system for item banking 3.000 test items\ntest paste-up and consrruction\nreviewing printing drafts, administering pilot studies of items\nassisting with test equating and standard setting activities. 12 W. P. Moore (Youth Policy Research Group. Inc.) - RFQ23-0JO-Response of Youth Policy Research Group, Jru: 1987 Test Item Writer. Cenrer for Educational Testing and Evaluation. University of I(ansas, Lawrence, Kansas. Developed original and revised existing multiple choice mathematics and reading items for inclusion on the 1988 KMCT tests (grades 2, 4, 6, 8. and 10). 1986-1987 T estin!l. Research Assistant. Center for Educational Testing and Evaluacion, I(ansas Minimum Competency Testing Program, University of Kansas, Lawrence, Kansas. Assisted in test construction, item tracking, and general test development activities and research regarding the KCMT. Publications Educational Psychology Gambone, M.A., Klem, A., Moore, W. P., and Summers, J. A. (2002). First Things First: Creating the conditions \u0026amp; capacity for community-wide reform in an urban school district. Ewing Marion Kauffman Foundation: Kansas City, MO. Gambone, M. A., Klem, A.. Moore, W. P ., and Summers, J. A. (2002). Executive summary of First Things First: Creating the conditions \u0026amp; capacity for community-wide reform in an urban school district. Ewing Marion KaJrffinan Foundation, Kansas City, MO. Moranetz C.A., Hammig BJ., Moore W.P., and Coleman-Henderson K. Violence and Teens: Characteristics of High Risk Youth, Submitted to the The American Journal of Health Behavior. Moore W.P., Moranetz C.A., Owens M.M., Wordlaw-Watkins S.D., Parmet D.B., Enenbach M.J., Arroyo E.J., Hanna M.T., and Hammig B.J. The Effectiveness of a Dramatic HIV/AIDS Education Program on the .Knowledge, Attitudes, Behavioral Intentions and Perceived Personal Risk of Urban Adolescents, Submitted to the Journal of Adolescent Health Moranetz C.A., Hammig BJ., Moore W.P., Turkman D.F., Miller J.W., Stebbins D.R-. Brown C.M., and Mosier M.C. The Community Health Project: An E.xample of Effective Service Learning at the University of Kansas, Submitted to Academic Medicine. Moore, W. P. (1996). Successful grantspersonship: Achieving the three clarities. Ewing Marion Kauffman Foundation, Kansas City, MO. Brown, C., Moore, W. P., Heroman. D., \u0026amp; Yunek. A. (1996). Influence of instrumental activities of daily living assessment method on judgments of independence. The American Occupational Therapy Journal. 50(3), 202-206. Moore, W. P. (1995). Action research: A primer for teacher professional development. Ewing Marion Kauffman Foundation, Kansas City, MO. 13   ~  -\"'  -------- W P Moore (Youih Policy Research Group, Inc.. 6 RFQ23-0JO-Response of fouih Policy Research Graup, Inc Moore, W. P. (1994). Toe devaluation of standardized testing: One district's response to a mandated assessment. Applied Measurement in Education. 7(4), 343-367. Moore, W. P. (1994). Appropriate test preparation: Can we reach a consensus? Educational Assessment, 2(1 ), 51-68. Miller, M. D. \u0026amp; Moore, W. P. (1991). Private-public school differences in the United States: Findings from the Second International Mathematics Study. International Journal of Educational Research, 15 (5), 433-444. Moore, W. P. Relationships among teacher test performance pressures, perceived testing benefits test preparation strategies, and srodent test performance (Doctoral dissertation. University of Kansas. 1991 ). Dissertation Absrracts Jn1emationale. Health Research and Psychology Beisecker, A. E., Murden, R. Moore, W. P., Graham, D., Helmig, L. (1996) Attitudes of medical students and primary care physicians regarding input of older and younger patients in medical decisions. Medical Care, 34(2), 126-137. Fabian, C. J., Kamel, S., McKittrick, R., Zalles, C., Simon, C., Kimler, B. F  Zeiger, S., Moore, W. P ., and Chin, T. ( 1995). Breast tissue biomarkers in women at high and low risk for breast cancer. Proceedings of Cancer Symposium. Wayne State University: Kluwer Publishers. Beisecker, A E., Helmig, L., Graham, D., and Moore, W. P. (1994). Attitudes of oncologists, oncology nurses, and patients regarding medical decision-making by older and younger breast cancer patients. The Geroniologist, 34, 505-512 Fabian. C. J., Zalles, C., Kamel, S., Kimler, B. F., McKittrick, R., Train.in. AS., Zieger, S., Moore, W. P., Hassanein. R.S., Simon. C., Johnson, N., Vergara, B., Jewell, W. R., Lin. F  Bhatia, P., and Chin, T. (1994). Prevalence of aneuploidy, overexpressed ER and EGFR and dysplastic cytology in random breast aspirates of women at bigb and low risk for breast cancer. Breast Cancer Research and Treatment, 30, 263-274. Beisecker, A. E. \u0026amp; Moore, W. P. (1994). Oncologists' perceptions of the effects of cancer patients' companions on physician-patient interactions. Journal of Psychosocial Oncology, 12 (1/2), 23-39 . Fabian. C. J., Zalles. C., Kamel S., McKittrick- R., Moore, W. P., Zeiger, S  Simon, C., }illnler. B., Cramer, A., Garcia. F .. and Jewell, W. (1993). Biomarker and cytologic abnormalities in women at high and low risk for breast cancer. Journal of Cellular Biochemistry, 17G. 153- 160. 14 If'. P. Moore (}ouch Poi icy Researcn Group, Inc.) 9 RFQ23-0JO--Response ojfouth Policy Research Group. in::. Beisecker, A. E. \u0026amp; Moore, W. P. (1992). Physician-cancer patient-companion interactions. Proceedings from the first annual meering of Psychosocial Oncology: Enhancing Patient and Family Care , Beverly Hills. Research, Evaluation and Planning Reports Moore, W. P. and Husman, M. (in press). Constructing youth engagement: A synthesis of literature, observation and professional opinion. Prepared under contract to Kansas City Young Audiences by Youth Policy Research Group. Inc.: Kansas City, KS. Moore, W. P. \u0026lt;l?d Gramlich, A. (Sep. 2002). Evaluation of the impact of the school to entrepreneurship program: Findings from the 2001-2002 implementation. Prepared under contract to the Ewing Marion Kauffman Foundation by Youth Policy Research Group, Inc.: I(ansas City, KS. Gambone, M.A., Klem, A., Moore, W. P., and Summers, J. A. (2002). First Things First: Creating the conditions \u0026amp; capacity for community-wide reform in an urban school district. Gambone \u0026amp; Associates: Philadelphia: PA. Gambone, M.A., Klem, A., Moore, W. P., and Summers, J. A. (2002). Executive summary of First Things First: Creating the conditions \u0026amp; capacity for community-wide reform in an urban school district. Gambone \u0026amp; Associates: Philadelphia: PA. Moore, W. P., Anthony, J., and Husman, M. (Nov. 2001). Evaluation of the TeacherArrist Residency Professional Development Model. Great Plains Research and Evaluation: Olathe, KS. Moore, W. P. (June, 2001) Effectiveness of the Young Audiences ' Artist Training Conference. Great Plains Research and Evaluation: Olathe, KS. Moranetz, C., Moore, W. P., \u0026amp; Coleman-Henderson, K. (Dec, 1999). Evaluation of a Violence Prevention Program for High Risk Youth Phase One: Pro.filing Participants in Project SAFE. Great Plains Research and Evaluation: Olathe, KS. Moore, W. P. (1999). Learning about evaluation: Who are the stakeholders? Research Brief, 4, Department of Educational Research and Assessment, Kansas City, Kansas Public Schools. Moore, W. P. (1999). Summary of parent and staff support for the Early Release Program. Research Brief, 2, Department of Educational Research and Assessment, Kansas City, Kansas Public Schools. Moore, W. P. (1999). School leadership mobility in the Kansas City, Kansas Public Schools. KCKPS Research Brief, 1, Department of Educational Research and Assessment. Kansas City, Kansas Public Schools. 15 I   '  I  f i  I l  I l  I  ' ' '  -' ' ' '   ' l W. P. Moore (fourh Policy Researcn Group, inc.) JO RFQ23-0/0--Response of Yau1h Policy Research Group, inc. Moore, W. P .. Wright, D., \u0026amp; Cantwell, D. (1999). Assessment 2000: A Plan to creare a world class assessmenr system in the Kansas City, Kansas Public Schools. Kansas City, Kansas Public Schools. Moore, W. P., Wright D., \u0026amp; Cronister, J. (1998). 1997-1998 Student perceprions of insrrucrional environment: District summary. I(ansaS City, KS: Department of Educational Research and Assessment, Kansas City, KS Public Schools. Richtermeyer G., Moore, W. P., \u0026amp; Jones, R. L. (1998). Project Choice: A summary of parenr perceptions five years later. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P., Hellmer, T., JianaS L., Jones, R., \u0026amp; Gonzalez, S. (1998). Public achievement in Kansas City: Evaluation of the first year of implementation. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P .. JianaS, L., Helhner, T., \u0026amp; Jones, R. (1998). The scholarship initiative: Synthesis of findings from phases 1 and 2 of the implementation evaluation. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P., Helhner, T., Jianas, L., Jones, R., \u0026amp; Robinson, R. (1998). Evaluation of the firsr year of implementation of Public Achievement in Kansas City: Mid-course findings  \"Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. (1998). Long-term planning for the evaluation of Arts Partners programming in schools. Olathe, KS: Great Plains Research and Evaluation. Moore, W. P., Richtermeyer, G., Helhner, T., \u0026amp; Jones, R. (1998). Professional development for urban principals: Findings from a needs assessment of Kansas City principals. hfillSas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Jones, R. (1998). Evaluation of the third annual Successful Schools nerwork meeting. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W.P. \u0026amp; Jones, R. (1998). Evaluation of the second Missouri Superintendent's Forum . Kansas City. MO: Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Jones, R. (1998) Evaluation of the second First Things First educational round.table for school-site reform. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Jones, R. (1998). Evaluation of the Missouri Superinrendent's Forum. Kansas City. MO: Ewing Marion Kauffman Foundation  16 Ir. P. Moore (louth Policy Research Group, inc. I I RFQ23-0JO-Re.sponse of foUih Poiicy Research Group. In:: Moore, W. P .. Jones. R. (1997). Evaluarion of the Firsl Things First Educarional Roundtablefor School-Sire Reform. Kansas City, MO: Ewing Marion Kauffman Foundation. Daniels, S. D., Jianas. L., \u0026amp; Moore, W. P. (1997). Sustainability srudy of youth development grancees. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. (1997). Teacher perceptions of school leadership: Decision making support informacion. Kansas City, MO: Kansas City. Missouri School District. Moore, W. P. (1997). College prepatory education? Results of observacions at Lincoln College Preparatory Academy. Kansas City, MO: Kansas City, Missouri School District. Moore, W. P. \u0026amp; Kass, H.K.. (1997). Evaluation of the educarional restructuring efforc in the Kansas City-St. Joseph Catholic Diocese elementary schools: Findings from the second year of evaluation. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. (1997). Internal audit of Iowa Tests of Basic Skills special testing to determine student eligibiliry for Admission to Lincoln College Prepartory: A report to the Superintendent. Kansas City, MO: Kansas City, MO School District. Moore, W. P. \u0026amp; Kass, H.K.. (1996). Evaluation of the implementation of the FYI Training Insrirute. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P. \u0026amp; Kass, H.K.. (1996). Evaluation of the initial implementation of the Bug H U. G. S. educational program. Shawnee Mission, KS: Shawnee Mission Medical Center Foundation. Moore, W. P., Kass, H.K.., \u0026amp; Welch, K.. (1996). Evaluation of the educational restructuring effort in the Kansas City-St. Joseph catholic diocese elementary schools: Findings from the first year of evaluation. Kansas City, MO: Ewing Marion Kauffman Foundation. Moore, W. P.\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_660","title":"Organization structure chart","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":["1992/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School employees","Education--Finance"],"dcterms_title":["Organization structure chart"],"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/660"],"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":["120 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 SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS July 1, 1992 JUL 9 1992 TO: FROM: Boaxd, of Directors C.'^mT\"Bernd, Superintendent of Schools Office of Desegregation Monitoring SUBJECT: EMPLOYMENT OF NEW ADMINISTRATORS I recommend that the Board approve the employment of the following individuals: Janet L. Bernard as Associate Superintendent of School Operations and Climate, effective August 1, 1992, at an annual salary of $68,900 plus car allowance of $1200 per year\nMarie Parker as Associate Superintendent for Organizational and Learning Equity, effective July 27, 1992, at an annual salary of $65,000 plus car allowance of $1200 per year. Estelle Matthis as Associate Superintendent for Educational Programs and Learning Improvement, at an annual salary of $65,000 plus car allowance of $1200 per year. I am attaching biographical information on Ms. Parker. Bernard and Ms. In addition. I am recommending that the Board appoint Earl M. (Chip) Jones as Interim Manager of Support Services at an annual salary equivalent to $60,000, prorated for the number of days he serves in this position. 1, 1992. Mr. Jones' appointment is effective JulyRESOLUTION TO REFINANCE BONDS\nDr. Bernd explained that the District can save approximately $323,632 by refinancing the May 15, 1988 bonds. He recommended that the Board adopt the Resolution authorizing Stephens, Inc. to file application with the State Board of Education to issue bonds in the estimated amount of $5,500,000 for the purpose of refunding the District's bonds issue dated May 15, 1988. moved adoption of the Resolution. Mr. John Moore motion, and it carried unanimously. Mr. Dorsey Jackson seconded the attached to these minutes and made a part hereof. A copy of the Resolution is RESOLUTION ON POLICE RESOURCE OFFICER: Dr. Bernd recommended that the Board adopt the Resolution reiterating its commitment to the Police Resource Officer Program which was approved by the Board of Directors on December 19, 1991. Mr. Dorsey Jackson moved adoption of the Resolution. Ms. Pat Gee seconded the motion, and it carried five (5) to two (2), with Mr. Hamilton and Dr. Mitchell casting the dissenting votes. A copy of the Resolution is attached to these minutes and made a part hereof. APPOINTMENT OF ACTING ASST. SUPERINTENDENT FOR SECONDARY SCHOOLS\nDr. Bernd recommended that Sam Stueart be appointed Acting Assistant Superintendent for Secondary Schools effective October 19, 1992, at a salary of $50,128 plus $1200 per year car allowance. Ms. Pat Gee moved the Superintendent's recommendation. Mr. John Moore seconded the motion, and it carried with five affirmative votes. Dr. Katherine Mitchell and Mr. Bill Hamilton abstained. ADJOURNMENT\nMr. Dorsey Jackson moved to adjourn, the motion, and it carried unanimously. Mr. John Moore seconded ___________________ _ There being no further business to come before the special meeting, the meeting adjourned at 6:05 p.m. 0. 0 : JaaSveTTi\"^ PPrreesident Pat Gee, Secretary APPROVED: SLIP SHEET FOR REGULAR BOARD MEETING ON AUGUST 27, 1992 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS w' .m SB J3 ci Sases-'. H 1 August 27, 1992 TO: Board of Directors FROM: C. M. Bernd, Superintendent of Schools SUBJECT: EMPLOYMENT OF MANAGER OF RESOURCES AND SCHOOL SUPPORT I am pleased to recommend the employment of Gary E. Jones as Manager of Resources and School Support at a salary of $65,000 plus $1200 car allov/ance effective September 14, 1992. A copy of Mr. Jones' resume' is attached for your review. POP*, 3 -x \u0026lt;53? WED Office SEP 1 M2 of Dososregation Monitoring TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 24, 1993 Board of Directors 72201 JUN 2 5 1993 OSiice of Desegregation Monttonng bD FROM: SUBJECT: C. M. (Mac) Bernd, Superintendent of SchoolscSJ DIRECTOR OF COMMUNICATIONS POSITION I recommend that Ms. Jeanette Wagner be appointed Director of Communications effective July 1, 1993 on the Administrative Non- Certified Salary Schedule at 04-7, which is a salary of $40,080.00 for the 1992-93 school year.EMPLOYMENT CONTRACT BETWEEN DR. CLOYDE M. BERND AND THE LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS This employment contract is made and entered into this twenty second day of May, 1992 by and between the Little Rock School District Board of Directors (hereinafter referred to as and Dr. II Cloyde M. Bernd Superintendent\"). (hereinafter referred \"Board\"), to as WHEREAS, the Board desires to provide the Little Rock School District Superintendent with a written employment contract in order to enhance administrative stability and continuity within the Little Rock School District, which the Board believes improves the quality of its overall educational program\nand. WHEREAS, the Board and Superintendent believe that written employment contract is necessary to specifically describe their relationship and to serve as the basis of effective communication between them as they fulfill their covenants and administrative functions District\nin the operation of the educational program of the a NOW THEREFORE, the Board and Superintendent, for the consideration herein specified, agree as follows: 1. Term The Contract shall be from the starting date until June 30, 1995. It is mutually understood and agreed between the Board and Superintendent that in the absence of a written notice from one to the other of an intention not to renew this contract, such notice to be given by the parties hereto not sooner than October 31 and not later than December 31 of each calendar year, this Contract shall be automatically extended and kept in full force and effect subject to all its terms and conditions for a three year term commencing on the following July 1. Service of notice shall be by hand delivery or by certified mail, return receipt requested. Should the Superintendent be able to work for the Board prior to July 1, 1992, the Board shall pay for this work on a per diem basis calculated from the Superintendent's annual salary. Travel for the Superintendent to accomplish this work shall be paid for by the Board and shall not count as the \"house hunting\" discussed in Paragraph 3b. below unless the Superintendent's spouse accompanies him on such trips. 2 . Salary The Board shall pay the Superintendent an annual salary of $110,000.00 payable in equal monthly installments for the 1992-93 school fiscal year. JPersonnel Changes Page 5 June 24, 1993 NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Resiqnations/Terminations Non-Certified Employees Taylor, Alexander Reason: None Given Bus Driver Transpoirtation 5-13-93 3-10 9 $ 36.40 per day I Thompson, Tina Reason: Terminated Woods, Kimberly Reason: Medical Abrams, Annie Beasley, Christine Bryant, Axie Myers, Nona Randel, Charlott Spurgeon, Helen Stone, Martha Whiteside, Ida Bus Driver Transportation Custodian McClellan 5-21-93 5-22-93 Retirees Coordinator PAC Nurse Rightsell Secretary Mann Secretary Special Ed Media Clerk Wilson Secretary P/Personnel Secretary Mabelvale Jr Inst Aide Adult Ed 6-15-93 6-14-93 6-16-93 6-30-93 6-14-93 6-30-93 6-25-93 6-10-93 3-10 9 1-01 9.25 7-13 10 2-15 9.25 3-14 10 4-14 12 1-14 9.25 4-14 12 4-14 11.50 5-05 9.25 $ 36.40 per day $7,993 $22,965 $31,416 $15,362 $21,066 $14,484 $16,239 $16,239 $16,768 52.I Personnel Changes Page 2 September 23, 1993 NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS Resiqnations/Terminations Certified Employees Patty, Barbara Reason: Accepted Another Position Pearson, Susan Reason: Relocating Purdy, Milton Reason: Accepted Another Position Quattlebaum, Steven Reason: Personal Rule, Elizabeth Reason: Accepted Another Position Smith, Natalie Reason: Personal Vanbibber, Cynthia Reason: Personal Wallace, Yulonda Reason: Personal Fike, Sarah Hardin, Richard Koehler, Yvonne Wood, Dianne SALARY Fifth Grade Pul Hgts Jr Counselor Wakefield Voc Elec Metropolitan Civics Mabelvale Jr French Central Sixth Grade Pul Hgts Elem Lrng Fnd Forest Hgts Sixth Grade Forest Park 8-13-93 8-12-93 7-30-93 6-14-93 8-9-93 7-31-93 9-10-93 8-11-93 Retirees Sixth Grade Chicot Music Parkview Phy Ed Booker Math Supv IRC 8-13-93 8-10-93 8-12-93 8-20-93 5-06 9.25 4-08 9.25 1-16 10 4-10 9.25 4-14 9.25 1-03 9.25 1-01 9.25 1-06 9.25 6-20 9.25 3-17 9.25 6-20 9.25 3-20 11 $28,324 $28,846 $32,118 $30,452 $33,664 $21,680 $20,074 $24,089 $40,670 $35,009 $40,670 $50,225 31.\u0026lt;! WILSON JONES COMPANY T70a0UF I PfcparecBy I\nApproved 3y j\ntniikus I Date J L I I J HUOE FH U.S\u0026gt;. ~ r I I- t ! '' h 3 1 C.7^t/4lJJSi4 ll 5 :c ie 1? 2C 21 ii II  L.^^ 7ffr/^C k/b\u0026gt;o^j I L n .1 Ik^z ' r 7,3 y^r/^L - II li'^ZlP A-^  rz ??^ d-  I* u 54^: xl /f  i yW J5S^ to 06 k'jrl^zi b !\u0026gt; II _____LIS^\u0026amp;4 C^^Accoai il i L !^\u0026lt;^^'=^\n ^AU^y i |! ill 1,5^:^^ ^/O^r) C/yt/^Ldd 5]WI^j J___I \n '^) CATtAcuyu I 7c (2/h^/ka\u0026gt;j T'o'ryf-L.  l\n|_____1 I i i| __i li-a/ ll 7o'7\u0026gt;}-(^ !! ^7^^ O'O DO \u0026gt;D  I lifeg 3 oo| i lal/1teL\nl I H\n5^^l^jL 155^^ y3\u0026lt;y.... ' .^S, - /,A^__. . iJt,- ..a^iiiLiiM Id44^ oc JIW^ '773. : pcJ ? f}'' f Ml. Jjs OT gi J___1^ ^^11 I 1$^ \u0026lt;^1 i ' lyblct*^ LL^ 1 II I  ^z:g\u0026gt;^^li I I 1 I il IL k5Wo!i 11:1! 11 tQ\u0026gt;iS\u0026gt; 3^. /,.^.x\u0026gt; jc. y/T 1 S'- I a? I ! I :4l3^^^i ^LzB/I^p^^ IM .1 II! '.c-/tl X. '^7'1 ^19. 0 erC !o2^  / Joo tiiI Communications I Assoc Supt I Oganizational \u0026amp; Lmmrig Equity J Ltiectivo Schools Sluders AssignmerS I Monitors j M ~ tmplementaiiorV Plannmg * EvatuMexi VeKrrteers si PvUc Schools Betore- \u0026lt; .^er School CARE L Parers ReouitmerS Parers Coordinator BOARD OF DIRECTORS I Superintendent 1 ITumair? As\u0026amp;tK. Sijpl. School Opera*. \u0026amp;C\u0026amp;rnate Hsaring Oflicor Ami SifS. Ele me rS ary 15 Schools Principale Teachers I WieetShre Schoote(7) Awl. 8^S. Elementary 14 Sdhoob Asel. Supi. Reading Language Sdanoa Principals PHncftal* Mathematics Teachers Teachers New Figures Atttletica Aflerrulhra Learning Sociel Slucfies Re sources/ ^abgHJsIgignB Assoc. Sl\u0026lt;3t I CtarfaAimA I LiminOhtpwmiJ Rne bstmctioruri Technology Physical Education Ovgt Heatih Education EarV Childhood Shdt Oevelopmenl Little Rock School District Organizational Structure September 1992 1 ' Manager Rasouroes \u0026amp; School S(\u0026lt;f\u0026gt;on I Vocatiofwy ConlroKer R.sk Wan ager*ient _ Federal Programs/ Grants FaoMas Services Procurement Eiceptiortal Children AduH Education Library Services Foreign Language Transportation Food Services Secunty ate Piocvse.ng 1 I I I Assoc. Supt Organizational \u0026amp; Laming Equity I Effective Schools Student Assignment I Monrtorirtg \u0026amp;  ImplementatiorV desegregation Plan I Communications I Assoc. Supt. School Operat. \u0026amp;Cfrnate Hearing Officer Asst. Supt. Elementaiy 15 Schools Planning \u0026amp; Evaluation Principals Volunteers in Public Schools Teachers Before* \u0026amp; After-School CARE Parent Recruitment Parent Coordinator BOARD OF DIRECTORS I Superintendent I 1 11 I Schools (7) r Asst. Supt. Elementary 14 Schools Principals Teachers Reading 1 Asst. Supt. Secondary 13 Schools T Prirtcipals Teachers New Futures Athletics Ahematrve Learning Language Arts Science Mathematics Social Studies Human Resources/ Labor Relations Assoc. Supt. Curriculum \u0026amp; I Loaming Imprymt. I Fine Arts Irtstrudional Technology Physicat Education Drug \u0026amp; Health Education Early Childhood Staff Development Little Rock School District Organizational Structure APRIL 1993 1 Manager Resources \u0026amp; School Stpport I Vocational Controller _ Federal Programs/ Grants Facilities Services Procurement Exceptional Children Adult Education Library Services Foreign Language Transportation Security/Risk Management Food Services Information Services Board of Directors Regular Meeting June 24, 1993 6 table the Proposal for \"President's Day\" Holiday, seconded the motion, and it carried unanimously. Ms. Pat Gee B. Approval of Custodian's Agreement Ms, Pat Gee moved to remove from the table the matter of the Custodian's Agreement. and it carried four (4) to two (2) . Mr. Bill Hamilton seconded the motion, John Riggs voted in opposition to the motion. Mr. Dorsey Jackson and Mr. Discussion ensued concerning the financial condition of the District and the financial ramifications of the Custodian's Agreement. Following discussion, Ms. Pat Gee moved to accept the agreement with the custodians. motion, and it carried four (4) to two (2) . Jackson voted in opposition to the motion. Dr. Katherine Mitchell seconded the Mr. Riggs and Mr. C. Approval of Bus Driver's Agreement Ms. Pat Gee moved to remove from the table the matter of the Bus Driver's Agreement. and it carried four (4) to two (2) . voted in opposition of the motion. Mr. Bill Hamilton seconded the motion. Mr. Riggs and Mr. Jackson Discussion ensued in which the same concerns were expressed concerning the financial condition of the District and the financial implications of the Bus Driver Agreement. Hamilton moved to approve the Bus Driver Agreement. Mr. Bill Dr. Katherine Mitchell seconded the motion, and it carried four (4) to two (2). Mr. Riggs and Mr. Jackson voted in opposition to the motion. D. Approval of Agreement on Central High Wellness Clinic Mr. Hamilton moved to approve the Agreement as reflected in the printed agenda. and it carried five (5) to one (1) . opposition to the motion. Dr. Katherine Mitchell seconded the motion. Mr. John Moore voted in E. Administrative Salaries Dr. Bernd directed the Board members' attention to the slip sheet on administrative salaries and recommended that the Board adopt the following: A $68,000 annual salary for the positions of Associate Superintendent and Manager of ResourcesBoard of Directors Regular Meeting June 24, 1993 7 and School Support for FY 1993-94\nA $61,000 Assistant annual Superintendent, salary for the positions of Controller, Student Hearing Officer, and Desegregation Facilitator\nA 1.5 percent base salary increase for all 12-month administrators for FY 1993-94\nA 250 day contract for all 12-month administrators with paid vacation days based on experience in LRSD and PCSSD of 15 days for 0-7 years of service\n20 days for 8-14 years of service\nand 25 days for 15 or more years of service. A 3 percent base salary increase for all administrators on a less than 12-month contract\nand The ability for administrators to accumulate sick leave up to contract. the length of the individual's informed the Dr. is Bernd Board that the Principal's supportive of the pay proposal as outlined. explained that he felt this pay proposal would allow the District Roundtable He to attract quality candidates for top administrative positions. on the budget. the proposal. Discussion ensued concerning the proposal and its impact After discussion, the chair called for a vote on There was no motion nor second, however, the vote on the issue carried five (5) to one (1). Mr. John Riaas voted \"hav \" Mr. John Riggs voted \"nay. June 24, F. 1993-94 Budget Dr. Bernd reviewed the information sent to the Board 1993 marked \"Corrected\" in which he summarized . on the requested budget changes since the submission of the April 26, 1993 tentative budget. The chair asked Board members to state any opposition to a specific item included in the proposed budget. Discussion ensued concerning specific items included in the proposed budget, following which Mr. Jackson moved to adopt the proposed budget with the exception of the $280,000 for police resource officers and the $160,000 for the four assistant principals at incentive schools. for and it carried five (5) Ms. to one (1) . Pat Gee seconded the motion, Mr. John Riggs voted inNAME Linda Watson Othello Faison Leon Adams Mary Jane Cheatham Lavanna Wilson J ' \u0026amp; FROM Student Hearing Officer Alter. Learning Center Fed. Programs/Grants Baseline Elem. Bale Elem. TO J.A. Fair Asst. Principal Coordinator Fed. Program/Grants Arts, Music \u0026amp; Technology Transportation Hippy /Early Childhood  LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS JULY 28, 1994 TO: Board of Directors FROM: Dr. Ricf? Director of Human Resources THROUGH: Dr. Henry Williams, Superintendent SUBJECT: Administrative Transfers reassignments of individuals have been completed and are presented for your information. NAME FROM TO Linda Brown Asst. Prin. PHJ Asst. Prin. Mann Othello Faison Principal Alt. Lrng. Center Coordinator Federal Programs Dennis Glasgow Supervisor Science Director IRC \u0026amp; Science/ Acting Director Mathematics Ed Jackson Unassigned Act/Parent Coord Office of Deseg Gene Parker Supervisor Eng/F Lang Acting Director Reading/L-Arts\nF/Lang \u0026amp; ESL Larry Robertson Asst. Supt. Elementary Asst. Supt.'^'^^^^' Student HearingZ .C'U-k Vera Robinson Asst. Prin. Jefferson Asst. Prin. Watson Anna Joiner-Tatum Asst. Prin. Watson Asst. Prin. JeffersonRoger N. Williams Asst. Prin. Henderson Asst. Prin. Mabelvale Jr. Marion Woods Specialist Staff Development Acting Director Staff Developmentr\u0026gt; Regular Board Meeting September 22, 1994 Page 8 The Board returned from Executive Session at 8:45 and reported that no action was taken. p.m. The Superintendent recommended the following personnel changes which were presented on a slip sheet: MAME FROM TO Sadie Mitchell Principal King Acting Asst. Supt. Elementary Tyrone Harris Asst. Principal Terry Elem. Acting Principal King Elementary Othello Faison Coordinator Federal Programs Assist. Prin. Hall High School James Washington Asst. Prin. Hall High School Acting Prin. Henderson Jr. High Karen Buchanan Principal Henderson Jr. High Temporarily Assigned Student Office Assignment Dr. Edwin Jackson Prin. on Special Assignment - Student Assignment Office Principal on Special Assignment - Staff Development Betty Burr Assistant Prin. Fair High School Acting Asst. Voc. Director Metropolitan The following additional personnel changes were recommended: Arbadella Smith Assist. Principal McDermott Robert Jones  Director of Safety and Security Alicia Finch Acting Asst. Prin. Fair High School Jacovelli moved that the items recommended by the Superintendent on personnel be approved as presented, seconded by Ms. Gee, and it carried unanimously. Ms.SLIP SHEET TO REGULAR BOARD AGENDA LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS n? ?  January 27, 1994 21994 To: From: Brady Gadberry, Board of Directors or, Human Resources Through: Hen lliams. Superintendent of Schools Subject: Personnel Changes I recommend the approval of the following employment of new staff at the indicated positions, salaries and classifications: NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Glowers, Robert Director PRE 1-28-94 6-06 12 E/Stip C/A $22,423.48 1,362.50 408.75 (pro-rated) Hurley, Richard Director Human Resources 2-21-94 ADMUNC 12 C/A $28,287.81 348.75 (pro-rated) Modeste, Leon Sp/Asst/Supt Admin 2-21-94 6-18 12 C/A $22,984.95 348.75 (pro-rated) Personnel Changes Page 2 July 23, 1992 NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Resignations/Terminations Non-Certified Employees Ray, Jim Reason: None Given Bus Driver Transportation 6-5-92 3-02 9 $ 44.24 per day Scott, Chantra Reason: Terminated Bus Driver Transportation 6-12-92 3-01 9 $ 41.70 per day Smith\" Gladys Reason: None Given Food Service Gari and 5-20-92 1-01 9 $ 6.22 per hour Tate, Erma Reason: None Given Supv Aide Watson 4-24-92 25-3 9 $ 5.05 per hour Harris, William Montgomery, Bradford Runyan, Debra New Non-Certified Employees Glazier Mai ntenance Di rector Transportation Secretary Plant Services 6-29-92 7-20-92 6-8-92 6-01 12 6-07 12 3-04 12 $18,490 $44,677.50 pro-rated $14,234 i I II Board of Directors Regular Meeting June 24, 1993 Jeanette Wa?Ser ^P^-^i\"tendent appointed as Director of appointed as Princinai  - - School, that Teresa r Carter be 10 recommended that Personnel, that Lilly ' i T_T.... 4 J , sss. Lan Mahony and the retirement of Da^z^i J  ' --.oa.yi,auxui on elip sheets provided to  Superintendent slip sheets Principal at Watson approve the resignation of provided to the Board in recc^nded that the Board approve the pS^onnei printed agenda. Mr. John Rigjs Pst Gee seconded changes that are contained in the moved the Superintendent's the motion, and it carried the room when the VI. Board. Board are the recommendation. vote was taken. report agenda A. Mr. J^nanimously. Mr. John Moore Desegregation Report Mr. Marvin Zimmerman development report to the exceeded the state members asked B. was out of Board. presented the 1992-93 annual staff requirements for%tafthat the District has questions. elopment hours. Board hours. Status Report This report was given during the section on the agenda. C. Progress Report: H Remarks From Citizens\" Garland Incentive School black males in his school^^and ^^^jj^e^te^d Progress of allowing him to spend his budget on aonrrmri s assistance in school. Board members asked questions!^ materials for his on the VII. CONSENT AGENDA Mr. ___ John Riggs moved consent agenda, r x\\.j.ggs moved approval of all t-ho -i-i- rried Mtchm seconded^S^^S\n, The items approved by the foregoing motion were: (A) Adoption of Policy BDDB, (B) \"School Board Agenda.\" Approval T the submission Local Application of the Carl to the Vocational Perkins and TechnicalLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS TO: FROM: Board of Directors Brady Gadherzry, Di THROUGH: He: aril. SUBJECT: Pers el C November 4, 1993 Human Resources imfeSuperintendent of Schools inges 7 I recommend the approval of the following employment indicated position, salary and classification: of new staff at the NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Glowers, Robert PRE Specialist 11-23-93 PRE 2-06 $20,297.50 , 10.5 Ed/ S t-17786.25 C/A 526.25 (pro-rated) I Assoc. Supt Organizational \u0026amp; Learning Equity T Effective Schoob Student Assignment I Monitonng \u0026amp;  ImplementaliorV ubse^regatior^^ Plamir^g \u0026amp; Evaluation Volunteers in Public Schoob Before- A After-School CARE Parent Recruitment Parent Coordinator I Communicat ions I Assoc. Sqpl. School OperaL \u0026amp; Cfrnata Hearing Officer Asst Supt. Elementary 15 Schoob Principals Teachers ktcentfve Schools (7) Asst. Supt. Elementary 14 Schools Principals Teachers 1 BOARD OF DIRECTORS I Superintendent I Reading 1 Asst. Supt. Secondary 13 Schools J Principals Teachers New Futures Athletics Ahemalive Learning Language Arts Science Mathematics Social Studies Human Resources/ Labor Relattons Assoc. S(J0. Curriolumi I Leaning Imprvmt.l Fine Arts Instnxtional Technology Physicd Education Drug \u0026amp; Health Education Early Childhood Staff Development Little Rock School District Organizational Structure APRIL 1993 1 Manager Resources \u0026amp; School Sqcporl 1 Vocational Controller _ Federal ProgramaZ Grants Facilities Services Procurement Exceptional Children Adult Education Library Services Foreign Language Transportation Security/Risk Management Food Services Information Services RECEIVED JUL 2 G LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 15, 1993 TO: Mrs. Ann Brown, Monitor Office of Desegregation Monitoring FROM: e Estelle Matthis, Interim Superintendent SUBJECT: ADMINISTRATIVE VACANCIES This communication is a follow-up of the productive meeting that Jerry Malone and I had with you in your office on July 9, 1993. I am providing you a listing of the people who are currently performing responsibilities that were assigned to the top administrators who recently resigned from the District and/or returned to another assignment: Vacated Position Assigned Responsibilities Superintendent Estelle Matthis Assoc. Supt. for School Operations Estelle Matthis (with advice and counsel from Jerry Malone) Assoc. Supt. for Curriculum Dennis Glasgow Manager of Support Services Jerry Malone (providing primary advice and counsel to Mark Milhollen) Asst. Supt.-Secondary Schools Victor Anderson Limited Science Supervisory Activities Annita Paul Mark Milhollen will consult with Bill Mooney on financial matters. The assistant superintendents report directly to me on a daily basis. The assistant superintendents will assume supervisory roles for the Incentive Schools.Maria Palter r ^eanalle WagrMr Communicalions I I ToBeAnnexneed AssockSid, SchodCpei^ BOARD OF DIRECTORS I Estells Manhi* Inlerlm Superintendent I Brady Oadberry Labor Relations I Estate Matthis Assoa D J CurlciMuin 'StLrdent Asejgnment T Rudolph Howard Hearing Offtesr Arma Hart Desegregation Rteilrtator 1 4 Alice Stovall Reading ] { *Rne Arts Debbie Milam Volunteers In Pubilo Settle Margaret Gremillior Aset. Supt.. Elem. ISSchoota Lany S. Roberteon Aset. Supt.. Bern. 14 Schools I To Be irwuncsd Gone Parker PdncFpote I Supt., Seo. 13 Sdioole ? I  Arte/ Foreign L^uage - Dennis GJasgow Principals Inatrudiorml Techrwlogy ] } 4 Mariha Rodgers Balore- \u0026amp; After- School CARE Sdenoe terL Teachers Teachers Principals Teachers Physical Education DiartneWood MaJhomatl( Jo Evelyn Elston Drug location L Werie A McNeaJ BecbRafhw I  Pannt Bacruitmentl Ooofdinator | Social Studies Pal Price Jncerrtivo Schools \u0026lt;7) Linda Young New Futures Early Childhood _ OonitaHudspoih ^herine Gill Parent Coordinator ] Responsibaily of Appropriate Associate Superinteadeitl SioK Development Athletics Othello Prison AAemathre Leamrno Fy Little Rock School District Organizational Structure JULY 1993 1 To Be Announced HumanResources Carol Green Yocalionai Leon Adama 1 ToBaAnnounoad Man^ReeoKss and Scind Support I 1 _ MarfcMillholfen Controner jPecieri Programa^ Grarrta [ Doug Eatpn Fadlitlea Servicae Charfle NeaJ Procursment Dr. Palty .Kohlor Ibnal Iren PaUehe Uprlln _  *w ivapuiMi Adub Education- 1 _ Brad Morilgo^ry Transporlalton . Lucy Lyon Library Services JacMeBoyMn Food^rvicea Bill Bamhousa SecvrityyRtsk ^an^gmenrt Dave Kngselia Wofmabon BeniceiAnn Brown Memo July 15, 1993 Page 2 The role and responsibilities of Desegregation Facilitator have been clarified and Mrs. Arma Hart will relocate to the Desegregation Office at 501 Sherman in a timely manner. (See Organizational Chart) Bill Mooney will continue to provide technical assistance. Interviews will be held to select principals for the following schools: July 15, July 20, July 21, 1993 1993 1993 Central High School Wakefield Elementary Mitchell Incentive School Mary Jane Cheatham, who is returning from a sabbatical, has been assigned to Baseline Elementary School. The District will need to advertise and select an Assistant Superintendent for secondary schools by the end of August, 1993. These responsibilities cannot be performed by Victor Anderson after school starts. You were most cordial and helpful during our visits. We will make every effort to respond to your concerns and requests in a timely manner. If additional information is needed, please contact me. /bjf cc: Board of DirectorsBoard Of Directors I Dr. Henry P, Williams Superintendent To Be Announced Special Assistfitt to Supt Estelle Matthis Deputy Superintendent Dr. Russ Mayo Assoc. Superintendent lor Desegregation I Sterling Ingram Assodaa tor Instruction to the Deputy Supetlrrtendent Jeanette Wagner Communications I 1 'Student Assignment Margaret QremlNton Larry S. Robertson Asst Suit, Elm. r- AsstStptElem. 16 Schools 14 Schools Dr. Victor Anderson Acting Asst Supt., Sk. 13 Schools Alice Stovall Reading Arma Hart Desegregation Fadiitator Debbie Milam Volunteers in Public School Principals Principals Principals Gene Parker - Lar^uage Arts/ Foreign Language _ Dennis Glasgow Science Bedw Rather  Parent Rreeccrruurittmmeeint Coordinator Parent Involvement Brad Montgomery Transportation I I Teachers Teachers Teachers _ To Be Announced Mathematics Incertrve Schools Urxla Yotrng New Futures 'Athletics Othello Faison Alternative Learning Center Responsibility of Appropriate Associate Superintendent Marie A. McNeal Social Studies Dr. Linda Watson Hearing Officer Catherine Gill Parent Involvement Rne Arts 'tnstnjctional Technology physical Educational _ Jo Evelyn Elston Pupil ^rvices Pat Price Early Childhood Donita Hudspeth Stall Development Little Rock School District Organizational Structure December 2,1993 DRAFT #4 Mark MIhollen Acting Manager lor Support Senricss Carol Green Vocational Education Financial Services Leon Adams  Federal Programs/ Grants _ Dr. Patty Kohler Ex Coptic Childe trorral ren Paulette Martin Adult Education Lucy Lyon Lbrary Services Doug Eaton Facilities Services Jackie Boykin Food Services Charlie Neal Procuremertt Bill Bamhouse Security/Risk Manaoement To Be Announced! Planning, Research and Evaluation I Dave Ki I InkxTTti ^ingsella Tallon Slices I Busness Systems Student Systems _ Brady Qadberry Labor Relations 1  To Be Announced I Human Resourcer Board Of Directors c Little Rock School District Organizational Structure November 4,1993 DRAFT #2 To Be An nouncod Special Assistant to Supt Dr. Russ Mayo Assoc. Superirrtendent for Des^regatlon Jeanette Wagner Communications I Student Assignment Margaret Gremlllion Asst Supt, Elem. 16 Schools 1 Arma Hart Desegregation Facilitator Debbie Milam Volunteefs in Public School Principals I  Parent R Rather Recruitment Teachers Coordinator Parent Involvement Brad Montgomery Transportation Dr, Henry P. Williams Superintendent Estelle Matthis Deputy Superintendent Sterling Ingram Associate for Instruction to the Deputy Superintendent 1 Mark MIhoilen Acting Manager for Support Services It Human Resources To Be Announced Planning, Research and Evaluation I Dave Kingseila Information Services I I Business Systems Student Systems Larry S. Robertson Asst St^ Elem. 14 Schools Or. Victor Anderson Acting Asst Supt, Sec., 13 Schools Alice Stovall Reading Gene Parker Language Arts/ Foreign Language Rne Arts Instructional Technology Principals I Teachers Incentive Schools Principals Teachers Linda Young New Futures 'Athletics Othello Faison Alternative Learning Center _ Dennis Glasgow Science -( Physical Educational Carol Green Vocational Education Leon Adams  Federal Programs/ Grants Dr. Patty Kohler Exceptional Children { AnandaJ Services Doug Eaton Facinties Services Jackie Boykin Food Services Brady Gadberry Labor Relations To Be Announced Mathematics Marie A. McNeal Social Studies Dr. Linda Watson Hearing Officer Catherine GiD Parent Involvement _ Jo Evelyn Ebton Pupil ^rvices Paulette Martin Adult Education Charlie Neal Procurement To Be ArwTounced Human Resources Pat Price Early Childhood Donrta Hudspeth Staff Development 1 Lucy Lyon Library Services Bill Bamhouse Security/Risk Management D Robert Glowers Phfswig. Resewdi I kWvin Schwartz Graras Miter } Board Of Directors I \u0026lt;45. Little Rock School District I La Sf\u0026gt;aW Atriium t S\u0026gt;\u0026lt;. Or. C. Rueeelt Uayo Aaeoo. Superhtandent J Suaflen Vann ConMnunteattona I Student Assignment Lhrgaret OremIKon Aset SiipL, Elam. __H?^t I SedbUlohea Aset Supt, Elam. 14 Schools 1 Debbie Mlam Volunteers in Public Sc hod Becky FUlhar Parent Heaulmei Coordnator PrincipaJs I Taachars 1 Prindpsls I Taachars Dr. Henry P. Williams Superintendent Organizational Structure 1994-95 February 7,1995 (Sub)ect to Revtalona) Estelle Matthis Deputy Superintendent Sterthg Ingram Aaeodate tor Inatruotlon Io the Deputy Superbtendant I lnc*ntiv School* Denrrb Snider AaaL Supl., Secondary 13 Schools Gena Pakar Reading Gene Parker Language Arts/ Faaign Language ] Prindpais Teach ars Linda Young New Futures Athletics ] ] Di. Waler MaiMedi Akernafve Leamrig Center __ Dannis Qatgow Sdanoa Danrris Glasgow Mathematics Marie A. McNeal Sod al Studes Larry S. Robertson Hearing Officer Catherine QU Parent Irrvohramant ______J.. . IBA Legal Servtoee *Fine Arts/TAMic 1 Irrstructional Tachndogy Physical Educstiorral _ Jo Evelyn Elston Pi4^l Services Pat Price Early Childhood Marion Woods \"\" StaR DavaloprTtenl Marian Shaad HIPPY Fred Srrith He fie gw ler Support Senrkoae Card Qaen YocationaJ Education L*on A(Um - FadaraJ Programs/ Grants Dr. PaRy KoWar Excapeonal Cfildren Paulette Martin Adult Education Lucy Lyon Library Services Mark Mlhdtan Finarxial Services 1 Doog Eaton Fadtitias Sarvicas Jackie Anderson Food Sarvicas Charite Neat Procurerrrent Bobby Jones Secunty/Risk Manage me ra D Wary .*a*' Dishi Acing Dir. of Transportation 1 1 David Beason Inbimason Services rrp Mrwtt I trr* I Butirwtt SytUrr* Skidanl Systems ] _ Brady Gadbarry Labor Ralations ] 3 Or. Richard Hurlay Hurruan RasocrcatJBoard Of Directors Little Rock School District Organizational Structure 1994-95 \\ (Subject to Revisions) I Leon Modesti Special Assistant to Supt. Or. C. Russell Mayo Assoc. Superintendent Desegregation Jeanette Wagner Communicalions 'Student Assignment -7---------- Margarft( Gfmiliion Asst. Supt. Ekm. 18 Schools Sadie Mitchell Asst. Supt., Elem. 14 Schools TBA  Desegregation Facilitator Debbie Milam Volunteers in Public School Principals I Be\u0026lt; Parent )cl^ Rather nt Recruiimenl Coordinator 'Parent involvement TBA - Transportation Cr. Mary Jane Cheatham A^t. Dir. ot Transoortation Teachers Principals I Teachers 'Incentive Schools Responsibility of Appropriate Associate Superintendent Dr. Henry P. Williams Superintendent Estelle Matthis Deputy Superintendent Sterling Ingram Associate for Instruction to the Deputy Superintendent I TBA AssL Supt., Secondary 13 Schools Principals Teachers Linda Young New Futures Athletics Dr. Waler Marshaledt Alternaltve Learning Center DEC 1994 TBA Legal Services Mark Mllhollen Manager lor Support Services Or. Robert Glowers : Planning. Research \u0026amp; Evafuation David Beason In formal ion Services I Business Systems I Office of Desegregafci .,,13 Marvin Schwart: Grants Writer Student Systems TBA Reading Gens Parker  Language Arts/ Foreign Language _ Dennis Glasgow Science TBA Mathematics Marie A. McNeal Social Studies Larry S. Robertson  Hearing Oflicer Leon Adams Fine Arts\u0026lt;Muslc 'Instructional Technology Physical Educational _ Jo Evelyn Elston Pupil Services Pat Price ~ Earty Childhood 14 TBA Staff Development Carol Green Vocational Education Leon Adams  Federal Programs/ Grants Dr. Patty Kohler Excecxional Children Paulette Martin Adult Education Lucy Lyon Lbrary Services TBA Financial Services Doug Eaton Facilities Services _ Jackie Boykin Food Services Charlie Neal Procurement ] Brady Gadberry Labor Relations Dr. Richard Hurley Human Resources Catherine Gill ! Parent Involvement: 1 Marian Shead HIPPY Bobby Jones Security/Risk Management TBA Technology ComponentBoard Of Directors Little Rock School District Dr C Ruaiati Uaya Aieoc. Suparlnianrtant SoMan Vann C am muAka Uon a 1 I iMoUtdaAa Sf\u0026gt;acWAubtaniia Sa/t - 1 \u0026gt;1 Aar\u0026lt;Uiyw\u0026gt;ar ... tdrgarat OrtaJOta AaattMiL.Ua. Udb kUclMl AaiAtif*.. (ha Swcly Raihar Coowuiar 0(4 I Uir^an Sdiwwta I Grarwa Wna I DaUMkUam Voaxa.ar h Pu s\u0026lt;*aat 1. Piincipab IlSdtoob Pnndpati U Sdwwb rrtnc^ S Inoa/aka S^tadt Dr. Henry P. Williams Superintendent IBA AaiUtanl Suparinlartdani Curriculum Support Or. Vkiar Artrtaraait iaA SManOary Gn PvMr nadlng4.anguag Am Oanrtb Glaagow SdanoartAtfhamaila PtiftaptU I) Schooh Carat Obaan Vocatlanal (Nucaiion PaUaSa Manh ArtUiENuatbn O.Wal* UanUbA AkamatnaLoanttng I AMdia Marta A. Uctlaal Social Sludlaa Caihartna OH Parant Invokamanc Bfarty Labor Ralallona Dr. ftkhafrt Hurtay Human Raaotrrcaa Or. Paly KoMar Eaoanienat ChU\u0026lt; 'A Jo Evalyn EUlon Pk44 mrvfoaa SUrtiAQ Ingram Sun Oawkfwnart Pal Pftoa Eart/ ClilUltood Lucy Lyon Ta\u0026lt;Ninotogyrt4a41a Martan Shaart HIPPY Organizational Structure 1995-96 August 22, 1995 (Sub|oc| (o Roylaloru) Lany S. Aobadaen Aathtad Suparlntard^ SludanI Haartrig FnNSrrAli Uanaf It lar Sbpport SarvkM Mark Miltolan Fhnandal Sarvloaa ChartbNaal Proouramari Ooug Ealon Plant Sarrtoaa Bobby Jenaa Saouny/Rlih UanagamarN Mary Jana Chaaiham OIr.ot Tranaportatton Obactor Food Sarvtoaa Oa^M Caaaon hbrautiBA SarvtcM laon Adarvw Programa/ Or anta Lkyrta Young Haw FUutaa o w p 2 n p cr. o 3 P rt zr p \u0026gt; H H \u0026gt; n K 2 w HBoard Of Dlractora Little Rock School District 1 LawHodssla tpadd JWolantto Or. C. Ruaaafl Mayo Asaoe. Supartrtlandard Daoagragstten T tusMan Vm CemmunleaMona Dlrador til SludanI AaalgnmanI I T~- Margarat QramMan As\u0026lt;9up(.,ElaoR. HUhyIg UdtaURchal Aaa1.tu|rt.,EI\u0026gt;ni. HUteoto 1 Or hobail Ctowars Ranr\u0026gt;g Rmadi I EvatuMoi PfhdfMita Pibclpato Marvin Schwartt Oranis WrVa* I I Taachara Taacteft OateWMInm Voixrtaara li Pu^tc Schoob BacWnnlhar ParanI naorulmani Coordinalor | Dr. Henry P. Williams Suparlntandanl I nA Etlella Matthis Deputy Supwinlendenl Starting Irigrnm Assoalala for fnalruetleg M Iha Daguty BupartrHarHlard Lwry notertaen uftarlrdandaM Wudant Kaarintomoar 9chooJf1 tonntolnWw M. k*t, iMoitoi llldieeta OanaParIrar naadbg Oana Psikar Larxiuaga Arts/ Foraign Languaga f Im ArfMjlo 'Inilfudlonat Taohnotogy Pr1ndpt I TaMter t Inda Young Naw Futuraa 1 AthtaHca O WtfWVwtfWadt ARsmiIvS Lstnirig Canlsr Dannb QIaagow Sclanea Dannb Glasgow Malhematica Marta K McNaat Social Sludtaa CattMflna OP Parard Involvamatd physical Education Jo Evatyn EWon PupI Sar^rtcaa PalFfloa Fifty ChMhood Marton Woods Sfaft Oavalopman* Martan Shaad HIPPY Organizational Structure 1994-OS March 15,1005 (Bub|et to nevtolMW) StoSaMi kt topper laikM OavtlBaason Worms Ion Sanbaa Buabaaa Syalama CMilQraan \\AMilanil GduealQn lon Advm - rdnit Ptoortn Qi I PtOOrtmt/ IflM w, raiay nKwohiRte f eM4tonaf ChibrM PauMloMarth Adul Education Lucy Lyoo Library SanXoM Marit MBwIan Fbandal SacAoaa OougEfon JacMa Andarson Food Sarvleoa Chama NmI Pfoeuramanl PobbyJoras SacunryAUilt Managjmard 53.JhraChiWupn IngOfr. ol taportaHon Studard Syslama Prarfy Oadber^ Late) netatlona Or. Richard Hurta^ Human Rasouroo' SLIP SHEET TO REGULAR BOARD AGENDA LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RC rL?l o**B January 27, 1994 '\"fS 219^4 Office of Dessgrogaiicn Monucring To: From: Brady Gadberry, Board of Directors or. Human Resources Through: Hen Hi ts. Superintendent of Schools Subject: Personnel Changes I recommend the approval of the following employment of new staff at the indicated positions, salaries and classifications: NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY C1owers, Robert Director PRE 1-28-94 6-06 12 E/Stip C/A $22,423.48 1,362.50 408.75 (pro-rated) Hurley, Richard Director Human Resources 2-21-94 ADMUNC 12 C/A $28,287.81 348.75 (pro-rated) Modeste, Leon Sp/Asst/Supt Admin 2-21-94 6-18 12 C/A $22,984.95 348.75 (pro-rated) T)eC..,Aiay 11^ 1fiV-Board Of Dlraclora Little Rock School District 1 Leonlkidiala Ipettd Aadttmtte Or. Henry P. Wllllame Suparintendenl I Eatalle Malthla Deputy Superintendent BtarllnQ Ingram Or. e. RueeeH Mayo Aaaoe. Supartntandard Deaegragallon T uaHet) Vatwr CommurrteaUona I 1 AtaoelHla lor tnMruetton t . _ Iha Deputy Su|\u0026gt;f1nfndar4 T IncaolM Schoda] Dlreciorol Student Aaelgrunent Margaret OreriMen AeM. Supt., Elam. KSdtyle tatfta igietMl Aaat.fupt.Elam. KScbeela Dannie tnWar AaalSupt, Saeoni llUhooto3 Dr Robert Ooeera Ramrtg Ramrdi I Eveiuelan PrbdpaM Mardn Schtearlt Oranit Wrier I 1 Prinelpeie Pflndpata Taachare DebMa Mam Vobntaertb Pubhc Schoole ] T T Taechere Teaohare Lbda young NewFutufee 1 Declw Rather Parent Reorulmeni Cmdtnalor I AIhMIca D ytiMdi Alamalve Laarring Center ZZEZ TBA LagrfSarvleaa Lry nebeftaon Aeet. tupertnlendent Wudent Hearing Otnoer OeneParhet Readbg Qene Parker Language Ada/ Foreign Language Dannie Qleegow Sclanee Dennla Olaegow MMhemaitca 11 tine ArteAluaio 'tnatructlonat Technology ThyelcW Educehon Jo Evelyn EWon Pupl9en4cee Marte A KfcNeal Social Studtea CatharbeOl Parent Involvemenl1 Pal Pftoe - Earty Chldhood Marton Woode Staff Oavalopmanl Martan Shead HIPPY Organizationai Structure 1094-05 March 15,1005 (8uMet to Revtalone) Red Maith KhnagvhrMitoert tofkee DavUBaaeon Inlormelon Sarvloae Buebeee Syeteme CereOeen 'Acelenai GdueaVon Marti MBwIen Ftnarwtal SorMoee1 Student Syeleme leer) Adeim - rejanl Ptcgrvra/ QrM O. Pally Kohler ~~ aEaaaea^a\u0026lt;kaimMMaatl CtwtM PauMte Marib Adul Educalloo Lucy Lyon Ltwary Serwtoae OougEelon Fecttlae Sarvlcas . JacMe AMeteon Pood Sarvleoe J Brady Oadberry Labor ReUlone Chama Neal Procurement Bobby Jonee Securty4Uil( a 'JbreChatfkam Acting DIf, ot TmnaportaMon Or. Richard Huday ttuman Raeouroas Board Of Directors Little Rock School District Organizational Structure 1994-95 Draft (Sub|ect to Revisions) 4- i Dr. Henry P. Williams Superintendent I Leon Modest* Special Assistant to Supt. Estelle Matthis Deputy Superintendent TBA Legal Services Or. C. Russel! Mayo Assoc. Superintendent Desegregation Sterling Ingram Associate lor Instruction to the Deputy Superintendent Mark Milhollen Uartagerlor Support Services Or. Robert Clowers Planning, Research \u0026amp; Evaluation 1 David Beason ' Inlorrnalion Services Marvin Schwartz Grants Writer Jeanette Wagner Communications 1 Student Assignment htargarei Gremilllon Asst. Supt,, Elem. 16 Schools 1 Business Systems Student Systems TBA Desegregation Faalltaior Debbie Milam Volunteers in Pudic School Principals I arent Rather ecrunmenl Coordinator Parent Involvement TBA - Transportation D. Mary Jane Cheatham Asst. Dir. ol Transoorlation Teachers Sadie Mitchell AssL Supt.. Elem. 14 Schools TBA AssL Supt., Secondary 13 Schools TBA Reading Gene Parker Language Arts/ Foreign Lartguage Principals 4- Teachers Incentive Schools Responsibility oC Appropriate Associate Superintendent Principals Teachers Linda Young New Futures Athletics Dr. Waler Marshaleck Alternative Learning Center Dennis Glasgow Science TBA Mathematics Marie A. McNeal Social Studies Larry S. Robertson Hearing OWicer Catherine Gil Parent Involvement Leon Adams Fine Arts/Muslc InslrucSlonal Techrwiogy Physical Educational _ Jo Evelyn Elston Pupil Services Pat Price ~ Early Childhood TBA Carol Green Vocational Education Leon Adams  Federal Programs/ 1 . SiaH Development Marian Shead HIPPY Grants Dr. Patty Kohler Excecxional Children Paulette Manin Adult Education Lucy Lyon Lbrary Services TBA Financial Services Doug Ealon Facikiies Services Jackie Boykin Food Services Charlie Neal Procurement Bobby Jones -\u0026gt; Secunty/ftisk Management _ Brady Gadberry Labor Relations Dr. Richard Hurley Human Resources TBA Technology Comoonent 1 D Robert Clowar* PWraig. Ranach I ] Board Of Directors Little Rock School District Marvin Schwarts Grarat VWrter } I leoa blodeba SpeoW is detent Ie Sipt Dr. Henry P. Williams Superintendent I Estelle Matthis Deputy Supeiinlendenl TBA legal Servicea Dr. C. Ruaaall Uayo Aaaoo. Suparkvtandant Daaegragelion T Suellan Vanrv Com m un io at ion a I Student Assignirvent Ibrgsrel Okamlllan Asel $MPL, Etam. Sada Ulohe4 Atal Supt, EWfn. 14 Sohoole 1 Dabtsa Mtsm Voluntaart in Public Schc^ Becky Rather Raautmai Parani C^inHof Piincipalt I Taachars Prindpa/t I Taacliars Starling kigram Aaaocleta (or kiatructlon to the Deputy Suparkitandar't I lno*n1tv SchooJi Dannie Snider Aatl. Supt., Secertdery 13 Schools Gene Perkar Reading Gena Parker Language Azts/ Fvaign Language ] Tina Arts/Muaic 'instructional Tachndogy Prindpds _ Daniia Glasgow Sdanc* Physical Educational Taachars Dannis Glasgow Malltenuilics Jo Evelyn Elston Pl4\u0026gt;I Sarvicat linda Young New Futures AUiletics ] ] D W^KUaihdtck Akernsive Liaming Cn)i MndaA MUUal Sodal Studies Pat Price Early Childhood Livry S Fkbertson Hearing Officer Catherine OB Parent involvament Marion Woods Staff Oavafoprrwnt Marian Sira ad HIPPY Organizational Structure 1994-95 February 7,1995 (Subject to Revialona) Fiad Strfdi Msnegir lar Support Sarvloae David Baason Inbimstion Sarvicat Businass Sytiam* Stieda n( System* ] Card Gf^n 7ocaoo*l Education Mark MIhdIan Financial Services ] Laon Adam* - FadaraJ Piogram*/ Grants Doug Eaton Fadlilia* Sarvicat Or. PaR/ Kohlar Exceptional Children Parlelta Martin Aduh Education Lucy Lyon LiLvny Services Jadu* Anderson Food Sarvicat _ Brady Gadbarry Labor Ralationa Charlia PiocuramanI Bobby Jonas Security/Risk Management Ct Ui Usry .***' Oreihem Acting Dir, ol franspcrution ] J _ Or Richard Ihtley Human Rasoctca!]Employees Earning $40,000 or Above DONNA C BROADAWAY EMANUAL BROOKS SHARON A BROOKS KATHLEEN BROTHERTON JAMES BROWN lInda'g brown ROBERT L BROWN JR ETHER L BRUCE-UPKINS DELOIS BRYANT JUDY E BRYANT KAREN J BUCHANAN DOLORES J BUFFINGTON SCOTTIE L BURCHETT BOBBYE H BURK BETTY R BURR EVELYN J CALLAWAY MORM'AN M CALLAWAY ^ATSY R CAMPBELL CHARLENE D CARPENTER RENE T CARSON JODIE T CARTER LILLIE M CARTER________ 'HYLLIS V CARUTH FRANCES H CAWTHON SUSAN L CHAPMAN GUY H CHEATHAM MARY J CHEATHAM GEORGE E CIRKS ELLEAN D CLEVELAND UBRARIAN-ELEM TEACHER (KSSTPRINCPALELEM TEACHER____________ TEACHER  *SST PRINCIPAL SEC V ROBERT L CLOWERS SUSAN E CODY-TAYLOR ELEANOR R COLEMAN STEVEN B COLUE MABEL A COLLINS______ ROBERT S CONNOLLY MARY A COOPER SUE J CORKER BILLIE J CORROTHERS THERESA J COURTNEY BERNIE L COX ELEANOR V COX ELEM PRINCIPAL  TEACHER COUNSELOR-SEC COUNSELOR-ELEM ELEM PRINCIPAL TEACHER TEACHER TEACHER ASST PRINCIPAL SEC TEACHER_____________ TEACHER COUNSELOR-SEC_____ COUNSELOR-SEC TEACHER SECONDARY PRINCIPAL ELEM PRINCIPAL TEACHER ELEM PRINCIPAL SUP SPED TEACHER_____________ ELEM PRINCIPAL TEACHER ASST PRINCIPAL ELEM DIRPLNG, RES \u0026amp; EVAL TEACHER_____________ COUNSELOR-ELEM \"TEACHER TEACHER SYSTEM MANAGER TEACHER TEACHER TEACHER_________ ELEM PRINCIPAL TEACHER ^AMELA J CRAWFORD BILLIE J CROSS KATHRYN L CROSS SAM H DACE ELEM PRINCIPAL TEACHER__________ TEACHER TEACHER COUNSELOR-SEC $41,728.54 $48,083.14 $42,371.00 $40,670.00 $43,846.74 $39,269.00 '$50,668.20 $40,670.00 $43,891.62 $40,670.00 $50,975.00 $40,670.00 $32,696.44 $33,664.00 $39,883.00 $43,846.74 $36,676.00 $41,791.23 J43,846.74 $45,964.94 $61,018.00 $44,169.40 $40,670.00 $46,336.40 $45,648.10 $40,670.00 $56^086.80 $38,763.00 $42,371.00 $49,370.40 $40,670.00 $12'670.00 $47,438.82 $42,116,22 $43,148,00 $43,846,74 $43,846,74 $40,67060 $42,002.40 $40,670.00 $51,752.80 $45,964.94 $40,670.00 $40,670.00 $41,791.23 $0.00 $661.00 $2,205.60 $0.00 $0.00 $1,731.00 $4,326.00 $0.00 $751.00 ___ $0.00 $2,625.00 $0.00 $9,428.66 $6,732.60 $1,952.00 ____$0.00 $7,648.90 $0.00 $0.00 ____$0.00 $900.00 $2,064.00 ____$0.00 $2,064.00 $2,126.00 $0.00 $2,564.00 $5,034.35 $1,731.00 $900.00 $751.00 $0.00 $6.00 $750.00 $926.00 ____$0.00 $0.00 $0.00 $564.00 $9,376.30 $2,566.00 $658.00 $0.00 $656.61 $0.00 $41,728,54 $48,744,14 $44,578,60 $40,670,00 $43,846,74 $41,000,00 $54,994,20 $40,670,00 $44,642,62 $40,670,00 $53,600,00 $40,670.00 $42,325,10 $40,396,80 $41,635,00 $43,846,74 $44,524,90 $41,791,23 $43,846,74 $45,964,94 $61,918,00 $46,233,40 $40,670,00 $46,400,40 $47,774,10 $40,670,00 $58,650,60 $43,797,35 $44,102,00 $50,270,40 $41,421,00 $40,670,00 $47,438,62 $42,866,22 $44,074,00 $43,646.74 $43,846.74 $40,670.00 $42,566.40 $50,046.30 $54,316.80 $46,622.94 $40,670.00 $41,326.61 $41,791.23 as of 2/22/94Employees Earning $40,000 or Above EMPLOYEE____________ FRANCES M ABLES NANCY L ACRE JANET L ADAMS WAYNE E ADAMS Leon L ADAMS JR MARTHA D ALLEN MARY L ALLEY VICTOR ANDERSON III JOYCE A ARICK JANE G ARTHURS VIRGINIAS ASHLEY CLARA D AUSTIN JUNIOUS C BABBS JR MARY D BARKSDALE CAROL BARNHOUSE WILLIAM G BARNHOUSE V/ANDA F BASKINS V MARJORIE BASSA FRANCES K BATEMAN MICKEY L BATES SHARON A BAUGH EMMA J BEAVERS ... LINDA J BELL RUTH E BERRY IRA L BETTON DANNY H BLACK NANCY P BLACKSTONE BARBARA B BLAINE SAM K BLAIR RITA L BLEDSOE DONALD K BLESSING EDDIE L BOONE DEXTER L BOOTH JACKIE L BOYKIN JUI^ L BOYLE ROBERT L BRACK GAYLE B BRADRDRD MARTHA A BRANCH SAMUEL BRANCH NANCY L BRANDT DENNIS R BRANT DONALD E BRATTON ROSEMARY M BREWER MARILYN J BREWSTER TITLE librarian-JR '  SECONDARY PRINCIPAL TEACHER____________ COORD PLANT SERVICE DIR FED PROGRAMS COUNSELOR-VOC TEACHER____________ ' SECONDARY PRINCIPAL TEACHER TEACHER ELEM PRINCIPAL TEACHER_____________ SECONDARY PRINCIPAL asstprincipaL elem TEACHER_________ DIR SECURITY_________ TEACHER_____________ EVAL SPECIAUST TEACHER TEACHER ASST PRINCIPAL SEC COUNSELOR-SEC TEACHER TEACHER_____________ TEACHER TEACHER TEACHER COUNSELOR-ELEM COUNSELOR-SEC TEACHER TEACHER_____________ TEACHER ASST PRINCIPAL SEC DIR FOOD SERVICES COUNSELOR-SEC TEACHER  SECONDARY PRINCIPAL TEACHER_____________ ELEM PRINCIPAL LIBRARIAN-ELEM TEACHER_____________ TEACHER TEACHER_____________ ASSTPRINCIPAL SEC __ BASE $41,728.54 $56,798.00 $40,670.00 $50,781.00 $60,2^.00 $48,083J 4 $40,670.00 $65,676.00 $48,083.14 $43,846.74 $52,837^40 $40,670.00 $62,18200 $42,371.70 $40,670.00 $57,546.00 $46,165.42 $38,400.00 $40^670.00 $40^670.00 $45,474.00 $43,646.74 $40,670.00 $40,670.00 $40,670.00 $36,676.00 $40,670.00 $40,670.00 $47,024.04 $40,670.00 $40,670.00 $32,118.00 $46,088.00 $50,592.00 $42981 48 $40,670.00 $57,962^00 $40,670.00 $42,002.40 $40,905.08 $43,846.74 $40,670.00 $40,670.00 $42,986.00 STIPEND $0.00 $2,300.00 $0.00 $2,013.00 $2,900.00 $0.00 $0.00 $21,294.00 ___$661.00 $430.00 $2,064.06 _____$0.00 $2,400.00 $1,665^06 $750.00 $2,783.00 $661.00 $3,900.00 $0.00 $0.00 $1,840.00 $0.00 $0.00 $0.00 $0.00 $6,893.90 $750.00 $0.00 $751.00 $0.00 $0.00 $7,901.20 $1,952.00 __$900.00 $0 00 $0.00 $2,800.00 _____$0.00 $5,684.00 $0.00 $8,134.00 $0.00 $0.00 $3,709.65 TOTAL $41,728.54 $59,098.00 $40,670.00 $52,794.00 $63,192.00 $46,083.14 $40,670.00 $86,970.00 $48,744.14 $44,276.74 $54,901.46 $40,670.00 $64,582.00 $44,036.76 $4 \u0026lt;420.00 $60,329.00 $46,846.42 $42,300.00 $40,670.00 $40,670.00 $47,314.00 $43,846.74 $40,670.00 $40,670.00 $40,670.00 $43,769.90 $41,420.00 $40,670.00 $47,775.04 $40,670.00 $40,670.00 $40,019.20 $46,040.00 $51,492.00 $42^981 ?46 $40,670.00 $60,762.00 $40,670.00 $47,686.40 $40,905.08 $51,960.74 $40,670.00 $40,670.00 $46,695.85 as of 2/22/94 IEmployees Earning $40,000 or Above MARTHA G DANIEL ROSAUE G DANIEL MABLE L DANIELS JULIE K DAVENPORT DONNA J DAVIS PRANKLIN A DAVIS KENNETH W DAVIS JWERAJDAVIS RICHARD A DAVIS SHARON D DAVIS SHIRLEY A DAVIS SUANNA J DAVIS LONNIE S DEAN JOHN L DEDMAN JR LOiS M DERRINGTON DEBORAH DESJARDIN PATRICIA D DICKINSON DOYLE R DILIAHUNTY TOMMY L DODSON MABLE L DONALDSON FAITH R DONOVAN MARTHA S DOUGLAS JOSEPHINE DUMAS vFTHELB DUNBAR DANA H DUNCAN LENORAADYER MARION O EASTER L.B. EASTER JR DOUGLAS C EATON CAROLYN EIDSON JO E ELSTON GLEN E ESKOLA RICKY L EVANS THELLO O FAISON JEROME FARMER JR VIRGINIA S FAUBEL FREDERICK L FIELDS ALFRED W FLANIGAN EUZABETR T FOTI EARLENE W FOWLER JANICE R FREEMAN DANNY A FULLER LENA A FULMER BRENDA J FUTRELL BRADY L OADBERRY JR TEACHER LIBRARIAN-JR COUNSELOR-SEC ~ ELEM PRINCIPAL_________ ELEM PRINCIPAL ELEM PRINCIPAL TEACHER TEACHER COUNSELOR-SEC_______ ELEM PRINCIPAL_________ COUNSELOR-ELEM TEACHER ELEM PRINCIPAL_________ asst PRINCIPAL SEC JBRARIAN-JR___________ TEACHER TEACHER________________ VOC ADMIN TEACHER GIFTED \u0026amp; TAL SUPERVISOR  TEACHER TEACHER_______________  TEACHER EVAL SPECIAUST_________ TEACHER TEACHER TEACHER TEACHER DIR PLANT SERVICES LIBRARIAN-ELEM DIR PUPIL SERVICES TEACHER TEACHER DIR ALT LEARNING CTR TEACHER TEACHER ELEM PRINCIPAL TEACHER________________ TEACHER TEACHER________________ TEACHER TEACHER SUP SPED________________ TEACHER DIR LABOR RELATIONS $40,670.00 $41,726.54 $41,791.23 $48,503.40 $57,169.20 $40,920.00 $36,876.00 $40,925.97 $43,846.74 $50,668.20 $40,670.00 $40,670.00 .$57,169.20 $45,034.00 $41,728.54 $40,670.00 $35,009.00 $55,397W $39,756 42 $47,a4242 $40,670.00 $43,646.74 $40,670.00 $42,371.00 $40,670.00 $43\u0026gt;46.74 $40,670.00 $33,664.00 $57,135.00 $41,728.54 $58,587.00 $40,670.00 $45,037.98 $50,225.00 $38,763.00 $45 829.03 $38,750.80, $33,162.00 $40,670.00 $40,670.00 $40,670.00 $36,876.00 $45,648.10 $48,083.14 $63,347.00 ________$0 00 $0.00 ________$0.00 $2,064.00 ____$2,064.00 $2,825.00 $5.746.90 ________$0.00 $1,000.00 $4,263.20 _______$000 _______$0.00 $4,828.00 $451.49 ________$0.00 $751.00 ____$7,001.80' $6,100.00 ____$1,90 LOO $2,189.00 ________$0.00 ________$0.00 ________$0.00 $2,206.00 ________$0W $0.00 ________$0.00 $6,732.60 $1,200.00 ________$0.00 $2,400.00 $6,897.36 ________$0.00 $1,952.00 $5,985.35 ______ $0.00 $2,064.00 $7,409.60 ________$0.00 ________$0.00 ________$0.00 $6,499.60 $2,169.00 _____$660.57 $2,400.00 $40,670.00 $41,728.54 $41,791.23 _______$50,567.40 _______$59,233.20 _______$43,745,00 _______$42,622.90 _______$40,925.97 $44,646.74 _______$54,931.40 _______$40,670.00 _______$40,670.00 $61,997.20 _______$45,485.49 _______$41,728.54 _______$41,421.00 _______$42,010.60 _______$61,497.00 _______$41,657.42 _______$50,031 42 _______$40,670.00 _______$43,846.74 _______$40,670.00 $44,577.00 ______$40,670.00 _______$43,646.74 _______$40,670.00 _______$40,396.80 _______$56,335.00 _______$41,728.54 _______$60,987.00 _______$47,567.36 _______$45,037.98 _______$52,177.00 _______$44,746 35 _______$45,829.03 _______$40,814.80 _______$40,571.60 _______$40,670.00 _______$40~670.00 _______$40,670.00 $43,375.80 _______$47,837.10 $48,743.71 $65,747.00 as of 2/22/94. Employees Earning $40,000 or Above HELEN B GADDY MARY J GAGE CHARLES W GATES NELUEC GERARD CATHERINE J GILL HARVEY R GILLESPIE DENNIS R GLASGOW RANDALL A GLENN LAVERNE G GOLDSBY MARY R GOLSTON JEAN A GOZA HARRYETTE GRAHAM JAMES T GRANT BARBARA A GRAVES JESSICA A GRAVES CAROLYN W GRAY PEGGY A GRAY__________ CAROL B GREEN_________ CHRISTINE GREEN MARGARET B GREMILUON PAULA E GRIER__________ VIRGINIA A GROCE_______ WILLIAM J GRUMMER . CARLFGRUMMERJR MARY E GUINN__________ RANDY E GULLETT GRACIE J HALL SHIRLEY L HALL ANNE HANSEN SHIRLEY B HARPER ARMA J HART EVERETT M HAWKS STEVE A HAYES  ND A L HAYS VERDIA M HENCE BETSY D HENDERSON J C HENRY TEACHER TEACHER TEACHER TEACHER COORD INCENTIVE SCH TEACHER_____________ SCIENCE SUPERVISOR SPEC/LC COUNSELOR-SEC ELEM PRINCIPAL ACCOUNTANT TEACHER TEACHER_____________ SUP SPED COUNSELOR-SEC TEACHER TEACHER_____________ DIR VOCATIONAL ED TEACHER_____________ ASST SUPT - ELEM STAFF DEVELOPMENT TEACHER TEACHER TEACHER ELEM PRINCIPAL TEACHER TEACHER__________ TEACHER__________ ASST PRINCIPAL SEC TEACHER DESEG FACIUTATOR ASST PRINCIPAL SEC SUPV MNT TEACHER TEACHER TEACHER TEACHER RONALD F HESSELSCHWERDT TEACHER =\u0026gt;ATRICIA H HIGGINBOTHAM EDNA W HIGGINS-NORTH BEVERLYJ HINES SELMA P HOBBY SANDRA L HOFF' DOUGLAS B HOFFMAN RALPH G HOFFMAN ELEM PRINCIPAL TEACHER TEACHER EVAL SPECIALIST LIBRARIAN-ELEM TEACHER SECONDARY PRINCIPAL $40,670.00 $40,670.00 $48,083.14 $40,670.00 $57,169.20 $35,270.00 $53^334.91 $40,700.00 $41,791.23 $55,002.20 $42,057.00 $43,846.74 $40,670.00 $45,648.10 $41,791.23 $40,670.00 $40,670.00 $49,270.00 $40,670.00 $61,000.00 $43,949.40 $43,597.62 $41,391.18 $41,250.96 $56,798.00 $37,787.85 $40^670.00 $40,670.00 ,$50,225.00 $40,670.00 $61,000.00 $47,122.00 $40,319.00 $40,670.00 $40,670.00 $36,876.00 $43,846.74 $41,791.23' $57,169.20 $36,876.00 $40,670.00 $45,474.00 $41,728.54 $34,467.00 $60,292.00 $0.00 $0.00 $661.00 $0.00 $900.00 $6,720.00 $2,691.00 $2^064.00 $0.00 $2,064.00 $3,000.00 $0.00 $6,798.34 $2 J 89.00 $0.00 $0.00 $0.00 $2,400.00 $0.00 $1,200.00 $2,189.00 $661.00 $661.00 $0.00 $2,625.00 $9,458.44 $0.00 $0.00 $3,452.00 $0.00 $1,200.00 $2,400.00 $855.00 $0.00 $0.00 $8,126.20 $0.00 $430.00 $2,064.00 $7,375.20 $0.00 $3,706.00 $0.00 $6,893.40 $2,800.00 $40,670.00 $40,670,00 $48,744.14 $40,670.00 $58,069.20 $41,990 00 $56,025.91 $42,764.00 $41,791.23 $57,066.20 $45,057.00 $43,846.74 $47,468.34 $47,837.10 $41,791.23 $40,670.00 $40,670.00 $51,670.00 $40,670.00 $62,200.00 $46,138.40 $44,258.62 $42,052.18 $41,250.96 $59,423.00 $47,246.29 $40,670.00 $40,670.00 $53,677.00 $40,670.00 $62,200.00 $49,522.00 $41,174.00 $40,670.00 $40,670.00 $45,002.20 $43,846.74 $42,221.23 $59,233.20 $44,251.20 $40,670.00 $49,180.00 $41,728.54 $41,360.40 $63,092.00 as of 2/22/94Employees Earning $40,000 or Above ELEANOR L HOLEMAN RUDOLPH HOWARD MARION A HOWEY MARY J HUDDLESTON ELOUISE J HUDSON SHELIA A HUDSON DONITA HUDSPETH MAC W HUFFMAN ANN J HURD STERLING INGRAM CHRiSTAL L ISOM MARGARET V ISUM DELORES S IVEY_______ EDWIN S JACKSON RUBY L JACKSON BRENDA F JAMES CHARLOTTE A JAMES EMOGENEBJAMES RITA A JAMES carol A JENNINGS ARTHURL JOHNSON CHARLIE JOHNSON GERALDINE A JOHNSON MAYREAN S JOHNSON WONDRUE M JOHNSON ANNA M JOINER-TATUM DORIS J JONES JACK A JONES MARY R JONES NANCY C JONES UNDA A KAMARA_______ CLEMENTINE KELLEY JOHN W KELLEY HELEN B KELLY A DOUGLAS KENDALL LINDA L KINDY JERI B KING TERRY G KIRKPATRICK ATRICIA A KOHLER TEACHER_____________  SECONDARY PRINCIPAL TEACHER \"LIBRARIAN-JR_________ ASST PRINCIPAL SEC TEACHER DIR STAFF DEV________ ELEM PRINCIPAL - READING______________  ASSOC TO DPTY SUPT COUNSELOR-SEC LIBRARIAN-ELEM COUNSELOR-SEC \"ELEM PRINCIPAL TEACHER ASST PRINCIPAL SEC  TEACHER TEACHER TEACHER_____________ TEACHER NAVY_________________ TEACHER_____________ COUNSELOR-ELEM TEACHER TEACHER_____________ ASST PRINCIPAL ELEM TEACHER_____________ COUNSELOR-SEC TEACHER TEACHER______________ TEACHER TEACHER TEACHER_____________ TEACHER______________ EPA COORD ASST biR ADULT ED TEACHER TEACHER $42,116.22 $64,512.00 $48,083.14 $41,728.54 $40,303.00 $36,073.00 $55,093.00 $57,169.20 *____$40,670.00 $65,000.00 $41,105.52 $41,728.54 ____$43,846.74 $6 \u0026lt;456.00 $40,670.00 $37,815.00 $40,670.00 $40*670.00 $40,670.00 $43,846.74 $46,078.00 $32,118.00 KARIN S KVATERNIK MARIAN G LACEY JESSE J LACEY JR CHARLES H LANCE LAURA P LANDERS BERNICE W LANEY DIR SPECIAL ED TEACHER SECONDARY PRINCIPAL ASST PRINCIPAL ELEM TEACHER_____________ COUNSELOR-SEC COUNSELOR-ELEM $40,670.00 $40,670.00 $43,846.74 $45474?00 $40,383.63 $41,250.96 $40,670.00 $40,670.00 $33,664.00 $40,670.00 $40,670.00 $40,670.00 $55,3K.6O $40,553 31 $46,18542 $47,438.82 $51,599.00 $40,670.00 $61,456.00 $46,576.00 $43,846.74 $48,083.14 $40,670.00 $0.00 $1,700.00 $1,611.00 $0.00 $1,640.00 $7,965.60 $900.00 $564.00 $0.00 $725.00 $750.00 $0.00 $0.00 $3,625\n00 $0.00 $2,432.00 $0.00 $0.00 $0.00 $0.00 $0.00 $9,226.20 $0.00 $0.00 $0.00 $1,731.00 $0.00 ___$0.00 $8,134.00 $751.00 $6,732.80 $0.00 $8,713.30 $0.00 $1,636.46 $0.00 $661.00 $2,650.01 $3,900.00 $0.00 $2,800.00 $3,452.00 $1,791.00 $750.00 $0.00 $42,116.22 $66,212.00 $49,694.14 $41,728.54 $42,143.00 $44,03860 $55,993.00 $57,733.20 $40,670.00 $65,725.00 $41,855.52 $41,726.54 $43,846.74 $65,061.00 $40,670.00 $40,247.00 $40,670.00 $40,670.00 $40,670.00 $43,846.74 $46,078.00 $41,346.20 $40,670.00 $40,670.00 $43,846.74 $47,205.00 $40,383.63 $41,250.96 $46,804.00 $41,421.00 $40,396.80 $40,670.00 $49,363.30 $40,670.00 $57,002 06 $40,553.31 $46,646.42 $50,068.83 $55,499.00 $40,670.00 $64,256.00 $52,028 00 $45,637.74 $48,833.14 $40,67000 as of 2/22/94 1Employees Earning $40,000 or Above NANCY G LESLIE WILHELMINA E LEWELLEN JANICE LEWIS LEE E LEWIS____________ MARY R LOFTON Ladell looper TONALD N LOOPER DOROTHY J LOVELACE JULIA F LOYALL LUCY M LYON SUE MADDISON ANNE P MANGAN RICHARD L MAPLE JR WALTER A MARSHALECK BARBARA A MARTIN PAULETTE H MARTIN CASSANDRA N MASON JAMES D MATHEWS ESTELLE W MATTHIS JAMES L MATTHIS HAZEL L MAY____________ BONNIE B MAYBERRY C RUSSELL MAYO SHERRIE S MAYS HARRIETTE B MAZZANTI EDWINA Y MCCLURKAN ROBERT I MCDONALD THOMAS A MCDONALD SANDRA L MCFADDEN JUDY A MCGRATH LONA G MCKINNON JOANNE B MCLENDON \"REDIE D MCLENNAN PATRICIA A MCMURRAY MARIE A MCNEAL PATRICIA A MCNEIL BARBARA W MEANS MARYAMENKING JUDITH L MILAM MARK D MILHOLLEN EMMAUNE C MILLER SUSAN P MILLER NANCY B MITCHELL SADIE M MITCHELL TEACHER TEACHER TEACHER TEACHER________________ TEACHER ELEM PRINCIPAL__________ STAFF DEVELOPMENT TEACHER TEACHER________________ COORD LIB/INST TECH TEACHER ELEM PRINCIPAL SECONDARY PRINCIPAL___ SECONDARY PRINCIPAL TEACHER DIR ADULT ED ASST PRINCIPAL SEC TEACHER DEPUTY SUPT____________ ASST PRINCIPAL SEC COUNSELOR-SEC________ TEACHER________________ ASST SUPT - DESEG TEACHER TEACHER________________ TEACHER TEACHER________________ TEACHER TEACHER TEACHER______________ TEACHER TEACHER TEACHER ASSTPRINCIPAL SEC SOC STUDIES SUPERVISOR ELEM PRINCIPAL ELEM PRINCIPAL ELEM PRINCIPAL TEACHER________________ MGR SUPPORT SVCS TEACHER TEACHER________________ TEACHER ELLA M MOBLEY ELEM PRINCIPAL TEACHER $43,931.31 $40,670.00 ___$40,670.00 $40,670 00 $40,670.00 $48,503.40 $46,283.40 $41,791.23 ____$40,670.00 $43,895.32 $40,670.00 $49,585.80 ____$65,676.00 $45,151.00 $40,670.00 $46,754.51 $38,849.00 $43,846.74 $85,000.00 $48,576.00 $42,981.48 $40,383.63 $68,000.00 $45,236.56 $40,670.00 $40,670.00 ____$40,670.00 $39,064.00 $32,116.00 $39,193.38 $40,670.00 $40,670.00 $43,597.62 $41,337.00 $45,648.10 $45,251.80 $44,169.40 $52,837.40 $40,670.00 $68000.00 $40,670.00 $36,676.00 $40,670.00 $45,251.60 $40,670.00 $661.00 $0.00 $0.00 $0.00 $0.00 $2,064.00 $2,688.00 $0.00 $0.00 $2,189.00 $751.00 $4,326.00 $2,300.00 $2,600.00 $0.00 $1,500.00 $1,640.00 $950.00 $1,200.00 $2,673.00 $0.00 $0.00 $895.00 $661.00 $0.00 $0.00 $0.00 $1,576.00 $9,003.60 $950.00  $0.00 ____$0.00 $661.00 $1,840.00 $669.00 $2,063.20 $2,380.00 $2,566.00 $0.00 $1,200.00 $0^00 $8,126.20 $0.00 $564.00 $0.00 $44,592.31 $40,670.00 $40,670.00 $40,670.00 $40,670.00 $50,567.40 $50,971.40 $41,791.23 $40,670.00 $46,084,32 $41,421.00 $53,911.60 $67,976.00 $47,951.00 $40,670.00 $50,254.51 $40,669.00 $44,796.74 $66,200.00 $51,249.00 $42,981.48 $40,383.63 $68,895.00 $45,897.56 $40,670.00 $40,670.00 $40,670.00 $40,640.00 $41,121.60 $40,143.38 $40,670.00 $40,670.00 $44,258.62 $43,177.00 $46,337.10 $47,315.00 $46,549.40 $55,403.40 $40,670.00 $69,200.00 $40,670.00 $45,002.20 $40,670.00 $45,615.80 $40,670.00 as of 2/22/94Employees Earning $40,000 or Above FLORA D MOLDEN__________ BRADFORD G MONTGOMERY FRANCILE MOORE SCOTT MORGAN WILUEC MORRIS JIMMY J MOSBY JOANNA M MOSLEY BETTY C MUENCH MARY L MURPHREE DIANA K NAGEL LOU E NAUDEN CHARLES A NEAL JOE A NIVEN BOBBIE J NORMAN LEOLA P NORMAN MICHAEL NORTON 4RTHUR C OLDS MICHAEL E OUVER JUDYKORINTAS MARTHA V PACE WILLIE PAIGE JR PATT J PARKER____________ GENE PARKER JR DAVID H PATTERSON ROSALIE T PATTON ANNITA C PAUL MARY J PEDIGO \u0026lt;ATHY PENN-NORMAN YORIKO U PERRITT MITCHELL PERRY________ MICHAEL W PETERSON EMMA J PEYTON DOROTHY A PHILUPS =^ATRICIA A PHILLIPS TABITHA L PHILLIPS FLORENE J PHIPPS SHIRLEY K PICKLE CELESTNE PIGGEE KRISTANNA D PITTENGER GAIl G PITTS JNDA M PORTER JAMES E POWELL TIS M PRESLAR MARY J PREWIT PATRICIA A PRICE TEACHER_____________ DIR TRANSPORTATON teacher ELEM PRINCIPAL ELEM PRINCIPAL \u0026gt;SST PRINCIPAL SEC JBRARIAN-SEC TEACHER COUNSELOR-SEC TEACHER TEACHER DIR PROCUREMENT SECONDARY PRINCIPAL TEACHER ____ TEACHER TEACHER ELEM PRINCIPAL TEACHER_____________ TEACHER TEACHER_____________ TEACHER ENGLISH SUPERVISOR \u0026gt;SST PRINCIPAL SEC TEACHER_____________ TEACHER TEACHER EVAL SPECIALIST TEACHER TEACHER_____________ \u0026gt;SST PRINCIPAL SEC TEACHER TEACHER TEACHER_____________ Asst PRINCIPAL elem TEACHER TEACHER TEACHER_____________ TEACHER_____________ IKSST PRINCIPAL SEC DOUNSELOR-SEC Asst PRINCIPAL sec ELEM PRINCIPAL TEACHER COORD EARLY CHILD $40,670.00 $49,501.00 $40,670.00 $40,093.00 $42,002.40 $42,371.00 $41,726.54 $40,670.00 $43,846.74 $40,670.00 $40,670.00 $57,546.00 $57,524.00 $40,670.00 $40,670.00 $4O\n67O.OO $33,443.00 $49,585.80 $40,670.00 $40,670W $43,846.74 $43,846.74 $42,664.80 $42,371.00 $34,467.00 $40,670.00 $40,670.00 $40,303.00 $40,670.00 $44,341.44 $41,951.00 $43,846.74 $40,670.00 $40,670.00 $37,200.00 $40,670.00 $35,270.00 $40,670.00 $40,670.00 $36,234.00 $42,637.32 $50,225.00 $57,169.20 $40,670.00 $60,292.00 $0.00 $900.00 $0.00 $563.20 $564.00 $340.00 ____$0.00 $0.00 ____$0.00 ____$0.00 $0.00 $2,179.00 $2,400.00 ____WW $751.00 $0.00 $6,688.60 $2,064.00 $0.00 $0.00 $950.00 $751.00 $2,189.00 $340.00 $6,693.40 $0.00 $0.00 $751.00 $0.00 $0.00 $452.00 $0.00 $0.00 $0.00 $3,052.00 $500.00 $7,054.00 $0.00 $0.00 $2,342.00 $750.00 $5,665.27 $2,064.00 $0.00 $2,400.00 $40,670.00 $50,401.00 $40,670 00 $40,656.20 $42,566.40 $42,711.00 $41,728.54 $40,670.00 $43,846.74 $40,670.00 $40,670.00 $59,725.00 $59,924.00 $40,670.00 $41,421.00 $40,670.00 $40,131.60 $51,649.80 $40,670.00 $40,670.00 $44,796.74 $44,597.74 $45,053.80 $42,711.00 $41,360.40 $40,670.00 $40,670.00 $41,054.00 $40,670.00 $44,341.44 $42,403.00 $43,846.74 $40,670.00 $40,670.00 $40,252.00 $41,170.00 $42,324.00 $40,670.00 $40,670.00 $40,576.00 $43,387.32 $56,090 27 $59,233.20 $40,670.00 $62,692.00 as of 2/22/94Employees Earning $40,000 or Above H. D, PRUETT BEVERLY A RALEY CATHERINE M RAND SUSAN D RAYMOND ELUS E REGISTER________ LUCYLRHODES DPAL E RICE LEAH A RILEY CHARLES J RIPLEY JR LAYMOR B ROBERTS JR AUDRON S ROBERTSON LARRY S ROBERTSON CONSTANCE F ROBINSON JOHN H ROBINSON */ERA L ROBINSON SHIRLEY A ROLAX SHYREL D ROSE__________ PAULA D RYNDERS_______ DORIS L SARVER DOROTHY D SCHEIBNER BRENDA LYNN SCRIMAGER DARRELL L SEWARD GENEVA S SHELLS CHERYL A SIMMONS\" J C SKIPPER_____________ CHARITY O SMITH GARY S SMITH TEACHER TEACHER TEACHER izAULJ SMITH PAULA M SMITH PHYLLIS A SMITH WILLIAM O SMITH ^/ERNON SMITH JR EVELYN H SOO CHARLES S SPRINGER DANNY W STEELE MARY L STEELMAN SARA J STEPHENS ALICE S STOVALL STANTON L STRAUSS ROYCE C STROUD BRENDA J STUCKEY SAM J STU EART CLAYTON L TAYLOR FRANCES D TAYLOR CAROLYN F TEETER COUNSELOR-VOC TEACHER_____________ COUNSELOR-ELEM TEACHER TEACHER_____________ TEACHER_________ TEACHER UBRARIAN-SEC_______ ASST SUPT - ELEM TEACHER_____________ ASST PRINCIPAL SEC ASST PRINCIPAL ELEM TEACHER SUP SPED COORD GIFTED \u0026amp; TAL UBRARIAN-ELEM TEACHER DIR COMM SCHOOL TEACHER_____________ TEACHER ELEM PRINCIPAL TEACHER SECONDARY PRINCIPAL SPEC CBI EVAL SPECIAUST TEACHER TEACHER_____________ TEACHER_____________ ASST PRINCIPAL SEC TEACHER yOC COORD__________ TEACHER SP COORD TEACHER DIR ASST PRINCIPAL ELEM TEACHER TEACHER TEACHER____________ TEACHER TEACHER____________ ELEM PRINCIPAL $40,670,00 $40,670,00 $40,670,00 $40,383,63 $36,876 00 $40,670,00 $40,670,00 $40,670,00 $36,876,00 $43,846,74 $41,728,54 $61,000,00 $43,846,74 $45,054,00 $40,303,00 $40,670,00 $40,155,61 $44,548,71 $41,728,54 $40,670,00 ____$40,255,20 $36,354,00 $40,670,00 $50,975,00 ____$31,165,92 $49,810,00 $39,958,52 $49,387,81 $43,846,74 $42,116,22 $40,670,00 $50,225,00 $45,964,94 $47,189,03 ____$45,829,03 ____$44,958.41\" $40,670,00 $53,928,00 $47\n418,80 $43,8^,74 $43,597,62 $40,670,00 $40,383,63 $40,670,00 $48,503,40 $0,00 $0,00 $0,00 $0,00 $6,749,90 $0,00 $0,00 $0,00 $3,616,00 $0,00 $0,00 $1,200,00 $0,00 $452,00 $1,731,00 $0,00 $2,189,00 $2,189,00 _____$0 00 $0,00 $1,740,00 $5,706,10 $0,00 $3,625,00 $8,933,82 $2,300,00 $2,100,00 $3,751,00 $0,00 $751,00 $0,00 $1,951,50 $656,00 $340,00 $1,412,00 $2,126,00 $0,00 $2,900,00 $4\n32660 $12,568,58 $1,091,00 $0,00 $10,407,88 $0,00 $2,064,01 $40,670,00 $40,670,00 $40,670,00 $40,383,63 $43,625,90 $40,670,00 $40,670,00 $40,670,00 $40,692,00 $43,846,74 $41,728,54 $62,200,00 $43,646,74 $45,506,00 $42,034,00 $40,670,00 $42,344,61 $46,737,71 $41,728,54 $40,670,00 $41,995,20 $42,060,10 $40,670,00 $54,600,00 $40,099,74 $52,110,00 $42,056,52 $53,138,81 $43,846,74 $42,867,22 $40,670,00 $52,176,50 $46,622,94 $47,529,03 $47,241,03 $47,084,41 $40,670,00 $56,628,00 $51,744,60 $56,415,32 $44,668,62 $40,670,00 $50,791,51 $40,670,00 $50,567,41 as of 2/22/94Employees Earning $40,000 or Above DHARLOTTE A TEETER JUDY S TEETER HELEN J THOMAS MICHAEL C THOMAS SHI RLEY A THOMAS NANCY K THOMPSON =EGGYS\"THOMPSON BEVERLY \"BTH^SHER______ BARBARA \"N THRONEBERRY LINDA E TODD SAMMIE N TOLLETTE JUDITH TROWELL MARILYN E TURNER__________ JOYCE M UNDERWOOD ANDREW P VANECKO GLORIA O VENABLE BOY L WADE JEANETTE WAGNER ARDELIA A, WALKER CHERRIE D'WALKER ELLA M WALKER_____________ MILDRED J WALKER COLLEEN S WALLS LIONEL WARD JAMES L WASHINGTON BILLY N WATSON Cl^UDlA G WATSON GLADYSTINE WATSON Linda WATSON MARYLEE R WATSON CLELL WATTS BECKY S WEBB CECIL H WEBB JR VERA WELLER DAISY M WHEELER GLORIA A WHITE SUZANNE D WHITE NONA M WHITTAKER HENRY P WILLIAMS JOYCE YWILUAMS ROGER N WILUAMS EULAMWILUS GLORIA P WILSON LEVANNA M WILSON TEACHER_____________ TEACHER ^SST PRINCIPAL ELEM TEACHER_____________ TEACHER_____________ 'TEACHER TEACHER TEACHER TEACHER\"__________' TEACHER LIBRARIAN-JR MATH SUPERVISOR \"TEACHER \"TEACHER \"TEACHER TEACHER TEACHER_____________ DIR COMMUNICATIONS TEACHER ^SST PRINCIPAL SEC \"TEACHER_____________ TEACHER STAFF DEVELOPMENT ELEM PRINCIPAL IKSST PRINCIPAL SEC TEACHER \"TEACHER TEACHER HEARING OFFICER TEACHER SECONDARY PRINCIPAL TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER_____________ SUPERINTENDENT TEACHER \u0026gt;SST PRINCIPAL SEC TEACHER_____________ TEACHER JANE A WINSTON ELEM PRINCIPAL TEACHER |$40,670.00 |$40,670.00 $45,474.00 $36,763.00 ___$40,670.00 $43,846.74 $40,670.00 $40,670.00 $40,670 66 $40,670.00 $41,726.54 $53,334.91 $40,670.00 $40,670.00 $40,670.00 $43,846.74 $38,763.00 $40,682.00 $40,670.00 $38,849.00 $43,846.74 $38,763.00 $47,196.80 $52,637.40 $39,883.00 $40,670.00 $43,646.74 $43,646.74 $61,000.80 $48,083.14 $61,456.00 $40,670.00 $46,083.14 $40,670.00 $40,670.00 $40,670.00 $40,670.00 $40,670.00 ' $115,000.00 $40,670.00 $48,576.00 $41,791.23 $40,670.00 $47,418.80 $40,670 00 ____$0.00 $0.00 $1,731.00 $2,90300 $0.00 $500.00 ____$0.00 ____$0.00 $0 00 $0.00 $0.00 $401.66 $0.00 $0.00 ____$0.00 ____$0.00 $8,277.35 $666.00 ____$0.00 $1,952.00 $1,251.00 $6,503.60 $689.00 $2,064.00 $6,135.50 $751.00 $0.00 $0.00 $900.00 $3,312.00 $2,300.00 $0.00 $661.00 $0.00 $0.00 ____SOW $0.00 $0.W $0.00 $0.00 $1,840.00 $750.00 $0.00 $2^566.00 $0.00 $40,670.00 $40,670.00 $47,205.00 $41,666.00 $40,670.00 $44,346.74 $40,670.00 $40,670.00 $40,670.00 $40,670.00 $41,728.54 $53,736,57 $40,670.00 $40,670.00 $40,670.00 $43,646.74 $47,040.35 $41,370.00 $40,670.00 $40,801.00 $45,097.74 $47,266.60 $47,687.60 $54,901.40 $46,018.50 $41,421.00 $43,846.74 $43,6^.74 $61,900.80 $51,395.14 $63,756.00 $40,670.00 $46,744.14 $40^670.00 $40,670.00 $40,670.00 $40,670.00 $40,670.00 $115,000.00 $40,670.00 $50,416.00 $42,541.23 $40,670.00 $49,984.80 $40,670.00 as of 2/22/94Employees Earning $40,000 or Above CRYSTAL A WOOD MARION E WOODS MAUD E WOODS WILLIE L WOODS JERRY P WORM TEACHER____________ STAFF DEVELOPMENT ASST PRINCIPAL SEC ASST PRINCIPAL SEC ELEM PRINCIPAL ROBERT B WRIGHT LINDA I YOUNG GWENDOLYN S ZEIGLER JUDY R ZINK COUNSELOR-SEC NEW FUTURES ELEM PRINCIPAL TEACHER $40,670.00 $43,949.40 $50,225.00 $48,576.00 $53,919.80 $43,846.74 $48,750.03 $50,668.20 $41,791.23 $0.00 $2,070.81 $452.00 $1,840.00 $2,064.00 $0.00 $2,400.01 $2,064.00 $0.00 $40,670.00 $46,020.21 $50,677.00 $50,416.00 $55,983.80 $43,646.74 $51,150.04 $52,732.20 $41,791.23 as of 2/22/94To: Ann From: Polly MEMO Subject: Comparing LRSD Organizational Charts Date: February 27, 1994 In comparing the April 1993 organization chart (Mac Bernd) to the February 1995 chart (Hank Williams), I have two summaries for your review. Attachment A (^) and Attachment B (5). Because I have gone as far as I can with inhouse resources, I stopped here for you to review the data and decide whether to proceed to the next step, which would be to call LRSD and request salary information. A and B are two different approaches to comparing the organizational charts:  A is a simple fact-to-fact comparison\nwhereas B breaks down and analyzes the changes in the organizational charts.  A needs very little explanation\nwhereas, B has several areas that need additional explanation.  A does not have a bottom line because of the limited inhouse resources\nB does have a bottom line.  Both have merits\nhowever, if LRSD chose to do so, B is one way they could argue that little change has occurred in the organizational charts. Attachment A: The first column lists all positions from both organizational charts. The next four columns tell the name of the person holding the position and their salary. Shading notes if a position was not listed on that particular organizational chart. The rest of the chart is self explanatory. Most of the salary information used in this chart is 2/22/94 information, which should not have changed much because LRSD issued only step increases for 1994-95. Attachment B: This summary notes the changes between the two organizational charts, the net loss or gain of employees, and the net loss or gain of those employees salaries. Some of the changes are really clear as to whether they are an addition or deletion. However, some are not easily categorized. One change you need to note is on the first page about 2/3 down from the top, regarding Reading, Language Arts, etc. The net loss of salaries shows the salary of Alice Stovall and Dianne Wood when they retired, not in April 1993\nprobably not a lot of difference, but some. Also, if Hank plans to replace Alice and Diane, then no loss would show\nbut Hanks chart does not list TBA for those positions. The last row on the first page, regarding Mark Milhollen, shows a change with no net loss or gain. Although Mark received a large salary increase between April 1993 and February 1995, the organizational charts only reflect a change in title.Comparing LRSD Organizational Charts February 27, 1995 Page 2 On the second page, the second row down, regarding Catherine Gill, shows a net loss of one employee with a salary of $22,965. As far as the organizational chart, this change is a Move with no net loss or gain. However, Catherine Gill actually replaced Annie Abrams as the PAC Coordinator. Although Annie was not on Macs chart, LRSD lost an employee because of this change. The next row down shows a net loss of one employee, Arma Hart, with a salary of $54,232. Although Arma received a large salary increase a short time after April 1993, the chart reflects Armas salary in April 1993. Summary/Recommendation: If A was complete so that a bottom line was drawn, it would show a greater difference between organizational charts than B shows, mainly, however, because of salary increasesnot because of additional administrators. If the Legal Services position is filled and Reading and Mathematics supervisors are hired, then Hanks chart would be top heavy. At this time though, neither A nor B shows that Hank has more administrators than Bernd had in April 1993. I can continue on and request the additional salary information from LRSD, getting them involved, or we can file this information for later reference in case Hank wants to hire a Legal Services person or additional administrators. I recommend that we file the information for later reference, because at this time I do not see a significant development from continuing this approach. Just let me know the direction you wish to take.Attachment A COMPARISON BETWEEN APRIL 1993 AND FEBRUARY 1995 ORGANIZATIONAL CHARTS Positions April 1993 February 1995 Name Salary Name Salary Superintendent Deputy Superintendent Communications Human Resources Labor Relations Special Assistant to Supt Legal Services Information Services Business Systems Student Systems Assoc Supt Org \u0026amp; Learn Equity Associate Supt Desegregation Assoc Supt Sch Oper \u0026amp; Climate Assoc Supt Curr \u0026amp; Learn Imp Associate to Deputy Supt Manager Res \u0026amp; Sch Support Effective Schools Student Assignment Monitoring \u0026amp; Implem/Deseg Plan Planning \u0026amp; Evaluation Grants Writer VIPS CARE Parent Recruitment Parent Coordinator Hearing Officer Incentive Schools Assistant Supt-Elem Assistant Supt-Elem Assistant Supt-Sec Principals Teachers Mac Bernd 110,000. Hank Williams 115,000. WA N/A Estelle Matthis 86,200. Jeanette Wagner Brady Gadberry N/A N/A Dave Kingsella N/A Marie Parker N/A Janet Benard Estelle Matthis N/A Gary Jones Responsibility only Responsibility only Arma Hart Sterling Ingram N/A Debbie Milan Martha Rodgers Julie Weidower Catherine Gill Rudolph Howard Responsibility oniyi Margaret Gremillion Larry Robertson Sam Stuart Responsibility onlyi ResfXMieibitity only 40,080. 62,764. N/A N/A 57,365. N/A  65,000. N/A 68,900. 65,000. N/A 65,000 N/A N/A. 54,232. 60,292. N/A N/A 55,120. 50,128 N/A N/A Suellen Vann Richard Hurley Brady Gadberry Leon Modeste TBA David Beason Responsibiirty only Responsibiirty only N/A Russ Mayo N/A N/A Sterling Ingram Fred Smith N/A ResponsbiMy only N/A Robert Glowers Marvin Schwartz Debbie Milan ' Not charts Becky Rather N/A Larry Robertson ResponsfeiWy only Margaret Gremillion Sadie Mitchell Dennis Snider Responsibility only iResponsbitrtyonlyi 40,682. 73,000. 65,747. 53,000. 57,135. N/A N/A 68,895. N/A N/A 65,725. 68,000 ' N/Ai .N/Ai N/A , 53,000. 49,501. N/A '- N/A 62,200. \" N/A 62,200. N/A   N/AI ' New Futures Linda Young Linda Young 51,150. Athletics i Responsibility only i Responsibility only Alternative Learning Othello Faison Walter Marshaleck 47,951. Reading Alice Stovall 53,928.* Gene Parker 45,054. Language Arts Gene Parker Gene Parker Foreign Language Gene Parker Science Dennis Glasgow Dennis Glasgow 56,026. Math Dianne Wood 50,225.* Dennis Glasgow Social Studies Marie McNeal Marie McNeal 46,337. Fine Arts Res^slbilfty only i N/A Responsibility only Ist/A Music NQitdia,rt6d N/A Instructional Technology Responsibility onlyi N/A ^Responsibility only! I^A Physical Education Responaibtiity only\nN/A ^Responsibility only! N/A Drug \u0026amp; Health Education Jo Evelyn Elston N/A W Pupil Services N/A N/A Jo Evelyn Elston 60,987. Early Childhood Pat Price Pat Price 62,692. Staff Development Marvin Zimmerman Marion Woods 46,020. HIPPY Not charted N/A Marian Shead Vocational Carol Green Carol Green 51,670. Federal Prog ram s/G rants Leon Adams Leon Adams 63,192. Exceptional Children Patty Kohler Patty Kohler 55,499. Adult Education Paulette Martin Paulette Martin 50,255. Library Services Lucy Lyon Lucy Lyon 46,084. Parent Involvement Not charted N/A Catherine Gill 58,069. Controller Mark Milhollen N/A N/A Financial Services N/A N/A Mark Milhollen 69,200. Facilities Services Doug Eaton Doug Eaton 58,335. Food Services Jackie Boykin 55,216. Jackie Anderson 51,492. Procurement Charlie Neal 56,880. Charlie Neal 59,725. Security/Risk Management Bill Barnhouse Bobby Jones Transportation Brad Montgomery Mary Jane Cheatham 58,651. Total * Salary at time of retirement (1993-94)Attachment B Comparison between April 1993 and February 1995 Organizational Charts Below is the breakdown describing how the April 1993 organizational chart differs from the February 1995. From the April 1993 organization chart. Hank Williams: Action Net Loss or Gain of Employees Net Loss or Gain of Base Salary Added: Special Assistant to Superintendent, Leon Modeste Legal Services, TBA Separated: Labor Relations/Human Resources, Brady Gadberry into Labor Relations, Brady Gadberry Human Resources, Dr. Richard Hurley Combined: Assoc Supt School Operations \u0026amp; Climate, Janet Bernard Assoc Supt Curriculum \u0026amp; Learning Imp, Estelle Matthis into Deputy Superintendent, Estelle Matthis then added Associate to Deputy Superintendent, Sterling Ingram Combined: Language Arts, Gene Parker Foreign Language, Gene Parker into Language Arts/Foreign Language, Gene Parker Combined: Reading, Language Arts, Foreign Language from two supervisors to one supervisor Science and Mathematics from two supervisors to one supervisor Changed: Drug \u0026amp; Health Education, Jo Evelyn Elston to Pupil Services, Jo Evelyn Elston Changed: Controller, Mark Milhollen to Financial Services, Mark Milhollen +2 +1 0 0 -1 -1 0 0 +53,000 +??? +73,000 +18,000 0 -53,928 -50,225 0 0Moved: Information Services, Dave Kingseila, from under Manager Resources \u0026amp; School Support 0 0 to answering directly to Superintendent then added under Information Services, David Beason Business Systems Student Systems Removed: Parent Coordinator, Catherine Gill -1 -22,965 Added: Parent Involvement, Catherine Gill (new to chart-replaced the PAC Coordinators position) Removed: Effective Schools, program only Monitoring \u0026amp; Implementation/Deseg Plan, Arma Hart -1 -54,232 CARE (Removed from chart only-position still exists.) Added: HIPPY, Marian Shead (new to chart only-existed previously) 0 0 Moved: Communications, Jeanette Wagner, from answering directly to Supt 0 0 to under Assoc Supt Deseg (Suellen Vann) Added Grants Writer, Man/in Schwartz +1 +49,501 Moved: Hearing Officer, Rudolph Howard, from under Assoc Supt 0 0 to under Assoc to Deputy Supt (Larry Robertson) Total 0 +12,154 + Legal ServicesPersonnel Changes Page 5 April 28, 1994 Name Position School Effective Date Salary Class Annual Salary Bynum, Tyrone Furrer, Glenda Greene, Gregory Harris, Kyan Hunkins, Jeffery Jackson, Kenneth Oliver, Stephanie Roberts, Cindy L. Roston, Casandra Schwartz, Marvin New Non-Certified Employees Bus Driver Transportation Food Service Carver Custodian Cloverdale JH Bus Driver Transportation Bus Driver Transportation Custodian Central Bus Driver Transportation Food Service Pulaski Hghts JH Bus Driver Transportation Grant Writer Administration 2/25/94 3/10/94 3/14/94 2/16/94 3/03/94 4/04/94 2/28/94 3/15/94 2/19/94 05/23/94 3-10 BUSDRV $ 37.14 per day 1-01 FSHRLY 1-02 CUSTDL 3-10 BUSDRV 3-10 BUSDRV 1-01 CUSTDL 3-10 BUSDRV 1-01 FSHRLY 3-10 BUSDRV 6-09 ADMNC $ 6.41 per hour $ 5.77 per hour $ 37.14 per day $ 37.14 per day $ 5.57 per hour $ 37.14 per day $ 6.41 per hour $ 37.14 per day $49,501.00 $ 5,568.75 (PR)I Personnel Changes Page 8 December 15, 1994 h NAME POSITION SCHOOL EFFECTIVE DATE SALARY CLASS ANNUAL SALARY I I I I i Hunter, Sheila Johnson, Gloria McKey, Wendell McTyer, Devonda Mitchell, Eric Nutt, Dorothy Phillips, Anthony Ray, Dwight Reece, Curtis Rodgers, Pakita Smith, Freddie Superv Aide DODD Custodian MCCLELLAN Custodian MANN Food Service MABELVALE JR Bus Driver TRANS Custodian PUL HGTS JR Bus Driver TRANS Custodian ROCKEFELLER Bus Driver TRANS Custodian HALL Manager-Finan RESOURCES \u0026amp; 11-07-94 10-31-94 10-31-94 11-01-94 10-18-94 10-31-94 11-03-94 10-31-94 10-10-94 10-20-94 12-15-94 SUPPORT SERVICES 1-01 SVA5 1-01 CUS925 1-01 CUS925 1-01 FSH5 3-01 BUSDRV 1-01 CUS925 3-01 BUSDRV 1-01 CUS925 3-10 BUSDRV 1-01 CUS925 11-01 AUNC12 CA 4.70 per hr 5.57 per hr 5.57 per hr 6.41 per hr 42.54 per day 5.57 per hr 42.54 per day 5.57 per hr 37.14 per day 5.57 per hr 68000.00 annual 36992.00 prorated . 1200.00 annual 652.80 proratedRECEIVE?) SEP 2 9 1995 LITTLE ROCK SCHOOL DISTRICT SUPERINTENDENTS OFFICE 810 West Markham Little Rock, AR 72201 Office of Desegrogaitwi Date: September 27, 1995 To: Ann Brown, Federal Monitor Office of Desegregation Monitoring From: i 11 i^^m^^upehntei^ Superintendent Re: LRSD Organizational Chart The position that has been questioned, which appears on the new organizational chart, is one that was originally proposed for Estelle Matthis. This position was suggested prior to her decision to take long-term sick leave and ultimately retire once her accumulated sick leave and vacation time have been exhausted. As a reminder, I indicated in court that once I had the opportunity to evaluate the Districts needs, I would make some recommendations to the Board as to how I would reorganize the area of curriculum and instruction and what positions might be required. I have now had the opportunity to consider the needs of the District in this area and I believe that a position is needed. Once a business case has been developed it will be forwarded to you as a matter of course to be shared with appropriate parties and for the Court records. Should you have any further questions, please do not hesitate to call.(3//^ CyMrJ) RECEiV^l5 SEP 2 9 1995 LITTLE ROCK SCHOOL DISTRICT SUPERINTENDENTS OFFICE 810 West Markham Little Rock, AR 72201 Offics of DesegregatiOfi Date: September 27, 1995 To: Ann Brown, Federal Monitor Office of Desegregation Monitoring From: I i^in^^uperintei^i Superintendent Re: LRSD Organizational Chart The position that has been questioned, which appears on the new organizational chart, is one that was originally proposed for Estelle Matthis. This position was suggested prior to her decision to take long-term sick leave and ultimately retire once her accumulated sick leave and vacation time have been exhausted. As a reminder, I indicated in court that once I had the opportunity to evaluate the Districts needs, I would make some recommendations to the Board as to how I would reorganize the area of curriculum and instruction and what positions might be required. I have now had the opportunity to consider the needs of the District in this area and I believe that a position is needed. Once a business case has been developed it will be forwarded to you as a matter of course to be shared with appropriate parties and for the Court records. Should you have any further questions, please do not hesitate to call...T LI M - 0 5 - 9 e. WED ? : O 1 P . O 1 Southujcst Office Supplies i Senice * Convenieccs * SeiecdOQ 4723 Base Lins Road  Linis Rock, AR 72209 (501)562-6621 FAX (501)562-2466 FAX COVER SHEET DATE\nTIME: TO: # CALLED\nFROM: : 4 TOTAL NUMBER OF PAGES INCLUDING COVER SHEET: ~r IF THERE ARE ANY PROBLEMS RECEIVING TRANSMISSION, PLEASE CALL (501)562-6621 REMARKS: rJ LI N - 0 kJ E n 05 0 1 F' , 0 2 Witnessing the submission of the reorganization plan to the School .Board last Thursday night was one of the most iiTesponsibie actions of the superintendent that has been done lately. Not surprisingly, he tried to persuade the Board to approve the plan without a great deal of discussion or explanation Tills plan is a major play by two, maybe tluee players. The players include Dr. Williams, Brady Gadberry, and perhaps Linda Young. None of these people actually know what the staff of the curriculum departments have done or attempted to do in our schools. Dr. Williams seldom goes to the IRC to discuss issues dealing with the curriculum, or has .Brady Gadbeny made it Iris objective to find out what goes on in the schools. Is he even qualified? Does being principal of a junior Irigh make him an expert in curriculum? Does being a Labor Relations Director make him an expert? I don't think so. Yet, he has placed himself as Assistant Superintendent of Curriculum. 1 wonder what he knows about the National or State Frameworks for Math, Science, Social Studies, English, or Reading. What does he know about integrating the curriculum and making it applicable for our students today? Since his illness has often sidelined him for long periods of time, I wonder what he knows about these topics or what goes on in our schools. Linda Young has been made a Director. What exactly does her duties as a Director of New Futures include? The Special Assistant to the Superintendent will be placed under her jurisdiction to do what duties? Tliis seems to be a lofty title for someone who was liired as a liaison for a special giant program only nine years ago. Does planning a reception tor the superintendent and solicting funds for the party deserve being named a director? Serving on committees and advising the superintendent seems to go a long way. Does working in four junior high schools and organizing the teaming approach for these junior high schools deserve the title of a Director? Someone seems to think so. When does dedication to schools and qualification for the job count? How has she worked with the curriculum people in reorganinzing the schools? Communication with most of the supervisors has been very limited. Gene Parker has seemed to be the only supervisor who has worked with her. Where does he fit into the structure? Word has it that he may resign since he was not placed in a Itigh position. Sour grapes??? He is allowed to \"do Ins work at home\" since the stress of the District bothers him. Ooooo, nice perks for someone who seems so tempermental at times. How cooperative a player is he? Whose team is he playing for? He often doesnt show for meetings at the time set by the group and wants the time changed for his convenience. disjointidness. This seemed to an area of It seems as if responsibilities for the curriculum, the central theme of our schools, is getting left out of the whole plan. No one from the upper level of the administration has made it their task to find out what is going on in the trenches. Margaret GremiUion, Sadie Mitchell, and Vic Anderson are in the schools almost everyday. Ask them how much the curriculum staff works in the schools\nask the principals who haved asked for assistance. A comment which was included in the nanative of the business case states that 'the efforts of the present structure of the curriculum is disjointed.\" I wonder how any one would know that as a fact. How much communication has been done with all the,instructional supervisors or the specialists who are in the schools on a daily basis? What discussion has. TIJ N - 0 5 WED P . 0 3 taken place with the principals who requested assistance or the teachers who have been helped? Staff development has been orchestrated by the various curriculum departments. This inservice has been the best in the state. No other school district in this state has specialists who can deliver inservice like the teachers in our district are receiving. Other districts must rely on coop stalT or other paid consultants. Our needs as the largest and most integrated District in the state are special. Did any of the upper level stafl' see, hear, or participate in this training? No, I don't tliink so. Tliis staff development was done with a dedicated staff that planned and conducted the inservice with the liighest level of professionalism. Teachers were provided with instruction, supplies, and guidance. Where else in this State could this much preparation be done and instruction be delivered? Planning was done jointly and cooperatively. All areas of the curriculum were Involved. Dividing the instructional staff' up will be detrimental to continued joint planning. Will the current assistant superintendents continue to oversee the everyday operation of their schools, as well meet with the curriculum teams assigned to tliem, plan curriculum inservice, and advise building level administrators? Nothing was etcplained in the plan as to how or who would supervise, advise, or oversee the teams other than just saying they would operate under an assistant superintendent. Would the curriculum department still remain intact or would these teams by split up and placed in different areas? How can, or will, joint planning take place? Who will be placed on these teams? What personnel will be cut or moved'? Nothing has been explained. Does the \"appointed\" assistant superintendent in charge of curriculum know about the strategies that have been implemented in our schools? Not since Dennis Glasgow worked as acting\" assistant superintendent for curricuiura has the instructional staff felt as if they were a pan of the school district. Issues were discussed openly, decisions were made jointly, no secrets were discussed behind closed doors, and efforts were made to do the best tilings for the students and the school district. Maybe this is why Dr. Williams removed Mr. Glasgow from this position. Integrity and honesty apparently count for nothing in the eyes of our superintendent. I guess qualifications aren't worth much either, since Mr. Glasgow has the credentials needed to fulfill the position of an assistant superintendent for curriculum. I hope the Board takes a long and hard look at the reorganizational structure that Dr. Williams is proposing. If his contract is bought out by the Board, his structure should not be put in place for someone else to reorganize. Confusion and a feeling of being unsettled would exist again in our District. Should the superintendent and/or Board have some discussion with the staff and other people who will be affected by this plan? This Distiict has some 25,000 students that will be affected by this reorganization. Is this the best tiling for our District? It seems that cutting some of the top administration would address cutting the Special Assistant to the Superintendent and some of the Director level positions. Most of the instructional staff are teachers, working at the same salary level of the teachers in the district. Moving the instructional staff as a curriculum team under an assistant superintendent does cut cost. Many people do not realize that most of the peopleJ LI H - O 5 WED O 3 F' . 0 4 at the tRC are not on administration level contracts. These people work longer hours than most classroom teachers and are paid as a teacher. The Board asked the superintedent to make cuts as tar away from the students as possible, but making certain people directors and retaining special assistants does cut away from the students. Our students benefit from the specialists going into the classrooms because they get special programs, and their teachei s get on the job training in the latest techniques in teaching strategies. Check into the creditials of the specialists in our District. Most of them are award winning teachers, on the state and national level, who have continued their special training to enrich their education and provide better service for our students and our District, It seems as if the superintendent must have something to hide since he wanted this plan approved so quickly. What is Iris underlying message? 'Does he want some of liis special\" people placed in \"special\" places before he leaves? Most of the Board doesn't seem surprised at this action. Is tills another one of his actions which may prove deadly to our District? Does he even care? How much has he cared about our District since he came here? Lip service doesn't show concern. The fact that this will be discussed and possibly voted on at a luncheon meeting next Thursday frightens most teachers. This should be done at a regular session. He says he has done what he was hired to do, get us out of court. He hasn't done that. He is riding on the coat tails of the people in the trenches who have worked with our students for many years. Who has done the ultimate work in the schools? Surely he doesn't think he has, How many davs has he spent in the schools since he was hired compared to the number of days he has spent looking for another job? Making token visits to a school does not help one understand what is being done on a day to day basis. Let him teach in a junior high class for a week, see the new strategies used in an elementary classroom, or do a hands-on activity in a liigh school class. He needs to understand that it has taken many people and many years to get out of coun. Tliis District needs a leader who cares about ail facets of learning, visits with the staff, takes a true interest in the community, is not afraid to listen and imderstand, not one who acts so arrogant and oblivious to the needs of the entire community, Verbiase doesn't become action unless the person is truly dedicated to making this school district the best in the State. Our students and teachers deserve the best! had the best that someone has to offer! We all wish that we1 1990 J BOARD OF DIRECTORS SUPERINTENDENT OF SCHOOLS Special Assistant Labor Relations Communications Technology Administrative Services School Services Instruction I Operations Discipline Alternative Education Student Assignment Pupil Services Human Resources chart 04*23-98 Elementary Assistant Secondary Assistant^ Accelerated Learning Athletics Reading/Language Arts Mathemalics/Science Social Studies Stall Development HIPPY Career \u0026amp; Technical Adult Education Early Childhood Planning/Research/Evaluation Exceptional Children Grants Writer New Futures Federal Programs Parent Involvement VIPS Financial Servicesv**^ Internal Auditor Procurement Plant Services Safety/Security Child Nutrition Transportation LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 June 28, 1999 TO: John Walker, Attorney at Law FROM: SUBJECT: RECEIVED JUN 3 0 1999 OFFICE OF DESEGREGATION MONITORIMG Dr. Bonnie Lesley, Associate Superintendent for Instruction Your Request for Organization Chart There have been several drafts of a proposed reorganization plan for the Division of Instruction. One draft was distributed to the staff at a meeting on Thursday, June 17. After their feedback, I made some changes and sent out another draft on Friday, June 18. As I told you, the plan is very much still a draft document and I have made several minor changes since then, a couple after a brief meeting with Dr. Carnine at the end of last week. I am attaching a hard copy of the most recent draft that I have sent to Dr. Carnine. Keep in mind that more changes are likely to occur as we receive more input and think about it. I also have a copy of this latest draft on a disk that you may pick up at my office at your convenience. You may certainly compare the hard copy with what is on my computer, but again, we are changing it almost daily. BAL/adg Attachment cc: Dr. Les Carnine Junious Babbs Brady Gadberry Chris Heller, Esq. Clay Fendly, Esq. zXnn Brown, ODM Reorganization Proposal, June 1999 Division of Instruction, Little Rock School District This proposal to reorganize the Division of Instruction is informed by the following: 1. 2. 3. 4. 5. 6. A one-year observation and study of the performance of existing staff, their strengths and interests\nAn identification of gaps in current staffing, leaving several key areas without designated leadership\nAn analysis of \"the work\" to be done, as per the Strategic Plan, the Revised Desegregation and Education Plan, the Campus Leadership Plan, Title I, ACSIP, the NSF Project, and Smart Start\nExperience in other urban school districts and reorganizations in those districts\nStudy of recommendations coming from organizations emphasizing quality management principles, teaming, and providing support and services for internal customers (e.g., schools)\nRecommendations from the AA(5T Study presented to the Board of Education in March 1999. The current organizational chart has several weaknesses\n1. 2. 3. 4. 5. There are too many people reporting directly to the Associate Superintendent for efficient and effective management\nPeople are organized according to function, not in multi-disciplinary teams required to do the work identified in the District priorities\nThe current organization does not address the needs to support Campus Leadership teams, to provide coordinated planning, to provide coordinated and targeted technical assistance for school improvement, to coordinate elementary/middle/high school curriculum decisions, etc.\nSeveral people are not in the jobs where they can do their best work and make their most positive contributions\nCurrent organization contributes to a lack of coherent, consistent, aligned decisions in some areas. 1Proposal The following proposal organizes the entire staff of the Division of Teaching and Learning (formerly the Division of Instruction) into multi-disciplinary teams to which the Work Plan Priorities will be assigned in 1999-2000. Instead of each team reporting directly to the Associate Superintendent, some will report to her through team leaders and some through team leaders under the Assistant Superintendent. Although the staff may continue to work in current departments and in current assigned space (to avoid cost and the loss of significant amounts of time required to move offices), the bulk of their work and energy will be with their newly assigned teams. The plan is transitional. In two-three years the Division should again be reorganized, shifting more and more staff to roles more directly supportive of school improvement. There should also be some reductions in the need for central staff at that time. Further, as positions become vacant, each one should be evaluated to determine its future need and whether it is at the appropriate level. The following teams shall be established directly under the Associate Superintendent: PreK-12 Curriculum/Instruction Team (Team Leaders to be Assigned According to Tasks) Dennis Glasgow, Director of Mathematics and Science Vanessa Cleaver, Director of NSF Project Marie McNeal, Director of Social Studies Gene Parker, Director of Secondary English Language Arts Patricia Price, Director of Early Childhood and Elementary Literacy TBN, Coordinator of ESL and Foreign Language Carol Green, Director of Career and Technical Education Patty Kohler, Director of Exceptional Children Mable Donaldson, Supervisor of Gifted/Talented Education Leon Adams, Director of Federal Programs TBN, Coordinator of Fine Arts Ray Gillespie, Physical Education 2Lucy Lyon, Director of Libraries/Media Centers and Instructional Technology Barbara Barners, Special Education Supervisor Susan Chapman, Special Education Supervisor Note: According to need, especially for planning curriculum implementation, thematic curriculum, and professional development, teams for elementary, middle, and high school will be formed to include members of the PreK-12 Curriculum/Instruction Team, as well as others from other teams. Also, curriculum audit teams will be formed as schools are identified for sanctions to include members of the Curriculum/Instruction Team, building-level representatives, and representatives from the School Improvement Department. Planning and Development Linda Young, Director of Planning and Development, Team Leader Randy Slenn, Special Education Supervisor VIPs and Parent Involvement Team Debbie Milam, Director of VIPS, Team Leader Coordinator, Title I Parent Involvement Elma Hasberry, Special Education Supervisor Paulette Martin, Director of Adult Education Marion Baldwin, Director of Community Education Department of School Improvement The proposal also includes a recommendation that the department name of Planning, Research, and Evaluation (PRE) be dropped in favor of a new department called School Improvement to be supervised by Dr. Kathy Lease, Assistant Superintendent. The teams reporting directly to her will be as follows: Testing and Program Evaluation Team Ed Williams, Supervisor, Team Leader TBN, NSF Program Evaluation Specialist TBN, Title I/ESL Program Evaluation Specialist Yvette Dillingham, Testing Specialist Kathy Penn-Norman, Special Education Supervisor 3Professional Development Team AAarion Woods, Coordinator, Team Leader Selma Hobby, Specialist Sue Walls, Specialist Sary Smith, Special Education Supervisor Eunice Smith, Special Education Supervisor Technical Assistance Team AAona Briggs, ACSIP (formerly COE) and CDP Coordinator, Team Leader Sayle Bradford, Campus Leadership Eddie McCoy, Title I Specialist Cassandra Steele, Special Education Coordinator This new department pulls together a multi-disciplinary group of people, all of whom are responsible to support school improvement and accountability. Depending on the work that needs to be done, all may be working on professional development, test administration, program evaluation, or other assigned tasks. Yet each team includes the necessary levels of expertise and specialization to provide leadership in the assigned areas. These teams will also work closely with those reporting directly to the Associate Superintendent. The following actions will be necessary to implement the proposal: Promotions  Pat Price from Coordinatorto Director of Early Childhood Education and Elementary Literacy, 12-month contract. (In addition to her current early childhood duties, she will assume responsibility for PreK-5 Literacy, will oversee and supervise the elementary reading specialists, and will oversee the HIPPY program and supervise Marian Shead-Jackson.)  Marie McNeal from Coordinatorto Director of Social Studies, 12- month contract. (She is the only curriculum leader who is not a director.) 4Ed Williams from PRE Specialistto Supervisor of Program Evaluation and Testing and Team Leader (He will supervise the two new program evaluators to be hired into this team, and he will oversee any evaluation services that are contracted out.) Linda Youngto a 12-month contract (Her new duties will require her to be on board all year.) Mono Briggs from PRE Specialistto Coordinator, Technical Assistance and Team Leader Debbie Milam from Coordinatorto Director, Parent and Community Programs (She is currently a Coordinator, with coordinators reporting to her) Regssignments  Linda Young from New Futures Liaisonto Director of Planning and Development\n Sene Parker from Director of Reading/English Language Artsto Director of Secondary English Language Arts\n Eddie McCoy from Title I Specialist in Federal Programsto Title I Specialist in the Technical Assistance Team\n Ann Freeman from Science/Smart Start Specialistto Elementary Reading Specialist\n Renee Kovach from Title I Specialist in Federal Programsto Title I Specialist in the Early Childhood and Elementary Literacy Department\n IMS Clerk in Federal Programsto Technical Assistance Team\n Title I Parent Involvement Staff from Federal Programsto Parents and Community Team  Marian Shead-Jackson, HIPPY Supervisor, to report directly to Pat Price\n Mable Donaldson from Exceptional Children, to report directly to the Associate Superintendent.  Lucy Lyon Neal and her staff from Technology Departmentto Curriculum/Instruction Team.  Neglected/Dependent Staff in Federal Programsto Pupil Services.  Liz Lucker from New Futures Departmentto Division of Administrative Services to work with Communities in Schools. 5Note: Sayle Bradford's new position was formerly on the chart as Director of Professional Development. This new plan eliminates that old position. Funding in budget will be used for the new position. New Staff Required  Coordinator, ESLas per OCR recommendations  Coordinator, Fine Artsidentified need  Program Evaluator, NSF1/2 funded through NSF\n1/2 LRSD  Program Evaluator, Title I/ESL3/4 funded through Title I\n1/4 from state allocation for LEP programs  Secretary, Early ChildhoodDirector of Early Childhood is currently the only administrator without clerical assistance  Specialist, Secondary Mathematicsto replace Vanessa Cleaver  4 Elementary Mathematics Specialists2 to be funded through Class- Size Reduction Allocation\n1 to be funded through Title VI\n1 to be funded through funds yet to be identified\n 1 Elementary Language Arts Specialistperhaps to be funded through Reading Excellence Act funds, available in late summer or from Poverty Index funds\nThe determination and commitment of LRSD to improve student achievement significantly, as per the various planning documents and mandates, especially compliance with the Revised Desegregation and Education Plan and the collective responsibility requirements of Campus Leadership, require more resources and more focus on teaching and learning and on support for school improvement than in the past. Every effort has been made to seek alternative funding sources for new staff (as indicated above) to reduce the stress on the local operating budget. Implementation Timeline This proposed reorganization should be implemented August 1,1999, or immediately upon approval. 6LRSD Adult Education ESL and Foreign Language Early Childhood Fine Arts org chart draft.doc 07-27-00 kD O o o f7J r . BOARD OF DIRECTORS o 5 E J SUPERINTENDENT OF SCHOOLS Q. \"J U3 in LU U U u. o O) co Q CO Ct Special Assistant Communications Administrative Services School Services r* chart I I  Labor Relations J Technology Instructror 2 Operations Disa'piine Alternative Education Student Assignment Pupil Services Human Resources Elementary Assistant Secondary Assistant Acceteraled Learning Athletics Reading/Latiguage Arts Mathematics/Science Social Studies Staff Devefcpmenl HIPPY Career \u0026amp; Technical Adult Education Early Childhood Planning/ResearcWEvaluatlon ExcepBcral Children Grants Writer New Futures Federal Programs Parent Involvement VIPS Financial Services Internal Atidibr Proctremenl Plant Services Safety/Security Child IVutrilion Transportation *RECEIVED MAR 1 2005 OFRCEOF DESEGREGATiOfiuflNITnRINR RECEIVED MAR 1 ?M5 . Qcapr f)[: DESEiGl-Etj-i\n'.u.:.-u i.iUa,HITORINR Little Rock School District Organizational Audit March 2005 Consultants\nDennis M. Smith, Ed.D. Robert Klempen Leland Newcomer, Ed.D. n* CONTENTS Historical Overview of the Little Rock School District. 1 Superintendents 100-Day Entry Plan 2 Consultant Team Charge and Methodology 3 Findings and Recommendations 4 Implementation Strategy 7 Organizational Charts Summary of Position Changes 10 20 ACKNOWLEDGEMENTS The consultants wish to acknowledge the support and cooperation received from Superintendent Roy Brooks and the entire transition team in the preparation of this report.\u0026lt; LITTLE ROCK SCHOOL DISTRICT ORGANIZATIONAL AUDIT MARCH 2005 HISTORICAL OVERVIEW OF THE LITTLE ROCK SCHOOL DISTRICT _cu uu uiv commencement of a system which will fully meet the w'ants of the whole community, the first public school in Little Rock opened its doors on August 29 1853, under the direction of the City Council of Little Rock s Committee on Schoo . In February 1869, following closure of public schools during the Civil War, the citizens ofTjtt e Founded on the hope Rock voted to establish a school district and elect a Board of Directors as provided by legislation passed by the Arkansas General Assembly that same year. schools were added to accorranodate expanding population, and in 1987, As years passed, new 14 schools from the Pulaski County Special School Distnct were annexed subsequent to legal proceedings initiated by the Little Rock School District. The district now boasts 47 schools along with alternative programs that serve approximately 26,000 students. While the district experienced great stability in its top leadership for many years (e.g.. Superintendent R. C. Halls tenure from 1909 to 1941 and the employment of eight individuals as Lperintendent from 1960 to 1990), recent years have presented a different picture. Since 1990JO individuals have served in the districts top administrative position as supenntendent and/or interim superintendent. The year 1990 also proved to be a watershed year for student enrollment in Little Rock Public 2000, the city of Little Rock experienced a population growth of 4?^6^7175 J95 to 183433). During that same period LRSD enrollment declined, ^ile African Anrericans comprise 40p=rce,\u0026gt;. ottoe city's nercent of the students enrolled in public schools are.----------- , . It is also significant to note that, as of 2003, almost 10,000 of the city s children are enrolled in private schools, and that number is increasing. African American (24 percent Caucasian). In May of 2000 the citizens of Little Rock approved an school building repairs, renovations and expansions d._ established a dedicated building maintenance fund. aimual 5 mil tax increase earmarked for district-wide, technology upgrades, and Also of historical importance is the LRSD desegregation case. Almost 50 years ago the Little Rock School District began the process to desegregate its schools. The governor s attempt to __ KOCK icnooi u c r /-oTitroi Miah \u0026lt;\nrhnnl in Sent ember o block the integration of schools resulted in the crisis c,, _  , , 1957. Federafcourts have been involved in LRSD schools for much of the past three decades. Rock at Central High School in September of 1In 2002 the federal judge held that the district had substantially complied with all of its obligations except those related to evaluating programs, policies and/or procedures desired to improve and remediate African-Am eric an achievement. The court has ordered the distnct to complete specified program evaluations with assistance of outside evaluators and file a on or before October 15, 2006. Objections, if any, must be compliance report with the court--------------- . filed by November 15,2006. Subsequently, the federal court will hold a compliance heanng to determine if the district has met its obligations and should be released from further supervision and monitoring. SUPERINTENDENTS 100-DAY ENTRY PLAN During his first 100 days as superintendent of the Little Rock School District, Dr. Roy Brooks fulfilled his commitment to visit each school in the district at least once and, in fact, visited some as many as ten times. These school and department site visits provided the supenntendent opportunities to hear directly from staff members about their concerns, challenges, and hopes for the district Of note were the breakfast and lunch meetings at four schools and four administrative sites which provided the superintendent opportunities for personal interaction with more than 300 staff members. The community forums, neighborhood coffees, and meetings with teachers, ministers, business leaders, PTA Council and Superintendents Student Cabinet facilitated dialog with another 900 interested community members. The primary issues brought forward during these meetings related to accountability\nstudent achievement\ncurriculum\nleadership stability\nparent and community involvemerit\nschool choice options- West Little Rock school\nstudent discipline and attendance\nunequal, and yguably inequitable, funding among schools\nteacher attendance\nclass size\nlack of matenals, books and other resources\nneighborhood issues such as boarded-up houses near schools\ncustomer service\nextended year education\nalternative schools\nportable classrooms\nsite-based management\nschool renovation and maintenance needs\ntechnology assistance\nlimited ESL resources\nand inadequate professional development. This information along with input garnered from surveys completed by members of the Superintendents Student Cabinet, the PTA Council, and Teachers of the Year was considered in the development of orgamzational audit recommendations. It is important to note that, despite serious concerns, community members expressed support for LRSD schools and the accomplishments of teachers in the classrooms. The consultants would also be remiss if they did not acknowledge the professionalism demonstrated by teachers and staff members alike. Although the Little Rock School District has some of the best performing schools in the state, it is also clear that many schools are challenged and struggling. In fact, as a result of the most recent No Child Left Behind legislation, 27 of the 47 schools within the Little Rock Schotfr District are failing in performance and have been placed on the school improvement list. The Superintendent and the Board of Education are committed to establishing a system which fully meets the wants of the whole community. With that in mind, the Board recognizes the pivotal 2role the Superintendent plays in providing vision and focus in achieving the following priorities\nincreased student opportunities and achievement, a safe and positive learning environment a competent and professional staff, wise and efficient use of public monies, provision of state-of- the-art facilities, and increased responsiveness and accountability to LRSD parents, sWents, staff and the community. In turn, the Board supports the Superintendent in these endeavors by setting clear expectations and identifying the parameters within which he must operate as he achieves results. CONSULTANT TEAM CHARGE AND FRAMEWORK FOR AUDIT The consultants were hired to provide the Little Rock School District Board of Education and Superintendent an independent, objective analysis of the dishict. In doing so, the consuhants were to specifically compare the most effective school practices with those m the Little Rock school system and detail areas of strength and specific recommended areas for improvement. To that end the consultants were to conduct interviews, analyze the Little Rock school system, and report on those results to the school board in March 2005 with a specific recoi^ended action plan. The focus of the consultants efforts was to be on identifying practices that will lead to increased and improved student achievement in the Little Rock School District. BRIEF OVERVIEW OF THE METHODOLOGY EMPLOYED The consultants were hired in September 2004 by the Board of Education at the recommendation irganizational audit of the Little Rock school system. To 250 individuals within the Little Rock School of the Superintendent to conduct an oi accomplish this, the consultants interviewed over . District and community. Interviewees included classroom teachers, school pnncipals, distnct administrators, union officials, the educational foundation, community members, business leaders, each of the individual board members, and the superintendent. The interviews ranged from 30 minutes to 2 hours. Questions were asked relative to each of the six identified areas o effective schools\napplied governance and management, strategic planning, performance^d accountability system, issue resolution and decision making, defined organizational structure. and standardized protocols. consultants worked closely with the transition team of district staff consisting of In addition, the consultants worked closely witn me iransuioi icam Beverly Williams, Director of Human Resources\nSadie Mitchell, Associate Supennfrndent for School Services\nKaren DeJamette, Director of Planning, Research and Evaluation\nOlivine Roberts, Associate Superintendent of Curriculum and Instruction\nSuellen Vann, Director of Communications\nand Mark Milhollen, Manager of Financial Services. The consultants give oreat credit and appreciation to the transition team for the invaluable assistance they provided e consultants, particularly as it applies to the reorganization structure^ Additionally the consultants maintained close communication with the Friday Law Firm to ensure that a recommendations are compatible with Arkansas law. o' 3FINDINGS AND RECOMMENDATIONS Strategic Planning The strategic plan developed by the Board of Education in 2003 was reviewed by the consultants and discussed with stakeholders. Although the objectives of the LRSD strategic plan are laudable portions of the plan are not results-based and data-driven. The consultants found little evidence of an accountability system tied to the strategic plan. Furthermore, in their interviews with staff the consultants found that the current LRSD strategic plan seems to have little influence on the day-to-day actions of administrators or their decision making. It is, therefore, recommended that the Little Rock School District consider revamping the strategic plan to clearly identify the highest priorities as well as an accountability system in which executive staff are able to report back specific evidence of results. This plan must be linked with the budgeting process to ensure that goals established by the Board are driving the human and physical resources of the district. Applied Governance and Management In their review of the district, the consultants found that the school board is a highly involved, caring group of individuals who place the children of the Little Rock School District as their highest priority In July 2004 the school board hired a new superintendent, signaling an apparent mandate to address inefficiencies within the school system and concerns relative to inconsistent student achievement. The consultants review of the governance and management practices within the district found that the Board has done an excellent job of providing the Superintendent with the authority and freedom to work with staff to accomplish the major priorities within the school system. The Board and Superintendent would be well served to engage in Board govemance/management training to refine and reinforce the role of the governing board m relation to the role of the Superintendent to ensure the optimal operation of the school system. Performance and Accountability System The consultants found that, although an evaluation system is in place, a direct linkage between the evaluation system and the goals established by the Superintendent and Board of Education is not evident. Therefore, the priorities of the Board and the Superintendent should be aligned with the performance and accountability system for individuals within the district. The consultants observations point to an over-reliance on accountability for processes and activities as opposed to results. The Little Rock school system must establish clearly identified, results-oriented objectives for staff as well as develop an evaluation system that directly links staff accountability to the achievement of these results. 4The consultants also received significant feedback regarding the physical location of central services for the LRSD. Services such as student registration, curriculum and instruction, special education, facilities, transportation, and others are housed in 10 different locations across the greater Little Rock area. This lack of consolidation and coordination is fundamental to many ot die communication problems experienced by staff and community members alike and creates a disjointed system of administrative services to stakeholders. It is the recommendation of the consultants that consideration be given to the consolidation of all the administrative services into one facility. It is recognized that this will require extensive review and it is recommended that a blue ribbon task force that would include business leaders be involved in examination of this situation. Issue Resolution and Decision Making The consultants found many outstanding and dedicated individuals within the Little Rock School District administration whose efforts reflect a general desire to support teachers, staff, and members of the public. Having said that, there does not appear to be an institutionalized passion and strategy in place to assist individual managers in addressing complex and oftentimes emotional issues, making difficult decisions, and reducing the likelihood of risks based on systematic and sound rational thinking practices. It appears, by the bureaucracy that has been created, the first and only alternative considered when a problem anses is to add central services staff. It is essential that the district provide the training for problem solving and decision m^ng to assist staff in addressing the myriad of challenging situations that occur. These analytic skills and management tools will be essential as leaders at all levels embrace the new philosophy. This emphasis on bureaucratic processes and procedures has diminished the focus on the tme mission of the administrative staff, which is to support the organizational missionstudent achievement. Standardized Protocol The most effective school systems have clearly defined and standardized practices in place which address both daily operational issues and crisis situations which may occur within the organization. These practices and procedures are essential to eliminate guesswork when an issue o7crisis arises. Generally, these protocols will be in writing, or at the least, be well known to all within the organization as a result of effective communication. The Little Rock school system suffers from having a vast bureaucracy with multiple layers embedded within that bureaucracy. There is not an understanding of who can provide needed direction, and there are often mixed messages conveyed to staff, teachers principals et^ resulting confusion about how to respond and react to a given situation. For the most part, there is little evidence that there are consistent, uniform, and standardized protocols in place across h district. 5Following the reorganization of the Little Rock School Districts administrative structoe priority must be placed on establishing specific protocols and practices in the areas of budge , finance, facilities, communications, and Board governance and management. Organizational Structure and is fundamental to many In the opinion of the consultants, this is the area of greatest concern of the problems being experienced within the school district. The LRSD is cle^ly overstaffed at the central office level. This overstaffing has resulted in the inability of the school system to effectively serve the needs of its clientsthe children, teachers, and pnncipals at its school sites. In fact contrary to the intent, the continual adding of positions has produced an opposite effect, that of providing less effective service to those who need it the most. The consultants extensive review of the organization also indicated the multiple and\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_920","title":"Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 2 of 3","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":["1986"],"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","North Little Rock School District","Education--Arkansas","Educational law and legislation","Educational planning","Educational statistics","School improvement programs","School integration"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 2 of 3"],"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/920"],"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":["82 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\nSubmitted October 14, 1986\napproved February 27, 1987\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n3 APPENDIX 365-634 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 2 of 3 \u0026gt;  NORTH LITTLE ROCK SCHOOL DISTRICT SUPPLEMENT TO DESEGREGATION PLAN APPROVED FEBRUARY 27, 1987 ( Du! PROC!SS Sn:PS FOR APPRAISAL SO.VIC! It i.s ~,e intent of ~~is guide to provide necessary infor=tion md foes to insure that the rights guaranteed to individU\u0026amp;l. students and the Sor:~ U:tle Rock Sc~ool District by Public !.aw 94-142, Ark..ulsa.s State Lav 102 of 1973, as Az:lended, md other laga.l actions are protec:ed. 1:l orde:- to h.av-e a :nore thorough understanding of t.he needs of the stude':'lc, assessment should include infor1aation from home, sc.'lool and co=un:.:y i: relevant. :'hese measures of behavior and/or pe:-!or:iianc:e should c=e free a varier:7 of sources. No single procedure is to be used~ ~,e sole cri:2rion for dete:-::i::i.'lg an app'C't)priate education.al progra:n :or t~e s:~de~:. The evalu.ation i.s to be ':ll\u0026amp;de by \u0026amp; team vith t.he child bei::g assessed L'l al! areas related to the suspected ~ability including \\lhere appropriate: he.a.1th visiou h e..a:- _' n g soci\u0026amp;l and aiotional status ge:era.l iA~genc:e ac:adadc perfor::ance c0llllltm.ie\u0026amp;1:ive sta.tus :ocor abilities Please remember that a.11 11:eps sbould be followed both for the ?rotection of students a::d the school cil.si:rict. This guide as an at:e:::pc to i~sure cot:ll)liance ~i:h 1981 Stat Deparnent of Education Gu.::.~eli::es h.as also been prepared to help in dec:rea.sing legal vulnerability. Staff of Appraisal Se?\"'rices are readily available to ansver any questions concerni~g t~is g~ice. Ne~ in!or:uti.on and for.ns wi..ll be sent as needed to kee? this guide upda:a6. All for:ns should be requested by 11um.ber frot:1 Cu:-:-ic.tl.ar Se:vices/!-!.at:er:.als De?arc:nent:. 00365 l ( CONTEXTS* DUE PROCESS FLOW C-dART ?REPARATIONR ES?ONSIBILIT': DUEP ROCESS ST.M!ARYO F PRINCI?AL !~ A.'ID RES?ONSI3IL::-r srEP l RE:E\nl.RAI. For:ns: AS l (Rev. 8-83) Elemencar,Secotldary AS 2 STE? 2 REF=3.RAIC. ONFE.WiCE For:ns: AS 3 AS 4 (Rev. 8-83) AS S (Rev. 8-83) \"Parental Rights\" STEP 3 RE:E::i...'UI. TO APPRAISAL For:ns: ASS (Rev. 8-83) (Now parental per::u.ssion also) Letter for Social History Social History (Rev. 8-83) STEP 4 EVALUATION STEP 5 EVALUATION/PUC~ CONFE:RDICE For.a.s: AS 8 (Rev. 8-83) AS 9 (Rev. 8-83) STEP 5 EVALUATION/PUC~T/PROGR.\\.'!MINGC ONFERE.~CE Forms: IEP pages l, 2 \u0026amp; 3 CnECKSHEEFTO R DUE PROCESS/REFOR.A(IR. ev. 8-83) (cakes place of AS 6) STEP 6 PUC~ ADDITIONALIN FORMATION I. Release of Information For:n: AS 7 (Rev. 8-83) II. Rec:ests Form: AS 11 (New 8-83) III. Parental Permission and Relac:ed Issues i?ROGR.\\.R'1E VIEW Form: AS 10 (Rev. 8-83) IEP page 4 00366 Daca Gache-::i:ig I C:Jnsulcac:.oo ~o Solucioo !E!!ll+lorary I ?lace:!!enc RZ:':::,RAl. CONFEREJ!CZ No Solucion RE!'.::3-.'Ul.T O1 A.P? RAISAL,._ _ _. .:U'?!UI SAL S ERV! CES ~Al.UAT:ON CONFERE.~CE..,..--~ ,A I'\\ I ?ossi:ile Cur-::ic:.i.lar cnan~es I Fur:her I Referral ~o rl.,UID!C..\\P?ING COND!:'ION i I ' I HANDICAPP!~!G CONDITION -----I Fur::ner 1 :'.valuation P:l.OG\u0026lt; l.\\i.'1MING CONFBE.'!CE (IE:?) ?LlC21E:lT RECOMMENDED Office of Special Services and Student Affairs ~o PUCZ:-!E:IT RECO~DIDE!) 00367 0 0 (,l C1\u0026gt; (l) ECEHu: STEP I ERSON RESPONSIBLE Fonns) Must be present tlust be invited tidy be included ~ ~~1 /_ ttUNCll'AI. (AS 3) Notification (AS 4) attempts (2) l'E.f.CIIEll or tl.FEHIR N C: Fl\u0026lt;StlN lur:\nc/otl1crs ( AS I), (,\\S 2) l11f,1r111.il d.il\u0026lt;l .,1 l,,,1 l11~ Teacher Principal or Designee l'arent AtI.east) Persons lAS 5) ~ r PREPARATION/RESPONSIBILITY DUE PROCESS I'll INCll'AI. (\"Rights\") PARENT (Rev. 8-8)) 11 EXAHINER Observation lntellectual Achievemenl l'erceptual Language Sununary (Social History) (Explanatory 1.etter) (AS 11) for Retest Decision not to r..,fcr Lo Appraisal (AS 9) l'IU NCil'AI. No Handicapping ~ (AS 9) CondiLion ~ Office of SL11Je11t Affairs E.V Pl.,..,~, .. \" co ... ...._.. ...... l'lllNCll'AL (AS 9) llandicapping-} Condi Lion (AS 8) Notification (AS 4) attempts (2) Examiner Principal or Oeslgnee Parent AtI.east 3 Persons Teacher Speclul Teacher OLher11 Vt t NC 1. t::llgihlllLy 2. TEP (1 ,2 ,\u0026amp;)) 3. l'laccment reconnuendeJ l. ~a:\u0026lt;.:.::\u0026lt;\n=~r::ts avai!able t:J teac:::ers ar:.d pa.re:-:.4:s. 2. :1oci=:,i::g and sc:1eduli::g conferences w 1th parent:s, teac::ers, and exa.ininer s, being sure co obser,e requi:ed c:.:ne l.i=l.i cs and co dcc=enc noti=icacion. 3. ~olding conferences being sure t.~e ~ini.mw:l nllll'lber of persons and c::e correct: persons are present: and doc-.Jlllent:ing that: the conference ,.\nas held. 4. 3eing sure the parent: is noci=ied of conference decisions and t::ac t::e parent: has given ..ri:cen pe..~ission for testing or L,i:ial placement:. 5. 3eL,g sure that the Social Histor:, for:n is gi,en to parents  .. r.en a :.ew cest is being planned and being avai:able to expla.i..~ and assist: parencs as needed. 6. Being sure parent:s understand their righcs and giving t.~em a copy of \"Your Rights as the l?arencs of a !iandicapped Chi-d.\" 7. Being sure that: the Evaluat:ion/Planning/Programming Conference is held promptly after receiving the wriet:en repor-:. (Due process :or t:he se~dent is not compleced uneil this i.m\n:ort:.anc seep is :~,ished.) 8. 3eing sure due process and refec-al for::ts are ccmpl: . md are senc Special Services whichever is indicaeed. Copies of c::e Eor~s are also to be sent: to Special Educat:ion. 9. 3eing sure that: st:udent:s already placed in special educacion c~asses are referred for reeese.i..,g every t:iree years. (Referral should be made ac lease t~o monchs prior to expi:acion dace.) I':' :s V'E:RY I.\n1PORTANT THAT :'HIS INFORMAT:!:ON BE '/'S'ii'ED AS .\nSu~r-\u0026lt;ARY c:-1t.c.  Also included in 1983 Elementar/ Principal's Handbook 00369 w r l. SI!: l Referral is m.ade for the put7ose of compili~g :~for::ation about a chi-d ~ho is e:t?er:.e~cing problems which interfere r..ith le.ar:ii..:lg. Initial referral should be made when a child is encountering di::icclties L~ maki..:lg progress in che regular educational program. Referral can be :nade by any person ~i:h nlevant loowledge about the child. Aily infot'\"\"'...ation TJhich would assist in deter.:ii..:lation o\"f che nature of t:ie chi.:d's learning problems and TJhich is presently available should be co1!!piled wic.:i the R.efer.:al Fo= su6 as home or classroom behavior check.lists, e:c'..sci~g medical, social and educational data, and/or Sa!lli)les of the child's. ~erk. Infor.:ial data gathering ~ust be completed prior to the Referral Conference. When appropriate, the student should be infor::ed about the referral and be given an e~lrntion of its purpose-Refenal. Placement, and Ao~eal Proced~res, State Depan:ent of Education, 1981. 00310 A. Refe:-::-:..,g person completes (AS l rev.) and gives co ~u:se :or completion of medical section and sig:iacure. Ot~er specia-iscs =ia.y also.assise (AS l rev.). ~ote thac student !.D., currenc add:ess and cor:ec: date of ~irch are requested. !his hel?s :educe :ecor~ confusion in case of duplicate ll.1l:les and ensures ac:u:acy of cesc daca. B. Refer=i.ng person completes (AS 2) and gives ooth (AS l rev.) and (AS 2) to che principal. (In secondary sc.::ools, the counselor may receiJe ches fOt\"\"\"-S.) C. Wic~ seven davs the principal or secondary counselor contacts the pare: to sec a R.efer=a.l Conference by one of the folloving :ethods: l. re~stered ~il (AS 3) 2. cettified oail (AS J) 3. first class mail (AS J) 4. home rtsit (AS J) 5. phone call and first class JI.ail (AS J) If either J4 or 15 is ~ed, ~it:en documenea.cion (AS 3) is required. D. If parents do act respond to~ notice w-ithin seven (7) calendar days. a second notice lolill be senc specifying chat the Refer.al Conference ~i:: be held no sooner than seven calendar days from chat dace. Ever/ reascc.able effort should be ::iade to infor::i and include che parencs. If no response is made to the second notice by the parents, the Referr3: Conference is held. Although the Referral Conference may be held lolic~ouc parents, ic is very helpful for thee co be present in orde:- that they :n.\n:. provide additional infor:nacion, lear:i more about available educational ser-Jices and become a part of the decision. (Rev. 1:!-83) 00371 ~ u: r RETEST (Circle One) ~OR!n LI!TI.Z ROC~ SCnCOL Drs:1:c: RE!nRAL FO R..'1 El.E:IDITARY To Be Compleced By Classroom !eac~er or Reier\"ing Person SCnOO_L_ _________________ _ DAE OF REQUEST_:_ _______ _ STUDE.'IT'S ~'!E ---------------------- SEX- ---- AGE- ----- ID. Nt,'}!BE\nt ----------- ADDRES--S- ----':\"='\"--------,------------- P~ONE- --------- (Be sure currenc) DATZO F an::~------------ PA.RE.'ITs' NA..'!_E_._ ____________ _ (From per.:ianent record) FATHERIs OCC'..,\"PAT_IO_N_ ______ MO~ Is OCG:?ATIO_N_._ _________ _ RE?EATIN_G_ _____ REFZ...\"L~GP ERSON_. _______ _ ATTS'IDA.NC!EU :CORD: Missed less than 20 days Missed more than 20 days !. PREVIOUS EVALUATION: Kl23456 Kl23456 (Circle grades that apply) Has this child had a comprehensive evaluation previously? Check all possible sources. If so, briefly describe the results and recommendations (e.g. all I.Q. 's, perceptual troubles, etc.) Speech/Language Development Dace !est Scores (Ag_ency) Individual Intelligence N1.R.PS? Dace Test Scores (Agency) II. SPECIAL SERVICES: (Circle services which the student has received or is receiving presencly. Daces are helpful.) Child Study Center Consultant Remedial Reading Remedial :-ta th Early Childhood Program Gifted Resource Resource Self-contained Skills Center IEP Goals :-!et of Speech/language !II. PRESENTI NSTRUCTIONALE VELS Reading: Mach: '- Book _________________ _ Level _______________ _ Race of :-1.ascery:- ---- Repeating __ _ Race of M:ascery: _________ _ 00372 CIO tJ: Refer-:al For::i STUDD r. ' S AA.'1-.E- ----------------- IV. ADDITIONALT EST DATA: BOES'! TEST FOR BASIC CONCE.?TS DALLAS Pre Tesc Dace ___ Posc Tesc Dace __ _ ?-:e Test Date ___ Post Test Dace a.i.w Score(~o. correct) ___ :taw Score Age ?.:quivalenc ___ Age E:oui,ale~: ?ercencile _____ Percentile _____ _ ~rlL'11..:1 P=3.:\"0R.'!A.'ICTEE ST (}fay have been given ac third year) Record ~cered Objectives Reading ~ord Recognition of Comorehension ---of __ _ Study Skills of== !-!at::.e!l!atics Numeration wnole ~umbers --- of --- --- of --- Xeasure:enc of Racional ~umbers ___ of __ _ Go?omecry of== IOWA TEST OF BASIC SKILLS DATE: Vocabulary _______ ...!.-\nfa c h Concepts Social Science Reading ________ _ Xach Problems Science Spelling ________ _ !fac:i Co1II?utacion Composite Language Total _____ _ Mach To cal SRA or Other Achie1e!l!enc (Lacesc grade equivalent infor:iation) DATE_: _____ _ Leading_______________ Strongesc Area _____________ _ Language Arcs ___________ _ Weakest Area\"_ ______________ _ Math _______________ _ Algebraic Apcitude _________ (Percen: V. Please use this space to w-rice any pertinent coamiencs as co che urgenc:, of chis referral, special classroom problems or ocher information which l!IAY be useful in diagnosing this child. VI. EVALUATIONBY RE'frnING PERSON: (Please state your reasons for referring chis chi:~ Be explicit.) To Be Completed by School Nurse: VII. PHYSICALC ONDITIONO F SIUDDIT: ______________________ _ Vl SION SCR.E~!NG_ ___ ...,..._....,_.._. ____ HEARINGS CREE.'IW_G__ --:-::-,---:------ (Date) (Date) Describe any physical defeccs which may impair educational or social functioning (e. glasses, braces, childhood diseases.) YES NO (Circle One) IF YES, WHAT KIND? __________ _ NURSE'S SIGNATURE_ ______________ DATE_:_ ________ _ AS-l (Rev. 8-8:J) 00373 ac \"' co c:, l. RE\"!:'.S\"! (Circle One) NORT:1L ITI~Z ~ocx SCEOOLu IS:3.lC~ REF::~~ FOR.'i SECONDARY To 8e Completed 3y Classroom Teacher or Referring Person SCEOO-L- -------------------- DA:Z OF REQ~ZS7-: ----------- STUDEY r' S ~A.'!E- --------------------- SEX- ------ AGE- ---- ID. ~BE.'l ---------- ADDR .ES S- -----,.(-:-.3-e_s_u_r_e_c_u_r_=_e___n___t.,..) ______ _ ?~ONE_ ________ _ DATE OF BIRTH PAREYI''S NAHE ---,---------------,,-- ----------------- (From ?er::ianent record) FATHER'S OCCUPATIO-N- ---------- ~OTPL.~'S OCC-JPATIO-N- ----------- PR.ESEN T GRAD_E_ ____ R.EPEATD!G_ ___ R.EERRDIG ?::RSON__ __________ _ ATI'~A.~CZ RECORD: !tissed less th.an 20 days :-Ussed more th.an 20 days Kl 2 3 4 5 6 7 8 9 10 11 Kl 2 3 4 5 6 7 8 9 10 11 ( Circle g:-aces that apply) I. PREVIOUS EV ALUAT!ON: Has this child had a c0111preheasive evaluation previously? Check all\n,ossible sources. If so, briefly desc=ibe the results and recommendations (e.g. all I.Q. 's, perceptual troubles, etc.) Speech/Language Developmeat Date Test Scores (Agency) Individual Iatelligence Dace Test Scores (Agency) !I. SPECIAL Sl::RVICES: (Circle services which the studeat has received or is receiving presently. Dates are helpful.) Child Study Center Consultant Remedial Reading Remedial Ma th Early Childhood Program Gitted Resource Resource Self-contained Skills Center IE? Goals ~et ___ of __ _ Speech/Language !II. SCHEDULE(P lease indicate Basic, Resource, etc., and lase nine weeks grades) Subject Grade Subject Grade - 00374 00 c:, Referral :or: STUDa!'S ~AM_E_._ _____________ _ IV. ADDI::oN.AL T~ST DATA: A. OTIS QU:O: SCOR:C:GIQ : __________ _ ~EI.SON :U:..\\DI~G GE: DAT~------------DAT~------------ B. !OWAE S7S OF BASIC SKILl.S DAT_E_ ____ _ Vocabul.ar-1 _____ _ Visual ~cerials ______ _ ~ach Concepts ___ _ Readin\"'-------- Reference Materials ____ _ Spelling, ______ _ Work Study Total ______ _ Mach Compucacion __ _ Language To cal ___ _ ~ach Tocal. ____ _ Composite ______ _ C. !iI~~ PE3FORMANCE DATE_. ___ __,_ _ (Indicate number of objectives mastered) Reading Word Recognition of of ~thematics Nume:-acion ___ of __ _ Compr e hens ion Study Skills Critical Reading --- --- --- of --- --- of --- Library __ of __ Ref. /Study Skills __ of __ Whole ~umbers Rational NU111bers Measurement Geometry ___ of __ _ ___ of __ _ ___ of __ _ --- of --- Probability \u0026amp; Statistics ___ of __ _ 0. OTHER TESTS (Brigance, Silvaroli, etc.) _________________________ DAT_E_. ______ _ ___________________________ DAT_E_. ______ _ V. EVALUATIOBNY REFERRINGP ERSON: (Please scace your reasons for refer:-ing this student. Be explicit.) Signature of Referring ~erson *******************************~********************************************~********~~~ To Be Completed By School Nurse: VI. PHYSICALC ONDITIONO F STUDENT_: _____________________ _ VIS ION SCREEN!N_G_ __ =-_-,-- _____ HEARI~GS CREE~!NG_ ________ _ (Dace) (Dace) Describe any physical defects which m.ay impair educational or social functioning (e. glasses, braces, childhood diseases.) !1EDICATION: YES NO (Circle One) IF YES, WHATK I!-ID?_ _________ _ ~URSEIs s IGNATUR_E__ _______________ DATE: _ __________ _ 00375 ~ 0 0 2 s l'OK F:N t.r.m\nui\\r.E I. Ability to apenk 1n complete sentences using accurate sentence structure usually u9ee Incomplete eentencee wlth grammatical errore 2. Vocabulary oblllly usually usP.s immature or Jmproper vocnbulory J. Ability to recall words usually unable to coll forth the exact word 2 frequently uees incomplete sentenceo and/ or numerous grammatical errore llmlted vocabulary including prJmnrfly simple nouns\nfew precise, descriptive words often gropes for words to express himself 4. Abllit to tell stories and relate ex eriences unable to tell a sequential story has difficulty relatinB ideae in logical sequence 3 unee correct grnmmar\nfew errors of omission or incorrect use of prepoeltlons, verb tense, pronoune adequate vocabulary for nge occasionally searches for correct word but adequate for age average ability to tell stories 88 4 above average oral language\noccasionally makes gra111111atical errors above average vocabulary\nusee numerous precise, descriptive worde above average ability\nseldom hesitates on a word above average\nuses logical sequence flllrly cone latently 5 speaks in grammotlcally correct sentences high level vocabulary\nueen preciee words to convey message\nuses abstraction ueuslly speake well\nrarely hesitates or substitute\u0026amp; words exceptional ability In relating facts appropriately ID r--. (') 0 0 ----------------------------------------------------------- ----- 5. Ability to formulate ideas from Isolated facts usually unable to relate Isolated facts hoe difficulty relating isolated (nets\nIdeas are incomplete scattered usually relatee facto intn cct11i11gful ideas\nadequate for ege relates facto and ideas well --------------- ... --- - ..... - outstanding ability in relating facts appropriately . -- ---- -------- 4 88 2 Unme __________________ _ i\\dd reenR ________________ _ llOR lit 1.1 TTLE ROCK SCllOOI. Ill STRICT PUPIL BEhAVlOR IU\\TlNG SCALE lS'hcohnoeo _l_ ___________ _ Please circle the deecrlptlon under each heeding which ls most charocterletlc of thle chlld in relation to other chl ldren of thia age. AUDITOP.Y COHPREIIENSlON AND LISTENING I. Ability to Collow oral directions l ueunlly confused\ncannot or le unable lo foJlow directions 2 usually follows simple oral directions but often needn iml1vidunl help 2. Comprehension of close dlscueeione usually inattentive and/or unnble to follo~ and understand dlecueelone lieteno but rarely comprehend a we 11\nmind often wonders J. Ability to retain lnformotlon that he hears almost total lack of recall\npoor memory retaine simple ideas and procedures lf repeated often 4. Com reheneion of word meanln s AS2 Extremely poor level of understanding foils to grasp efmple word meanings\nmleunderetande words nl appropriate oge 10 vcl 3 follows directions that are femllinr and/or not complex listens and follows discussions according to age average retention of mater lals\nade'luote memory for ace good grasp of grade level vocabulary for age 4 remembers and follows extended directions understands well and benefits from discueslone remembers procedures and information from various 5 unusually skillful in rememberinR and following directions becomes_ involved and ehowe unusual understanding of material discussed superior me~ory for both details and content 11ources\ngood i11W11ediate and delayed recall understands ell nge level vocabulary ee well as higher level word meaninge superior underetan~ing of vocabulary\nund!rstends many abstract liords r--, r--, (') 0 0 2 4 tl\u0026lt;l'IOH I. C:rg!}_!?_S!,mrillnatlon (running, cllmhing~_plng, walking) I 2 3 very poorly coordlnnted\nclumsy below average coordination\nawkward average coordination for\ni~e 88 4 5 exceptional ability\ner.eels in this area above avernge coordination\ndoes well in -- -----------------------------,---------------\"-'--__\n:__\nthese_ _ actlvltiea .:.__ __________________ _ 2. ! !..!~~_s-~~!:~_!_!1~-o!n!_ ~( d row l n_h_ cut t ~B.~h _': .~E.:. .\u0026gt; very poorly coorill- below overap,e coordl- 11oted\nclumsy nation\nawkward ). -O-o--lo--n-ce very poor hnlance below average average coordination or age average balance (or age\nnot outatandlnp, hut adequate for ahove average coordination\ndoea well in these actlvltlea above average\ndoes well in activities requiring balance exceptional ability\nexcells in this area exceptional ability\nexcels in balancing _________________________ e::..q_.__u=llib_r_iu___m__ _____________________ _ ,, . !'hllity to monl 111lote very poor In manunl m1111Jp11lntlo11 llF.IIAVIOR I. lml!ulse control continually disrupts classroom\n1111able to inhibit responses 2. Attention ). ls seldom attentive\nvery dlstracllble ~bllity to le highly ized\nvery or~anlze dl!lorgnncareless materials, utenolla nnd nwkwnrd In mn1111nl dexterity equl~ent: mam13l_ dexter!!l_ ndequnte dexterity frequently center of attention\noften speaks out of turn rarely listens\nattention frequently 1,1andere often dleorganlzed in rnnnner of working\ninexact\ncareless for nge\nmnnlpulatee well 'Wnite hie turn\naverage for age attends adequately for age and grade maint~lns average organization of work, careful nhove avernp,e mnnual dexterlty good control\nabove average without adult encouragement above avl!rage almost al1,1oya attends above everage ability to organize and complete 1,1ork\nconsistent exceptionally dexterous in performance\nread! ly manipulates new e ul ment excellent control without adult encouragement or su ervlelon al1,1aye attends to important aspects\nlong attention span always completes eseignmenta in highly organized nnd meticulous  raanner (l) i--, C') 0 0 0 OHi Elffi\\TION I. rrornplness l:1cks grn!lp of lhe me\ninlng of tJme\nusually late or confused 2 2. Spatial orientation generally confused\n11nnhle to nnvlgnte nrouncl cJns,noom or echooJ, playground or neighborhood 4 2 poor tJme concept\ntends to dawdle: often late frequently p,e ts loot ln relatively fnmillor surroundings J overnRe underatandlng of time for ap,e can maneuver in fnmiliar locntJons nvernp,e or age J. Judgment of relationships\nbig, little\nCar, close\nllght 1 heavy J11dp,me11ts of reJaUon11hJpe very J11ode\u0026lt;1uate 4. Spatial directions highly confused\nunel, Je to dlatinguf!!h direct:lon!'I ns rlr,ht, left, north ond !'loulh, up ond down makes r,ross Jmlgments successfully frequently exhibits dlrectionol confusion average ability in relation to age average\nuaea right vs. left\nN-S-E-W, up vs. down 4 prompt, late only with good reason above average nbiltty\nseldom lost or confused 88 accurate judgments but does not always generalize to new situations good sense of direction, seldom confused 5 very sklllful at handling schedules\nplane and organizes \"ell rnrely lost\nadapts to new locations, oituotions, places unusually precise judgments\ngeneralizes them to new situations and experiences excellent sense of direction Ol t-\u0026lt; (\") 0 0 0 0 (,.) (X) 0 IJ ,- llEIIAVIOR (cont i nucd) 4. Abtl l ~y t~ _f.QP~illLD.IJ_J\\ t t 11ac.Jo ns _ loa.I.t..!e ~ i. tf!P~, y!sitors and 3 other unanticipated changes in routine) - I becomes extremely excitablei usually lacking in aelf- 2 often over-reacts\nnew situations are disorganizing adapts adequately fJr age 4 adapts easily and quickly \"1th 11elfconfJ, leuce --~c~o~n~t~r~o~_l_c__ _________________________ _ 6. 1: 8. 9. 10. Social Accept~nce avoided by others tolerated by others Acceptance of responsibility cannot assume respon- limited reaponai-sibility\nseldom bility\nnot coDUnen-initiatea own surate with ase activities Completion of assignments rarely able to work seldom finishes \"ithout supervision assignments Tactfulnesa uaually socially inept .!ssresaivenejlS very cruel to other children, combative, oflcn requl rcu reprtmandu Activity acutely hyperactive, restless, not still a minute independently often socially inept\nlittle understanding of feelings of others belligerent and dominating, aggressive, dewandJnc, LoHHY restleus, frequently moving about, but able to settle down \"Jth encouragement 11 ked by others\naverage for age accepts responstb111ty\nadequate for age average ability to fol low through on assignn1ents average tactfulne~s\noccasionally eocially inappropriate not outatandinsly aggrcHliive or poaaive, very ueldo111 atrikes except in self-defense, makes reasonable deoands well lJked by olhers enjoys responsibility\nabove average\nfrequently takes initiative of volunteers above average ability to cowplete asstgnmenl: 1 above average tactfulnese\nsocially inappropriate seldom tends to be picked on by olhcra, puts up L1iniu1al rcuiatancc, reluctanl to wake appropriate demands energetic and busy uloY, not spontan- \"ilhout excetia of eoua requiree extra unnecessary acttvily titlmulatlon to act s excellent adaptation, utilizing initJatlve and independence sought by others seeks responsibility\nalmost always takes Jnltiative \"llh ' enthusioani corupletea a6signmenta \"ilhout supervitdon exceptionally loctful rarely socially inappropriate often hurt hy oLhcru, docs not ilcfc11tl tiClt, extremely putitiJvc inert, quite leLhargic, 11tareu blankly 'l 1 OOIJ.:XmlJNI 0 0 I,) (X) .... ,,........ w BEttA YTuR (wnuouc.dJ 11. ~ euphoric, ah.mys joking, never serious ACADEtliCS 2 enthusio\u0026amp;tlc, happy likea joke\u0026amp;, usually emf ling 1: Reeding ability (for alli very poor or falling below average 2. Arithmetic ability (for age) very poor or failing below average 3. Spelling ability (for age) very poor or failing below average 3 \u0026amp;table balance between happy, optimistic and unhappy, peseimilltlc average average average 4 rather sober, quiet, and unhappy above average above average above average 5 irritable, 1111frlc111lly extremely unhappy, cries easily super tor superior supedor --------------------------------------------------------------- - 4. Handwriting ability (for age) very poor or failing helou average 5. Ovcral l academic a~J!ievenicnt (tor age) very poor or failing below average 6. Native intelligence (your estimate) mentally retarded below average average above average aupcrior average at,ove average \u0026amp;upcrtor average above average auperior -------------------------------------~-------------:------------ ,,.- . R8 1 001,I~Nl NORTH LITTLE ROCK PUBLJC SCHOOLS PARENT NOTIFICATION OF REFERRAL CONFERENCE Date Dear _____________ _ Your child Fir,t Lut has been referred as one to be considered for receiving special services. These services would provide additional educauonal assistance. We have scheduled a Referral Conference on _____________________ _ at ------- in ____________________ . The purpose of tn1s conference is to r,me plc talk about your child's educational needs. It will also give you a cnance to learn more about special services including speech and resource. If this date, time and/or place are inconvenient. please contact ________________ _ at _______ as soon as possible. Please complete the enclosed form and return it w1tnin seven days as we are required to nold tn1s conference within a specified time period. Please feel free to call if you have questions or concerns. We look forward to hearing from you. (Principal) (Scnool) 00382 00 a: 00 (\") STE? l -- RE!ERRAL {cont:io.ued) Toe (AS 4) m.ay be used io. oocifyio.g parents ao.d gives\niarencs several alcer.iacive ~ays to respond. !c has beeo. revised so t~ac it~ be incluced wic~ AS J, AS 8 or AS 10. 00383 -2 SCHOOL: STUDENT: NORTH LITTLE ROCK PUBLIC SCHOOLS PARENT NOTIFICATION OF CONFERENCE ENCLOSURE D I can attend the conference as scheduled. 0 I cannot attend the conference as scheduled. D.0.8. ------ 0 Please reschedule on --------------------------- 0 Please contact me by pnone at ____________ to reschedule the conference. 0 I cannot attend a conference at all. l!\"c1oee .,,,. conterenc 1\"10t1hc1-on AS- (10,.MI NAME: DATE: ----------------- 00384 C0 C0 \u0026gt; 00 0::l Complec~d AS l (Revised) and AS 2 for.:is along wich ocher cescs and/or data shculd be brought to the con:erence by the classroom teacher or a teacher fam.iliar with the student. The Re:e~al Conference is held. At least three ?ersons should be ?resent including che princi?al or designee and a teacher directly invol1ed .1ith the education of the student. A special teacher or others '-lho can ?rovide relevant info=tion, the parent, and c.he student (when appropriace) should also be invited. Only those persons actually in at:endance should sign the Referral CQnference Record For::i(AS S). The ASS is pri::iarily used co document attendance at the conference, to record the group's decision and to document ?arental permission prior to referral for services. TE:-!PORARPYU C~r:: The ASS is used for temporary placement. TemporarJ placement is limited to a period of not more than sixty (60) calendar days during which evaluation mu.st be completed. Note that the AS S does~ give ?er.nission for TE.~.: ORARY PUC!:!DI':'.'. !olhen placing a student tecporarily, such as in the BA classes or other special cases, t7Pe stateinent in after \"Infor=.ation for Parents and Guardians\" and over parent signature line: I a~ree to temporar/ placement. (See For.n) Temporar, placeinent occurs (l) when a student comes from Special Class placeinent in another school district and receipt of test data is pending or (2) \"when observed educational needs constitute necessity for immediate intervention\". The latter should only be considered in extreme cases and only then after consultation with appropriate supervisors and the student's parents. All temoorarr placement must be aonroved bv the Office of Student Affairs ~rior to Placement in a soecial class. Students are ver/ unlikely to be te:!!porarily placed after a complete evaluation. * In this case, temporary placement necessitates Referral to Appraisal S~rvices for evaluation. (Revised 8-3J) 00385 I I-:'  NORTH LITTLE ROCK PUBLIC SCHOOLS REFERRAL CONFERENCE RECORD STUDENT -::-:-:::-----------o----------- tlur1 1F,r,11 ,.,.,001e1 OATE OF a1RTH _______ _ AGE---- 10 --------------------------- SCHOOL---------------- PARENT _____________________ _ OAT: CF CONFERENCE ___________ _ AOORESS OAT: OF \"1AILING Oear Parent or Guara,an: In accordance w,t1, our previous nouticauon. a Referral Conference was neld concerning tnIs student's e\u0026lt;iucauonat needs. The signatures :eiow indicate tne persons on 1n,s Referral Committee. 1. 2. 3. NAME Princ1pal/Oes19nH Refernng Teacner POSITION After r8'11ew1ng all ava1laole 1nformauon. tn,s committee recommends tnat tne above named student receive tne tollow1ng services: __ 1. EVALUATION (cneck onel You will be notified of an evaluation conference. Comprenens,ve ___ Spec1a11zed --- -- 2. NO EVALUATION (Rema,n In tile regular scnool pragram w1tll program mod1ficauons) _ 3. OTHER (specify) PROGRAMMING RECOMMENOA TIONS -- 4. TEMPORARY PLACEMENT (specify type) You will be noufied of a permanent placement conference w1tll1n 60 days. REASONS FOR TEMPORARY PLACEMENT IEP D WAS D WAS NOT developed at tll1s conference. If not. state wny _______________________ _ Protess,onat Oes19natltd Respons,ote tor lmptemenung Oec1s1ons Autnorizauon is nereoy granted to Nortn Little Rock Public Scnools to conduct a formal 9'1aluat,on. interview or test w1111m y cn1ld. I agree 10 TEMPORARY PLACEMENT 11 recommended above. I nave read and understand \"Your Rlgnts as tile Parent ot a Handicapped Cn1ld.\" (Signature of Parent or Guard1an1 Oa111 00386 ST~ 2 Rc\"~\"UI. CONFE~~CE (concinued) If parencs are ~ present at the RefeTTal Conference copies of c~e (AS S) and \"Your Hghts As The Parent Of A Handicapped Clild\" should be sent home regardless of the decision. The Social !liscorJ for::i with accompanyi~g letter and (ASS) should also be given to them 1: the decision was made to refer to Appraisal Sern.ces. This mu.st be done by one of the following: A. registered mail B. certi!ied mail C. first class mail 0. direct contact A phone contact and/or home visit may be necessary if there is any reason to expect that the parent may not understand the notification of Referral Conference Decision and/or  Parental Rights and Social History. (Rev. 8-83) 00387 I Io r ( The rol!c,.iflg .!.nfor::aticn .!.s a ::etai!ed state::-~nt of\n,arertl.!. ::.:\n:its. The ::.:.:at!.::is a: :r-e :ef': sice or tne page refe: to ti-.e s\niecif.:.c sec:icn of tne F'ecenl il.ec\nulat.:.cns. In t.'\".e !.nte:est :f simplicity, tney nave ee~ para\n:.\"lrased here. l2la.SOA(a}(ll(2} l2la.5C6(~l(ll(2) l2la.50!1(c)(l}(2l(J) l2la.505(al Ol 12la. 505( a)(2) l2la.50!1{a)(4) 12la.5CC(a) l2la.504(~l(l}{il l2la.504(b}(ll(ii) l2la.5CO(a) 12la.50A(cl\u0026lt;2l As a parent ycu have a r!ght to: be not.!. r.!.ed t:e rore the sc:-:::ol lC:ent!.f!es, assesses, or ::-aces ycur chi.!.d cn g:::uics er r-.avir.g a nar.c!.::a::\nir.:\nc::-.::!.:!.:n\no: ~anges an icen:!r:cac:cn, assass~ent, or plac~~ent c~ac nas :e~n 111aoe\nor rejec:s ye.Jr rec~~st tr.at :~~se ac:!.cns ce taKen. receive all sl..C' not!~s in ...r !:ir.g and in t~.e lar.c\n-..::?c\nyec u sceaK and unc:erstand t::est. tr t.'\".e:e are parer.:s .hose nat.:.ve lar.c\n.:a,\ne 1s not a ...r itte:i lar.c\n~a\ne, t~e sc.\"'lcol ofricials ::rust see t:-:at :~e nct!ce is e:xolair.e-:i ,o tr.em orally or in a Tic::e or c::.=n.:.cat.:.::n t.\"1ey unC:erstar.d, that they 1..1'\\C:erstand t.\".e info:~at!::.\"I :-.~ey have been given, and tJ'\\at t.\"le:e is writ:en evicer.ce t.\"'lat t!\"lis requirement has t::~ met. be notH!ed of each testin:\nprc::e-:u:e, :ec:lr::l, or :e-:::::-: t:-:e scnool will use as tr.e cas.:.s fo: any cec.:.slcn :ec\n.u::.:.:-.c\nye:.\n: ct1ild. a desc:!pticn of the plan ror your c!iilo wit!\"I an ex::.!.an:it!.cn or why it is rec:::mel\"\\ded, wnac: other o\n:t.:.ons were consi~e:!!o, ana wrr, tr~se O?t.:.cns ,ere :-ulec out. be inform~ of ar.1 ot.'ier relevant rac:o:s that s:::~-::o!. or~!::.als ccnsiC::ered iii t.\"\".iii: ci:c.:.sicn. The notice you rece.:.ve r::ust also 1ncl~C::e all or t.\":e info~at.:.cn contained in this ::o~!.et. Your written ccnsent ls necessary Cefore t.'ie sc.\".Col may: test your d\"lild indivicJally witn arry tests tnat are net generally given to most ot~er stucents. place your cM.ld in a special ecucaticn p::lg:am fo: tne fi:st time. Before your ccnsent is given, tJ-.e sc.\"lool must e:xolain in ycur na.:.:.ve language wnat you are agreeing co, ana t..'\"'.es e:'lcol must t:e sur~ ,nae you unaerstand H. The consent for::, must cesc:.:.!::e wnat you are agreeing to, list which or ycur c..,ilc's rec:lr\u0026lt;ls (if any) wil! t:e ~leased, ana specify wl\"IOw ill\neceive tnem. Your consent is to Ce given f:eely, and you may withdra., it at any t.1lne. If yo.J do not give your ca'\\,Seilt,ycur child's baSiC right to at~.c. scho:\u0026gt;l and pa.rticipat.e in sr..col ac--..iviues ....-ill not be af:ec-...cd 'c-/ 'fOU:: refusal. 00388 12la.504 (cHl) 12la.504(c)(2)(l)  l2la.504(c){2)(.:.i) l2la.504 (b )(2) 12la.504(c)(l) l2la.50A(c) (2) (i) l2la.504(c)(2)(.:.i) l2la.s:n l2la.S:5'Z(a) (l) l2la.5JO(b) l2la.SJ2(.)(2)(J) l2la.SJ2(e) l2la.SJ2(r) l2la. 5J2(b) l2la.SJ2(d) l2la.SJ4{b) l2la.5J4(a) Ir you refuse to give ycur c::rise!'lt, and the scr.col ac::iinist:at:J:s believe what t..'iey pr::::cse is in ye:.\n: child's t:\nest inte:st, tl\"'.e sc:,c::l may request a !'\\earing. An ince::ercenc nea::ng office: wcu~::l ~:-en decide wnet:-ia: ycur c:,ild sncul::l ::e tested or place::l .,.i~:-:ct.\nt ycu: consent. Ycu have a rii\nnt to at:er.c c:iis :-.ea:ir.g ano tell wny 1cu refuse to gi,e ycur c::nsent. Ycu a.!.so nave a :.:.:\n:it to a::\n:eal ~.--:e decision to tne State if L'ie\n:r::cecu:e as a lccal hearing. 1r you do not give ycur c::nsent, ye:.\n: child's basic ri:\n:it to ac':.erd sc:nool and paruci\n:ate in sc~ol ac~:vit.!.es 'Ifill r.oc t:e aff'ec~eo -:,y yOI.Jt refusal. Ir you reruse to give ycur c::nsent, and the sc.'iool ac::iir.ist:at::s believe .nat t.\"\\ey prc::::se is in :,cur c.\"ii.!.::ls' best ir.~e:es:, ~ne s~ool may ri?:\n-.\nest a hearing. An :.nceoerc:e:it ne:u:.ng off.:.ce: wcu:o then decide w~t..,er ycur c:,ild snc:.:lc be tested or p.!.aced wi ::-:c:.\nt your consent. Ycu have a ri\n:,t to at':.end t..,is nea:.:.,\"1g ano te.!..!. ny you refuse to give your c::ns~~t. Ycu also nave a ri~nc :o ac\n:eal the decision to the Stace if t.'ie p:::ce:::.\n:e was a lccal hearing. Before your c..,ild receives any scec:al ed'~caticn se~1ices, a rull ar.d indivic:ual evaluat.:.cn ir.ust t:e c::r.c1.:ctec. Th.:.s\nneans ycur c:,i:C .,.ill be given scecif.:.c test.\nwhicn are not usually given to r.1est s\n~ccl children. In this circ--1:Star~e ycur cnild has a r!~nt to: be tested in the lanqJa\ne whic!\"I he or she speaks and uncerstan=s best, be tested in sue.\" a manner that :esults are not a ff'ected ':.1 :ace or CtJ1ture, be tested by qualif'ied proress!.::nals using valid tests .nic:i ..... given ao:ortiin\nto prcpe: inst:-..:ct.:.c:is, be evaluated by a grcup or pr:fessicnals indud!.ng at least cne teac:ner or special!.st who is kno .. lec\n~aole aoout tne kine of pn:oiem your ~ild is tnoui\nnt to nave, be tested in all areas related to his or r-:er suspected pn:olem, be tested through proceCu,es hic!\"I Cete:-:iine seed nc areas of edl.Jcational need, r.ot just an !.ntellli\nerc:e (\"IC\") test, have his or her eCucat.l.cnal pr::gram determined on the basis of 1110reth an one test, receive a coll'Qlete re-evaluaticn every three years. or more f~quently if necessary or if rc~estetl by you or your cnilc' s teacner, have his or her individualize::l ecucat.:.on program (!EP) reviewed annually. 00389 l2 L I \\.. 12.la.5J2(::) l2la.5JJ(a)(l) l2la.!iJJ(a)(2) l2la.5JJ(a)0) l2la.5JJ( a)(4) l2la.5JJ(~) Tests l!l.JSt :e given to c!\"!ildren wit.\"'! i~ai:ed heJ::.rg o: vis:cn, o: rest:icted ao:!ity to ,no,e o: sceak, in s .. c:i a av as :o ~e:\ns:.\n:e :.-e cnild' s cocencial aoil!ty or wnat tne c:,i!d l'as !ea::-e: ar.c no: :.-e degree of :.::-cai~enc (unless, or c::u:se, ,r,easur:r.g i::-::ai:::-.enc is ~:-.e purpose of ~'\":e test). tthen looking at test results and de::!ding on ::.-:e ces:\n:i::\n:1.-:1 r:: y01Jr child, tl'le sc.-.col mus:: c::illec: infor:nat.!.cn r.::~ ~any scur:es, guarantee that this in(c:::-.at.!.::n is dcc~~ented and caref:..:l:y C\"'...nsice:ed, insure that the place:nent dec.!.sicn is :nace cy a c\n::::.::: of profess:.~als 1r.c.luoing s:.~e wno l\u0026lt;r.a accut ycwr c~i:c= ar.c:1 a:~ professionally cacaole of inter:::etin\nt:-e test resu::s anc relatir~ those resul~s to a~prc::riate oo:icns, insure that t.'\":e olace::-.cnt ce::isicn !.s mace in su::n a .. ay t.-:a: y01Jr C!'lild's ec1..,:aticn Lll t:e to t.rle ex::.ent ac\n:::::ia~e, wii:,\"1 children wr-.c are net handicacped. H it 1s Ce':e\n:\".:lined that ycur c!'1ild is hand:.::ac:ed and :.s :.n nee:: or spe::.!.al e::-...:::aticn ana re.laced services, an :~:i :r..Js: :c ce,e.!.:::ec.  An lE? 1s a~ :r.clv1ouaJ.!zeo e~.J:JCJ.c.,al pre\n=~~ wn1c., '\"use 1r.c_uc~ a sca::.e~enc or ,cur c:i:iC's : present levels of e-:uca:ional cerfo~ar.::e, a statc~ent or annual ~:::Jls ar,a s\n-ic:: ':e:::i ::::Jec::,es! ror ycur c.,ild, a state~ent of t~e s\n:ecif:.c s:e-:ial e::-~::aticn and :elated services :o ce ! provideo, tr:e exte:,t to hi:::, ycur cn::o ill t:e aole to\n:artici::a:~ :.n :e~...:ia: ~c~c~:::n programs, and t:ie proJe:::ed d~c?s fc: ~e~:nn1ng t~e sczcia.!. ecucJti::n ar.a new ~en\n:.~ :s excec:ed to c::nt:nue. It :r.:.zs::a lso ~ncluce an oojec:ive way of oece::n1n1r.g, at :case .\n:-.nl.\nally, whether ycur C!'1J.!d is ac:i!.eving t:ie s,,:ir: ter:n ooje:::i\"les that ere se~. This :~? ::1us: :ie dec!.Ced u::cn in a :neeting '#hie:, ir::.!.:.\n::?s a :cc:esen::Jti,e of tr:e sc~::::l ycu: c:iilc ac:en::s (this must t:e sc~eone wno is ~ualif:ed to\n:irovice or su::ervise !Cccial ecucac::::i,) you: c.,!.l::'s teacr:er, you as t:ie c.,ild's pare:it or C3rencs, and ycur c:ii.!.O if tl\".a:: 1s acor::::::~te. E!.~:-e: yau or :::-.e sc~ool m.y !\"lave otners oa::i::icate. H you wisn acoiticnal infcr::,aticn ac::ut ye\u0026lt;..: child's!~ ,ou srculO ask vour ::iild's teac:-:er or an official or 1c1..::c nil::\"s =c-c:::. l2la.50J(a)(b) l2la.50J(al(J)(1l l2la.50J(a)(J)(i1) 12la.50J(b) 12la.50J(a)(2) Ir you do not agree with the evaluation provided by the sc:'lcol that is, if ycu ocn't think they gave :::ie rl\n:-:::. test:\nor :eac:'led t.-:e rii\nnt conclu:.icns - you may nave an incecencerit eCucJc.:::-.Jl evaluation ccnC\\Jcted at puolic excense. \u0026gt;\u0026lt;n \"ir.ce\n:cr.ceri::. ecwc\nic::nai evaluation\" means tnat y01Jr cni.l.d will be tested oy a c:wal:::~::: person who is not emoloyed by the scncol your cnild at:er.c5. The sc.\"lool will eitner pay for a private evaluacicn or will ar:arc\nz ro= one at no cost to you. However, t.rle scnool also nas ~ ,:c\nnc co a hearing, to snc-,, tnat its evaluation .. as ac:irccr:.ac.e. lf tne near:r.g officer decides that the sc~ool's evalu:ition was acc:::\n:::\ni:c, yew still have tne rignt to an incepencenc. eoucational evaluation, Cuc not at public expense. The school l!l.Jst inform you, 1.9cn your reauest, where ir.ce\n:encent evaluat!cns are availaole. 00390 L22. 121-i.50:(c)( ll l2la.503(cl (2) 12.la. !03(d l l2la.503(el 121:i.56~ l21.l.562(al -l2la. 566(b) l2la.5S2(bl(l) 121\n.562(!:)}(2) l2la.S52(o)(J) 12la.562(cl l2la.S67(a) 121:J.567(!:l) l2l\ni.567(cl Ir y1'11hJw \"! an in::e:::~r.c:ent e'lalua:.:.::i c::r.C:uc:'!1 at 'JOU': c-.-n e\n,~e:,se, the. resul:s. of this \"!v'-lluac.:.::m: rust be c::nsic:!ered ':.y t!'le sc:.c::l !.n ar.y c:!ec.:.sicn :e\n,::::!.:-c\nyr.u: c.~ild\"s ec..\nc~::r.:i, and Ir an inC:e:er.c::en: e,~luaticr, !.s :ec-...:es~ed !:ly a hea:.:.n:\n: cf~i:e:. as p~,t or , \"c-...:e prc:es .. r.ear.:.ng,  t..~ c,alua~.:.::i :::us,: ::I'!\nit pucl!:: expense. Evali.:aticns c=.iic_-::~ed at pt.:olic ex:e:ise rr.us: r.,e!~ t~e sa~! c:-:. ~!::a (qualirica:i:ns of exa~ir.er 1 etc.) as ~~~se c:r.c~::ed ~Y ~~~ sc~col. \"!\u0026lt;ECO!'mS\" You have a ri\n~: to: Tl'-!! re::c.1.ve, l..:cn your recuest, a list or the ty~es or ec...:cat.:.:::i reco:ds ke~t en your c:ii!=. whe:~ tn~y a\n? r..a:n:iir.e::, ar.~ rvJ,1 yOAJ cwi g~t ac::e:s to tne~, ar.~ in~pect a:id :?v!.ew any of y~Jr c'\"tild's reco::s. scncol rust c~ly wit~ your :e~..\nest to do so: without t.ntiecessar1 c:elay before an IE? meet!r.g or hear!r,g within 45 day!\nhave sor::eon\"! at yc~r c~ild's sc:-:ool explain o: int:r\n:,:et a.1y ite~ in yOtJr child's re:::r:~ ro::eive cc-\n:,ies of tlie r~::m~s lr tNs !.s the only way to ins1,\nr:::i ttlat you will~~ able :o :evie~ 2~d ins:e::~ t:-:~. Th~ s:~nol ~ay d'lu-ie a rec re~ t\"'e cc:.:.es, if $Jc:'' ~ crar:\n!! d:.:!s not\ni::v!'-,: yr:,J fr0:1 \\.nsoec-::.:-:::a\n.-.a r!'!v1e,dr.,\nti,c rcr.o:::s have a reoresen~att,e lnsocct 2nd :evieN the records The school r.:ay assu.-:? that ycu have t~~ 2ut:-:ori ~, to :.r.:oc!'-::~ a,:::i review your criilc's recc:os unless it has ::iecn :.nfo::::c:l l:\":a, ~c., c:: not have this rii\n.,t (b~ause of scr.:e le\u0026lt;\nal ac:.:.on sucn as cust::c'/, for exa,r,ple). rr you feel that an'/ state:::ents in yOtJr child's records are wrong or misleacing, you ~ay as~ the scl\"\\col to cnan::c tri~r.i. Th? sc:icol must either cr,\n.ing~ :uc::i state~en:s in a reaso:iaolo! per:.co of ti,-nc or romally refuse to do so. tr H refuses, sc:-::ol offici31S mus~ infor:n you of tr.cir refusal and ac'lise ycu of your rii\n::it to a nca:~ng on the m.2tter. 00391 NORTH LITTLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD Pac\ne J of J STUDENT DATE OF 3IRTH ______________ _ 1.1.. uo ID------ SCHOCL CCNF:'.RENCE PLACEMENT REC:MMENDATIONS ----------------------------------- EVALUA TION/PRCGRAMMI NG/PLACEMENT COMMI TTE:'. ,. 2. 3. NAME POSITION Princ1pal/Des1gnee E.tam1ner1Speecn Therapist Agree Disagree \"Eacn commI1tee member who disagrees must attacn a written statement ot 1111re1a son(s) tor disagreement w1tn signature ano Cate. IEP WAS  WAS NOT O developed at 1nIs conference. II not. state wny Proress,onal(SI Oes1gnatea Respons,ote lor Implementing Oec1s,ons As parent or legal guardian. I was consulted regarding an evalua11on ot tne learning needs ol my cn1ld. I 010 D 010 NOT D attend tne evaIua1Ion conference. I receIveo a copy of and understand tne decision reacned at 1neconlerenc11. I received prior written nouce ot rne conference ano a copy ol '\"Your Aignts As The Parent of a Hano1cappea Chila: 1 understand rn,s placement will be recons1aered and reviewed at least once a year. I give perm1ssIon for ----------------------------- 10 receive special eaucauon services from rne Nonn Little Rock Puohc School District. (Signature or Parent or Guardian) Date Reviewed by _________________________ _ 00392 CD tJ:l CD (') STEPS - EVALUATION/PUC~'IT/PROGRAMMI~GC ONFER-~CZ( conti.~ued) If eligibility c=iteria are 111et, a HAND!CAPPI~GC ONDITIONe xists and is w-ricten on the AS 9. Recommendation stace.:nencs for c~e AS 9 are as follows: 1. Receive resource services 2. Receive speech services 3. Receive speec.~ and resource services 4. Receive special services in a self-contained setting (Specify S hour day or other) G. After eligibility criteria are ~et, ~~e P.AND!CAP?I~GC ONDITION and recommendations are w-ricten on the AS 9, the conference also becomes a Programming Conference and pages l, 2, and 3 of the !El' are completed. NOTE: Specific classes or other specific programming are w-ricten on the !El',~ on che AS 9. a. Questions co be answered in .rriting the IE? and in recotI:l!lending the least r~trictive setting are as follows: 1. What does the student have the ability co achieve? 2. What is the student achieving? 3. Why is there a discrepancy? 4. w'hat can be done? I. The parent is asked to sign the bot:om of che AS 9 giving per.nission for placement. If the parent does not attend che Evaluation/Placement Conference, the AS 9 is sent home for a signature for olacement (hand-delivered, regular, certified or registered mail). If there is any reason co believe that the parent may require assistance in understanding che notification or decision, a home cont~ct or visit should be made. J. Completed copies of the AS 9 are sent to che following: l. white copy - Mr Andrew Power, Assistant Superintendent Office of Student Affairs 2. pink copy - Mrs. Diane Zook, Supervisor Special Education 3. yellow copy - Student's personal folder 4. green copy - parent 00393 NORTH LITTLE ROCK SCHOOL DISTRICT INOIVIOUAL EDUCATION PLAN Sirthaat\u0026amp;: ________ _ Age: ___ _ 2. ScMol: ___________________ _ Grad\u0026amp;: __ Principal _________________ _ J. Date plan dr,elooed: ____________________ _ ReV1sed __________________ _ Plan Oevelooe~: (Signatures) ?os1t1on Pos,tion Position Position Position Oescripuon of student's pat1ic1patIon In regular educational program: (Suo1ects ana amount of time allocated tor eac~.) Soec1a1 Education Services Provided: (State spllClflc services and amount of time allocated for eacn.) 1. 2. J. E.xcect\u0026amp;d date 1. tor servI\ne(s) 10 oe InIt1a111\u0026lt;1: 2. J. Ant1c1patltd Duration of Service: Placement for ______ school year. Oates 1. termIna1ea: 2. J. Placement will oe reviewed informally throughout the year, and tormally at lhe request of lhe parent. any 01ner memo er of the I. E.P Team. ana/or at the Annual Program Review Conterence. IEP/1 00394 Name: Age: --------------- Grade: ___ _ Individual Education Plan Oescriot1on of present level of functioning: Long-Range GoaJs: (Annual) Cate Initiated: _____________________ _ Short-Range Goals: (Instructional Objectives) One Per Six (!) WNk PeriOd IEPt2 reacner: ______________________ _ Sub1ect: Sc~ool: ---------- Cate Completed: ___________________ _ Evaluation Cate Matenals Proce\u0026lt;1ures ln1t1ated Completer 00395 0) C0 N '------------------------------------------------~~~---- School:--------------------------------------- Grace: ______ _ ,!:! ST RESTRICTIVc SETT'ING A. Cin:le aie placement (saMce setting) which is least restncove for this chtld based uoon data obtained dunng his/her evalua11on and ~con :components at this pIan: Indirect SeMces Some lnstruetJon In Regular Class Self-Contained Class Min.  Day Res1denoal School Facility Regular Class Some Direct Instruction No Instruction In Regular Class SeifCont.atnlld Class Hoscltlal Program Regular C!ass Max. 3 Penods Per Dav Resoun::e Room No lnstruetion In Regular Class S~1al Dav SeMce Facility Homebound lnstrucoon B. ist any other placement or programming opnons which the plan developers considered and the reasons why thosa options were re1~ed '1pt1on: _________________________ Reason: _______________________ _ Uption: _________________________ Reason: ________________________ _ lptlon: _________________________ Reason: _______________________ _ ~ Descnbe parent/guardian's role in helping child meet goals:-------------------------------- 0. 11elated SeMCes: (Trans0011alion, Ther10y, Adagtive P.E.. Specialized EQuipment, etc.) _____________________ _ E. onacademic Services In which student is participating: (Extra Cumcular. etc.) ________________________ _ F. isciplinary proceduras for ,napp~nate behavior: (Time Out. etc.) ------------------------------ G. \"escnbe the involvement of the parents in the development of this plan: __________________________ _ H. 1rent Notmcat1on 1f not ,n Attendance: (Date: ___________ ....., 00396 IEP/3 00 Ill 00 (\") NORTE ROO: SC-!OJL ors:~rc Name of S :~c:enc. ________________ Schoel ____________ _ 1. AS-1 ~efer:al ?or.n __ ~urse's signature __ ~efer:ing ?erson's signature 2. AS-2 3ehavior rating scale ~ame of ?e:son cccpleti~g __ ~ach item a.nd page completed 3. AS-3, AS-4 Not.i.:ication of parent __ ?arent noti!ied within presc:illed time 4. PAREmAL RIGHTS Nine page desc:iption __ Parent given copy of \"Your Rights As The Parent Of A Handicapped Child\" __ Parent appears to unde:stand rights S. AS-5 Referral conference record and parent per:nission to test __ Th:ee persons present __ Parent signature 6. AS-11 Notification of parent about retest and parent per:nission to retest __ Parent signature 7. socr\n.r. HISTORY Developmental and medical hiseory of student __ completed by pa.rent 8. AS-8, AS-4 Notification of parent __ Parent noti.:ied within prescribed time of the evaluation conference 9. AS-9 Evaluation/place111ent/?rogramming (~i:ed for) (New and :-et.est) (New and retest) (New) (New) .( Retest) (New) (New and retest) conference record (New and retest)  __ Three persons present __ Examiner present __ Handicapping Condition or No Handicapping Condition __ Signature of Principal __ Parent signature if placement is decision __ Student address and phone n\\ll!lber May be used i~ place of AS-6 00397 co ca co (\") C I \\ ST'2 6 PUC2-!L'IT A. 7:1e student's name, address and phone nc=ber are ~itten i~ the upper left-hand cor:ier and the (AS 9) is for-#arded to the Office of Stuce~c Affairs. 3. At che Of!ice of Studenc Af:airs, the sc~ool assi~ent is ~i::en on the bottom of t..~e (AS 9) and the school~ notified. !! transporcation is required, this is done at t..~e same t:.=:e. C. Toe student is placed wit..~in fifteen (15) days of parental per.nission. D. The (AS 9) is for-.ra.rded to Appraisal Se~1ices where it is kept on record along with the coll1l)rehensive evalu.i.tion data. E. A co=i.ttee selected by the Assistant Superintendent for Instruction shall serve a.s an appellate body whenever parents disagree with the decisions of the referral or evaluation committee. 00398 ADDI7IONAL I~OR.'!ATION I. Release of Infor.:iation (AS 7) A. If a parent wishes to have a copy of the writ:a!l re?ort, t~e (AS 7) is used. B. If another school, agency or medical facility requests a copy of the written report, the (AS 7) is used, being sure to .n-ite in the full name and address on the bottom. C. If a copy of a written psychological report or other infor.:iation is desired from another agency, school or medical facility, the (AS i) is used. The second box should be checked, being sure to ~rite i~ the full name and address of agency, school or medical facility. ( D. Be sure to forward additional information to Appraisal ~d Referral , Services. Copies of tests from other agencies should be in the student' Appraisal file. The school may have this sent directly to Appraisal an Referral Services by writing this address on the bot:cm: Appraisal and Refer:-al Ser-1ices North Little Rock Public Schools P.O. Box 687 North Little Rock, Ark.ansas 72115 The material will be copied and sent to the school by Appraisal Ser,ices. E. Copies of all psychological test reports will be released~ from Appraisal and Referral Services. F. Copies of all communications to and from parents should be kept in the cumulative record. Also the (AS 9) and written test report should be placed there, although the original information will be kept in Appraisal and Referral Services' files. 00399 NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RELEASE OF RECORDS OAiE OF SIFHH ___ _ 10 ---------------------- GRACE SCHOOL----------------------------- D Authorization is hereby granted to the North Little Roel\u0026lt; Public Schools for the release ot psychological information to: Name of Thira Party _______________________ _ Aadress ---------------------------- D Authorization is hereby granted to: Agenc:y ---------------------------- Address ---------------------------- for releasing medical, social and/or psychological information to: NORTH LITTLE ROCK PUBLIC SCHOOLS Appraisal Services/Administrative Annex Box 687 North Little Roel\u0026lt;. AR 72115 Parentl\\.egal Guardian Oare 00400 ADDr::oNAL I)ITO~'-!.ATION(c onci:J.ued) !I. Re:::s cs \"An evaluation of the child, based cc. procedures 1Jhich :ueet t:ie requi:-e::-.e!:).::s uncer Sectioc. 12la.SJ2, is conducted ever7 t:iree years or ~re frequen::y i: coc.citions ,\narrant or if the child's parent or teacher requesc:s an evaluation . , 1981 SDE Gu.ideli.:l.es. A. Retest:.ui.g is pr~rily doc.e to deter::une ,\nhether coc.ti~ued special place=e~t is ~eeded. If this is che case the following procedures are to be obser,ed: 1. AS land AS 2 completed 2. ?arec.c notified prior to the evaluation and parenc:al per.:iission received. (Documented AS 5/other) 3. !uelines obse::-ved in noci!ying parent of Evaluacion/?lacemenc:/ Programming Coc.ference (AS 8) 4. Record of F:::/P Conference (AS 9) S. Handicapping Condition and placement decision of AS 9 6. Assign::i.ent by Of!ice of Student Affairs B. If t=ie student is being referred again after being tested previously ,\nhen special cl.ass ?lace:nenc I.las~ reco=ended procedures are identical co a new refer~al beginning with the Referral Conference. This also applies to chose students having a suggestion to \"retest in one year\", etc., if no initial olace::ent was reco=ended. C. A t=iird tn,e of retest 1Jould be after TI:-!PORARYPU C~~T is made. P:-ocec~:-es to follow ,\nould be the same as mentioned in A. (If temporary placement is ::..ace prior to~ testing, procedures for an initi.l referral beginning 1Jith Referral to Appraisal should be followed.) D. In swmary, if an nlITIAL PUCEME..\"ITis anticipated all procedures should befollowed beginning ',lith the Referral Conference. If CONTINUEDP UC~~ is anticipated, parent notification prior to the retest and parent permission (in writing) are required in addition to (AS l rev. and AS 2). 00401 C0 n NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RE-EVALUATION SiUOENT --IL-.-\u0026amp;-1-1-1-1-1- -~--------- tF1r1t1 (Mu:ICJel OATE OF BIRTH __ _ SCHOOL _______________ _ Dear ______________ _ tPvWtuW.,a1an1 Every student who receives special services classes must be re-tested every three years. Our records show that the above-named. student was last evaluated on If this student has been evaluated by an independent agency such as Child Study Center, Elizabeth Mitchell Children's Center. Stepping Stone or another school district, please have a copy sent to the school at once. It is your right to: 1. Go over all records related to the placement 2. Go over the procedures used in placement 3. Be informed of the results of the evaluation When retesting is completed, you will be contacted to arrange a conference to discuss test results. Please return this form to us as soon as possible so we may proceed with retesting. Sincerely, Principal PLEASE READ CAREFULLY, SIGN ANO DATE Authorization is hereby granted to North Little Rock Public School District to conduct a formal evaluation, interview or test with my child. I have read and understand \"Your Rights as the Parent of a Handicapped Child.\" (Parent or Legal Guara,an) Cate 00402 ( ADDITIONALL 'ITOR.'!Al'ION(c ontinued) !II. Parental Per=ission and Related Issues A. Parental per.u..,sion i.s needed in c--.-o (2) instances: 1. to conduct a for:n.a.l evaluation 2. for initul placement B. CONTL'rnZD PUCE?mrr - a copy of t.'le (AS 9) is gi1en to t:ie parent even though continuation of placement does cot require parental per::iission. C. ~O FiJRl'KERl 'UCE?mr! aeeded - a copy of the (AS 9) is sent by cer~ified mail ~en though parental permission is cot needed for re~oval from special class placement. 00403 l50. J,i :2 ----------------- '.lear Scudenc :fame (E\"i:-sc) :\ne sc:1.edule confer\u0026lt;:nces\n:,e-::-icd.:.cally ~-- ~---~~n::\n1.-h..: ::~:1= , .:~-~~- rece:v:.ng special ~.:uc.J.cion and re_,i~_-..: 3e:-,i~e..:. ::~-:\"':~ .:.::::.:\n~.\n~:.::.~ us an oppor:uni::y to discuss your :\"..:.~.:' 5\n,\n:\n:-c --- .:m:: - .... needed. Since a studenc ,1nose '1arenc. uard.:. ...n .. -or~,\n,::, ,\n2!. -::.:~. .,.:::,.\n,_ is !.lSuall:, ::ore successful ::.n sc:100L, r know ::o,. :.::. .:,1::-.: : ,::.:::_ =-\" confe:-ence. :he conference will be __ _ Ti.me .l~ '....c~: :i c ion ::. : :-~ Ple.:ise cr.u-:r,lec:e che enc.:loseu:, for.:-: so '.-:~ :i:: .:: .. .- p l.m co ac :end che c:onfaren..:e ac c::i:, :\n,::,c:.:ul-::s: ~ ~ :-:  ~ for us co resc:1.edule. Recurn c::1.e enc~Jsed for~ oefcre ~nuw  . .-h.:ic :-.:i~-\n:,l.:insm. = :c:'u :!~,,i:? .:.1r\n:: quccions :Le\n.!:::\n~ .:J:-i::::.c: -~ ,-j ,.,,nc [,,sure :,::-~ .',\n-\n-iO 11:~v ~j) ':Le,,_. - \"\".!1,,Li, ....... r:i ...-.. .~ , , ci11.r: i .... 00404 1--' N ne: - 1 -....,----------------- 1\n,...,,....----------------\"-\u0026lt;-.,-.-.- .-., ._-, 31r:!\"'cai:e_:_ ______ .:.~e:_ Sr.noot -------------------------------------------- Graae: _________ _ -\\. iAAM REVIEW ~ -view of tl'Ht students crcqress In relanon to is/her lndMdual Education clan Is reauired annuaIlv. Th,s review mav oe concuc:ed more 1rec1..entIv ,f so d ,red. To as.surw aoproonate service. progress ,s cont1nuattv monitor-ea and rev,ewea. A Progress :o date: (Numoer of shortrange oblec\".Nes met per subIec:l a t'tacement Recommenaaoons: (Check as aoproonate) ----- Cononue the same placement (service setting) next year. _____ Rerum to flJll-ume ntgular classroom. (Must be accompanied by appropnate cue process forms.) ---- E\n,plore other altemawes. such as: C. 'rogramm,ng Recommendations: (Leaming style. strengths. weaknesses. matenals/eou,omen~ moa1ficat1ons. social. ana/or aaaoove n.mc:1on,nc\n. etc.: C D )ate of Rev,ew: ___________ _ E.\nate of Last Comprehenwe Evaluaocn: ___________ _ F. G ~ames of Persons Contnbut,ng To Rev,ew: ----------------------------------------- P-..1ENT~L PARTlCtPATlON ~ Jescnbe the involvement of the parentS In the review of this program: a Parent No11ficat1on if Not ,n Attenaance (Date: ___________ __, C \u0026gt;arent Signature: _______________________________________________ _ ( ther Pertinent lnfcrmaoon: ----------------------------------------------- 00405 ! '4 N. L R. ADMINISTRATION OFFICE'S COPY LS 2. 00 tc ( 121a. 56c l2la.5i0 12la.565(al llla,!69(:il 12!a.569(c)(.)(2) l2la.572(al l2la.572(!:l} l2la.572(c} l2la.572(d) l2la.5cll l2la. 57l(a}(1) l2la.571Ccl l2la.57:l(a)(b) l2la.56l(al .This hc?3r!.l\"'qC .:e3 r,ot ne~!?5s~:-.ly r'ollc\"' 1.i~\n::~:!~S c...?::.:-::~d ~n ~:-~ \"hc?u..tlr-~11 s -\n~,::.:c:i or ~r::.s ccc-~. il~:.:11 of ::.:~ :l ,~:\n:.~ r1..-\nr,~ ...,. :c.-\n1 7). Tnc! h1::.:.:.,\"1 r:-.:it t:.? c.\n:.:,::..-:.~~ :1\n.r,y ~~~~l ctr:::.\nl .r,\nc:.::~ r._\n: have a O!.:ec: in::!~::i': :n i'::: cut:::.:e. Ir the lieo:!r, .. 1 is C?-::.:\n:d i:, ye-..\n: fav':.:, !~-.:..:~ ~\"t::.::.:s IJ...~t ::iar  .\n~ tl'1e inf.:r::.a:.:.cn ,..-,., .:.nr\"u:::iy e:.\nC~...\n'n/ a1\u0026lt;! _c-\\C\n.:. Ir the .:.nfo:-:1s:.c:i is r.?:-:l - '1e .\n:::--:::~, r:::..: 1.:\n,.: t~.'? ::  ! -:.:,  .:.~ your own s:.:.-::::-.!n~ to tn~ :-!-.:~::\n. Y~-~= s:\n:~:,!: t 1r,t...:-:=. .,\n~ i~_,c. o-:, lc.,,q a:s tt,e ::::,ce~:?:.J\n:i:::-: of tr.a ovc::-~l!. :ec:::: is .,e:c:  .,,,c :.~ c~.1: r~=~ is sr,c,.-n t~ anycric?, Jv-..J\nsc~:e, .. t..\"!~:. :J:..~::.a .:.s..\n:! . ::--.\n.,  Th.? scr.o:,l is !\"es\n..:.:,s:~:! r':,:\n:::te~!..:.r:, tr.e ~=~r::.:r\nn._J  / ut ,c_-: cnild'S ec:.::ati~, :e:o::s ~,: na,nin1 the injiviC~al ,.1,-J ls r-c:~:-::isi::e ror inur.:.n\n,:,e confidentidlity of :ec::\ns, ~ar ..n t?~ir'\\1 tn.Jt all ce::.:n\n..t. ,o ::l:e:: c:.: u~e ~1..:!i :~r:.\n:-~:.t:.:\nn r~t:~iv~ t:-al:i::-1 in ::i~ S~a~as p-:!.:..c:'!s a,a~\n1r~.:!.\"c...::2s :-e~:::::iC) ccnf:c:a:i:i\nl:.,\n, k~!n~ for\n:~li: ins\n:::::.:::-: a U.s:: of til.:lse e:r.\n~o.ees ,.,.o :.? per::,1ttcd ~c::es~ co tr.es~ re~:rcs, p~:rr.ittir,q p:r~n~z to s~~ O:'\\l'/ t:-.~t inr'\"~r:-:-atic.:_i ,icn :e!:.~!.:S :c. their o-m cn!.l!:l ~Mn r\"!c:::-us .::ntai:i inr\"or:::at:.on on :-.:::: ,,,an c:-:e child, recuirin~ yo,.\nr consent :efore ycur c!i.:.ld's ecucat:cn =ec::~s l:e yiv::n t.J an\n,,rn~ ,,J~ !.n,:11.i.\n.:.111 ~-...: c:11lo's ec...\nc\n\n.:.,.n re~i:ir.g ,c~= c:::i:eni: t::ero:'! u:in~ yc:.\nr cnld' s reco~~3 for .. -, l)\\Jr::oscs o~r.~: th~n tt.os,~ re~~~'!~ to\n:i=:v~d1r.g oec1al i.c:... .:i ,::., anc rcl.i:::o :erv::.ces. 10 ..~. ver, ~::,::s ~.ay riave policies a o procec:.\nro:s wnic:1 a:::!.y in :r.e t:!vent tna~. you ca::l.:.ne to :J.:.,e ::i1s consent and th.Jt tr,e sc~ool re!!ls ~r-.e ,eco:::s sr,c:.uld oe g~ven :::i the crson wM rcc,.:~sci::d :..-.c:n. These o=::e~.Jres c::\".Jl.j .. llc\" c:ie school to send c:c=ics cf c:-:c: r~-:::rtJ: co t11a rec-.\n~s,.:.rg :::erson c: agency, under c~r\nJ1n ci::-:uns:.:.n:es, oes\n:iite you:- ooJec:ion. informing ycu when ccnf~:'!:i~ial 1nfor,,atic,, on ycur c:iild :.s no longer nee-::~o. At your :eci.:'?st, this infor::iacicn r.u:,c be de:st::-oyed (or char.:\n:d so tl'1at ~t c..rmot be iaenc~ f :.eo\ns belo~1ng to yvu::- cn1idl. Stat~~ are teci.:iu:u to 11ave cc:itinuous proc?dl..ae:. to identUt t,ar.dic:ic\n:ied c.\u0026gt;iilaren and to \"u::lisn a statewioe noc~ce in n~. ..s pacers 00406 12la.56l(a}(l) 121a. 561( alC2) 12la.56l(a)Ol 12la.56Ha)(4) l2la.550(b)(l) 12la.550(bl(2) l2la.'5l(b) (l) 12la.55:'5 l2la.552(c) l2la.552(a)(l) 121a. 552(a)(2) l2la.552(al(J) 12la.55l(a) 12la.552(b) l2la.55l(t:J)(2J l2la.552(d) or ot.\"le: mecia wnic.\"'I infc:-:is oa:?nts or t.,e :e:\n-.Ji:e~ents re\nJ::::~\ni icentification of hanoicap\n::e: cnilc::en. lt 111.JSt i.rlc.!.ud\u0026lt;!: a cesc:ipt:cn of the c:ii:oren en .r.c~ ::nfi:ent:al infcr~a:!:n is ke~t and l:Jie uses of :~a~ info::-.a~~=n, a cesc:-!pt.!.cn of he., t.\"lis info::::at!cn is :.Ce::t and p:::ec:e::, a des.::-iot.!.on of t.\"\\e rii\n.\"'lts or parents and child:~n ret\na::.!.:-.g Ws infor::iation. YC\\Jr c.\"lild has a r:\nnt to: be e=uc:ate:j to the extent .p\n:::-:priate with cnilc:en who are not h.nei:apped, t:e in a recular c!assroo~ unless the nature of seve:-i:.y of :.he hanoicao is- su:n tna: he or s~e car,r,oc :e:eive a s\n,t:sf .. ::::, ecucation in tne re~lar c.lassr:c.-:i, us:.:-.g acoit:.c:-.al a.ics ar.c services, have a ranc\ne or place~rits avai!a::ile, 1nc!1.\n::ing classes, sce:ial classes, s\n:ecial sc:icols or residential placements, ano nc.-ue inst:~::icns, re\n~lG: s=~o:l ins:i:utions, partic!\n::a:e with non-hanc:ic:icced c:iild::n in ext-:a-cur:i:ular anc: non-acaccm.ic activi:i~s, attend the school he or sh~ .. culd at:?nd if not hanC:ica:\n:ec, unless the IE? calls for a Oifrer?nt :ilJ:e~ent. YC\\Jr Child's ec:ucatic:ial placement ~st be: revie-.,,ed and dec!ced upon at least ar~ually, based on tl'le lE? , as clo,e to hcme as possible. Every school must have availa:Jle a variety of set~!n~s to me:t the ec:ucaticnal needs of na,.c:i:aocec c:iilcr:n. This ran-:.: \"'us: inc :-~::e any plac~m:nc wi1icn is nec::ec to im:il::::-.enc tr.e  c:,il:i' s !S\"'. Provisio:, m:..st also tle mac:\u0026lt;?r or s1.:::ol'iIn :\ni Jny s1..:0:?:i:l- :lentar'I se:, i-:es ne:deO when a hanoicacceo c:iila is :n a re\nular class. In selecting the least rest-:ic:.i,c environ~ent for your cnild, s.::~col ofricia.ls rust consi:er any possible har::,ful eiicc~s tr,Jc a particular place\"'ent may have on ycur cnild or en services yuur cnild is to receive. 125. 00407 l2la.555 l21a.!56 l2la.SC6(a) l2la.506(b) ( 121 a. 507 (a}( l) l2la.!07(alC2) l2la.508(a)(l) l2la. 508(a)(2) \u0026lt;... 1113kea r:an~e~nts i~~ pu~ ~=ar .d pr:.vae lnst:.:-..:t:.::ns t::: lnsu:e that to t~e extent 2::0:::0::.a:.e, nar.cica~::eo cnilc:en are e::~::3,?C wit.~ nc:,-hanCiC3C~e~ c.,.:.lc:en,  insure t!\"lat teac.-ers ar.0\nC\nni:iist:at::::s are rully infor.::ed at::::.:t the itr.cl:.::aticns or tr.e c::r.::e::t of tr.e le3st :es:.::.:::::,e envir-...,1\".'ller.t and receive t:a.inir.g ar.0 ass1s:.ar.ce in i\ns appHcat.ion, insure that all sc:-.cols ln t~e state are ca::-1ir.g cut t:-.ese rec:ui:~::-..ents. tr ~-.~=i:s~ evi::!r.c~ c_-,at  s.::..-:c:l lS r,c:, ~. ..~ State Ce::ar~.er.t or E::-..:~ati:n ~s c::li\nateC to :evle~ tr.e sc:-.:::i's perfo~..\n.\"\\Ce and to see t~at any ~~o:t::::::i.:.r.\ns are c:::ec:ec. lf .t any time ycu cannot c::.-:1et o a~ree:r.ent ith the sc!,ool re\na::::.:-.g your d'\\ild' s ec~-cation, ycu nave tr.e ri~nt to asK for an im::ar-:.:.al heari.-,,g. A nearing tr~Y be helo on any matter :elating :o t:-.e identification, evaluation, er placeir.ent of your cnilo or tr.e provision or a \"f:ee ac::rccr:.ate\n:uolic ec:.\n::3t:.cn\". Hear:n~s a:e to be held by ei\n:-.er t.:,e State Ce::ar:ment of c:::-..:::ati:n or i:.-.e sc:-.::::.!. dire:tly resccnsiole fo: your cr.il::'s ecucati:n. To obtain a ~~arir,g, you should ~ak! a writ:en :e::~es: t~ ~~e ~erscn 'Who 1s responsible fo\nthe ec~caticn pr:i~:am your c.~:!j a::e~cs. An 1\nr.oartial hearin~ office:- will be assic\nned to presica over ar.y such hearing ar.d ar:-ive at a eecisicn. io insure i::-.\nar:iall.:y, a hearing oificer may net be: an em\n:lcyee of a public a~er.c:y (sc.',col syst~'II, !.ns:!.t!Jticn, whicn is involved in ~~e e::ucaticn or care of ycur c~il:, anycne who has a per'Sonal or pr:ifessicnal lnta:est wnlc.~ cul:j ca,rlict wittl oojectivity in :~e near:ng. Each scnco! 111Jst kceo a list or ~er:cns .no se:ve as hearing off~ce:s and t.t~ir qualifications. Rigt,ts whicn cot.ti you and the sc.\u0026gt;iool are ent!.tled induce t~e :ic\n~t to: be acc:icoanied and advised by legal ccun~el anc by perscns ,. ith special 1\u0026lt;n0.\nledge of tr'\\e pr-colems of nanoic~cpcd ciiloren, present evicerce and c:-oss examine and con\n:iel tne at tenoance or witnesses, l26. 00408 l2la.SCS(al0l l2la.!0S(a)(4) l21a.!C3(a)O) l2la.506(cl(ll(2) l2!a.508(b)(l) l2la.5ca(b) (2) 121a.5l2(d) l2la.512(a)(ll(2l 12la.512(cl 12la.509 l2la. 510( a)(b) l2la.510(b)(l) l2la,510(b)(2) l2la. 5l0(b) 0) 12la.510(b)(4) l2la.510(b)(5)(6) l2la.5l0(cl prc:iibit tl-.e :nt:::=uc~!.cn of evicer:c: tr.at r.ad not tee!'! :evea!e-::i to you at least five (5) days t:e(c:e t..~e r.ear:~~. . . receive a wri::en f!.nding of fact and the cec!sicn of t~e ~ea::~~- You also have t~e r!~nt to: be told by t..\":e sc:iool wne:e f:ee o: le.., c::st le~al r.e!::, !.s availaole. The sc:-.ool '11.JStg lve yotJ t:iis inf::~a::i::n at ar.y t!.\n::e yo.J re~~~st it o: wnenever a nea:lr.g is :o ta~e place, have yCJ..JcrM ld attend tr.e hea:!.r.g if you wisn, c~en tr.e hearing to the p~~l!:: ~r you wisn, have t-:e heJrir.g c::no..-c:e-::i at a t!me and place reascnaoly ccnvenient to ycu. w1t:iin ~5 days of :e~eiot of your re01.Jest for a hearing, the hear!ng office: must :eac:i a cecisicn and mail ycu a c:::::y of tr.e cec.:.s.!.c.,. The hearing officer ~ay grant an extensicn to tnis ti~e pe:!cd at ~-:e recuest of eitner party. The cecisicn or t:-.e r:earing offi:e: is f!l'lal unless ei:~r you or the sc.~col c:J-.ooses t:: a::::eal. Ir your hearing was held,by tne State ar.~ ycu are net satisf~ed, you can bring civil a::ticn !n a State c:urt o: a U.S. oist:i:t c:ur:. If yC\\Jr hea:in~ was held by ycur scncol rat:ier tn\nn t:ie St1:::e, ar.d tr ycu are dissatisiried with tne cecisicn or t!\"le riear.:.n~ of'.:.::?r ano would like tc a~e3.l it, ycu must J.nrc:::i t:-.e Sta:::e OecJ:::::ent of Ecuc .. ticn or yo-\": cesire to co so. The St.ate Ceca:::::en::: of ::::-..::\nti.en will then c:::ric1,\nc: an i~art!a.l revie-,, of tr.e hearing. The office: ccnductir.g tr.e review will: examine the entire hearing record, insure that the hearing was conc:uc:ted prc::erly, seek more evicer.ce if necessar,, 1r a hearing ls held to receive this adoiticr.al evicer.ce, t:-.r.n the hearing ri~~ts previcusly described would app.ly, give both parties an opportun1:y to present ar\nunents, make an lnc~\nencent decisio~ and give ~cth par:ies a ccoy of t:-.e decision. The decision or t~e imoartia.l revie-w rust ce reached and a ccoy of it mailed to you anc tl\":e sc:iool wit:i1n 30 cays of tne reauest for tl'1e review (unless an extension is granted Oy t!\":e :evie..,ing off.i.c.:.ail. The decision 1s final unless eitr.er part, encases to or.:.ng civil action and pursue tne matter in court. Our ing tl'1e tir.:e tna t t.~e l ::!i . 00409 ( l2la.5l4(alC!) 12la.Sl4(a)(2) 12la.Sl4(al(J) l2la . .Sl4(!l) 12la  .Sl4(c)(l) l2la  .Sl4(c)(2)(i) l2la  .Sl4(cl(2l(ii) l2la.Sl4(d)(ll(2l l2la . .Sl4(e) hear:.~ an ac:ells p::::ess is ~ .. k!r.g p!ace, 'fC-.Jr c:-.i::: l.s !o ~e:-a::i in his o: her present place!T:e:-:t, unless yc-.J ar.d t..e sc:\".ccl a-\n:?e other\n.,ise. rr t~e di~cute c::r.cer:is t,\"'-e l.ni::al ac::.ssicn cf ye~: child to PL:Jlic sc:,col, then he or sne, ..,i t.\"I yOT.Jrc :::isent, ..,! ..!.! :e placed in a pu~llc sc~.ool pr:g:am until t.r\ne cc.~.\n,!et!:n of ~~e prccee-::!.!.nc\ns. no parent can be icent!f.!.ed, tl'le whereaocuts or the pa:ents is not l\u0026lt;no.,,, tr.e c.\"lild is a war:: or t.\".e State. It ls t.\".e sc.\"l::ol's cuty to appoint a star.c-in or sur:::~ate, or to see tl'lat one is a::\n::ointe::i. E.:.::.\"'.e:t:r .e state or ycur sc.-.co.i. .:::.Js: h3ve a 111ethod of ac\n:oint!r.c\nsur:c:\nat~s. The sc:-:ool or state ,'!lay sele::: a sur:::-\nace in ar.y manner i::e::n.it:ed by State law, but i:,.ist maKe su:e tl'lat the i:\ners::n selec~e::i: does not have a c::r,rllc~ or interest, is ~lHied to re-\n,resent tl'\\e c.\"lild, is not an ~loy~ or a :::uolic ac\ner.cy involved .!.n the ec..\nca:!.on or care or tne c~ild (a ce:scn is not c:::isic~:e::i an e~\n::~:'fee solely beczuse he or sne se:ves as a sur:::\nate). The surrcc\nate may re:,resent the child in all mat~e:s ::elat:~1\":\nto icentificaticn, evaluaticn, ph.:e~ent, and l:.~e p~vis!.cn of a f::=e 1ppropriat:= i:\n,..\n!:llice c..11:aticn. 00410 NORTH LITTLE ROCK PUBLIC SCHOOLS 2700 P011laSr tmt P. 0. Box 687 SOAAO OF :CIJC~7'C-\" AOMINISTFU rive CF :,c~, North Little Rode, Ark\nuuas 72115 Dear ?arent/Guardian: As .e have already indicated, you as the responsible adult for this student have very i.:npon:ant infor:nacion to share. Resear~~ has sholol'Tl thac med:.cal and developmental infor:nation leads to a more c~orough and acc~race evaluation of learning problems. Also i.:nporcanc is infor.:1acion whi~~ describes a student's accicude and behavior at home. We realize the highly personal nature of this Social Risco~\nfor::t and assure you that t~is inior-,...acion will be held in confidence. Thank you for your assistance in helping us gee a better picture of your child. Principal School , AS/Social History 00411 129. ( NORTH Lir:\"L:: ROC:\u0026lt; SC~COL Drs:~:c: SOC:::.U HIS'i'ORY l Clild's Na::e __________________________ Date __________ _ In.for...anc 's Nace ___________________ ~e-acioc.shi? __________ _ FA.'fILY DA':.\nFac!-ter' s Na:::e _____________________ Age E:ducation. ______ _ E::lploymen:: !i::~ --------------- ~ocher's Na=e Age :'.:iucac.:.on_ ______ _ E:nploymenc !ic~ ------------- Clildren (O:.::es t to Youngest) Name Age Nair.e Age l. 4. 2.------------ s.------------- 3. 6. Phys~i_c_a~l-,-=-e_n_t_al--,-e-=--_t-i _oor_ ns_cahlo ol-relate_d_?_r_o_b_l__=_s o__t_ b_ r_o_t_h_e_r_s_/_s_i_s_::ers: ------ Physical, =e=::al or e?nOtional problems in .family: ___________________ _ Clild li,es ..,.. :::i. _________________ Nu:nber family ::ioves_ ________ _ Others in ::oc:e Numbe::-schools attended _______ _ Parents di,orced _______ deceased ______ Age of child at deach or di,o::-::e __ _ Age of chi:d at remarr.:.age ___________ _ ~echods of discipline used in home ___________________________ _ wno most :::-equencly disciplines? ___ ,.....--~---=--,------ How of::en? ______ _ Has discipline been strict, lenient, inconsistent? (ci::-cle one) '..ihat ti::ie does child go to bed?~~,-,---,-----,----,,....G~t up? ______________ _ What responsibilities does the child have at home? __________________ _ wnat activities are shared by family? _________________________ _ ?REGNANC\"H: I STORY Number chil:i::-en bor:1 ______ Number of living children ______________ _ P!-tysical, ::iental, emotional problems during pregnancy: ________________ _ BIRTH HIS:'OR\"! Number of hours from first contraction till birth -------------------- ~ e di cation __________________ Asleep or natural childbirth? _______ _ Birth wei~hc Induced or elective? ________________ _ Deliver/? Labor less than 2 hours 2-8 hours more than a hours Circle one Physical, ::iencal, emocional problems or anything unusual at birth and/'or during baby's first mon::h? _______________________________________ _ DEVELOP~E!l7AHLI STORY Age walked alone __________ Rocking __________ Unusual fears _______ _ Age said 4-10 words Head bumping Temper tantrums _______ _ Age used sentences Sleeping problems Overactive __________ _ ( Right or lefc handed? (circle one) Coordinacion? ___________________ _ Age this settled ________ _ (Rev8-8J) 00412 tJO. soc:.u. HIS:ORY C1ild' s dee :or Hos pi :al Vis ion chec ked-=?:===========.=\n.h =_-e_n_?===================--,,.-ih-e-re-?- ---------- Hearing checked? ~ben? __________ ~bere? Speech problems? ---------------- Relative with speeci or heari.:lg problam.s? (Please indic.ate ages beside iLness/dise_a_s_e~)---------------------- Flu?_-:---:---,------ Convulsions? __________ _ Meningitis?______ High fever?_-,- ________ _ E:lcephali:is?..,....____ Abcessed ears? _________ _ 'H.-!eeaads leIns?ju ries? --------:\u0026lt;.i-.-~-ci.-? ____________ i._n_c__on_ pg__lC. _o_u___g___h___?_ __ _ Mumps ?\"'.'\"\".....,,-:----------C'-.....icken ?o:\u0026lt; ? ________ Ji\n, c:heria ? ___________ _ Allergies? ________________________________________ _ Ocher injuries, :_~esses, operations, hospic:alizac:icns? _______________ _ Please be speci!ic ___________________________________ _ C1ild's feeling coward school (li.:\u0026lt;es, hates, indifferent) _______________ _ Attendance (good, poor, average) _________ If poor, why? ___________ _ Parent's perception of how chi_d adjusting in school: Academically ______________ Behaviorally..,..,, ______________ _ Any c:utors? _________________ Su=er school? _______________ _ wnen?~-,-----------,---,--,-.....,..--How successful? _______________ _ l. Child does c::i.ings impulsively wnicn result in spills, break..i.ge, bruises, ec:c.? 2. Child stays with a specific acciviC-/ such as reading, playing a sic-down game or small task? J. Child becomes anxious in new situations (such as c:ri\n,s, visitors, unanticipated changes in rouc::'.ne)? 4. Child gees .l.long with other children? S. Child accepts responsibility in home (chores, etc.)? 6. Child finishes task or activity that be begins? 7. Child \"cakes tur.is\" and oc:her-.-ise plays well with ocher children? 8. The child moves his hands, feec: and/or legs excessively when sitting? 9. Child has bad !llOods? PARENTALC OHMENTS Rarely Socec:imes Often Rarely Someti!nes Often Rarely Sometimes Ofc:en Rarely Sometimes Often Rarely Somec::imes Ofc:en Rarely Sometimes Often Rarely Sometimes Often Rarely Sometimes Often Rarely Somec:imes Ofc:en Any other infor.:iation such as especially upsetting events in the family? _______ _ (Rev 8-SJ) 00413 ( RITERR.ALC ONFE1~CE (continued) 1::e:-e are several possible ouccomes of a Re:er..:-al Conference: l. No evaluation services are needed with only :ninor curricular adjusc=encs sue~ as change in teaching scracegies or alcer..a.cive ?rog:-a=.ing anc/or grouping. For e.~ample: dif:erenc level in read:'..:lg or ocher subjec: :naccer, seating assignment, parent coope:-ation ..nth home~ork, disci?li~e, attendance, etc. In this case the princi?al directs the appropriate individual co carry out the decision and also requires che indivicual co observe for follow-up for possible re-re:erral. 2. Referral to other specialists within the school such as re~edial reading teacher, VIPS volunteer, Child Study Center Consultant, Distar teacher. 3. lefer for specialized test:.ng (Speech Therapist). 4. \"-efer to Appraisal Ser,ices for comprehecsive eYaluation. If ?arents are present ac the Referral Conference they should be gi,en a copy of \"Your Rights As The Parent Of A Handicapped Child\". If a decision is :nade for referral to Appraisal Set\"'rices, parents should also be asked co sign the (AS 5) giving pe~ssion to test, and co complece a Social HisCOt\"'/ for,n. Assistance in completing chis for:n should be available if needed. If che group chooses ll3 or #4, parental oer.nission co cesc muse be obcained by using Che (AS 5). Use (AS 5) for ~er:nission co cesc. The (AS i) is now ONLY used for releasing and re~uescing psychological information. ~!ore discussion of these for.n.s is in the Additional Infor::iation sec:ion. 00414 NORTH LITTLE ROCK PUBLIC SCHOOLS INFORMED CONSENT FOR RELEASE OF RECORDS rv STUOENT -::--::------------,-\n:--,,-------.,.,.-- OATE OF BIRTH __ _ (L..ul:) tF,r,tJ 1M1001e1 10 ---------------------- GRACE SCHOOL------------------------------ 0 Authorization is hereby granted to the North Little Rock Public Schools for the release of psychological 1nformatIon to: Name of Third Pany Address ---------------------------- 0 Authorization is hereby granted to: Agency---------------------------- Address ---------------------------- for releasing medical, social and/or psychological information to: NORTH LITTLE ROCK PUBLIC SCHOOLS Appraisal Services/ Administrative Annex Box 687 North Little Rock, AA 72115 Paref'lti\\..egat Guardian Oate 00415 l ( s:E: 3 - aEFE::ulATLO APPRAISASLE RVICES A. The ?rincioal sends the following coc:i,leced for.:is co Appraisal and Referral Se?:'-rices in one packet: AS-*, AS 2, AS 3 wich documentation, AS 5* and the Social i-iiscor\n* Doc=encac:.on This indicates the parent was notified in advance. I: che ?arenc wanes to have the conference earlier than prescribed ci~elines, chis is documented on the AS 3. Parental Per.nission (AS 5) The law states chat sixty days from the dace of parent's signature and/or the Referral Conference, the evaluation has co be completed, thus the completed referral packet~ be sent to Appraisal Services as quickly as possible. Social Hiscor, If incomplete or if parent refused to complete it, the reason is wric=en on the for:i and sent anv-.rav. A parent may be unable co complete chis form. or may not understand. Specialises such as the Child Study Center consultants, resource teachers and/or examiners can help the Principal with chis responsibility. Medical and developmental information, as well as the student's attitude coward school and his behavior ac home help in for.ring a more accurate conclusion about scudenc needs. Mentioned previously, a cover letter is available to send with the Social History for:n when sending it home for parents to complete. This letter explains the purpose and the confidential nature of the Social History foni. B. Appraisal and Referral Services reviews the referral packet for completion and stamps it. (If incomplete, the referral packet is returned co the school with accompanying note of explanation.) C. The referral packet is given to an examiner for scheduling. *(Revised 8-83) 00416 ( EVAI.U.AI!ON .A. Toe exa:minar or speecll t!lerapi..st obs er-res :.::a student. B. Toe ~er /~ecll c.baral)ist a.ssesse.s c!le student in one or =re of the followi:lg areu: ability, achievem9nt, pereepe~ou and :.anguage C. A summary of all in:for:iat~n gat!lereci p-rev:.ously f'rO'lll nco-rd.s, ce.aciler, parent: and e,!i.e for.11\u0026amp;1. testing i.s wrltun. o. Toe ~i:un report: 1.s mailed to the p-r:!nc:.\n,a.l. 00417 A. The pr:.:ci?al or second.aq counselor aoci!!e.s t~e ?arenc (AS 8) t!lac t.!le evaluacion 1.s completed and sc:iedules a con:ference. The e:tami.:ler/ speec= ::~era.pi.st: is consulted about sc:iedu.ll!:g and 1.s for'\"'-a.lly noc:.!ied when dace and t=.:.::ie ar-9 set. 1'he e::i:aminer c.!len lla.s tile oppor:uniey to prepare adeqwittly for c.!le conference and ~ing samples o:f t:ie scudenc' s test per:o=n.ce to tile conference. (~oc:.!!cation of parencs should precede the conference by fou::een (14) days.) If parencs do not respond '-Tithi.:l seven (7) days, a second ll0tice mu.st: be sent. I! parena fail to respond or indicate t:!l.at c:iey do not '-Tish to par~C?ate, ~'ie conference should sc!ll. be held 110 longer ~'ian t!l.ir~ (JO) days aicer recei\n,t of c.!le ~!::en repor-:. P.U-1:\"\\!T.U. CONS~ ~ST aE OB'!.ADED aE:FOR.E OII:AI. ?UC~ OF A !iANDI~!'!D C'alI.D. B. Persons ~ho~ be at: Eva.lu.acit:Jn/Placeinent Conference (ac lea.st 3 persons) l. Ex.ami:ler or Speech Therapist: if Speech Evaluation (person legally competent: to inter\n,ret evalu.at~n) 2. P':'\"'.-:ici\n,a.l or person responsible for having Re:ferral C-Jnierence decision carried out The parent: muse be !10ti!ied in advance but ~ ~ have to be present. C. Persons Jho aiay or a:ay not be at E.raluacion/Place::ient C.:,n:ference: l. ~'iose involved 'Jith scudent' s daily inscruction 2. chose providing special ser\"7'l.ces 3. those having addition.al input 4. parent noci!ied in advance followi.ng ti.meiines (Rev. 8-aJ l ooua L~6 . Dear PAa..::.\\'\": :\no,:?ICAHON uf EVAI.UA!:C!l?/L\nC~E.'r. / ?il.OCi\u0026lt;A.~!)ICc cs\n:\n:t:\nxc:\nDace --------------- ----------------- The evuuacions recomm.eoded for your child, _____________ _ by the referTal committee ~ve been cO'lllpleced. Therefore, we are holding a coofereoce co discuss the re.sulcs and to :axe ed1catiocu.l plans for your child. Once again, we would like for you to be there. ~e have scheduled a conference on _________________ at ___________________ _ Dace !ice in ______ ....,...,----------- Phce Please contact - by pnone ac _______________ if you have any questioiu or if you need to reschedule the conference. I aa looking forward to hearing fros you. ,\\$-8 (Rev.SJ) S1.ac:erely, ______________ , Principal _______________ , School 1. .vn,1e ~- Pink ~ Yellow 4. Green .:.or-rd1sal Service, Sot!c1a1 Eeluca111JOnf f1c11 P1Jr5ona1 Foleler Parent 00419 D. Those attenc:..::.:::5 t!le conference present the data and re.rie,.\nit. Sased on this data they ~il:: l. deter.:ii.:l.e .nether student meets the eligibility criteria 2. specify t~e handicapping condition on the AS 9 3. design an ::::::? (\n,ages l, 2, 3) 4. recommend appropriate placement At any ti..:ne in this sequence of steps, the conference can be discontinued-if e::!.gibility criteria are not ~et, if no handicapping condition e:d..sts, or if appropriate placement is dee:ied to be the regular classroom. All three steps must be in agree~e~t \"'7ith 1981 Guidelines prior to decision to recommend place=ent. ~bile the committee can over-rule an individual, it still :!.s bound by law to establish: a. eligibility criteria b. handicapping condition prior to recommendi:lg special class place:i:ent. E. Only those in actual attendance sign at the top of the AS 9 and it also must be signed at the bottom by the individual adaiinistratively responsible for services in that school. Those in disagreement -:n.t!l the placement decision should state \"disagree\" by their signat'1re and attach reasons for disagreement to the AS 9. F. An AS 9 is completed when: there has been an evaluation (new or retest) there is a change in placement there is a conference to review placement If eligibility criteria are not met, NO HA...'IDICAP?I~CGO NDITIONe xists and is written on the AS 9. Recommendation statements for the AS 9 are as follows: l. No Special Services needed 2. No Special Services needed at this time, but progress will be monitored closely J. Return to regular program of study 00420 NORTH LITTLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD ?age 01 CA TE OF BIRTH ________ _ AGE ___ _ 10 --------------------------- GRACE __ _ SCHOOL _________ _ PARENT/GUARDIAN CATE OF EVALUATION ____________ _ AOCRESS ----------------------- CATE OF CONFEi'lENCE ___________ _ PHONE _______________________ _ CATE OF MAILING _____________ _ Cear Pa~n!/Guardian, In accordance w1tn our crev1ous notification an Evaluat1on/Pogramm1ng/Placement Conference was neld concerning tn1s student's !!ducatronat neeos. A summary ot aata cons1aered t:\u0026gt;y tn1s committee follows: EVALUATION CATA Vision ScrHning lntelle-ctual Acnievement Adaptive 8enav1or Social History Hearing Screening _______________ _ Communicatrve At:\u0026gt;rlity ------------------------------------------- Language Skills Receptive _________________ _ Perceptual (Auditory, Visual, Motor) -------------------------------------- Functional S~ills/Classroom Observation Otner CIAGNOSTtC IMPRESSIONS (as relate\u0026lt;l to primary handicapping condillon) R.,.1ewed t:\u0026gt;y ------------------------ 00421 I NOMI H LIT fLE ROCK PUBLIC SCHOOLS EVALUATION/PROGRAMMING/PLACEMENT RECORD Pac\ne 2 ot J STUDENT DA 7: CF 3IRTH ______________ _ SCHOOL CONF::iENCc ADDITIONAL IMPRESSIONS (Complete tl1Is ~ 11 suspec:ed pnmary handicacp1ng condItIon ,s specific teaming d1sab1!1ty ) A severe d1screoancy between acnIevement and 1ntetlectuat abliity is found In one or more of the tollow1ng areas: (Check all tnat acplyJ ____ Oral ocressI0n ---- 'Nntten expression ---- L1s1en1ng comprehension ____ Basic reading skills ____ Reading comprenensI0n ____ Mathematical calculauon ____ MatnamatIcaJ reasoning And this discreoancy betw\"n acnIavement and intellectual ability Is NOT pnmar1ty tne result of ---- Visual. heanng or motor handicap ____ ~1v1ronmental. cultural or economic disadvantage ____ Mental re1arda1Ion ____ Emotional dIs1urcance lnaoproonate 1nstruc:Ional programs. lack of readiness. lack of mouvatIon, delayed maturation or factor external 10 1111s1t uoent. PRIMARY HANDICAPPING CONDITION Student eligibility tor s0ecIal education Is certified by tne 11sta0I1snment ot this pnm.iry 11and1ca0pIng condItIon by 1ne Evalua110n1Programm1ng/Placement Comm1tt\". (Evalua1ton/Programm1ng1Placement Committee Chairman) This statement of pnmary nand1capcIng condition is a rec:iuirement of Act 102 of 197:l as amended. and PuOlic Law 9'-1,2, 1f a student 1s to rece,-e special educational services. This Is note 1taternent of the studenrs general alllllty but onIy InvoIves 1ne narrow area ot public education. Ttw, statement will be used only tor determIna110n of elig1b1lity tor special education services. Th1S primary nanoIca0pIng condItIon will no longer aoo to 1nIs student wnen special service delivery Is terminated. DESCRIPTION OF EDUCATIONAL DEFICIT PROGRAMMING RECOMMENDATIONS PROGRAMMING/PLACEMENT CONFERENCE DECISION ---- Special education services appropriate ____ Special education services not appropnate at tn1s time Reviewed by------------------------ 00422 ~OR!~ L-rnE ROCKS CEOOLor snrcr Special Services Depart~ent Persons/Agencies who Assist Parents In the Referral/Evaluation/Progran:ming/ Place~ent Process l. Advocacy Services 2. Arkansas Department of Education Special Education Section 3. Arkansas Coalition For the Handicapped (371-2171) (371-2161) (376-3420) 00423 I Special Services Depa=nient Agencies and Schools that may assist in Independent Evaluations Ar child, Inc. 5310 Wast 10th St. Little Rock, AR 72204 Ph. 666-2484 Ark\u0026amp;naas Children' Hospital 804 Wolfe Street (Also) Children's Developmental Cen:e Attn. Glen Lowitz, Ph. D. Little Rock, AR 72202 Ph. 370-1100 Arkansas School for the Blind 2600 West Markham, P. O. Box 668 Little Rock,_ AR 72203 Arkansas School for the Deaf Ark. Children's Hospital 804 Wolfe Street Little Rock, AR 72202 2400 West Mar~h\u0026amp;m, P. O. Box 3811 Little Rock, AR 72203 ATTN: Jerri Finch 371-2211 A:k~~s~~ 5?~~:~ a~c ~ea:i~g Cli~i: ATTN: Fred BE:ggs 4E:s ~E:s: ~a=~~Ae t~::lc- K~cl.., A.~\n::o\n00424 !he Br idg eway P. 0. Box 8500 Little \u0026amp;ock, AR 72215 Child Study Center 4301 West Markha.m Little Rock, AR 72205 (2) The Bridgeway 21 Bridgevay Road No. Little Rock, AR 72118 Debbie Pipkin 771-1500 Ph. 661-5800 00425 Eascer Seal Society of Arkansas 2801 Lee Avenue, P. O. Box 5148 Lic:le Rock, AR 72225 Ph. 663-8331 Eaatgate Clin~c #60 !aatgate Terrace No. Little Rock, AR 72114 Economic Opportunity Agency Special Day Cencer #l Oakland Place Little Rock., AR 72206 Ph. Elizabeth Mitchell Children's Center 6601 West 12th St. 753-8983 Little Rock, AR Ph. 666-8686 Family Service Agency of Central Arkansas 2700 ~o. Willo11 No. Liccle Rock, AR 72115 Ph. 758-1516 00426 Fullerton Adolescent Center 4313 West Markham Little Rock, AR 72201 Little Rock Public Schools Special Educatiou Dept. 100 So. Arc~ (A.uuex) Little Rock, AR 72201 Memorial Hospital _1900 West Pershing Blvd. ( 4) Ph. 661-4500 Ph. 370-1654 North Little Rock, AR 72114-1899 MR-DDS Suite 400, Waldon luilding 7th aud Main Streets Little Rock, AR 72201 Nort~ Hills Exceptional School 207 Rain'oo\u0026lt;J Lane SherJooci, AR i:116 Ph. 835-i3J3 00427 ( 5) North Pulaski Social Services P. 0. Box 5791 Nor:~ Little Rock, AR 72119 Pat~finders, Inc. 310 John Rardin Drive P. 0. Box 338 Jacksonville, AR 72076 Ph. 372-2755 Ph. 982-0528 Pulaski County Special School District Auxiliarv Services Building 1500 Dixon aoad, P. 0. Box 6409 Little Rock, AR 72216 Sp. !d. records Ph. 490-2068 ATTN: Mary Moon Stepping Stone, Inc. 3500 South University Little Rock, AR 72204 Ph. 562-1809 00428 ( 6) United Cerebral Palsy of Central Arkansas, !nc. 5917 Ir S::r-ae-r---- L i t :: 1 e Ro. c k , AR 7 2 2 0 5 P h . 6 6 6 - 9 4 7 8 University of Arkansas at Li::::le Rock 33rd and University Little Rock, AR. 72204 You::h Rome, Inc. 143 Crestviev No. Little R.ock, AR 72116 Ph. 753-2939 (Speech Clinic ATT~: Dr. Rope Keizer Ph. 569-3155) Youth Home, Inc. 924 Marshall Li:tle R.ock, AR 72202 Ph. 376-9231 00429 Technical Assistance on Alternative PracticesR elatedto the Problemo f  the Overrepresentationf B lack and Minority Students in Classesfo rt he Educable Mentally Retarded U.S. DEPARTMENT OF EDUCATION  CANTALICIAN FOUNDATIONI,N C. I/al BUFFALO, NY \\WI 00430 INTRODUCTION This pamphlet, ~echnical Assistance on Alternative Practices Related to the Problem o( the Overrepresentation of Black and Other ~inority Students in Classes for the Educable Mentally Retarded\", has been commissioned by the Office for Civil Rights, U. S. Department of Education, to provide technical assistance to state and local education agencies. The puri\n,ose o{ this project is to identify and disseminate lcnowledge o{ alternative educational practices which show promise o{ contributing to a reduction of this overrepresentation. Our selections derive from a model which differs significantly from the traditional testing paradigm. We propose that educational practice, particularly referral and assessment practices, be predicated on a functional relationship to the instructional process. The practices we have selected are characteristically part of a larger design which recognizes the limitations of the traditional testing paradigm by shifting emphasis to instructional interventions which have been successfully applied to students expe~iencing educational difficulty or iailure. Given this emphasis, the selection of specific testing devices would perpetuate the traditional testing paradigm and possibly obstruct the shift of attention we pra\n,ose. When assessment procedures are used they must, of course, be valid and non-biased. Moreover, given these criteria the use of appropriate testing instruments should be left to the discretion o{ state and local education agencies. The majority of practices we have chosen are alternative instructional programs which can be used in the regular classroom. Our criteria are based on a fundamental concern. Do these programs show evidence of improving achievement rates of students experiencing learning problems and consequently enable local education agencies to retain these students in the regular classroom? Improving the educational outcomes of these students is, in our opinion, the most promising approach for reducing minority overrepresentation in classes for the educable mentally retarded. ~~kew=- 1Sister Raphael Marie, CSSF President, Cantalician Foundation, Inc. 00431 ACKNOWLEDGMENTS This pamphlet is the result of a cooperative eifort by many indivicuals. The Cantalician Foundation gratefully acknowle\u0026lt;lges the direction and support provided by Office for Civil Rights' staff members, Edmund Drake, Project Officer, and L. Lawrence Riccio, Psychologist. Project Consultants Robert Algozzine, James Ysseldyke, Jane Mercer and Johnnie Mayo, offere\u0026lt;l valuable insight and perspective. John Weaver, Rose Adkisson, John Taylor, Doug Carnine, Russ Gersten, Raymond Beck, Denise Conrad, Ethna Reid, :Ylartha Knight and Margaret Wang cont:-ibuted generously to our understanding of individual programs. James \"vtarillo served as Project Director and Daniel Mombrea as De?uty Director. Richard Towne served as Senior Analyst/T,ainer and Lawrence Maheady as Associate Analyst/Trainer. Sharon Lansing, Management Instruction Resources, :\n,rovided tech nica.l support. The Cantalician Foundation is especially appreciative of the dedication and assistance of Lucille Panek and Laura Steinbom. Linda Cisternino and Theresa Drennan served as Management Instruction Resources Assistants. Additionally, we would like to thank Sister Mary Patricia Tomasik of the Cantalician Center for Learning for her assistance. 00432 TABLE OP CONTENTS INTRODUCTORMYA TERIALS ALTERNATIVE INSTRUCTIONAL PRACTICES Direct Instruction with OISTAR Exemplary Center for Reading Instruction Precision Teaching Peer Tutoring .-\\captive Learning Environment '.'ltodei (Redefinition of Roles) Computer Assisted Instruction ALTERNATIVE REFERRAL PRACTICES Pupil Appraisal Assessment Program Rapid Exam for Early Referral and Classroom Learning Screening ALTERNATIVE ASSESSMENT PRACTICES Reclassification and Declassification Interactive Model for Professional Action and Change for Teachers FOOTMO'l'ES BIBLIOGRAPHY CONT ACT PBRSONS 00433 1 9 10 13 16 20 23 26 29 30 35 39 40 46 51 53 56 DfTRODUCTORY MATERIALS There are more, often many more, minority students in special education programs for educable men tally retarded (E :11R ) students than would be expected if predict ions were based solely on the proportion of minority students in the community. This is called disproportion or overrepresentation. It is neither a new nor an isolated phenomenon and it is especially true for black children.l For example, the 1980 Office !or Civil Rights (OCR) biannual nationwide survey of students revealed that while 16 percent of all elementary and secondary students in this country are black, 39 percent of the students in classes for EMR students are black. The proportions vary Crom place to place but the overall pattem is clear.2 What is not so clear is what causes the situation. ts it our students, our culture, our history, the way our schools are organized? Is it prejudice and discrimination? ls it technically inadequate tests? And just as there is disagreement about the cause, there is also disagreement about the remedy. Do we eliminate the category \"educable mental retardation?\" Do we eliminate intelligence testing? If we eliminate the statistical disproportion wi 11 we solve the problem? While disagreements continue, policies are made, programs are set in motion and children go to school. What should be done? What needs to be done? To help answer such questions, understand minority overrepresentation better and formulate sound policies to protect minority school children against discriminat\"on, the Office for Civil Rights, within the Department of Education, sought guidance from the National Research Council of the National Academy o( Sciences. In 1979, the Council established the Panel on Selection and Placement of Students in Programs for the Mentally Retarded and charged it with a twofold mission: (1) to determine the factors that account for disproportionate representation of minority students and males in special education programs, especially programs for mentally retarded students and (2) to identify placement criteria or practices that do not affect minority students and males disproportionately. The Panel recommended \" .. .six principles o( responsibility that must be adhered to in order to ensure valid re(en-al, assessment, and placement and high quality programs of instruction.\" (The six principles are reproduced on page 5.) The six principles, the Panel felt . are consistent with current law and educational theory, (but] to a large extent they are not followed in practice, nor do they underlie current systems of assessment, classification, and instruction. Faithful adherence to these principles would have far-reaching efCects on the organization of both regular education and special education system. This project i.s based on and draws Crom the Panel's work. The Panel provided perspective and background\nit made recommendations and referred to a number of possibly helpful practices. We have taken the next step by searching the country !or state education departments and school districts which are successfully applying or have successfully applied the principles recommended by the Panel. 1 00434 The U. S. De?artment of Education defines eleven categories of handicapped children. The focus o( this research was on individuals whose primary handicap !alls within the category o( mentally retarded. However, this project was not designed to include all students placed in this category. Our targeted pC9ulation was mildly mentally retarded or educable mentally retarded. We have searched especially !or successful alternative instructional practices within the regular program for students who are experiencing academic failure. We have also searched for referral practices and for alternative evaluation and assessment practices that have been used to guard against the misclassification of minority children.' We did not search for \"a grand solution\" because we do not believe there is one. Instead we have identified a number of programs, particularly alternative educational practices, that are helping a great variety of students learn in regular claS'!lroom settings. There are c!asses where special education students study with regular education students and you would never be able to pick them out. There are classes where the teacher will point to a student and tell you that were it not for the suceessful alternative practice, that student would have been referred to special education. Look at the data\nbetter still look at the programs in C9eration. There are many schools doing a wonderful job teaching students who too often would be assigned to special classes. Instead we find these students succeeding in regular classrooms. The practices we have located are described here as case studies. Enough detail is included to provide basic knowledge of how the practices work, of the resources needed to implement them, and of their applicability, limitations, and effects to date. References and additional resources are provided. Readers of the case studies will become more familiar with suceessful regular education alternatives !or students experiencing academic failure and with more valid referral and assessment techniques and procedures !or assigning children to classes for the educable mentally retarded (E:'rfR) or other mildly handicapped students. Readers can compare the case studies to their own situation and should they have questions or need additional information, pursue their interests through the resources and references provided. Readers may adC9t or adapt these or similar practices in their own schools. When this happens, when more schools use successful regular class altematives to special education placement and valid referral and assessment procedures for assigning students to special classes, we believe the number o( black and other minority students in claS!es for the educable mentally retarded will be reduced and an increasing number of all students will be apprC9riately and successfully educated in the regular classroom's less restrictive environment. In the most general sense, education for all children will have been improved. But a few cautions are in order. 1. We are dealing, here with complex, long-standing problems that are not amenable to a \"quick Cix.\" There are no overnight solutions in the descriptions which follow, and there are no shortcuts. These practices can help, but by themselves they will not solve the ongoing challenge of helping our schools respond better to existing needs. 2. Because the practices have been successfully implemented in one site does not mean they will necessarily work in another, or that the only way they will worlc is to reproduce exactly what has already been done. These practices are p053ibilities that need to be studied and discus-sed within the context of particular school districts. 2 00435 3. We have not, given the scope of this topic, been able to t,eat it ex aus :ive!y or comprehensively. We are satisfied, after an extensive research effort, that the educational practices selected are consistent 'Nith the model reforms we propose and have generated sufficient evicence of e ff ecti veness to .,..a.r ~a nt inclusion. We do not wish to infer that other worthy programs do not exist or discourage individuals in their efforts to develop, identify and/or disseminate knowledge of such programs. Foundations of the Reoort This report has two related foundations. The fir-st is the Office (ex Civil Rights' charge to protect school children from discrimination, especially as defined by Title Vl of the Civil Rights Act o! 1964, Section 504 of The Rehabilitation Act of 1973, and Public Law 94-142, Education !or All Handicapped Children Act of 1975, as it is related to Section 504. The second is the recommendations of the National Academy of Sciences' Pane! on Selection and Placement of Students in Programs for the :vtentally Retarded which were reported in Placing Children in Soecial Ecuc\u0026amp;tion: A Strategy for Eouitv. An overview of e!lch foundatton 1s presented below. Today, ecucators are very concerned with how litigation and legislation affect their programs. The Fourteenth Amendment of the t.:nited States Constitution, which guaranteed the equal protection of all citizens under the law, was the foundation of much early litigation. Title VI of the Civil Rights Act of 1964, proscribed discrimination in federally funded programs and served as a model for other remedial legislation that followed. Title VI applications occurred primarily in the Cield of public education and legal action and precedent derived from those applications reflect that focus. :vtore recently, Section 504 became important because it mandated that the handicapped could not be discriminated against. The regulations for Section 504 and Public Law 94-142 established requirements central to this report. Two concerns requiring special attention are protection in evaluation and least restrictive environment. Protection in Evaluation The regulations !or Section 504 and Public Law 94-142 include requirements designed to prevent the misclassification oC students and to identify their educational needs. Requirements seek to ensure that: (1) children suspected o! handicaps receive an individual evaluation\n(2) a child's placement decision and educational plan are based on an overall educational assessment, not on the results of a single educational test: (3) tests and other assessment procedures are not racially and culturally discriminatory: and (4) all evaluation materials must be validated (or the purpose for which they are being used. The regulations clearly call !or the development oC alternatives to the traditional assessment and evaluation model, and they deemphasize the use o! a single criterion, such as the resulb oC an intelligence test, in making placement decisions. The regulations require that te,b and other assessment procedures be valid and that they not be biased. Much wcxk has been done to en.sure such conditions but to date with little success. We have chosen lmtead to empha,ize alternative Instruction.al practices and referral systems. Doing thi3, we believe, will focus attention on practices that in the long run will more likely have a positive impact on the d~proportion ot minority students in classes tor the educable mentally retarded by improving the educational outcomes for these studenb. :l 00436 Least Restrictive Environment Regulations for both Section 504 and Public Law 94-142 require that to the extent possible, handicapped children are to be educated in the regular education environment. Section 504 directs that handicapped children be educated in the regular class environment unless it can be demonstrated that they cannot achieve satisfactorily in this environment, even with the use of supplementary aids and services. Public Law 94-142 parallels Section S04's requirement by allowing the removal of handicapped children from the regular education environment only when the nature or severity of the child's handicap or behavior is such that education in regular classes even with supplementary aids and services, cannot be achieved satisfactorily. These provisions apply to students who have already been labeled as handicapped and have resulted in the enormous growth of \"mainstreaming\" prog?\"ams. Within the context of this report, as recommended by the Panel on Selection and Placement of Students in Programs for the Mentally Retarded, the lea.st restrictive environment principle is equally appropriate for children not yet labeled as handicapped. This suggests that before a child is recommended for special education placement, teachers and administrators must implement alternative instructional strategies and demonstrate that such strategies did not help the child learn. Only then is it legitimate to assess the child for placement. Panel on Selection and Placement oC Students in Programs for the Mentally Retarded The Panel on Selection and Placement of Students in Programs for the Mentally Retarded was formed to help the OCR (1) enhance its understanding of minority disproportion in special education and (2) formulate sound policies to protect minority children against possible discrimination associated with special class placement. ln pursuit o( these tasks, the Panel broadened its concern from specific actions or procedures that eliminate or reduce minority overrepresentation to the underlying conditions that make overrepresentation a problem. The Panel concluded: Two key issues are at the heart oC the debate about disproportion. First, disproportion is a problem when children are invalidly assessed for placement in programs for the educable mentally retarded children. Second, disproportion is a problem when children receive low quality instruction. This problem may arise in the regular classroom, where opportunities (or academic success may be restricted, or in the special education classroom, where a child's educational progress may falter due to lowered or inappropriate expectations and iOals.5 Following a period o( study and debate, the Panel proposed six \"principles of responsibility\u0026lt;' to guide school districts in their efforts to validly assess educational needs and provide \"appropriate, high-quality services.\" The recommendations were consistent with existing laws and regulations and were already being practiced by some school districts. The section of the report that details the Panel's recommendations is reproduced below: 4 00437 --,~ -~_,.-. t\n. .,\n,. -1~--- ' ~ Each of the six principles listed below aslcs par :icipan ts in the placement and educational proces-s to demonst:ate that an individual child needs special ecucation services. Each also stipulates that improved educational outcomes should be the final criterion on which to judge all decisions. 1. It is the responsibility of teachers in the regular classroom to engage in multiple educational interventions and to note the effects of such interventions on a child experiencing academic failure before refen'ing the child !or special education assessment. It is the responsibility of school boards and administrators to ensure that needed alternative instructional resources are available. 2. It is the responsibility of assessment specialists to demonstrate that the measures employed validly asse~ the functional needs of the individual child for which there are potentially effective interventions. 3. It is the responsibility of the placement team that labels and places a child in a special program to demonstr'ite that any differential label used is related to a distinctive prescription for educational practices and that these practices are likely to lead to improved outcomes not achievable in the regular classroom. 4. It is the responsibility of the special education and evaluation staff to demonstrate systematically that highquality, ectective special instruction is being provided and that the goals of the special education program could not be achieved as effectively within the regular classroom. 5. It is the responsibility of the special education staff to demonstrate, on at least an annual basis, that a child should remain in the special education class. A child should be retained in the special education class only after it has been demonstrated that he or she cannot meet specified educational objectives and that all efforts have been made to achieve these objectives. 6. It is the responsibility of administrators at the district, state, and national levels to monitor on a regular basis the pattern o! special education placements, the rates !or particular groups of children or particular schools and districts, and the types of instructional services offered to atCirm that appropriate procedures are being followed or to redress inequities found in the system.6 The Panel discussed each of the recommendations, indicated implications !or implementation, and suggested research that needs to be done. The proposal, are not radical: Indeed, nothing new Is recommended, yet individually and collectively, should the recommendations be implemented, the school's present way oC operating would be greatly altered. For example, the Panel points out that recommendation one, 5 00438 . shifts attention from presume\u0026lt;! deficiencies in the child to possible contributor, in the child's environment. The child who has been unable to learn under certain conditions of instruction in the regular program should not be judged as unable to learn under any conditions of regular instruction until a variety of such strategies has been attempted and demonstrated to be unsuccessful. 7 The Panel also stated two broader goals it considered to be \"o( special significance.\" First, the current categorization system, which includes a class of children labeled EMR, would gradually evolve into a system that emphasizes the functional educational needs o( children e:q,eriencing learning dif(iculties. Second, the ~e of global IQ scores would be deemphasized in favor o! techniques that link assessment more directly to the provision of educational services.8 While the Panel provides the background and conceptual framework and its recommendations estaolish a direction, state education departments and school districts must translate the Panel's work into concrete programs and practices. This report is designed to help districts do that by describing existing practices that are in accord with the Panel's recommended principles. The examples provided here may not work everywhere but the practices that are described have already worked in the programs identiCied and show promise of being adaptable elsewhere. Should these and other practices in accord with the recommended principles be implemented on a broad scale, it would appear that our schools' referral, assessment, and special education placement practices would be improved, and more students would receive an appropriate education in the least restrictive environment. We believe the adaptation of these practices on a broad scale would contribute greatly to reducing the overrepresentation of minority children in classes for the educable mentally retarded. 6 00439 Procedure Sates R:gulations which implement Section 504 of The Rehabilitation Act of 197 3 require that, to the extent possible, handicapped children be educated in the regular education environment with non-handicapped children. The Panel on Selection and Placement of Students in Programs for the Mentally Retarced suggests that this princ1\n,al applies e~ually well to children not yet labeled as handicapped and recommends that teachers and administrators exhaust all available educational strategies in the regular classroom before referring a child who is experiencing academic and/or behavio~al problems for special education assessment and possible placement. Piis project, therefore, has searched for alternative instructional practices that can be !.!Sed within the regular classroom. While our concern is the overrepresentation of minority children in special education classes for E:'ttR students, we have not searched for exemplary programs specifically designed for DIR students or specifically demonst:ated as effective with E.\\1 R students. Instead our concern has been to locate and describe programs that are effective with students experiencing academic learning problems but who have not yet been referred and labeled. We believe that the programs and prac:1ces described here would be effective with E.\\1R students, and, indeed, several programs (Peer Tutoring, Direct Instruction, l:'Y!PACT, and ECRI) have already demons t:at ed such effectiveness, and that is why special education programs are not the main focus of this project. Instead, this report emphasizes alternative regular education practices that will enable local education agencies (LEAsl to retain students currently being placed in E.\\1 R class es. Since this project is concerned with the overrepresentation of minority children in classes for E~R students, it has searched for practices and programs where minority students have been involved and data can point to ef!ects !or minority populations. Doing this has created two difficulties. First, just because this project sought minority data, it should not be inferred that the practices described in this report work only with minority students, and second, searching for practices that have minority related data should not be interpreted to mean that for a practice to be effective with minority students, it must h3ve been developed for a minority population. We highlight these points to protect against the mistaken inference that there are uniquely minority and non-minor-icy interventions. (This is similar to the history of special education programming, which developed under the assumption that there are distinctly different interventions for various mildly handicapped categories like E:'t1R and learning disabled. Cun-ent evidence disputes this. There appear to be no effective interventions unique to various categories, and there is evidence that a set of method\nis effective across the major mildly handicapped categories.) As this seems to be true for special education programming, it also seems true for the education of minority an non-minority students. Instead, there appears to be a set of direct instruction treatments that may benefit all children, minority and non-minority alike. 7 00440 Referral Rate Data Does eCCective instruction result in fewer minority students being referred for special education placement in programs for the educable mentally retarded? Do various instructional programs demonstrate different effects on minority referral rates? Most places, it appears, have not kept data to examine such trends. School districts and programs do keep achievement data, and in a number of programs these data point to very positive achievement gains a.s.,ociated with various interventions. Since such data support the reason for instituting the intervention in the first place, there has been little or no need to collect referral rate data. The absence of such data weakens the case for the approach taken here, and for recommending given practice5 as an effective means for reducing 1isproportion. But it is not a fatal weakness. Achievement gains have b~n rigorous., documented, and until referral rate research is undertaken it is sufficient to agree \"~t when students are achieving academically and being successful learnel'S, their t :-!hers are not as likely to feel the need for help or to ref er them for special class\n:,:ac ement. 8 00441 I AL TERM A TIYE IMSTRUCT'IONAL PRACTICF.3 In keeping with the emphasis of the project proposal and the recommendations o( the Panel on Selection and Placement o( Students in Pro rams for the :r1entall Retarded. we have identi 1ed six separate practices which appear to be et ect1ve in improving the academic performance o( children who are at rislc (or re(erral Cor special education services. For the most part, these practices are applicable to regular classroom settings. In addition, each type o( practice has been used with success in a variety o( settings and with a diversity o( minority populations. The rationale behind emphasizing alternative instructional practices is that i( they can be implemented success(ully, and the child makes adequate progress, then referral for special services may not be necessary. In addition, i( these practices are described in sufficient detail, they can be replicated for special education students being returned to regular classes as part o( a local education agency's declassification program. The six practices identified are: Direct Instruction With OISTA R Exemplary Center for Reading Instruction Precision Teaching Peer Tutoring Adaptive Learning Environment Model Computer Assisted Instruction 9 00442 TYPE OF PRACTICE Alternative Instructional MAME OF PROGRAM Direct Instruction With DISTAR DESCRIPTION OP PROGRAM For many yea.rs now, educational researchers have tried to identify specific educational variables that improve the academic performance of children that traditionally experience academic difficulty. These students typically include poor Black, Hispanic, American Indian. and non-minority students. Initially, researchers were concerned almost exclusively with examining specific teacher characteristics and/or variables such as war:nth, ent'lusiasm, and empathy to determine if and how they were related to academic growth in basic skill areas. Unfortunately, this line of investigation did not prove fruitful.9 ~ore recently, researchers have shifted their attention to speciCic student variables such as a student's \"opportunity to learn\" content and the extent of student involvement with the content. Collectively, these two variables have come to be known as academic engaged time (AET). Numerous investigations of AET have repeatedly revealed the same finding\nLe., increases in academic engaged time are significantly correlated with improved test performance on criterion measures. Essentially, this means that students who spend more time directly engaged in reading, math or spelling tasks will outperform peers who spend less time engaged in similar activities. The implications of these findings for practitioners are in no way startling. They merely suggest that if teachers want their low achieving students to improve their performance in basic skills, then they must get them to spend significantly more time performing the desired behavior, e.g., reading, computing, etc. Furthermore, if their ultimate goal is to help these students \"catch up\" with their peers, then they must get the students to cover more material in a shorter period of time. Such a task is much more easily said than done. One system that offers a plausible solution is Direct Instruction. The term \"Direct Instruction\", is used to refer to activities and settings designed to systematically move students through a seQuenced set of academic materials (i.e. reading and math). More specifically, Direct Instruction re?ersto a~~ teaching behaviors focused on academic tasks having clearly soecified goals\ntime allocated for 1nstruct1on is sufficient and continuous\ncontent coverage is extensive\nstudent responding is raoid and at a high frequency\nand feedback to the student is immediate and academically oriented.llr'Tn Direct Instruction programs, the teacher controls instructional goals, selects material appropriate !or students' ability levels, and ~ the instructional episodes. Perhaps the most widely-known Direct Instruction program is DISTAR. DISTAR programs in language, reading and ma th are commercially available through Science Research Associates, Inc. In addition to the program characteristics noted above, D[ST AR incorporates the following features: (a) emphasis on small group instruction as opposed to students working independently, (b) systematic correction procedures, (c) principles for cumulative review of previously learned material, and (d) Insistence on mastery of each step in the learning process. 10 00443 In a typical DCSTA R program, one will iind a mtnimum ot t:1ree instructional groups. Detailed Teacher Preparation Books provide classroom instructors ,11ith specific information on how a lesson must be taught. This in!or11ation is written in the form of a script and provides an easy-to-follow format. }!ore importantly, the content of DIST AR materials has been carefully scrutinized to ensure that: ( l) concepts are clearly presented, (2) tasks are developmentally sequenced, (3) errors are systematically corrected, and (4) requisite skills are learned to mastery. DIST AR instruction usually takes place in small groups (8-10 students), moves at a rapid presentation pace, and frequently involves choral responding. DIST AR lessons can be easily incorporated into a regular classroom to take the place of traditional reading and/or math groups. EVIDEMCE OP EFFECTIVEMESS Perhaps the \"true\" test of any alternative educational practice is its ability to improve the academic performance o{ students who traditionally experience problems in acquiring basic skills. Throughout the late 1960's and early l970's, the United States Office of Education (USOE) funded a massive research study designed to evaluate the eUectiveness of a variety o{ instructional approaches in improving the achievement scores of low income children. Results from this Follow Through Project indicated that the Direct Inst:-uction Model (DIST A !\\l was substantially more successful in raising achievement levels than any o{ the other programs studied. Further11ore, the D!ST .\\ R system was much more successful in raising student self-esteem, self-confidence, and sense of responsibility. Additional support for DIST AR prognms can be found in the special education literature. A recent review by Gersten concluded that a large number of experimental studies have shown that, \"Direct Instruction reading and language programs consistently produce higher academic gains than traditional approaches in both mainstreamed and selC-contained classes, and across a range of handicapping conditions.\" Empirical evidence supports the eUectiveness of DISTAR programs. In Mount Vernon, New York, administrators report that there has been a steady decline in the number of students assessed below minimal competency. Houston Independent School District reported significant improvements on Iowa Test of Basic Skills scores following DIST AR instruction. It is particularly noteworthy that the average achievement levels oC their minority children following three years of DIST AR, were slightly above national norms. In North Highlands, California, di.strict oWcials reported that before using DlSTAR programs, 23 percent o{ their first it'aders were below the national median in reading. However, aCter only two years in DIST AR, the percentage of students scoring below the median, Cell to 4.3 percent. Additional support for DISTAR came on recent field site visits. In San Diego Unified School Di.strict, for example, a primary objective wa.s set that by the end of grade two, student, with continuous participation in DISTAR programs since entering lcindergarten would. on the average, be performing at or above the national average. A recent report notes that at it'ade two the objective was attained in all subject areas, i.e., reading, math, and language. In addition to improving basic academic performance, district personnel report that students in DISTAR classrooms are referred and placed in special education proit'ams at approximately one-half the rate o( those in traditional classrooms. 11 00444 A.PPIJCABILITYT O LOCAL EDUCA TIOM AGEMCIES As noted earlier, DISTAR can be easily integrated into existing regular and/or special education programs. However, inservice training is crucial to its effective implementation. Such training provides users with appropriate strategies for ~ daily lessons. It is a skill that ty\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 "}],"pages":{"current_page":1,"next_page":2,"prev_page":null,"total_pages":2,"limit_value":12,"offset_value":0,"total_count":18,"first_page?":true,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":18}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Little Rock School District","hits":2},{"value":"Arkansas. Department of Education","hits":1},{"value":"Bushman Court Reporting","hits":1},{"value":"United States. 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