{"response":{"docs":[{"id":"txh_wims_wimscr","title":"Wednesdays in Mississippi : Civil rights as women's work : Breaking down barriers and mobilizing women, an exhibit Website","collection_id":"txh_wims","collection_title":"Wednesdays in Mississippi : Civil rights as women's work : Breaking down barriers and mobilizing women, an exhibit Website","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Illinois, 40.00032, -89.25037","United States, Mississippi, 32.75041, -89.75036","United States, New York, 43.00035, -75.4999","United States, Southern States, 33.346678, -84.119434"],"dcterms_creator":null,"dc_date":["2006/2020"],"dcterms_description":["Wednesdays in Missisisppi is an online exhibit documenting the 1964 and 1965 program which brought Northern women into Mississippi to work with Freedom Summer and the Freedom Schools. Interracial and interfaith teams traveled to Mississippi on Tuesdays and returned on Thursdays. The program was organized by Dorothy Height and Polly Cowan under the umbrella of the National Council of Negro Women with the assistance of Susie Goodwillie and Doris Wilson. The exhibit includes newspaper articles, black-and-white photographs, pamphlets, biographies, interviews, letters, and a summary of experiences written by Polly Cowan after the first summer. The exhibit also includes a glossary listing and defining individuals, places, organizations, and terms used in the exhibit. In addition to describing and documenting race relations in the Northern states of New York and Illinois during the 1960s.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["National Council of Negro Women","Civil rights workers--Mississippi","Women civil rights workers--Mississippi","Women social reformers--Mississippi","Civil rights workers--United States","Women civil rights workers--United States","Women social reformers--United States","Segregation--Mississippi","Mississippi--Race relations--History--20th century","Race relations","Race discrimination--Mississippi","United States--Race relations--History--20th century","Southern States--Race relations--History--20th century","Segregation--Southern States","Race discrimination--Southern States","Race discrimination--United States","Racism--Mississippi","Racism--Southern States","Racism--United States","Discrimination in housing--United States","Discrimination in housing--Illinois","School integration--Massive resistance movement--Mississippi","African Americans--Violence against--Mississippi","School integration--United States","School integration--New York (State)--New York"],"dcterms_title":["Wednesdays in Mississippi : Civil rights as women's work : Breaking down barriers and mobilizing women, an exhibit Website"],"dcterms_type":["StillImage","Text"],"dcterms_provenance":["University of Houston"],"edm_is_shown_by":null,"edm_is_shown_at":["http://classweb.uh.edu/wims/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["letters (correspondence)","articles","black-and-white photographs","pamphlets","reports","online exhibitions"],"dcterms_extent":null,"dlg_subject_personal":["Height, Dorothy I. (Dorothy Irene), 1912-","Goodwillie, Susan, 1941-","Cowan, Polly, 1913-1976","Wilson, Doris, 1920-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"txh_wims","title":"Wednesdays in Mississippi : Civil rights as women's work : Breaking down barriers and mobilizing women, an exhibit Website","collection_id":null,"collection_title":null,"dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Illinois, 40.00032, -89.25037","United States, Mississippi, 32.75041, -89.75036","United States, New York, 43.00035, -75.4999","United States, Southern States, 33.346678, -84.119434"],"dcterms_creator":null,"dc_date":["2006/2020"],"dcterms_description":["Wednesdays in Missisisppi is an online exhibit documenting the 1964 and 1965 program which brought Northern women into Mississippi to work with Freedom Summer and the Freedom Schools. Interracial and interfaith teams traveled to Mississippi on Tuesdays and returned on Thursdays. The program was organized by Dorothy Height and Polly Cowan under the umbrella of the National Council of Negro Women with the assistance of Susie Goodwillie and Doris Wilson. The exhibit includes newspaper articles, black-and-white photographs, pamphlets, biographies, interviews, letters, and a summary of experiences written by Polly Cowan after the first summer. The exhibit also includes a glossary listing and defining individuals, places, organziations, and terms used in the exhibit. In addition to describing and documenting race relations in the Northern states of New York and Illinois during the 1960s.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["National Council of Negro Women","Civil rights workers--Mississippi","Women civil rights workers--Mississippi","Women social reformers--Mississippi","Civil rights workers--United States","Women civil rights workers--United States","Women social reformers--United States","Segregation--Mississippi","Mississippi--Race relations--History--20th century","Race relations","Race discrimination--Mississippi","United States--Race relations--History--20th century","Southern States--Race relations--History--20th century","Segregation--Southern States","Race discrimination--Southern States","Race discrimination--United States","Racism--Mississippi","Racism--Southern States","Racism--United States","Discrimination in housing--United States","Discrimination in housing--Illinois","School integration--Massive resistance movement--Mississippi","African Americans--Violence against--Mississippi","School integration--United States","School integration--New York (State)--New York"],"dcterms_title":["Wednesdays in Mississippi : Civil rights as women's work : Breaking down barriers and mobilizing women, an exhibit Website"],"dcterms_type":["StillImage","Text"],"dcterms_provenance":["University of Houston"],"edm_is_shown_by":null,"edm_is_shown_at":["http://classweb.uh.edu/wims/"],"dcterms_temporal":["1964/1965"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["letters (correspondence)","articles","black-and-white photographs","pamphlets","reports","online exhibitions"],"dcterms_extent":null,"dlg_subject_personal":["Height, Dorothy I. (Dorothy Irene), 1912-","Goodwillie, Susan, 1941-","Cowan, Polly, 1913-1976","Wilson, Doris, 1920-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_704","title":"SWAT visits","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--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Little Rock (Ark.). Office of Desegregation Monitoring","School facilities"],"dcterms_title":["SWAT visits"],"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/704"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 20, 2001 Dr. Ken James Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Ken: Each fall as the new school year gets underway, ODM briefly and informally monitors a few schools. The observations we make at this time are in the same vein as those of staff, students, and parents as they enter the building to start the year. Thats why we pay particular attention to those aspects of a school that are most likely to initially impress those entering it, such as the appearance of the grounds, building upkeep and cleanliness, displays and furnishings, and so forth. Last month we concentrated on schools in the Pulaski County Special School District, as it transitioned to middle schools. But we also visited four LRSD schools: Mabelvale, Stephens, and Woodruff elementaries, and Mann Middle School. Attached is a list of what we observed at each of the LRSD buildings, including pictures we took at Mann to illustrate some of our points. As has been our custom, we wont publish or file these observations at this time, although we could eventually factor them into some aspect of a report. We hope the enclosed information is helpful. Please dont hesitate to call it you have any questions or comments. Sincerely yours, Ann S. Marshall Enc. cc: Building principalsMABELVALE ELEMENTARY SCHOOL Start of the 2001-02 School Year We were pleased to note that:  The extended year began smoothly, and staff members were friendly and helpful.  The exterior of the school was neat, clean, and free of litter and debris.  The grass had been mowed recently and the grounds were enhanced by blooming crape myrtle trees.  The interior of the school was neat, clean, and very attractive.  Students work was on display, and photos of some students were on display in the hall.  Floors were clean and waxed to a high gloss.  The cafeteria was clean, functional, and organized for easy traffic flow.  The media center, located in the center of the school, served as the instructional hub of the school. It was fully automated and had computers available to students for research and word processing  All restrooms were clean and fully supplied. We noted some areas needing attention:  Neither the state nor national flag was flying from the schools flagpole.  The planting beds near the front door were weedy.  Paint was peeling on the underside of the metal awning that led to the main entry.  A back door to the kitchen had been left open, undermining building security.STEPHENS ELEMENTARY SCHOOL Start of the 2001-02 School Year JVe were pleased to note that:  Both the U.S. and the Arkansas flags were flying from the flagpole.  A display honoring Charlotte Stephens had been added to the schools foyer.  Students exhibited a great deal of pride when talking about their school.  The interior of the school was as pristine in August as it was when the school opened in January.  Floors throughout the building where waxed and shiny.  A security guard was on duty and stationed at the visitors center in the foyer.  The Cyberspace and Time Travel Theater and the Comparative City Studies Center were completed and in use.  The kitchen and cafeteria were spotless.  The media center, which was housed in a large colorful room, was fully automated and offered students several computers for research and word processing.  Restrooms were clean, litter free, and supplied with paper products. We noted some areas needing attention:  The planting beds near the front entry were filled with grass, weeds, and tree seedlings.  At the playground entrance, three trees had died, the large planter was weed choked, and long Bermuda grass runners had overrun the sidewalk.  Evacuation routes were not posted in various areas of the building.  The girls restroom near the office lacked soap.WOODRUFF ELEMENTARY SCHOOL Start of the 2001-02 School Year We were pleased to note that:  Both the U.S. and Arkansas flags were flying from the flagpole in front of the school.  The campus had been mowed recently and was litter free.  Blooming crape myrtles enhanced the grounds, and the playground featured attractive, up-to-date play structures.  Floors throughout the building were clean and waxed.  The building presented an overall positive impression, with all areas looking clean and attractive.  The media center, though small, conformed to state standards for school libraries. Computers were available to students for research and word processing.  The kitchen and cafeteria were neat, clean, and generally in very good condition.  Restrooms were neat, clean, free of odor, and stocked with paper products. We noted some areas needing attention:  Gravel surrounding a play structure was less than six inches deep, and therefore did not meet safety recommendations.  Carpet throughout the building was very worn and frayed\nduct tape had been applied to cover the seams and some holes in the carpeting.  Floor tiles in the basement hall had been replaced with mismatched tiles.  In the hall where the old building meets the newest addition, the plaster corner of the wall had been badly damaged, revealing the metal lath\nthe original wood trim was gouged.  The ceiling of the media center was water stained from continuing condensation leaks.  The baseboards in the cafeteria had not been installed.  The exterior door to the kitchen was open, compromising security.  Floor tiles in a boys restroom were broken and covered with tape.MANN MIDDLE SCHOOL Start of the 2001-02 School Year We were pleased to note that: * Despite the razing of many of the old classrooms, requiring students to relocate to portable buildings (see fig. I), the first day of classes opened very smoothly. During the first class change, students, armed with maps, made their way about the school. Numerous adults were on hand to offer assistance and directions.  Both the United States and the Arkansas flags were flying from the flagpole.  The grass in the portion of the campus that was not under construction had been mowed recently.  The area just outside the office featured an attractively landscaped planting bed.  The site of the razed classroom buildings was cleared of debris and workers were attempting to stabilize the clay soil in preparation for construction (see fig. 2).  According to a district administrator, since all the portable classroom were in place and connected to utilities, a fence would be added to the perimeter of the campus.  Breezeways were neat, clean, and litter free.  All portable doors were clearly labeled with the room number and teachers name (see fig. 3). Several teachers had decorated the doors or surrounding areas to create a more personal and inviting environment (see fig. 4).  Fire Marshals were at the school inspecting the campus.  Prominent signs were posted to direct students to various offices and services.  A large display featuring colorful student artwork was located in a prominent area.  Some potted plants were strategically placed in the cafeteria to add some color.  Windows and glass doors in the cafeteria were spotless.  Furnishings in the cafeteria were arranged to maximize traffic flow.  Restrooms were located in large air-conditioned portable modules (see figs. 5 and 6) adjacent to the portable classrooms on the north area of the campus. We noted some areas needing attention:  A small amount of litter was noticed around the campus.  Directional arrows around the driveway exit and entrance were confusing.  The portions of the school that escaped the wrecking ball were not very attractive. When the new construction is complete, the older sections will need considerable refurbishment. The peeling paint, unsightly windows, and mundane design of these older buildings presented a poor face to the community.  Although not scheduled for demolition, the media center will need a major face-lift to bring the room and furnishings up to the standard of the other magnet schools: the shelving was antiquated, the carpet was ugly, and the furnishings were mismatched.  At the time we visited, the gymnasium was not being used by a class but several students were seated on the bleachers with no teacher present.  Various pieces of furniture was being stored in the gymnasium (see fig. 7).Mann Middle School Start of the 2001-02 School Year - continued  In the cafeteria, the paint above the glass panels was badly chipped and peeling\nthe vinyl wall covering was peeling\nthe ceiling showed water damage and several panels were missing\nand some of the furnishings were chipped, cracked, or broken.  A vase of dead flowers was on the food service counter, and a large piece of floor tile was missing at the entrance to the food preparation area.  A huge water stain in the kitchen provided evidence of at least two serious leaks\none wall panel had sustained heavy water damage.  Workers reported that they were unable to use the gas stove because district workers had not yet lit the pilot lights. (We visited mid-morning on the first day of classes.)  In the two girls restrooms we visited, none of the stalls were handicapped accessible, and the faucet water pressure was very poor.  A stall in one of the girls restrooms had a pronounced diagonal crack that had been repaired with a strip of laminate.  In the newly installed portable restrooms, paper towels were lacking and the toilet paper holders in a girls restroom were missing the vital cross piece that renders them functional. The floors in both boys and girls restrooms were dirty, apparently from the workers who were completing the plumbing hook-up the previous day.  One girls restroom in the main portion of the building lacked a sign indicating gender and was locked. When a teacher unlocked the facility, monitors found that it was not ready for use\nit had not been cleaned or supplied, and it was being used to store equipment.Mann Middle School Start of the Mann Middle School Mann Middle School Start of the 2001-02 School Year Mann Middle School Start of the m gymnasium MABELVALE ELEMENTARY SCHOOL Start of the 2001-02 School Year We were pleased to note that:  The extended year began smoothly, and staff members were fiiendly and helpful.  The exterior of the school was neat, clean, and free of litter and debris.  The grass had been mowed recently and the grounds were enhanced by blooming crape myrtle trees.  The interior of the school was neat, clean, and very attractive. .  Students work was on display, and photos of some students were on display in the hall.  Floors were clean and waxed to a high gloss.  The cafeteria was clean, functional, and organized for easy traffic flow.  The media center, located in the center of the school, served as the instructional hub of the school. It was fully automated and had computers available to students for research and word processing  All restrooms were clean and fully supplied. We noted some areas needing attention:  Neither the state nor national flag was flying from the schools flagpole.  The planting beds near the front door were weedy.  Paint was peeling on the underside of the metal awning that led to the main entry.  A back door to the kitchen had been left open, undermining building security.STEPHENS ELEMENTARY SCHOOL Start of the 2001-02 School Year We were pleased to note that:  Both the U.S. and the Arkansas flags were flying from the flagpole.  A display honoring Charlotte Stephens had been added to the schools foyer.  Students exhibited a great deal of pride when talking about their school.  The interior of the school was as pristine in August as it was when the school opened in January.  Floors throughout the building where waxed and shiny.  A security guard was on duty and stationed at the visitors center in the foyer.  The Cyberspace and Time Travel Theater and the Comparative City Studies Center were completed and in use.  The kitchen and cafeteria were spotless.  The media center, which was housed in a large colorfiil room, was fully automated and offered students several computers for research and word processing.  Restrooms were clean, litter free, and supplied with paper products. We noted some areas needing attention:  The planting beds near the front entry were filled with grass, weeds, and tree seedlings.  At the playground entrance, three trees had died, the large planter was weed choked, and long Bermuda grass runners had overrun the sidewalk.  Evacuation routes were not posted in various areas of the building.  The girls restroom near the office lacked soap.WOODRUFF ELEMENTARY SCHOOL Start of the 2001-02 School Year We were pleased to note that:  Both the U.S. and Arkansas flags were flying from the flagpole in front of the school.  The campus had been mowed recently and was litter free.  Blooming crape myrtles enhanced the grounds, and the playground featured attractive, up-to-date play structures.  Floors throughout the building were clean and waxed.  The building presented an overall positive impression, with all areas looking clean and attractive.  The media center, though small, conformed to state standards for school libraries. Computers were available to students for research and word processing.  The kitchen and cafeteria were neat, clean, and generally in very good condition.  Restrooms were neat, clean, free of odor, and stocked with paper products. We noted some areas needing attention:  Gravel surrounding a play structure was less than six inches deep, and therefore did not meet safety recommendations.  Carpet throughout the building was very worn and frayed\nduct tape had been applied to cover the seams and some holes in the carpeting.  Floor tiles in the basement hall had been replaced with mismatched tiles.  In the hall where the old building meets the newest addition, the plaster corner of the wall had been badly damaged, revealing the metal lath\nthe original wood trim was gouged.  The ceiling of the media center was water stained from continuing condensation leaks.  The baseboards in the cafeteria had not been installed.  The exterior door to the kitchen was open, compromising security.  Floor tiles in a boys restroom were broken and covered with tape.MANN MIDDLE SCHOOL Start of the 2001-02 School Year We were pleased to note that:  Despite the razing of many of the old classrooms, requiring students to relocate to portable buildings (see fig. 1), the first day of classes opened very smoothly. During the first class change, students, armed with maps, made their way about the school. Numerous adults were on hand to offer assistance and directions.  Both the United States and the Arkansas flags were flying from the flagpole.  The grass in the portion of the campus that was not under construction had been mowed recently.  The area just outside the office featured an attractively landscaped planting bed.  The site of the razed classroom buildings was cleared of debris and workers were attempting to stabilize the clay soil in preparation for construction (see fig. 2).  According to a district administrator, since all the portable classroom were in place and connected to utilities, a fence would be added to the perimeter of the campus.  Breezeways were neat, clean, and litter free.  All portable doors were clearly labeled with the room number and teachers name (see fig. 3). Several teachers had decorated the doors or surrounding areas to create a more personal and inviting environment (see fig. 4).  Fire Marshals were at the school inspecting the campus.  Prominent signs were posted to direct students to various offices and services.  A large display featuring colorful student artwork was located in a prominent area.  Some potted plants were strategically placed in the cafeteria to add some color.  Windows and glass doors in the cafeteria were spotless.  Furnishings in the cafeteria were ananged to maximize traffic flow.  Restrooms were located in large air-conditioned portable modules (see figs. 5 and 6) adjacent to the portable classrooms on the north area of the campus. We noted some areas needing attention:  A small amount of litter was noticed around the campus.  Directional arrows around the driveway exit and entrance were confusing.  The portions of the school that escaped the wrecking ball were not very attractive. When the new construction is complete, the older sections will need considerable refurbishment. The peeling paint, unsightly windows, and mundane design of these older buildings presented a poor face to the community.  Although not scheduled for demolition, the media center will need a major face-lift to bring the room and furnishings up to the standard of the other magnet schools: the shelving was antiquated, the carpet was ugly, and the furnishings were mismatched.  At the time we visited, the gymnasium was not being used by a class but several students were seated on the bleachers with no teacher present.  Various pieces of furniture was being stored in the gymnasium (see fig. 7).Mann Middle School Start of the 2001-02 School Year - continued  In the cafeteria, the paint above the glass panels was badly chipped and peeling\nthe vinyl wall covering was peeling\nthe ceiling showed water damage and several panels were missing\nand some of the furnishings were chipped, cracked, or broken.  A vase of dead flowers was on the food service counter, and a large piece of floor tile was missing at the entrance to the food preparation area.  A huge water stain in the kitchen provided evidence of at least two serious leaks\none wall panel had sustained heavy water damage.  Workers reported that they were unable to use the gas stove because district workers had not yet lit the pilot lights. (We visited mid-morning on the first day of classes.)  In the two girls restrooms we visited, none of the stalls were handicapped accessible, and the faucet water pressure was very poor.  A stall in one of the girls restrooms had a pronounced diagonal crack that had been repaired with a strip of laminate.  In the newly installed portable restrooms, paper towels were lacking and the toilet paper holders in a girls restroom were missing the vital cross piece that renders them functional. The floors in both boys and girls restrooms were dirty, apparently from the workers who were completing the plumbing hook-up the previous day.  One girls restroom in the main portion of the building lacked a sign indicating gender and was locked. When a teacher unlocked the facility, monitors found that it was not ready for use: it had not been cleaned or supplied, and it was being used to store equipment.Mann Middle School Start of the Mann Middle School Mann Middle School Start of the 2001-02 School Year Mann Middle School Start of the in gymnasium Little Rock School District OFFICE OF THE SUPERINTENDENT RECEIweo SEP 2 8 2001 omcEOi- DESE6REGAT10N MONITORING September 26, 2001 Ms. Ann Marshall, Federal Monitor Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Dear Ann: Thank you for your letter dated September 20, 2001. I appreciate the feedback associated with your recent visits to Mabelvale Elementary, Stephens Elementary, Woodruff Elementary, and Mann Magnet Middle Schools. I will follow-up on the items in need of attention. It is our goal to provide quality facilities and surroundings conducive and supportive of the learning environment. I look fonward to working with you and members of your staff. Sincerely, T. Kenneth James, Ed.D. Superintendent of Schools TKJ/bjg cc: Dr. Don Stewart Mr. Junious Babbs 810 West Markham Street  Little Rock, Arkansas 72201  (SOI) 324-2012 ODM INFORMAL MONITORING VISIT NOTES School: 1 IcLpi tjc.hi^r:! Date: i-ebmcrw Monitor(s): Genc.^ Mehs,sc-, idGrccee__________________ Spoke With: PrineipcX ljcs oasoj rron4Ap bcubCmjj. S|Trike icy somi General Observations - NluLrnei' i4or3 cS-i.3perii4t s^udeiiL i.-i+ke ^Ucsiei'.V pcu-lt le-focs loc-k-ec^L restrooMS - ricisi siuJSen-U lo-fce Io olc_35. k-2 ^o-V, - UGrge I'lu.mbers of fardj oluoLenls enterin' office oC oitenclcL.ice office. Hr .- Mice muJ'c-C 2 c,t ^.'0301'^ ~ noi ^oin^ 4o fke on if\u0026gt;e SocicXSlbtcfijej coinq, clcs-j, i3uj( ness isJlixc. c_rec_ Ojuxu-Acj 3Iu\u0026lt;Aei\u0026gt;,-| Lccrk, elc, replele pos+ers, - bAcs-t oiP ibe bu-ilcL - foolers enoourc-chna c - bexzertj2_ bcuUiSiC-U fire ( - J-Ap-Kioci ' nci lixclesnn'r Ss'^e.rc' LjeLce. aecutn e'C33 Cj^cjri u^cre cLrct) -slou^mo. i11i +Htiiee elror^ ci GeHrcx-iiveness. iri'/oUcrierii iiiiiroi^tSout iiile, rG-cili4'y, ex+in\u0026gt;2q^uuu4sShnec^ cb n^ibou^ clecn . Loclcers dur^ cs/\u0026lt;^rcL.fFii i . re 1'3 r-'i3sni'^. 4^ pecscnri' ,5:- O-QQj n . J uhi-l'C si Relevant Issues - Lo-ek- O'? Secuniy S+uLclEn'b fOG.nin\u0026lt; Possi ble TOO SpcHetfi- - nO'xlj ur^in^ iiiO Sgmc -ci^ spcrHsc^ in -ike. bLMi IcLi'n - Cx/en /ookmtj cower\u0026lt;cci.e m ihe c.ci.h^lls cer+otri crec-3 of Hie :Lu.nri' Clc33. TSolc-'bor) of t-jhiifWc a+ucleri-b . slvcicii -jo prace.e.clL^-ir3 in-{c cicszes. CCLf^ptCS . iHpLj often is pnncipo^ oui of l4ie bu-iIcCnci ? - Genetui- a.ppcrc.ncc of lAe bujlciinQ cncL sehocl o ----- L , -4 I____ _ 4 Coil rAun I cJL-Icj^c iC  idcne in - c\\-i (jcxik. - i^e Q\u0026gt; ei'ie rcJL O bs ers/oJnoiiS, con-t. -Orri\u0026lt; Kd)r:i i^G-re: h//ecC i^illmci rtr?/-! 1/^ -x *: /^^/JcnocL clc^j. S'h^iclen'h aJ\u0026lt;^l I P^e. h^cri oP -i/ts f C-c^-Ps-leric^ ir^ cL^repecVc-bie s+ci-i - i,jcJ(s^ cjicL ricdreoL oijSor.j , ajr\u0026gt;c5L clcMC-tiecS- \"hiblcs, in/^.ji ri 5-ttxcIenl\npcu-kioa \u0026lt; - LG.c.i\u0026lt; o-p SeccLrrW - Soine poSi-Vwe pccicfs ibroL^hocuL '14ie b I lecJL uji+b s-Lcctenb cLarino -14k\nenl-ire Mcrsi-lcx-in crec_ uic^ hecjjilxJ p, I , 'i I presence. behircV- +K 'oi^ocle. \\iiii4. .e. leu 5C,i\"ioci , IcSci O' ex'toltm 44\u0026gt;c virj-ete^ M^IcI/g-d.McClellan High School Informal Monitoring Visit Photographs McClellan High School Informal Monitoring Visit Photographs February 14,2002 Cafeteria McClellan High School Informal Monitoring Visit Photographs February 14,2002 Student Recognition \u0026lt; It JI j IXIRNM.!. SfRRAn l.ARRY THOMAS KW AM TRI H I J AM. I r TYES KAKJLA WAI KER xtAtA WnCH IWI IS li IMHsHA Alt.EN UIKI A.SV ANDREWS [ AMBFR M SUN I RI DA BAKFR l.\\D\u0026gt;V^ BESS ^lAKtl lA BIAIR CASANDRA INGRAM SHANIH A AUSTIN BRlTANMi\nBAKER MCKO BESS ANTIO.Sl- Bl.W ARTINA BLACKMON ABRAM BESTING \\ ARiKAWi pl BRITTP JE. BRASWI s BI TI E\nRr ! IaMU \\S B! I DS! pi UffK \\ Bl I sr I M RJ HA BR1.\u0026lt; 1 hM\u0026gt;RIU( \\SIRILIO iT ssn ot III k pin KFSA HASM R iKHARISrV AKINS PMRK KCl ARK iRUNnMlONUA V \\H( I S KOI EV Ik! \\IS II \\WKINS MJTH \\ HII L n \u0026gt;r3r KARIS EMBRY BRASDOMICS'TER MAiniEWLLSriR NEKEYA MA(5SHY JL-STIN MCCLCRI: JOHN Ml'RPHY M WIl'BiT J( i rNNIM jixsR .-mJ I RVSTAl , Cl isriiNj I AKi.snu .Illslll A I I 'bRIX EMII 'HMlfGHrS IXJMIMQI I KERRY NAQVIW SHANA REESE iMICHAEl. ROSS I^b AA^W R M RIN M K' IV KtAkt M( - J l\\io\\ (iX)NTAE S\\n I H ' VERONICA Sl\\\\Rl Z ,LAIX)NNA Will 1AM\u0026gt; KIA# AMASOt \\\nVRRA ^wwc IN K I 1 A display in the cafeteria recognized students based on their grade point average (3.0 to 5.0). While the idea of recognizing students is excellent, the monitors wondered about the legality of doing so based on GPA rather than letter grade. k. V*( IM tSr IM MIP* iSA UP* T! tissr . SSlMB wfflwii.'. illIMKUMIV Ulf r r'?i III IM Tuff runwwKaaexw IV JtWV-IHMH iiSnniHw'MXtj wim.'ntJi a -uMuui\u0026lt;aMN\u0026gt;nAyMwnnw S)i2wieoMn\u0026gt; ' UoiwAH lOAtnc* kTMtKXNAtUS VAEitKMwM.ilrUwiaM * CaiBAMUl BEMNumni wnMKin ltN AHWtW VDSM.I.'V * *** SaMnj(u*ArrlisYw naBjKHtsi-wN MnartnovD (DUauNGU^'tS IBS Kiev McClellan High School Informal Monitoring Visit Photographs February 14,2002 School Image Building 8 Reasons Why McClellan Continues to be the BEST High School LUeOaBteBteaitoteirtateBtoeHI^SctealtoteaUtoBoteScteolDwkL --------- , j,,_ teavk a4te Bteto \u0026lt; itenM optoteteea B easy cktesate L Tte IteCi^ taanAtotetei OqiBtorai ate h aim tea Tap lateBai Etotena Pi^te a to Utete toi to IWUDB MeCMw II to aaly teateday mal B acaia tea baaai tatea teteRateBRteifitei itei te MitTitenfite) f|\u0026gt; tteiltewtenni i Ite \u0026gt;Mi Titenlte* tetetete Onfaart- Bte tetejate |M \u0026lt; paante tWtei te teaaaaaite Site?JH. .UOatetecateMBtelaylBteBpmatealVHAAaMiteBeUteteSclaL Ucateaaiaaitete(BbteteA\u0026gt;kteSBteafca iNteliiM. 9. futeiin  cut te STUDSIT ACACCMK? HCMQKS \u0026lt;^it Matey fJteAilMtei'nMActeaiteAa-^Mtel ite mt i In iitwAitjM. - tU, nil lintel lliatertmwawte3aiteteieterMj^Htey^GiMAatete IW  AMCoBHahvafMcCk* . U'CMbai  SnmiBrtii- I mark ari asju'SHt n\u0026lt;* tMaOeBtecatea^ai\u0026lt;. ----~--i- --- n--L---D--E--K-T' -p .-'-v.q7. v' B, \u0026gt;gwH--y-o---s . ItOc^i gw ttetaw ate \u0026gt; I aaatea  Bte i la^ to  This poster was present at various points throughout the building. The points extolled the advantages of the activities and programs offered at McClellan.  Smwo Rnct M te bapirtM ' MMilHtiMtSMiajr. . \u0026gt;*\u0026lt;\u0026gt;-i WA cM- 1. iBtetoBi B te a^liig AttaCTC HOWy a Ute B^teto Ite bate aoe AAAAA Cte^tei  afcCi^wMK 11^ ijteitea:iwt-y I\u0026lt;'***' . tooted. .. SI pieI W!*0 VW^kvte*H: n *^ A-B-O_it-e Mte. ,M  ., , i.t a.t e_ir i_t_eM. t-e-t-e\u0026gt;O.(inr . L**yU-V.fcj\nw . Ua.RO*nl^*'****^*^ , ( EXOEU.En TEAOOS . Tw WKitete  *\"* Tte. of Y- * *****  Cateitete to *,. . Stoaib Oaetel to*\u0026gt;' JH-ME T-cbr* * *  joniil is* \u0026gt; Ite TMCten ! te' , Uttte-. * T\u0026lt; tel \" t. McfUtMCOB*\"* B) .MhM*.l^ CTUJJfriJ\u0026gt;un^ _______ __ *\"'7^^___.^tiAAAMkCMM * .- . _ ____ _ Arc you interested in: McClellan |(M McClellan Business Finance Academy is for you! Are you interested j  Entrepreneurship  Financial and Professional Services  Internships in the Business World  Strategies for Success  Student Organizations  Technology  Designing a tel shape of a bottM  Programming  Designing and buildings, and it  Solving PmH  Finding out ImI  Using tools aig One of the posters in the cafeteria encouraging students to become involved in one of the special programs at McClellan such as engineering or finance. McClellan High School Informal Monitoring Visit Photographs in the art wing McClellan High School Informal Monitoring Visit Photographs February 14,2002 Student Parking Lot Very large potholes marked the access to the student parking area behind the school. McClellan High School Informal Monitoring Visit Photographs February 14, 2002 Building Exterior at rear McClellan High School Informal Monitoring Visit Photographs February 14,2002 Business Education Wing The Business Education area of the McClellan building proved to be one of the few bright spots in the facility. The wing was resplendent with colorfijl displays touting business education, bulletin boards showing student accomplishments, and numerous awards for excellence won through the years by students and faculty. McClellan High School Informal Monitoring Visit Photographs February 14, 2002 Student Activities student involvement in activities ranging from Teachers of Tomorrow to drama productions. McClellan High School Informal Monitoring Visit Photographs February 14,2002 General Observations little student artwork was on display. Date\nApril 12, 2002 To: Associates Fro^ IKnp,-J Re: School Visits Each week at staff meeting, please plan on letting me have your forms on informal school visits. Theyll serve as a handy reminder to discuss at the meeting what youve observed at each school, both the highs and lows. I keep forgetting to ask for these, and now that Im thinking of it, heres a memo so we can all remember. Thanks.\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_340","title":"Desegregation: ''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","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''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/340"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nwr WWW ' titUfttlt IfWWW Rmw WMHW WWW ww WWW I \u0026gt;. I IB\n' . MBH- -i UUUitU' tUthWi MUHU ftttWM kiUttUM iHUiW liUlUHb nlniUk kkllWH, k b k HilUbiU Jjf o \u0026lt;D W \u0026lt; I  I IM |*M ' I \u0026lt; i  ..t I*. I Of) c hit tM  .1 t.k I J. UaM-U IkAldA^ J MJICIIVfl SIMIICIflZ Miiiiim MCIMMIM All (l\u0026lt;lll(M Alt COSH BisroH'.icii \u0026lt;I\u0026lt; IVAIUAIIUI I. ia IlvUlr' ! Intua M cmmmM Knak al aaa aalaf tala/affttn g. ScfcxAula ilMrlag tU^ la* aat iMMMtiM \u0026lt; at aalatiala/atfUaa b. Ma^atlaM^aaltfI-catlaM at MlxUlt *\u0026lt;\u0026lt; i\u0026gt;b\u0026gt;Mb OgalHB ** t I.MKI *2,QUO I iMintaw It.tlKlill I 9 10 11I MIR BWW ' WW^W wwww ^rnmi ffWnt ntmtf tmtfMit 9!WtHlt wiWH fffHW i'lrf 1 W\u0026lt;a( Mttn* t ittUttiia lUttiMl MUMU WttkM tUiUUb M AVtuub tUU^ik kUiUiu iUiiUii I k b b b b b L  iHFLfMCNTAIION UMELZNc Annual Plan Persoa Rtspoanb^ft^ Coa 1\nt* a? I ^oa iw?in7^j^Tyrff?r (nar) \u0026lt;IaCKiu^*mi \u0026lt;i_ a ut IHSit. .ttij Oiv1$lun Pro.jrjQ/i T oaj(ciiv(s STRATEGICS/ ACTIVITICS fCGINNINC DATE COMPLETION DATE COSTS PCSPOMSIfilLlTV (VAiUAIIUN ft* t /ulullOfl ut ICM'iUllmrAf 4tttu ttul fUftuHtM iru-rvc-fc o I 1 n^'tt uthui'u 4tfV|WA19 I'lMtItt i i Uttul ViUla*v Utytt OHttt Oftttu tfowtova i t ivify ivnn \u0026lt;9nv |yr\u0026gt; t tviiv \u0026gt;/'.U ktM*. -Ul ItMtat IM  t .-pl. io 09 OInr Mwrr'' WHW iwww ^inn^ *!WW! MWr remi Ik* I itt ANtt-\"! kUUkHW MMkkk Mkkkltt kUtUkM ilUutU AUk^U AuuUV k k 1 iMkt'uu MUilHI I Annual PI An Person Rcsponsiola I-Ilf) - I \u0026gt;\u0026gt;4 IHPLtMtIlTATION TIHCLUli Goal: IcMi tit K L) I V 11, kdn ** Prujr Jin/Are4 oejccTjves STaATCGIfS/ ACTIVITICS CCGINMING OATC COKPLCTiON OATC COSTS RCSPONSIBItlTV eVALUAIlUN m-x/l iHij'i Sittattf itJit Cuut^ UtiMVi lp\u0026lt; 4mo O I \u0026lt;D ('(WtaliMl a^ttultlij Ml'vi ii\u0026gt;9 itantty (P* Ul illftui ililtM'lMi- ij thtttUft n IS U/tAWU.*\u0026lt; tt t.i, h fUt\nI .\u0026lt;( t t tnl I / t I . SiMiv J t. C'uiiMiJi uittut cxinivifijr*^ ttuu t.'uut uu ut tut tn^u Mtfp|4/W t'MUIkM til tut ^UttJ alMifMI ilt/bL'i Ipl lOliM tuf tttttututu'vti wiM/ii ttutt t.\\iut ^t t^ JMtUaty 1^*9 IVlMUeiiy \u0026amp;\\j\u0026lt; f /1 tt'i I ft uttt u h t I I k10 11 5GUIDANCE 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 directly after high school. entering the working world 2. minority scholarships and financial aid. 3. parent education In terms of student opportunities. 4. college recruitment practices minority applicants. and their Impact on 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies and/or at-rlsk students. for disadvantaged The outcomes expected from using a joint approach by all con- cerned school counseling personnel In the multi-distrlets include: 1. increased employment for post high school minority youth. 2. more minority students attendIng college receiving financial assistance to attend college, and/or 3. Increased enrollment of minority 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 01800E I . I 3 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 ^1 I 5 . .E- districts, will explore reporting procedure. a joint test purchasing, scoring. Such a program may reduce cost and uniformity in test data. and provide A bl-raclal 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 stu3 dents, with standardized test data terion. as a key identification cir- 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 HLRSD) 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 rests with the Coordinator of Counseling Services. efforts 84 01801J I 11 I 1. i I I i E 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 I 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 ties can improve interracial attitudes among all students. activi- There are a variety of approaches and specific activities that can be effective in promoting support and Involvement desegregated schools. in The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing conmunity Involvement organizations and programs. as 85 01802well 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 1989 and be an ongoing process, will include: fall of A. Develop parent Involvement/support activities which facilitate the teaching-learning process: 1. Establish Parents in Learning Program, a 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, tutoring, etc.\nacademic 3. Parents and staff work cooperatively to develop 4. strategies to encourage positive home learning\nEach school will establish a teacher/parent committee to design and implement school-based ties\nactivl- 5. 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 01803B. utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing I 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 organiza- tions to encourage positive media coverage\nI C. b. c. Designate a contact person at each local school to report to an established information center\nProduce video presentations of area schools for use by real estate offices, utility panies and day care centers\ncom- Encourage community-wide multi-ethnic cltizen/parent/ teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi-dlstrict I level committees which are racially, geographically and socio-economlcally representative to provide input and feedback on the operations of the schools and the districts\n87 018041. 2. Have 3 . such as the teacher D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities: Expand the school/business partnerships\na multi-district event to honor busines s part-ners in public schools\nEncourage the Chamber to continue existing programs appreciation rally and the Excellence in Education Awards for students. educators and Special needs will be addressed in each school district desegregation plan programs are contingent on additional staffing and funds in PCSSD ' s 01805 8s s  s IWTESDrCSTP.IC'- L. 15 L. IrI L. 8 APPEMDiX 1716-1805 OSilBGEEGATfCN PbAK .VT'jeRGAny F .5. 1955 .1 I 1 l: I I J a a  1 2 3 INTERDISTRICT DESEGREGATION PLAN February 15, 1989 3 a 01716I  1 I  INTERDISTRICT DESEGREGATION PLAN February 15, 1989 2  3 1. Introduction I 2. Overview A 3.  I 4 . Interdistrict Desegregation Plan Student Choices and Options Summer School 5. I staff Development 6 . L I Multi-District Desegregation Plan School Operations 7 . Library Media I 8. Special Education 9. Vocational Education ] n 3 s 10. Guidance and Counseling Program ] 11. I \u0026amp; Parent Involvement/Communlty Linkages L I I I ! I I a H I n I I I 1 n I I d 1 kI 01717 n Ii N 1 N 2 I H 3 f N 4 I I I I I I 1 I I I II I II IJ I' I n I n I I j t '1 5 l|\u0026lt;- il' II'! I 6 I 7 8 9 10 11 1INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as IP I  a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment IP I 11 which encourages and provides academic and human growth for all stu- I II dents based upon their individual needs and talents a goal of any adequate desegregation plan. must also be IP I M The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized IP I N so that school practices, policies and procedures prevent unfair IP  treatment or denial of opportunity for any child because or her racial, economic status or cultural identification. of his H s 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 fOl overview, the reader will find a series of documents prepared by Mh committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come fPni to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main committees which i Un 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 rp I J. oversight responsibility for the other committees. rp 01718 1 2 3 1 I I 1 I z III 1 r I II The committees submitted their reports to the oversight com- mittee (student assignments) which in turn submitted all of the 2 I 1 11 IV I  reports to counsel for the various parties. Counsel have now 3 refined and revised those reports as well as produced the 4 following overview. I Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, proce- II 11 dures or policies set forth in this document. The NLRSD, II I 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 J I \u0026amp; II does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\". II I a \"the districts\", \"districts In Pulaski County\", \"the parties\". II I II \"trl-dlstrlct\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. II II I It h I II II I I 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. (I I 1 h 00 II a 01719I 2 3 4 5 I 6 I II 7 I  8 9 I 11 10 I  11 I r I 1 recruitment, theme selection, transportation, and other matters q which are relevant to the Interdistrict character of the faci- I\"5 3 lity. I q Six (6) new interdistrict Schools will be established in 4 the near term: I I I I f q 4 q n A. Baker 1989-90 B. Harris 1989-90 C. Romine 1989-90 D. Stephens 1990-91 E. Crystal Hill area 1990-91 F. King 1992-93 Facilities considered for construction or establishment in I I H the future may include in or near Chenal Valley and the Scipio A. J Jones site. MM The Interdistrict Schools shall be populated primarily by V black students from LRSD and by white students from PCSSD or I I beyond Pulaski County. PCSSD and LRSD will engage in early. rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. IncentiyeSchools: 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 Academies) of 55X black and 45% white with a variance of S%. The recruitment of white students to 01721 04 1 r 3 1 I H I  I I  I  S s n * 1 these Elementary Academies may increase the percentage of white u] 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 blnation of white recruitment into the in phases through a com- Incentive Schools, and by reserving 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 student assignment plan. with each district's 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 a I I 3 2 meaningful opportunities for desegregated experiences/activities. I I n To meet that goal. the parties shall utilize the services of a consultant who has demonstrable experience in developing and suc- I I n cessfully implementing such tlonal setting. _ i I q I I I I 4| i c programs in a majority-black educa- II IV. Magnet Schools\nThe Little Rock District shall II present magnet schools. continue to operate the six Those schools shall be racially balanced n n L to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and 05 iR 01722I I fl LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the f. fl Court's February 27, 1987 Order. V. PCSSD Schools: 3 4 I  r The PCSSD schools shall have a black-white ratio goal in I I accordance with that district's proposed permanent desegregation plan. PCSSD. Interdistrict Schools shall be built and/or established by I I PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. I . I J I I I I I 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 Constiructlon: 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 J attend their assigned schools (Including its programs and activi-ties). Nothlng in the transportation process will preclude a I student from voluntarily choosing an assignment which requires JH more than a 45 minute bus ride. I I I Hl I 1 I 06 01723 n II II 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 districts. X. those in more affluent areas in respective Students Outside Pulaski County: The parties shall encourage assignment of students from outside Pulaski County to select Tntacdiotgtgt 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 elimlna-tion of educational achievement disparities between black and white students. An Instrument for initial measurement of disparity will be standardized, properly approved and/or vali-dated 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 0? 01724 1 3 4 I ri ri I I 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 programs and activities in any school need not exist. disparities do exist, 3 4 c I in where such 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 . ment Special attention shall be given to any imbalance in place-into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and pxinishment systems. objective of this appraisal An 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- 01725 I3 I I I I I I I I I I I I ss I I HN  H I I s 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\nThe 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 reference, I I I are or hereby Incorporated into this dociunent by as may otherwise be ordered by the court. Implementation of these desegregation plans by either LHSD or I 3 4 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. ( 01726 I 5 J 6 7 8 9 : 10 Ill 'i I ll XVII, Community Involvement: Jtk I  I 3 J I 3 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 3 I positive steps to make that Involvement substantive and ongoing. XVIII. Curriculum and Programs: A joint committee will be established to review the currl- culum requirements as well as the programs for the districts In n Pulaski County. The committee will have at least one represen- tatlve from each party In the Pulaski County school desegregation I 3 t I I ri case. The committee will recommend any curriculum or program ri changes necessary to facilitate and/or enhance students among the districts In Pulaski County. the movement of I 1 I 1 _ I  I  n , I 1 I I J I M I r 01727 I1 3 M ! 4 5 I H 6 I M  7 8 9 I M 10 I  11    i I I I t II INTERDISTRICT DESEGREGATION PLAN Student Choices and Options I I The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well 4 as the real potential for expansion of the Interdistrict I 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 to other assignment strategies. consideration is given 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. that end, these parties propose to conduct drawn parent/patron public mes, To a series of carefully meetings and/or surveys designed to public opinion and input concerning the selection of the-the location of themes, and the Implementation of themes. The parties further data received from propose that, following an analysis of the any surveys which may be conducted, a series of public meetings would be conducted to regarding potential themes. receive further comment suggestions for thematic refinement. and further input regarding theme location. The parties believe 01728 11 T I I e s I I I E I I I I I LI r\" I I I  II H II M I II II II H 3 H II II II II ^iRi I a that this process will not only promote confidence expanded and new programs but will operate to about and enthusiasm for these in these generate curiosity expanded activities. A survey process and procedures schedule will be prepared by the tive districts for those Interdistrict subsequent to the 89-90 school year. completed on or before April 23, 1989. respec- 4 Schools coming on line Those schedules Interdistrict Schools K will be The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein\nA. The Baker Elementary immediate construction of an additional 200 classroom spaces is required at Baker Elementary to facilitate of that number of black students xRomine attendance area to the transfer from the presently configured 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 will likely provide additional assignments presently affect School. PCSSD Elementary Schools. geocode reassignment Baker, Lawson and as such Robinson Such shifting will be for the dual of Increasing white enrollment at Baker recruitment of black students from Romine Lawson and Robinson into as close purpose to compliment the as well as to bring a racial balance with each other as is reasonably practicable with the Interdistrict School. use of Baker as an t a a 12 01729I J II M The extended-day program at Baker will be in its third year beginning with the 1989-90 school year. That program will be  L I- H expanded as necessary to accommodate the black students transferring in from the Romine area. LI II Baker Interdistrict School will carry a thematic program. 4 LI I Ki The parties intend to conduct appropriate public meetings or ( parental contact, particularly in the Romine area, to determine LI II the appropriate theme for this Interdistrict School. These meetings will be completed on or before February 24, 1989 by the u I I respective districts' desegregation office. PCSSD shall provide its full Eni compensatory education program [HI at the Baker Elementary Interdistrict School students transfer from LRSD to Baker. if 35 or more black B. Harris Elementary [ni Harris is to be converted to an Interdistrict School. Such designation offers numerous advantages, including the fact that fni it is the only elementary school in the PCSSD which has suf- fni ficient excess capacity to the interdistrict plan. serve an immediate significant role in At least 200 seats are presently Eni available at Harris for transferring Little Rock black students. Little Rock will target for Harris those black students from Ena those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include. but will not be I II limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an I II Incentive School. As an added feature of the Harris program. I 13 t I 01730EV I I EV Little Rock black students will be permitted to attend a I I designated Incentive School for its after-school incentive EV program. EV The only presently known facility modification Harris involves an upgrade of the landscaping. necessary at Other potential 4 EV modifications will be evaluated by the parties. PCSSD believes that a math and science emphasis would prove I El I ria 1 attractive not only to transferring Little Rock black but also to the present student population at Harris. students El t 3 3 However, the parties fully intend to conduct appropriate nOH parental meetings with black parents in the whether or not an alternative theme LRSD to determine or themes would be more appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Harris are not clearly identifiable. fn However, LRSD will make every effort to obtain comments from IflM parents in the general target 1989. areas on or before February 24, The PCSSD will Implement enhanced Ittl compensatory education at Harris, beginning with the 1989-90 school year. The program will II be implemented in sufficient I black children for whom the scope to accommodate any Little Rock program is appropriate or necessary. ll I C. Romine Elementary Romine is to be converted into an Interdistrict School. Its I student population will be composed of those students from the 'I Romine attendance zones and white students recruited from particularly the western sector. PCSSD, White students returning to I 14 01731fl M II LRSD will likewise be recruited to Romine. PCSSD shall engage in I' r II early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Li Romine shall have an early childhood education program. theme will be selected after appropriate parental meetings have LI II been conducted. These meetings will be completed on or before February 24, 1989 by the respective districts' desegregation 3 A 4 c I n I II office. D. Stephens Elementary [I [I LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor bet-ween 1-30 and University Avenue. II the 1990-91 school year or as . This school will be ready by soon as reasonably practicable. These parties propose that this elementary center be constructed, II owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School II and Its white student population, to the extent feasible. from I I I I I 3 S N I both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old i Stephens School building will then be closed. E. Crystal Hill Area I I I PCSSD will construct and operate a new Interdistrict School I to be opened by the 1990-91 school year, or as soon as reasonably I n practicable, in the general area of the intersection of 1-430 and I Maumelle Boulevard. I This school will be partially populated by I whites from PCSSD through mandatory assignment, if necessary, I I M I 15 01732 from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this   \u0026amp; I I I I I I I I I  I 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 II and Romine as Interdistrict Schools will not completely resolve the racial imbalance II 1989-90 school year. at Romine Elementary School during the To help resolve that imbalance, PCSSD will N H   4 5 ( construct this new school. The parties project that the school would have capacity of between 600 and 800 students. This a capacity would allow the desired number of blacks to from Romine to PCSSD. be recruited II In addition to the other desegregative effects outlined above. this school will have the further desired desegregative II effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further Interdistrict II of the PCSSD) intradistrict (and, in the case movement of black students to those II elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementaries will allow new black students II to bring those two schools within the final court-approved range for desegregation. I Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy I scattered-site housing to be erected in those areas beginning with the 1989-90 school year. I I 16 f 01733 JF. King Elementary LRSD will construct a new King Elementary School as a down- _r II town Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this faci-  LI lity be located in the general area bounded by Interstate 6 30 betwee.n 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals .1 who work within the governmental and business centers of Little Rock. .1 A Montessori school theme will be explored for King and 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 N 4 c s I I I I I H M s a ( M M regarding the desired theme. I H G. Other Matters sr All Interdistrict and Magnet Schools shall be open to stuI Efl dents who reside outside Pulaski County. This action seems par- I n II ticularly 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. I Serious consideration should be given to the establishment of I an alternative school in North Little Rock in 1989 or beyond. The parties recognize that such facility might most a LI appropriately be operated by the school districts. The parties will determine, by the end of the 1990-91 school I' year, a timetable for construction of an Interdistrict School In I 17 i 01734 9 ja  I S' ni the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Potential Interdistrict M to M Enhaneements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict to-minority transfers. maj ority- 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 Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it 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 I I I  I I I I    3 1 I     3 X I a 4 5 ( I n I n PCSSD and NLRSD shall recruit and exchange, on a one-for-one basis, the following students (and as described in Exhibit \"A\" hereto): ! 1 IS 1 01735I II II Junior High schools: PCSSD Oak Grove white students with NLRSD Ridge Road, Rose City and Central Junior High 1. J H School black students. 2. _1 LI II Senior High schools: PCSSD Oak Grove white dents with NLRSD Ole Main black students. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including stu- the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet Schools. and Interdistrict If the districts available in time to are successful, then monies should be assist in the development and implementation T \u0026amp; I a  s 4 E H M M M I ri I M of the proposed new Magnet and Interdistrict Schools. I r  I ' I a' I 1 I I ft \u0026gt;1 n El II 19 01736  K II I II I II IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION I II 11 I M 4 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MRS. LORENE JOSHUA, et. al. INTERVENORS ( I M KATHERINE KNIGHT, et. al. INTERVENORS  I II PETITION TO MODIFY NORTH LITTLE SCHOOL DISTRICT'S DESEGREGATION ROCK PLAN a' \u0026gt; c I I I I I I  M  M II II II II II  II 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, resulted in some departures from the North Little Rock Plan February 27, 1987. therefore, 1986 have specific letter of the as adopted by the Court in its Order of The North Little Rock School District, petitions the Court to modify its Plan in of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY recognition SCHOOLS The Orders of this Court and the Eighth Circuit each school within the North Little Rock School racial composition, excluding kindergarten, racial composition of the school district as organizational level. require that District have within 25% of the a whole at that As of October 1, 1988, however, the racial composition of Lakewood Junior High School had EXHIBIT \"A\" a moved r. ~ IT- 20 01737outside of this ] permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would 4 correct this imbalance. All other schools within the District are still in compliance with the 25% 5 standard although Ridgeroad Junior High School and Ole Main High School limit. are approaching this ( 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 j 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 the attendance areas as part of this reorganization that 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 t !i I  I II I I 1 I EM EM I 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- i: 3-OOlJ 01738 1 .1 JI N 4: II I - I M 1989-90 . Since the movement of only thirteen students will achieve compliance with racial composition standards, the 4 II M parties believe these voluntary measures should be successful. The parties recognize that the stability of student E assignments is a critical factor in the community's support of a I I C' district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of M . I M M 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 I M I ir  five percentage points outside the permissible limits, an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken If such prior to the commencement of the academic year. In the 1990-91 school I M year, the attendance areas of all North Little Rock junior high I schools will be modified so that each has approximately the same II racial composition. I I 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 I 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 I  -3- 3-OOlJ * b 22 01739Central 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 4 high school at Oak Grove provided no transfer negatively affects 5 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 X- R Main High School and Rose City, Ridgeroad and Central Junio High Schools under these same conditions. r Further, I  the parties desire that any shifts in the racial I r  composition of schools that might fall outside the Court-approved standard be identified and addressed before beginning of a school year. School District the To this end, the North Little Rock agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 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-OOlJ 2? 01740n f: H J I  s c  \u0026amp; I I ! Ir n  II  w  I I I i i II proposed the use of the System of Muitipluraiistic Assessment (SOMPA) as an alternative test for intellectual ability in 4 identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as alternative test an 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, SOMP.A was used but it was found that the Torrence Test fo Creative Positives and the were more effective SOMPA. r use of multiple placement criteria in identifying minority gifted students than 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-OOlJ 5 ( 1 01741 ! a fc I \u0026amp; I I a E _ I E 8. fe I  te 1 I  a   II   M fl 1 I 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 exemplary programs which could be adapted to curriculum and needs. 4 5 with ( each district' s 1 It was never suggested that the could be effective only if implemented exactly the Report. Thus, programs as described in because the North Little Rock School has adopted various District 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 Cantalician Report. of the Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and for Reading Instruction the Exemplary Center alternative practices except already being done through other attached) . as is programs. (See Exhibit A J The sixth proposed alternative instructional practice Precision Teaching. This has been was very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 25 01742 I s? N a i PI ' 11 I i (I ..J i I District has made several attempts to li obtain information regarding the effectiveness of this method in teaching I J 1 non-handicapped students but has been 1 4 unable to obtain such informat ion. 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 s.  fl supplied supporting its efficacy for non-handicapped DALLAS PRESCHOOL SCREENING TEST students. f I I t 5 M H  M ( i I At page 4.3 of its October, 1986 Supplement, the NLRSD  g fl committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. I  Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has I X fl ceased using it. The North Little Rock School District has. H therefore, replaced it with the Early Prevention of School I Failure Test which is also being used by the Little Rock and i * fl Pulaski County Special School Districts. The parties agree that I the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. use 1 I M -7- i fl 3-OOlJ t fl F  01743 * flH n II II M II [I rl II n CONCLUSION The Joshua Intervenors and other parties do not agree with every factual statement necessarily in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower 71 I d -'ll 4 5  LI February , 1989 Capitol at Broadway Little Rock, Arkansas (501) 375-1122 72201 STEPl^ W. JONES, Attorney for North Little Rock School District JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 By! ____ LAZAR Joshua Intervenors 72201 \\ PALNICK, Attorney fo?\u0026lt;i WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAMUEL/JONES, Att^orney for Pulaski County Spej/ial School D/str i -8- rounty Sg^ial 3-OOlJ 01744 ,1 I J Il - F The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT 4 I By:. 5 STATE DEPARTMENT OF EDUCATION  By: KNIGHT INTERVENORS 3 By:_ .3 3 i 1 i -9- 3-OOlJ I\" 2R 01745A c: ?aa:sos 0- SIX al ::\u0026lt;is 3Y THE I Z PR.XCT catalician ? INSTRuC :\n:at IN THE NCR' 'icN. INC. :i?3i) :: LITTLE RCCK SCHCOL CIST A DISTRICT PRXRAMS rj X l. e X 3 \u0026lt; C s I  1 41\n3 e I  U 3 4 o s w 4 X  c fl 0 0  UI C fl -^1 O 41 Vt \u0026amp; u 3 . 41 u '\u0026lt; C I I o c 0 u V I u I O I\" 3 ai C 5 \" lib S t VJ 0 ua a V u I H CATAtICIAN PCTNDATIQNS RECOHXZNDED ALT^\u0026gt;iATIVE ZiSTaUCTTCNAL PRACTICES I a fl s u - X 6 M 4 UI 41 C E \u0026gt;1 4) U 4l X u c 4 9 2 -t! *u Tj fl \u0026lt; 4 s U 4 o 3 o I M 41 a e 4 O a o o cs U) 3 5 U I 21 4) I I w Oil 3 n. e. 41 8 0 (J a a  u |i ! ADAPTIVE LE !n:\u0026gt;:c SDniRoxxENT I O w 3 UI O o U) yi 1 0 u UJ V) u ua u 3 e 4 e U 4 S w (J ua I 0) V c 0 c o UI 41 c n V c. 3 ua 4) 4 ua 5  Hoon a I M ' Adaocs Xeirr. I .ndividual r.eeds. *5? enviror.xenc co X X X Provides cech\nclassrooo ceachers.\nal support co ft I  X X X X I  I I EH I  I I M I  i I t i Scudenc individual differences described in cerss directly relsced co iascructioa. EXDiPLAAY CEXTEX ?0R RA0I2\u0026lt;C DISTRUCTIOM Elicits correct responses froa ooa-responding students. Escabllshed aasttry levels TIse for supervised practice. Correlated las^uage arts activities. Effeccivt nsasgestac \u0026amp; aonicoriag- syscea. DISTAl Direct i.istruetisn. Scudencs syscecsccieslly aove through sequenced aacerials. X X X X X t- X X X X X X X X X X X X X X X I X ill X X X X X X X X X X X X X X X X X Defl-.ed teaehlcg behavlari with a focus. Clearly specified goals. Xapid/hlgh rate of student responses. Isnedlate acadeaic feedback. Teacher controls, selects, and paces CdlPUTEK ASSISTS) INSTRUCTION Skills csughc chrough indivlduillzed lAscrudCioQ uslag CAX currleuls. ?SiX TUTORING Scudencs sssisciAg ocher scudencs la acadealc reXectd acclvicles PRECISION TEACHING X X X X X X X X X X X X X X I X X X X X X X I I X X X X X X X I I X X X I I t  X X ExTICACY RESFARCH KOT AVAILABLE I \" 29-  EXHIBIT 01746 A? ft I ft I i s  I f I I I I I H II H N H M L I 1 * i I 4 5 6 1 8 9 10 11 ISUMMER SCHOOL '5' I Programs for remediation and \u0026lt; during a six (6) week summer session. enrichment will be offered 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 during regular school year. assessment LRSD expects a maximum participation of approximately 500 students in grades one through twel The  I I M M M ve. 5 e I M pupll/teacher ratios and other support programs shall be similar to regular year programs which address the I 3 3 same concerns. I I  Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fall to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during I  the spring of 1988. I I The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department I  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) L of need, with instruction being provided in three-week modul A student may receive extensive remediation in weeks or assistance in two areas with three week each area. one area for six concentrated on es. I I h The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20. I h {  b 30 01747 I 3: M I ri J ri 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 1 ri remediation instruction. . The Little Rock School District has 5 submitted a proposal to the city of Little Rock, JTPA and Private I I !| Industry Council for approval. The proposal was developed and 1 6 Li ri submitted in accordance with Little Rock School District and 'Job Training Partnership Act Program guidelines. ri LI 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 1 J 1 I I I I M  L I I 1 children, like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment LI 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 ri regression relative to previously-learned skills which cannot be recouped In a reasonable length of time when assessed and/or p p demonstrated recoupment capacity is present. I The extended year program provides for an extension of the programming from the regular school year, as identified in the lEP. I IK.. J 31 01748 f I pAreas of Collaborat1on 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 5 following: 3 -locations e -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility I 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 programs where feasible. coordinate and share In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade reten- 32 01749 a4 ri It st tton. It is also anticipated that a tuition-free summer enrich-ri ment program for educationally disadvantaged students in grades 1-8 will be provided. Tuition-free remediation will be provided for students who ri fail the eighth grade MPT. All other summer programs will con-tinue 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. LI \u0026gt; Exoected 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 I n I I I 5 6 I I I I M   I according to grade level, gender, subject area and race. Progress/fallures will be monitored according to grade level, gender, subject area and race. I I p p p Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. I ! t I I I I 1 33 i 01750 as * 1 R' f afr-j r j f I r i F I F p  I MW' NHtmw nttmtit vmtnw JWHR WfW tQgji IWWfW VM91M iirili- 1 BaP1 L fuwtni mmMi MIBHI' InrtIMHIAIKM IIMl IM AaaaaIl rPlIama ItM Farsaa kasaaas iSla Caal: la laalaaaall' laaaa MatJ IWHTIIHI mill (Vtarl Cum\u0026lt;wlu Sp*\u0026lt; il X I. I. o OI MMCIIMS SIMIKIfV Miialiiis MCIMIK MIC camciiM MIC C0SIS MVOMKHIK fVMUAIIOM la I4((llr claaaalary ta(aa4arr tmaar Mhaal tita* la a4arllta lar, laler- la, aa4 talaci iaa tcbaal aMlalilratlva stall la 4aala^ *rata*a4 iwaar tcbaal ba4aa( I 1^ Mark altk^swasr ukaal caar4laaU\u0026gt;r* Craa MM, KISS, aaS U la aMala racaaaaaSallaa far alaa. k sa\u0026lt;aa4ary sllas. Mral allk latal balltlaf aalaltlratars la tluasi Ika MMaMras, caacarai, aaaailallaas, ale., lar asa at Ika I4aalllla4 kalUlafs. analaa Jak aaaaaacaaaali lar lataralaa CaaOatl saaaar sckaal Jak lalaralaat Mtala ItMsMV tdiaal lalm PrajMl IMt tiawr kmAm J.IM Mcaabar zt, lM -0- MvHlaa M Gariarh^ Uaali kcrank rfdJv Ilaitkr4 froAji i\\ Hill hr a\u0026gt; Ilie lor aarlmmmm/ naluMiaaal aaaar wJwl Iraikm. Jaaaary It, ItM Jaaaary ti, IMt -0- Ololtt* l Sdwh Mint tar li 11 II irt It, lM ttercbl. IM tciMal *rfra k baMydo f la\u0026lt;illy(a aliaraala (aa4lay taar\u0026lt;* lar iiMBer uhaai Itorcii K lM Itercb H, IMi -0- -0- -- Itorcb 1. IM* Mtrcb 1. IM Mtrcb ti, IM Harch 2). IM* -- -0- MvUIM \u0026lt;1 (KTMHk* ( bMalt  Ivtslaas al Cart tialaia aa4 UbaalSi S\u0026lt;\u0026lt;aal Saralcat o\u0026gt; UI Oltir Ibul IM al jua JMMluiu r aval s . lalervirw Karaulrt 0*elap4 liMt**! . I r r r I r j r J I   1 1 ttt I tiff 9 1 1 JWffff  imnnw WWW WWflI mrtn* 1*^-- WlWHg inniMaiAiiOM iiMilNi O Ol M Aaaaal Plaa Pariaa OaiyahilOla Caal: _____________ isn Oldtlaa ____________________ Pratraa/Arca 4. i. 4. MMCIIMS SIMHhIfS/ MTIOIIIfS OCSIMIIW OAK comiTioo OAK cosn usraniaiiiii la lAaallfy waawr iciMal araoraa Oala* la lAcatlfy Iraacaartallaa aaaAt far waaar ichaal (lUlra^alllaa) la alOM far aMallly lailrMClIaa la iHaaar ichaal I CJ cn CaarAlMl* 4*1 Mllh tMMr schMi cav4la- Ur Ina ao tat Kii SmUiII yraaataO Oalai li (I) riMt tarelca*. (2) (CMllaa Hall, aat (1) OaarA al OIraclar* lar aa^aaal (illMl* aai^ar at hot** m4 c*t lar UlraMtllha uhaol Illa OltCMii yaitlbla \"fHa Pail* Mllh tAI Oavalaa aa4 li^laaaal waaar ichaal iah iaaaacaaealt (la aa4 Ml \u0026lt; laui laltrvlaw iMaaar tciMal aaallcaalt luilfy icaclxri la h\u0026lt; ^ay4 I I, IMB OMMbtr 22. 1000 -0- -0- Morck I, IM* lurch 21, IM' -0- lurch 11. IM lUrch ti. IW\u0026lt; -0- fUrll 10. IMO rll 20. IM\u0026lt; -0- lUy I. 1000 Uy S. IMO -0- Olvltloat af (urriCMiM A Icltaalt Olvllloa af (arrlculua aa4 Sckaali lircclar af Iraataarla- (taai Olreclar at Vacaliaaal (aucaliaa Ircclar l rmowxl 1I- Schaal AMaialt Iralarti Olrcclar af yriaaal\nCaalcal Area Saaervitarc I O) UI f inil 4lci SutaititlM of 4o(ci ( $( laulrd cotl Joh JUMMMKCOWAlt  Inlrrview t\u0026lt;k4ulc MolifIcoiioM Irllrit ft I ur mm I O 01 u I wnsR'i I  *l FIm IMS I WWIffl ww BWW\u0026gt; awwi* WfW *Fr^ AmUS IWtiWHiAIIIM IIMIIM Fartaa 0ApaaIHa OJaaita llAoO la taptaaaat~HW*tuaaat Khaal |V\u0026lt;r| Ol It IO* SmI: 0. OUCCIIWS snoKsKV ACTIOIfIft OCCIMIMS OAK CONFIfIlOa OAK costs usnwsituiii (Caatl'Ol I Frfra/Ari 5unr Vltool (VMUAIlOH lOMllfr tckaal ^lall aaalaatlaa pracaO- arat Aavlta prlat laachar ItAaOaatt FravlO* smbw scOmI \u0026lt;M\u0026lt;rKl OTrlarwi FravlOa latArvIc* lar iiwtr Mkaal tlall FravlOa cllalcal tupar- altlaa ab4 aaallarlaf af F'OO'Aa Atrll I. IMO Avril ?f, 1000 -0- Staaaar ScAoal AOalaitlralart: Oirec- lar al FcrtaaacI (xlurlloa Octivai Mar a. IMO Iter n. IMO SMMI Saw At AOarc FrialcO aAlerlAlt Iter JO, 1000 Imm 2. IMO S\u0026lt;lf-turvar(- Olreclar al FmoM*! S19* (MIrAtit JuM. lioo Jmm, 1000 AmvhaI lacalllr AaO tacura Wit. taatt. aaO apalF- aaaOaO lar J..alar AIM aaO taalar hl|r\u0026gt; Isaal prayrAa , CaavIclA lumer Khaal AvAluAtlaa revarl frariaa A caapraliaailaa muair uliaal raaarl la Iha lASO OaArO af OIrcelart Jmm, 1000 A0\u0026lt;l. 1000 Au^Htt IS, 1000 SepteMar\nb. 1000 lar Uta fal- laulaf\nfarlr lalarraatlaa lar ttlaari Ckllraa 140,000 faucAllaaAll) OltaavAalafar 140.000 Olli CraOa MFI FAllurat 140,000 Olvltlaa of Curritwlua^ Staaar S\u0026lt;haol AAaiaitIr Swaer Slltaal Adaiai- tlralart OlvItlAM al SciHMilt\nSdiMl AWIaltlrAlort Sumer Stltaal AVatatilrAlsrii I lata- cIaI Srlcct: Supparl Screlcct o\u0026gt; UI latarvice tort Fr IIM ipalt' mtlrt CaapIrlcA report SutMitled repat Ip k r I i i I flWK ' WCffl' RWRM atutfifi fwfm ttmini Ww^hi WWW fW iwt?^ sffrfut O Ol I iUM lumi L\\suu AUUUI AmmI PIm* IW9 PartM (*( Ibla Ual: l f !g* jccnws inrtlMNUIlOa IIMlINt IK^ \u0026lt;r I snuKtifs/ ACIItllKS WCIMIK Ml( (MPIfllM Mil tOili RfSHMSiait IK Olv It loa Prapraac/Area torr iculia* aad Special Pro^raat tiinr tc hop I (VMUAIlOa f- la deflaa Iha Mapa of Iha carrlcalia It Iha aleaea- lary aad tacaadary Nall aall^et la laper- vltart rapaetllaf racaa- acadallaat It Ititr Mhaal caartat lavile prapatalt ftr waaer Mhaal aarlchacal caartat Plaa caaperallvaly allh *'*'*^r-MhMl caardlaa- Naie each Pltlrlcl't affarlayt avallahla la priacipalt aad caaatclari la all three ditirlcit. Plaa far Pr Ivar (aucallar Ideal If y aiU prial each caarta la ha adlarad It laati Mhaal Plaa aad latlllale taaMr Mhaal aadla/ advertItlaf a\u0026lt;a*ar 1. IfM aveMer M, ISM -0- 0l*lilaa Curriiulua Noticrt MI lea 1. |M haveaker M, ISM -0- Oleiilaa of Currituliaa AMOuncroenlt potted Oaccakar |. |M April 1. IM Nartk I. M March IS. |M April I. IMS Oeccaher If. ISM Nay 1. IM Narch IM April I. ItM Nay \u0026gt;1. IMS -0- -0- -0- IMO -U- Olellloa l Curruulu^ Oleltioa of (urritulua OIvKIaa l Curriculua\nIvpparl Sarvlcet  IvHlaa t lutrntiluu OlvHioa of (urricvlva aad Schaolt (ooperelive plent titit ot Aetloa plaa tourie offeria^t Pul*l *c 11 y w oi UIr V T r I 9ir mm  IWW\u0026amp;) wFinii WfW O (jt UI IMtlMMIAIIUM IIMIIM iWMl I FIm IM *araaa- --B---a--a--y-1a1a ailbMlala 0M layalalaH MOe adi y\u0026lt;r~ tcbaal Oldtiaa MMCIIVCS tlMKSKV MIKIIIIS MCIMIK OAK CWKIlOH Mil (MIS USfOnilHIlT (vMiMlioa t. (CMl*4t 0. tavalay la arlllay Iha cara caalaal far aach a! Iba caarM affarlayi Share currlcalaa aayacla- (laat wllb laaaar icbaal Half la layraea tha lOaadfl-callaa al aaaaatlllcatlaa lar tlMOaal* ( attaaO naaaaf ubaal tevela* uaaaar tchaal flaaaclal aracaiarat (atlew ayyllcallaa/aall-flcallaa yracaOarai aaO caaria affarlayt wllb yriBclyalt A\u0026lt;lc aaallcallaa/aallf I callaa yraceOara* aat caarte affarlayt allh caaatalari levlta t Altlrlbala taaaer Mhaal ayyilcallaa la Iha laaieiaaal tchaalt AOrertIte tchelarthlyi erita aad yrlal tludaal haadbaakt I Arll I, ItM Nay II. |M -0- S*jl Area Suyereitw COM(C\u0026lt; 9wl4ei JwM, KM Narcti I. |M Narcb 20. |M tttrtlt ?0. ItM Narch 20. ItM March 20. IMt Hay a. IMt Jmm 20. KM orll I. KM Narih it, IMt March 24. IMt March 24. ItM Narch 24. IMS Nay 2S. IMt -0- -0- -0- -0- 1500 -0- 11,000  IvUIm af (wrrltuliaa Sunacr Schaal Adaial-llralart\nOlritiaat al (arrlcalMi tt Schaalt flaaaclal Serncet Saa* at akoor 'aaae n itott Olvlttee at Stkoolt Oiritiea al Sihoolt Suaairr Schoul Adami llralait Herl aqeMa f inal proredurei Herlin9 aqenUa Hrelinq aqaada Oi t\u0026lt; r itM.( luM ul appli* *Un I iirr\u0026gt;il\\ Ofrltcd hanUliout .1 (JO o\u0026gt; UI r I r I f I f I F I   A* I iffr\u0026gt; MWt rftww WWf 1 I (WfWW wims NWIWfl WIMW fmwf WW! tnmi inPtiMiHlAllOB I IMi IM  wwl IWt O u\u0026lt; o\u0026gt; SmI: \u0026gt;y \u0026gt;H H IwlJ OajfCIIMS  (Caars) *. 10. Hiar irrtrl r tcbosl lIMIfSKV MllVlIIlt ofsmios OAK UHyilllOO OAK CMIS (KNNiitmn (VAIUAIIW acalva tfl tlaOaat aooK callaa faraa aaO laat Iraa local tcAaall (aodoct iMwr MiMal rofltlrallaa CaaSucI lAK rcltlrlta ! aaeawa ituaeat avalu- Oavelaa t^n aa4 allaa aro\u0026lt;*arat avaloallaa yracaaaeat la ref laa ttaMar tckaal a^taltlrallvo aaO ratara kaaola, yrataOarat ftlaklltb fradlaf yrata-rayarllaa) ftlahllth rc,itlrar racadorat tar ratartta^ tat airaraatat tvaatr *Uy IS. IM* Nty 1$, IM Juaa. I*n Nay. IM lUy 0. 1*0* Nay 0. 1*0* Juae. IM Juoa, IM* Juaa. IM* Jaaa. IM* H*y la. 1*09 **y la. i*a* -0- -0- -0- -0- -0- -0- '\u0026lt;Naal oraOat far yaraaaaa rutart Otldralaa oaodt aaO raoaatl JIFA-------1 artart Oaloraloa ho rtcardt art la ho tiorad Iff a. ita* Nay la. 1*0* -0- Nap, 1*0* *tia, 1*0* -0- I I I oc a I aod Siowr Sr Koo Adalaltlralort\nI . \u0026lt;lal Seevtcet Siaaaer School Aaoini-tlralorti fioaocial Servlcet Saoc at akove School/courie St hou I /\u0026lt; ourif re,iil(4l iii re,olri mo Saac at above luvar School AMioi-tlralort Aeyular aod Suaaar School *a,ltlrarti Oal. ^racattla, Siar Schaal Aaaiol-tiralart aivltloo of Scboolti floaaclai lervicet I o\u0026gt; UI Developed procedurei firtal proreduret flnal proieduret IdeniI fled needt a ii IT II 5 B  6 t I 7 { 8 9 I 10 II I I 11 ! I P ! I LI ri I I i I JB. I 3- J tf * LI M I M STAFF DEVELOPMENT MULTI-DISTRICT COLLABORATION PLAN I M The staff development departments of the school districts, I M including the NLRSD, will meet a minimum of four times per year. twice each semester, to discuss and consider common staff deveI  lopment concerns. This multi-district committee will plan and 6 Implement staff development strategies that will provide training I M that addresses the commonalty of staff development concerns that the districts have. I  I J I M I M I M I U e I r ~ I - 40 01757r . i J J IW* I MWMI IMtfMI wnwflu wefi R kuittWil WO ww 1* t\u0026gt;UiUVl\u0026gt; OUlHt UUAh 2 Til I.ii I K \\'iimui *H* * i*i . n. I iW\u0026gt; KILL-. 1,1 IIII|III1V u uiuuuiullou aid ul I \"HU .1 -l.lff |CV\u0026lt;'|OJPI I .i(HiUi*e cw(\u0026gt;os\u0026lt;?l of .. |H\u0026lt; iIm smlalives froai school i.MMtillee's funclion I.ill l lo iilenlify u*l iM|\u0026gt;lMcnl staff I. v\u0026lt; lofMeiit strategies lUit will assist the districts III liilfilling the  I\" \u0026lt;(at ions of  I laining \u0026lt;|ual ily  h segregaled school  hslricts. o I 00 \u0026gt;- kK.i .!! ..\u0026lt;\niv!ilS HiliiMM of four (4) eelings |r year will be held. Iwo (2) each sea^sler. .',*1.1. IIG Oi'i Kall of 1088 (mint I ION 0*l[ Ongoii^ fisis O Pt jPoir. lull 11 Staff Development Directors of the Districts o\u0026gt; ( / Al IKI nt:i Ongoing .lo.ili (r\u0026lt; neixls asscssnwnl 6 7 8 1 9 10 11I 5 MULTI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS I General cooperation among the Pulaski County Districts is necessary. A collaborative effort is crucial to the success of I this countywide desegregation plan, following: We commit ourselves to the i I. Underlying Principles All students t will be accorded equal opportunity to participate in all academic and extracurricular ( I programs and services In the districts\nAll district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\nI All students, all staff and all parents will have I ri I r ri I I 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 recruitment will reflect student need for contact with minority teachers and a diver- slty as the racial makeup of support staffs con- I I slstent with applicable law\nStaff assignments will be made on an equitable basis\nI Policies directed toward students will reflect an I awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\nI 42 n wVri C 01759 I I 4I I O 1 Mt- I O o\u0026gt; o I \u0026lt; ? fl I (i Fla * I: lx I I  I r mtmf IflffUft 'WtW tiintm ttrnns uiuaii iVUit Luuuii imiH-H'A: iOK IIHUIIl DIV i tio OJ(CIIV\u0026lt;S MWI{(i(S/ MllVlIItt la auxaltih a raalii aide VhnnI laarniiaaul fniiaril---------------- la aMraii aaaia Miafrayallaa it4 iaara*\u0026gt; alforlt. V Itool 1 -Uttul HSIMIM MIC camciiM MIC cos:$ (VMUAilOa Aaaalal a Mkaal tapraaa- eat cawKlI ! tha r\u0026gt;maalatl\u0026lt;* fraa aach atitrlcl. aMlala*at ! caaalllMt la 4*11 llh liMaa taaclllc caacarat la araat at Mbaal* aa4 M**art larvica* I I *aa CJ MAreti Itr OMyH* ^laaalaa JuM M. I9M MAC alaa aaaltUallaa tr laalaaaalatlaa aaat. II ParMMt witk UI \u0026lt;. *1 mM. la caaBlItM* ceeri mu irtarwMt ri1ala4 (a Ua laa *a(b at iraataarlallaa 004 titlf 4aalaaaaat jMMOTf. IW9 Jmm . I9H MAC I SuatrI xn4 SuacrtalMMlrali lor 4(tfVrclitm *aa*'aa\u0026lt;'*al* *iuKialat/ Attltlaal Suacrialca- 4ali fl^poinleeMl ol (ourail cwlwduA of itsoet 1 b kJ f IJ o* f \u0026gt;*' lit' . I t. I O a\u0026gt; I 'i run \u0026lt; WfWWl FuTiWT\" mw* ftnam WWW ww* srmw ??? INn.'H-H*A\nsON IlHillli -s.-r nesporsiaie Assoc latc/Assistant Super inlendent/rersonnel Directors  I: Jt,____________ ____ ______________________ _____________ Io develop anitualU suMwrtive and eouUabic personnel recruilnent aad placaaent procedures 01V 111 on St huuIs rersoonrI Mj\nciiv\ns SIRAIiCICSZ ACliVlIUS rciMiiNc OAK CaHrtdlON DAK COSIS RCSrOMSItllllY (VAIUAIION Io develop Joint racrult-nf el forts and procedures witli particular cnpitasls on ninorlly teacher recruilnent Io tMrr (k oii^llcoMl raoh aoi\u0026gt;^ the dUlrtctt Io onllor dlilrlbwtlon \u0026gt;f Atalf Kroit yrodo ecl* and iHMort area* I I Share plaanlaf. resources and contacts far rocruit-aent of staff. Mtn certified and non* certified Iha tcKhari In IM racrnilnanl nracat* Cerlilied and non-ccrtllied aalItani naol* Mill M iMrad witk (M a|r'****''l M am It aacA -jIMt la corrcttlon of dlipra-nortionala tlaflln IM prlntlnalt mIII M accoMniakle la aoMrt a^ilible dlsIrlMtian of leathert M level and tubiect area July I. INZ On^olnq Onqotnq nunc Fersonnel Otretlors rrlnclpalt Fersonncl Director AAiociale/Aiiitlanl SuperinlendenU I I Increate in ninairiU Itallint) Minq (rrlilii-)l stall and nure priiiNM tiimal represent al (iMi aauiK| su|\u0026gt;port stalls Prnpurl iiHial represeiila I iiHi ol ninurily and aiiiriu enpinrees in all slallini) \u0026lt;atr\u0026lt;|ories Slatisl II al data Ihal aiimrilir leathers lia\u0026gt;e access III leachin*) npiHii limi I les al al I ip aile levels. III all siil\u0026gt;|eil aieas ami in all (m ep .lus . Al*. lAimirs, eii il I H MT mr ' MWmr IfUttfUH Bimm I* * 111 i* (MU^h  (fmfw E MHlUUa UlMUl 'fWHR? WWW WWW  B b tUU4il 4 1!i rin n *(portibi* 1989-1994 (te*r) o Ol lo imiHtirATiON iiHfiir^ IL__ItwUnwxO oaj(cii*s ftrionwel Dirt\u0026lt;.torZAnoci4* Su\u0026lt;\u0026gt;rtn(enilen( lo Idcntlfp students uho U| be future teachers, and to pre*Ide support'pr*- grans to thea Io eslahllsh a joint coauiillee lo address district planning for support of students uho wish IP becone teachers I I r* ul 91VIiIon ______iUiuuLs_ Progran/Area Personnel FriiKiph SIAAItCItSZ ACIiHIIItS BfCinniNS OAIE tOHPtfTION OAK COSIS *(SPONs\n\u0026gt;H Ilf (VAlUAtlON fslablish Iplffpo toacbars clubs in eleoiMlarp. junior highs and stnior high schools Hold career fairs for students Contact the coMuallp fl Create contracts of intent* to hire fulura teachers upon degree and certification tonplelion Provide I oppprluni iJIfTS of o^McaUon August. I9M August. 1989 Ongoing Ongoing None None 1 Print iplsZ(e(hrs AssocialeZAstislanl Superintendents Olreclar ol Personnel rerioMwl Oirector Building FriocipaK liHrease Ihe mnNier ol students entering Ilie leaching prolession Inrreasr Ilie mmlier ul  llHM-lly stuilmls Umi qraaluale Iru Ihe hl\\l\u0026gt; i\u0026lt; I aiul return lo llien lo leai hi r J r j r I r BflWW* r *4 \u0026gt; WHRW if  0imM Hmm WHHI WNVIH JWW J 'MWS iiUUUill HkUUtl iiMUkl k L ftUSliiil INniHiM'AUON Ilnil!J. I. o ai u t' M (T\u0026lt;r| portiaia frione| Pirei inf/Atuxl\u0026gt;\u0026lt; SupertnlrMtmt okJtcnvfs SWiKKS/ i|.~iITIIS ECINMIMC MIC COHPICIIM MIC COSiS *(SP\u0026lt;Ms:iiiin Diw * tion ProqrM/Arc* Si huul I Pertiiwiel evuiuiioM 'o etloblHIi a onaillaa far plaaaint racrullacnl ilralatla* aral pracaturas I I ..5 Pratucllaa aC.R Ml ! ^cnrttaaMC ppacaMra* and llM*laa* la ba 4aaalopa4 jalntir la Incraaia aflacllaaaas* ant Paflnas racrultaani raipontibllllai Daaalop a ctaperalIna atraanant fJrracrnl laaal ot carllfla^ ant naa- carliflaa tlaff allfe raaarvallaa 1 a aaabar t (lata ap )MC aaplayaa calatnriaa will ba 4iaapata*a4 cnntKIon* la aalntaln taacHar* In Iha pra- faiiion Sprtof. IM Sprint, IMt Sprint, IMt rail. IM5 fall. IMt Ontoing toi\"t I Io ba liflcrninct Oillrirl Persomial Dim tors Oislritl Persuraial Oimlors Support Servim oral uilning Priraipals (uatilrl ion nl Ilia diMiiaanl Rai lal rat lui iii all stall piiMlions cnaaiviisuraln uilh III str ir I aral hmh i appriirril guiUrl iiirs Ira rrair iliMr ii I It al I r rtnit iimi* J T r I r I i if f int UiUUUi] mww KtWIW 1*^ i 1 IWWW amm MkUUi L IK It it iUtJUU UUMh \u0026lt; INn.(HtN'A\niON lllttlli:! I I. -tii ri tiM m ITtir) Div 11 l\u0026lt;H S liool _1U M.'(Cllr(t I Itlaklltk a caaalltca la 'ati aitclkllaarf ralat raaalallaat aaa ta ark la attract araat al Viaarfaaca Bitaaaravillaa at aala ralalaa la tlaaaal aitclallaa O oJ I. (tlAfelltk a fraceVara lar tkarta* atcat* ta aiMtaitaarir racarat *aa *|aaat* traailar w I I \u0026gt;aa J l\u0026gt; UM\u0026lt;Vt OKOlimr. ta^ lttw\u0026gt;*iMt *\u0026lt;\u0026gt; Mu4ri Wt Kt n t tcboel Fre^rta/ArvK Sj fal\u0026gt;lle^__ SiaAKCKtZ ACIiVUIK MtIWIK MH CDMtdlM co$n israii$:iiiin CVUUAilOa CaaiBllIaa attattaaat aaa caaaaritlMi al falMat aaa arack^xv* * tlaaaat kaaabartt tvalaa a tai af ralatZ aaaaclallaat afilck It caaaaa ta ttakMlt la atllrlcit. (Saacific aa**lllat aa* arf-llaal aiMHIat all ka aalarcaV la caaa) aalaa at tlaaaal Vata ta aaarett Ittaat af racial altaarlty ralUi/arataVara la ka aatiaaaV tar laaaaittta-liaa al tlaantl atl-cialtaarf racarat akea tlaaralt Iraatler ar ata utatta^Ha^aam^ JalV. IVM JhI. I9M Jmi*. im Jhm. IVW Jmm. iVM JUM. IM ktilrlcl aaa*I arrtoaae airMlart. laralilica Khaal tlallt. aaa aairaat Irua llw aitiricit (oapleltaaaf Ibe l4\\b i M- 1 I imtr ' KHMNf vmm rum HuBI tftmw w WWtP\n**** IhHiHiHA\n:(M millll ('1 imum r B(^(lbia Aiiamla/tnuljat 0  V 11 I G* S4 hMl t UWMX I o o\u0026gt; UI -- *: _lll. UWrtHIMO otJUiir'S SIWHSIIV MtiVlIIIS USIMINfi uu COMdlM MK cosn a(sr\u0026lt;M$:BiiiTi fVMUAilM k. Mavicw ol llmBaaca pallcla* I* atlaaH ! craata  caaaaa pal Uy aa4 Ml a\u0026lt; pracaMrat Appatal oapolap aaailarlap caMlltaa la heap pal Idas aa allaaPaaca aaP Pls-clpllaa aaPer raalaa aaP la rooito Pala aaalop allaraatlaa Khaal lor tlaPtal* la aaaP ot lotoroootloo or spacial astislaaca II \"al risk* Paa la laaa paraalkaaP alc. I UC Appalal raalaa caaalllaa o pairaaa. hoort aaMari atat CMtllM Oaaalaa rorioo ol PisaaaraaalaP Pala la aPPrats Pisparlllai aaP flaPtal aaaPt PIm allarMliw uliaal la ha aoailahla la slaPtals aa a caalracl has 11 aaP caallaptal apaa loaPlat aaallaPlllly Juli. UM Jolr. IM9 SMtM. * JtiM. ItM I AppraalMlaly HP.PM par atilricl oo Ipprapriala Assoclale/ Assislaal iaaarialtaafal Iraa each al Iha aisiricts liiari(wiliiU PriMiaals anil Oisirtcl Ateiaitiralori AiMtialaZ AttHlaal *  ---- Slata Prparlaaal ol (Bacaliaa (uaalctiM ol tosh tHim- I RMmi wnm W k k nmiM WBWW imMW ,tbWe \u0026gt; if/temi uuuuki Siuumi dUUUt hUkUii INniN-N'AIiON -ui: Plan IVP 1951_____________ (fearI -srr. aespartihie Oirectof ul Coi^setIna/PupiI Personnel/ : ! I: IV. airectiif ol 1^naW HMtHlM F oo me jolwt troyww tw auK^ucc/cixumt nm tliMlMl M lo etii^e rMiel to Division eroyrM/Arc* n iMOlIC______ Guidanc e I ? O cn Ol (wjfciins STUItGKS/ ACIiVlIKS aiCIMIK D\u0026amp;1C COnndlDN OAK cos\n$ CVAlUAilM Hold enplMOMot fair ' lor studanls^uho uauld enter the uorld o! uork alter school. Oroelde consistent end roaplele lalaraMtloa to students rapardlap cal lapes.t teal tap. ndcelloael ithaal*. Itaaaclel eld ulth specific end special cancenlrelloa la access I black callepet and unteerslllet and financial aid for nlaortty ttudenis I CaaUct eaplayari (Tocet, rolaael aetloaell Held leir ulth (ecus aa cuployers ol ainorlty leraet skills aeeded lor coplayMat e uell et opporlualtie* Hold Jalal couasellay laloraelloa lesiloai lor counselors Caalect calleei reyerdlaf ainorily Kholership* (laeaciel eide Coatect colleges reerdlap adnisslons. ajeayjlv edaistisans Provide tarpet counselInp lur ainurily stadentt' Mniily slioleiils, perenl s eikicaie stall re^ariliio ill oppor(willies July. I9M Tcerly leer Iy la fell, laauilly fech (ell lech (ell, sprimj Onyoinq 0n4uinq Yearly I Nioiaal Olreclors ol Guidance Wocallonal leaihers Director ol Vocational (ducal ion JouriullM Deparlaenlt Counselors School Frincipals Directors ol Guidance Directors ul Cuiilanre /caantlec ol cuunselo s ScIhioI Counselors fooospitirs/l'i IIO ipal Mall INplMn*|ll Uiii-i Iio ' Si.Ill* lO'iil III IUio .11 iiH(| m U I r I J I tr- ih tfumi 9mm WttUfWl rnmni nww iiwqyn WWH WffW SfSfrtW It 4 IB aMUU !* K ? k B uuiua. kUUW, I uuu\\*, Auuui H H H I S O 0i .4  riR ly^-oyoiya (Vr| iHnrK{t:*AU0N iihhuk lv ton $4 ImmiI $ '*' JV.^__(fflallMifill Prograa/^reA Guidame UJtCIIVIS SIBAUCKS/ ACIKIIUS ECliMIMfi OAIl COMPIIIIOM OAK costs tcsroKSiaiLi\n (VAIUAI ION iNboncc alMwIty ccrullaeal bad eMrcaeil ol ytudcat lor f, buaory oad olecli** prn^raay Provitir pooling ol reyourcci *Ad ipaclfic plaai ol latorveatloa lor itudeali obo era diiodeoaloaod ooAlor ol rlU Oerel op end lopleaeot tlMdeal toroor butdoato ploa wllb ladleiduol iladeal oducolloaol ploat ad coematlcol loa allb ^realt Io eacotarobe tludeal octtit Io oil rurrlcolor oad pro- broMollc opporluailiet OR o rollo caaaeotarole Miib tcbool roctol ruapotilloa ladividuol llodtat coaloroaclaf. loocbor oad coaaielor oacowrobe- aeal of oad Noallorlab ol iludeoli Creole c leloqies ol ol ootlobio lalervealloa icrvlcet Otstrlcti iMr* ltric t\u0026gt;4 c\u0026lt;Mlr\u0026lt;t(4 Mrtc* to kcmfit iImAmIs la be OevelopeN Mid by pereali. couayclors eod teacbery (*rdl(led or ^(eaCUII 0*\"9 On90ln9 OMtOlRf Couaiclnri/lrtcheri Olltrict Division lleods Couaic I or I /1 e A( hrri OkrMlor ol CuitUnre D(iC9re*(lun Ollntr rriipurlunAle ainorily rrpreienlAl lot* in ll\u0026gt;c$e ilAtsci Oewrlopaenl 4imI lapIraeiiUI IIMI nl 1(1elrqies lapiraenlat loti of Pl.tais 1 or o O) co k I Si jsuiaa \u0026gt;: I*. UMtli\u0026gt;u\u0026gt;dl MJtCiirts ww lidience couaunitel ton* W9 dlnilioni reletcd to unicltnp In the diMricti liniforaily ol dHiricl recordi renrdlaD 1*1. Acedcaic Util* euplnpaent PiM. IMI-t llnilora record* trM*ler policy creation and tycleai I QI WfJtH itllXiiih w !tk4ib I IKn-MiU KilO* IIM'ClJ HWW \"'SW ttSUfir ciniitt] (tor* MIIVlIIIS UCIMHIM UK COHPtdIOM DAU COSIS ii(sroKSiB!ii\nt Dii'tion __Sihoolj________ _ fio^i ta/l.frt __Guidance_____ (VAIUAIION Deyular. HMtlily Mtii Mopf dirpctpr* ol uIAmcp Periodic joint duldMce nectinp* Appoint joint coualttee ol counielor* Md *t*lf tp crenle uallprs dltUlcl rdcr4 (arm Appoint coMtltep to develop procedure end ttael Ine* ol record* IrMtIer July. IBM On^aiaq Jimc. I9B0 June, IBBO Director ol GuiUence AMiroDriete Asiocule/ Atjitlent Superintendent Director of 9ui\u0026lt;Unce Dlreclort of ynidenie, principelt. directort al pupil eccoiMitinq I iniieiKed Servitei lapruved toaaunic 4I iim\u0026gt; tu\u0026lt;a|ile( ion ol l4\\li ClMiplel UMI ul l4\\k lpr^e*rflt in eriM r\\\\ I r I T I I  im\u0026gt; Itefw ' WHWW unmiit RHMM Rimw AfBV W!?W WWfl* ftWWtt HWH HifiififH .1 W K * c I. O \u0026lt;J\u0026gt; to b .MH (.\u0026lt;! nr tiprt^l* AltOf UI Sw.rinl^ m: JL (WJfCIIVfS III slwdy C.e.A. and iiicashia paniciRA- . ton reaaircaMati ol districts to address aradeaic regiments and student participation eedt 'M I I cn to kHum, bVtiUiU, iiUAUt sUVt^ Ukun kmMl inntKiK'KuoM iimiue Io deveiop eooitable recmitnent tlrateeiet. access and opporluniies lor all studeots ot eatracurricular activities OlblllOA _____________ (aCrMurf imlo SIUKCKS/ ACIIVIIKS eClHHIK UIE COVldlON OAK COSIS isroKs\naiii'\u0026gt; CVMUAI ION pollcl** and rarcaal l tladaat MctlclMlthh th hhcti district view 4\u0026lt;l a *lH4Mt MclicipaltM 4 achiawaMl o\u0026lt;rt (k* latl S y*rt la ch 4Ulritt Oevlew racial eroup representatian in eatracurricular activities by district ver ) year period Appoint coaniltae to evaluate results I data review and tee If ana areas ol policy atraoannt ealst. juM. itn OnaoiMq AsUKl(e Suffer intendenl s Otrcclor ot Athlelics Cuapleliim ol pulKr Reivion$ of puluics Io OOreii \\lu\u0026gt;teiit needsIt F MP e I V W ' IMN\u0026gt; annUuHaIuIwitt  1 itiUUUl IV.UittS] lUutAV\n] nXlii'.',\n|.1UV /lUViiU] L iHHtBiK'AUM IIMllU.- r. *riariikia Antmate Suoefintandrnli a. (tualimtad, I Oivition ______ __ 1 tf mff nul ji SIBAHCKS/ UllVlIlfS tblMilHC CAII connciioa MIC COSIS *(sroKs\nBii HI (WMUAIION lo rKmlt sImBmI* MrIlciMitM * BM alhlelic cs-currlcMlar Mitvttict Iddcbar, *dr\u0026gt;l Mid cohumIm' dMraadti df addo.-tMittid Mid ta turn t'KdiirdMmi( at studMl* IM9 OrboIhb PriMtpalt CoiMiclors leattieri Athlelic Dirrclor Ifwretird tlutlrnl |Mrlicip4liun - mhtntrd prnpiMl hhmI ii in stwlcnl p4rliiipj|i fronts (fdCtdl liiBBiii'ti I catli, rccraitamt. Mid MCOMrdBMwal ( tlMdmit* tidti. If McattdrK. tladMil H'licitdfida Mid Kcm la rd|BMi aa a radarlta*dt kail* O  I I O Z/J Cj r J I Mf tmnf  J ftffftMUt t|**IWI* WM* 8MH liiHHMi ******* U\u0026gt;UU. iUttl itiUub h\\Uttllt| UiUll I I O .! rita IM9-IM4 \u0026lt; ter eataariibia Atiaciala _*i. oufciiru SIWKClIS/ MIIVIIIIS la tiaiiMca latlta^ frtr*\"'* **\u0026lt; ltM4tat fre^tttiut aa xfen Io af\u0026gt;y Oiiltion __________ rco^iaa/Acra UtliauZ ________________ lualaatiaa__ OcCIHMIM OAII CORniTIOM All COSTS (SraHSSIIll'.T lMU*IIOM .luiat latlla* fra^aa raah caa* ro*arala* al-b oat liotat Karla* iilrlcl aallarally la rroarlia* lail ratallt aa* aaalfila* dltoarilla* fora bl-raclal aaallorla* \u0026gt; loaat la aatara aooraorlal \u0026gt; tail oraoarallaa aa* IrillB* caa4l|laai tar all ilaOMitt . adarait *lralc*let la rMiHca aiioarlllrt bf araat ol Mbaal olaai aaO laaivibaal tta\u0026lt;ral laoraoaaaal alaa* I I cn Caardlaala latlla* aaO Karla* rra*raa lar aaalrtlt al tlaOtat latl raMllB allh 4ala *lia**ra*atlaa la aaalfia altoarlliai aa4 ilMbaal aaaOt hf fait at viaiatt maa HoallKlai taaai caa*a*' aO a.' laKaar. Hall Iraa lailla* aaO iMlaallaa al cllliaat la aaallar latl aia-oaraltaa aat lail caadlllaat lar ilaOtali Aaalvtlt el uhaal b* Mhaal Aala an* ladiaidaAi llaOtal aaadt Omrlnpaul of tiralraiot la aoarrtt toafrta\\ an* la atal aerdt In Soria*. DM Am. IMO S Mir '0 I Oagaia* ltllaZ(allMl\u0026gt;aa Oral Attaclale/Attitlaal Saoer lalntOral i macioall Sapcr laleadml t I Coaalrlioa ol lovk Arlivalion of Ibc KMilaria* ctaKilIrct Orvrlnaaral ul plant Mratucahla ila. crate  ditpai II irt i r I r r r * I 9lt IWRIP? mnmm MHffm ffvim IWBW ww WHP WfWW MMNf I419R ,\u0026lt; .W b UUtUBi tiiiUiili tlUUili U\\UUIi hu* o to \u0026lt; ria JJttM (tr|  -t\u0026lt;e iTr-*******  --* otJfCiirft llBlf6lfS/ MliVlIKt I limCMiK'KlIOa ilnau c ' 1 ton Vhoul_____ r\u0026gt;9iZA'ee leili^Z frelaeliua USIMIW All COMTIdlOM AH (os\n$ [srati\\:ai(U( (VMUAIiOM Jaiallf *rMt4a laralcei la (eecbart re: \u0026gt;ate ef leil Kerei  laler^reUltea* ! .re^^tJU ar la ereali Karel lalereeatlaai la beaefil ilaaeali (aa4 reit Iheie i^iric aee4i) I JalM lUff eaeliaeal la Uilla* la4l*l4Ml teecber eaelritt *1 ila^eat aee41 leecher reterellea \u0026lt; ilreleyiet ta Mrail ilaacat aee41 Schaal beia4 leaala* t la eitlit ila4eall la ereei al  leecher laierrlcei lar laaral laaraia ilflei. CarteretIeerala, m4 aaallarta* aee4t al yaalh el rllh ea4 411- etbtealeyt^ ila4tali eae aiaartly lta4(all irectori of IriltaaZ (elaeliaa **pro^ilr AiiiXKlfZ AtlitiMl Saaperiamdcal t macierli rrlaciM*! Slele Draertaeal al f^aitaa illrlcli Slell ereliani treeIori Ac eilraic laarorarl ol ell llaAeali ccoa DO I  g .11 j 8 9 10 11  J r J r I I w mwm \u0026lt; MMMI imnmR  ffnri\u0026lt;irr WWW WWW M - i UlMW I |K aaiiW aiUib, aSUliill XtrUUt*] aUUUl^ ttvUUi AUlliU uuu OBJECTIVES The selection of aaterlals/resources to support the currlculua In desegregated school districts Is a aultl-dlstrict goal of the library iMdIa prograas. The Inservice training library nedta staff aabers to desegregated school districts Is a aultt-district goal of the library Bedia prograas. o  1 G) CA STRATEGIES/ACTIVITIES Continue hosting Hultl-Dlstrlct Multi-cultural Resource Sharing Fair. IM THE FUTURE, THE FAIR SITE HILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multi-01 strict Resource Sharing Fair Mtth Book and AV Materials Vendors, rotating the site aaong the three districts Plan to host aultl-dlstrlct Inservice neetlngs such as the one sponsored by the Pulaski County Educational Service Cooperative In April of IDBS to explain the new national guidelines for school library \u0026gt;adla prograa planning Plan to host Inservice training for aultl-dlstrlct library aedla specialists using district aaployees BECIHMIHC DATE annually annually ongoing to ba established Division: Instructional Prograa/Area: Library Media COMPLETION DATE ongoing ongoing ongoing ongoing COSTS Mlnlaal MlniMl Seek Funding Froa Cooperative Mlnlaal RESPOHSIBILITY Library Madia Directors or responsible person (Including MLRSO) Library Media Directors or responsible person (Including NLRSD) Library Media Director or responsible person (Including NLRSD) EVALUATIOH Rasourcas Mill ba selected, purchased, and utilized by teachers and students as they teach the currlculua of the desegregated school districts Inservlca training will develop skills Tor library BedIa specialists who work tn desegregated school districts 00 _ I r I r I mww' BWfWIl MiWfM WBBHW vtnmi WH*S rnnmi WfW BTWHi I M tu UUiiub .tUUiUB b b llkUUtt, uxuiil I Division: Instructional Prograa/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a oultl-dlstrlct goal of the library aedla prograas. Recruitment of Minority LIbrery Madia Specialists In desegregated school districts Is a multl-dlstrlct goal of library media prograas. Hultl-dlstrlct communication for library media prograa a\u0026lt;teln1strators 1s a goal for the programs. F-W I I o tn STRATEGIESZACTIVITIES laplaaant utilization of cable channel IB end/or videotapes produced et Metro to teach basic skills, etc. Contact teachers training Institutlons/Recrult teachers for training prograas In library aedla certification Copy aaaos relating sUff davelopaant opportunities to other district adalnlstra-tors Meet Informally for sharing sessions BECIMWIHO DATE to be established ongolng ongoing COMPLETION DATE to be established ongoing ongoing COSTS Seeking Federal Funds under Star School Bill Hlnlaal Hlnlaal 00 RESPOHSIBILITT Library Media Directors or responsible person Library Media Directors or responsible person (Including NLSD) Library Media Directors or responsible parson (Including NLRSD) EVALUATIOW Students Mill gain practical vocational experience In running a television studio\nstudents will benefit froa Instructional units pro-vided over cable systea or recorded for later classrooa use. Hiring and placaaant of minority media specialist\nwill occur. Batter communication will ba achieved. I s  1 s I 8 9 10 113 SPECIAL EDUCATION ii. I. c' c- ri ri ri II. 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 han^ dlcaoned students. Areas of Need: student Identification and Placement staffing Instructional Methodology . Materials and Supplies Monitoring and Evaluation Funding for Indirect Services Areas of Collaboration I 7 a '1 : s   S 5 I I H I H H I There have been some efforts toward collaboration among the I  districts over the last several years. Examples include: (1) A multi-district committee 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 01775I I H M boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There I B- i- S' I I S\nis sharing of personnel. Metropolltan High School. have been less formal. facilities and equipment at Other efforts toward cooperation such as the mutual understanding between LRSD and PCSSD on the procedure for transfer student records from the fourteen schools transferred of 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 seems that an organized and expanded collabora- tion 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 indlvl- dual desegregation monitoring pl an. Areas for the districts. Including NLRSD, to explore and/or expand I i I I  I I I f I I I a M 3 3 J c I Include: il 59 01776I 1. Programs for low-incidence handicapping conditions I a. b. c. d. visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed I 2. Staff Development I a. b. c. Central Office Staff Princlpals/Other School Staff Teachers 3. Multi-district assessment committee I a. b. c. I Establish consistent screening process Establish evaluation Instruments to be used Establish consistent eligibility criteria for MR and SLD _t 5. Establish process and coordination in area of recruitment of minority teachers and support staff. Establish multi-district system (forms and format) for documenting due process procedures. 4. ( The directors (including NLRSD) plan to hold monthly scheI duled 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 actlvl- I ties that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. I i t ri III. Multi-Dlstrlct's Expected Outcome By the 1989-90 school year the multi-district will: A. Develop and Implement programs for low-incidence ri handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. 60 01777 I 1. I iI I iI i 1 I I i 3 4 C. Collaborate on staff development efforts in all aspects of special education. D. Support activities of the multi-dlstrlct assessment E, committee. Establish a process for recruiting minority special education teachers. I 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\n(1) attesting to the relevance of special education (pull-out programs, self-contained classes, to meet the unique needs of handicapped students\netc.) (2) establishing the scientific significance and validity of new/exlstlng assessment Instruments, materials/supplles and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence of improper or A Inadequate classification or placement In special educaI I_ tion\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. i I V I I 61 B 3 01778Evaluation 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. -2 e 01779I r J J * MM' ' wmiii'i MMMRV mm wtnvilf * mwHff ffnwm PTOWW WfWff wnwm W m--. A utttitw* kttWM .tumi, /JiW, \"uViuUft AXUmtis ktUUlti lUUiw, b b H i'umVta iHiUti I A-li fl A A iri b  ! ** I .tM * I t*  I OBJfCtlHS . M I IIH I M l .a.I t.HH.IllOl  IM \": Ml MUMU -..I ( alMWlly I. .I.l\n. .l Slff.ll si.II.  I I ..  .1 Mk' I O OD o iM'-iwe ^efiorl IflMalr vrf**' aUallaai uall aMM\u0026gt;wil|r a|\u0026lt;lal i  r Itrtt itUir4 I \u0026lt;75 CO siMKtmz MiKiiin fdlMIM AIC (OMrtdIM MK COSH Msnwsitiiiii (tU*llbN kimU m4 mH^r a. (MMiy haarfUa(*a4 b. MaarlaB l^lr\u0026lt; c. Mi4r*aalr/a*Mir lairiwad d. .^laMb iafalr*4 *. VlaMlIr U*alfad M|MmI 4rwlfwil clivitketx a. radarrdilp wllli ala** (allfn add ta\u0026gt;l*\u0026lt;*illn (a* latl\u0026lt;( \u0026gt;**tala\u0026gt;- Imr a( lail\u0026lt;**a. 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W/m arfSB Mealllr caaklaa aa-lalliy raaaaveaa aaall- . rxrckaae aaa4a4 n- aiacaa . r\u0026gt;aai4\u0026gt; oM aMaelala lallsarf . lUcrxIlaeat aaJ astallie l natsaaai aa4Zar ft-vice RcavMara SirMi la kr llt4Mal Miaallaa riaaa \u0026lt;/*) IW9-I \u0026amp;\u0026lt;.laa\u0026gt;l (Kar alac4. Use al local, lint, a4 ledeeal liavla Mreclars aivl Assm lale hiceclaea al lB|MMvbl Ml lagaavc'l ceiv*s lu lux liKt\u0026lt;lea.e luaalice|sv'l citslecil s. Services will be mice \u0026lt;*! rllecllce I M* mwr ' fwwri timm WHfMW WWW WfWHW **?W Kftfftfffi miiM HiHiM Hi I - I 4 WMii \u0026gt; iimum UUttHh nuiffli' aAUIWI Aiua* kL^VtUA, b b  \u0026gt; HL IL HL a a JH lUHMa, Y  I  *\u0026lt; I o \u0026lt; G\u0026gt; HI |lt| MOI. .Ml I in I\n I* **\u0026gt; l st.UI .ill ha OBJCCIIVIS IIAAIICII^Z A\u0026lt;llill(S MCIMIM AK CflMni lion All (OSIS atsroaniHHiif I-  .1 l l-t .1 I IM 'JA loa In lAMr* \u0026lt;n.l al mMAlMa la lasarvU. 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Ssmli a. rasa4 slalf Asaala|iM aiIsalllasi a. lll( ani ia4as\u0026lt;sil Iaa lar liaUIng rSialnlag ai laa- M. $aa Slulrol l4Finl iKaIMn an4 rlaca naan n.4 laalwn-llwal IMUnMaai ! allnr stall ^I'lnrnt anilal (as. /99 H.OOO Mill Ian I 00 ll\u0026gt;\u0026gt;a la\u0026lt;\nI'rsbaaa-I S|a\u0026lt;i.t| liliaali*. I4i4iliuat iai I4ia s( Iaa (lr|.a\u0026lt; laaaH fMlfal 0(1 (tr Mad I 11 I I I I ar-i tsattfi MHMH taagg Hnm 'JllJUflt HMM a ttiMM ^HW tntUUi HnHb autttib iHUUb uuVui ^MiU 11*  f -   M*  t r..*1.1.. |.,...i. .. . I .r\u0026gt;Uu . \"rnr  MmuH . miivIk^ I.* Unah. .|,a\u0026lt;l .l^^iil'.. *  . .  .1 i.u I. MClIVIl Maati^us/ MIIVIIIIS MCMIMC MH conn I HOM MH CO^IS israMSiaiuu I I lAlUAl 1*111 o Oi I CD wall 4nBaaaa4ralr I Ual If HiM ItliU i^lUt rffacllw*  \u0026lt; laalna Ilan la brla |aaaUa4 llMrM|\u0026gt; iW MB* 9^ varlaU iMaawatlw^ falale aalevlalB aatg mi^Im. lra(lw a^, I4r*l\u0026lt;y  *** \u0026lt;Ml\u0026lt;r rrfrrMwIMtw Ibr Mal avlal aAsMio alafl ta aaalal la tha ar lari laa af \u0026lt;*!** ralala aalarlats aarf b. SiloAtU *\u0026gt;Mrlal Mr * ataB lar aaatt Immmi a4a*a c. M*w\u0026lt; lfir Mlarlalt/ aH|\u0026lt;4l \u0026lt;. Ibal m ItaiU ! raaaMTce^ IUe\u0026lt;an4 i4 \u0026lt; laaa* aaaa 4. MvMllff aalevlalt/ aM9f4lM aaa44 \u0026lt;a Iba ^Halllr 9g laalrwIlaM MrM4l|ia4 la alMAawla ur a. Haillar Helacllai^twa a4 ae\u0026lt;Aala/M\n^tas im.ooo Mffeclor - Ct l.a h t l.tssf iMM bill ' - .,or a\u0026gt;l a^K I ^lyrrwlrori VM IIVM S|w\u0026lt; lai I4a(i\u0026lt;m S|\u0026gt;a(lal l4uLalim C^aaiHle* Pv Inc 1^1* I I I\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_1199","title":"Magnet Review Committee: Budget","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":["1995/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Education--Evaluation","Educational statistics","Magnet schools"],"dcterms_title":["Magnet Review Committee: Budget"],"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/1199"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n ' rjalfa.l!lllili It-Ii i!!i\nl/i:illlli1i1ii':: ==: 11:1111:1: 1 I ii : \u0026gt;Jlli.il~ ii I \": I11::~\n!ft, CERTIFIED 01 Principal 6.0 $357,193 6.0 $375,279 6.0 $340,086 6.0 $346,907 STAFF 02 Asst. Prin. 10.0 $438,462 10.0 $433,972 10.0 $473,907 10.0 $477,647 03 Specialists 37.2 $1,078,799 39.2 $1,211,895 39.2 $1,224,208 39.2 $1,266,529 04 Counselors 10.4 $356,314 12.4 $405,435 12.4 $452,360 12.4 $456,579 05 Media Spec. 6.5 $222,455 6.5 $224,104 6.5 $230,137 6.5 $233,047 06 Art-Perf./Prod. 0.0 $0 0.0 $0 0.0 $0 0.0 $0 07 Music 0.0 $0 0.0 $0 0.0 $0 o.o $0 08 Foreign Lang. 0.0 $0 0.0 $0 0.0 $0 0.0 $0 09 Vocational 12.6 $489,335 12.6 $483,977 12.6 $404,921 12.6 $409,206 10 Special Education 7.8 $245,166 7.7 $282,681 7.7 $263,527 8.2 $283,351 11 Gifted 5.0 $159,822 5.4 $158,016 5.4 $189,153 5.4 $1 90,921 12 Classroom 177.6 $5,354,901 175.9 $5,377,867 175.9 $5,582,275 175.9 55,642,152 13 Substitutes 0.0 $147,417 0.0 $182,975 0.0 $154,925 0.0 $154,990 14 Other-Kindergarten 14.0 $426,571 14.0 $448,552 14.0 $459,595 14.0 $463,885 TOTAL CERTIFIED SALARY 287.1 $9,276,435 289.7 $9,584,753 289.7 $9,775,094 290.2 $9,925,214 SUPPORT 15 Secretaries 19.0 $355,081 19.0 $360,333 19.0 $323,508 20.0 $337,934 STAFF 16 Nurses 5.4 $148,996 5.4 $156,152 5.4 $155,272 5.4 $160,236 17 Custodians 28.5 $335,694 28.5 $360,957 28.5 $355,219 29.0 $372,933 18 Paraprofessionals-Chptr 1 0.0 $0 0.0 $0 0.0 $0 0.0 $0 19 Paraprofessionals-Other 6.0 $143,913 6.0 $122,210 6.0 $132,853 6.0 $142,764 20 Other-Aides 39.5 $256,806 37.0 $237,662 37.0 $270,749 37.0 $278,875 21 FringeBenefits(20) ~  $1,366,607 ~ $1,213,301 ~  $1,282,054 ~ $1,297,521 TOTAL SUPPORT SALARY 98.4 $2,607,097 95.9 $2,450,615 95.9 $2,519,655 97.4 $2,590,263 TOTAL(10-20) ~ $11,883,532 - $12,035,368 ~  $12,294,749 ~ $12,515,477 PURCHASED 22 Utilities ~ $507,373 ~ $598,876 ~ $619,066 #.i6.P\u0026lt;lC $626,335 SERVICES 23 Travel ffi. $33,980 ~ $20,580 ~ $33,907 ~ $38,500 (30) 24 Maintenance Agreements ~ ~ ,~xli\": ~ 25 Other ~: $92,772 ~ : $119,669 ):).c~ $74,250 ~ . $69,500 TOTAL (30) 1##..:. $634,125 ~:.: $739,125 ~Ki:if $727,223 ~: $734,335 MATERIALS, ~2::..:6+..P'-'-rin-'c-'ip:....a....',ls.:......:..O_ffi-'--ce,\n__ _- -it,\n,~,,.'.':'\"..\",.:: '.* ---::-::-::-::--:-::-::,-max:~.~:!o'o:i - --=-=-=-=--=-=:-fl\"-lb~)~:l~: --=-=-=-=-=:-fl\"--:!~\u0026lt;~'-'-'~:!\u0026gt;:.- -=-::-:-::-\"77\":~ SUPPLIES 27 RegularClassroom ~: $309,128 ~ $328,856 ~l(@: $302,337 ~ $313,418 (40) 28 Media ~: $53,842 ~ $34,277 ffl#i $57,242 ~ $57,100 CAPITAL OUTLAY (50) 29 Other ~ $11,647 ~ $18,873 ~ $19,510 ~ $16,800 TOTAL(40) ~ $374,617 ~ $382,006 ~ $379,089 ~ $387,318 30 Equipment ~ $106,283 ~ $67,029 itXiooicX $93,646 ~ $86,598 31 Building Repair, etc. ~ - ~ ~ ~ TOTAL (50) ~- $106,283 ~- $67,029 ~ $93,646 ~: $86,598 OTHER 33 Dues and Fees ~ $12 416 ri.ii iiiitii $13,017 ~ $15,655 ~ (60) 34 Other b:laooc s12, 0 416 ..xji(.!.K..:o.~.~.\n...a. c. ~ ~ TOTAL (60) ~ $13,017 ~ $15,655 ~ $14,500 $14,500 TOTAL(30-60) ~ $1,127,441 4 $1,201,177 ~ $1,215,613 ~ $1,222,751 TOTAL (10-60) 385.5 $13,010,969 385.6 $13,236,545 385.6 $13,510,362 387.6 $13,738,228 TOTAL LINE ITEl~S- (SECOND PAGE) ixlixxx. $537,465 ~ $413,629 ~ $796,728 ~  $876,136 'f'#YG.~Nt:f./\nJ.:OT:\nMMfW%, ~ -\\-~'l'.~~W~ : . : ilJ3'$.$.0~1t~1 ~ tl.t4~i~:\n~ ~41J:$~J~O 11~~!m::rr:~11:1::11:!i:~i:t1:::::: ~::~:~~x\n::m \n::~~~:\nt\n::~~\n:~~~~~ Stipends $19,871 $16,269 $29,125 $29,125 Other Objects Indirect Costs $458,905 $348,726 $685,103 $764,511 Vocation al $29,864 $17,222 $32,000 $32,000 Athletics $27,741 $28,627 $29,000 $29,000 Gifted Programs $51 $500 $500 Plant Services $1,009 $15,000 $15,000 Reading $500 $500 Science English ($2,058) $1,500 $1,500 Special Education $2,082 $2,785 $4,000 $4,000 XXlOOO( XXlOOO( XXlOOO( Total Line Items $537,465 $413,629 $796,728 $876,136 (r\u0026amp;Pul:\u0026gt;llCosC t !i!~~Wfft tfflHff.lifM i~S~tH? l~f~HlF 3rd Qtr. ADM or Proj. 3679.6 3570.5 3530.0 3530.0 Total Costs $13,548,434 $13,650,174 $14,307,090 $14,614,360 e,te.up11c9\u0026amp;ttr:uwm1t\nrnni:\n:m$$.\nm\nwrnm:\n1::$$.l32a:!: wmrnJMi~:!i mrn:nt,in~.:. CERTIFIED 01 Principal 1.0 $52,699 1.0 $54,600 1.0 $55,764 1.0 $56,095 STAFF 02 Asst. Prin. 1.0 $51,060 1.0 $52,028 1.0 $52,028 1.0 $52,334 03 Specialists 7.0 $239,870 7.0 $253,810 7.0 $247,392 7.0 $245,325 04 Counselors 1.4 $35,997 2.0 $79,221 2.0 $66,806 2.0 $67,430 05 Media Spec. 1.0 $35,134 1.0 $37,012 1.0 $37,836 1.0 $38,190 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 30.2 $926,604 30.2 $907,324 30.2 $937,495 30.2 $985,475 10 Special Education 1.3 $49,377 1.3 $51,124 1.3 $51 ,389 1.3 $51,869 11 Gifted 1.0 $34,242 1.0 $36,073 1.0 $36,876 1.0 $37,222 12 Chapter 1 13 Substitutes $17,757 $24,191 $20,000 $20,000 14 Other-Kindergarten 4.0 $110,916 4.0 $120,022 4.0 $125,362 4.0 $126,532 TOTAL CERTIFIED SALARY 47.9 $1,553,656 48.5 $1,615,405 48.5 $1,630,948 48.5 $1,680,472 SUPPORT 15 Secretaries 2.0 $30,341 2.0 $46,344 2.0 $31,932 2.0 $31 ,932 STAFF 16 Nurses 1.0 $25,725 1.0 $27,301 1.0 $28,104 1.0 $28,104 17 Custodians 4.0 $42,176 4.0 $44,290 4.0 $51,384 4.0 $51,384 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 8.0 $64,657 7.0 $37,000 7.0. $63,323 7.0 $63,624 21 Fringe Beneflts(20) I~ $225,867 ~ $198,345 ~ $209,385 ~ $21 4,360 TOTAL SUPPORT SALARY 15.0 $388,766 14.0 $353,280 14.0 $384,128 14.0 $389,405 TOTAL(10-20) ~ $1,942,422 ~ $1,968,685 ~ $2,015,076 ~ $2,069,877 TOTAL(30) ~ $81,041 ~ - $94,163 ~: $98,615 ~ - r:M-:-SUA-:-:T:::PE==PR:-:-LIAl:-:EL--:SS:-,~ 2\ns~:P....,.r'---in=c~ip=a:1cs\n-=o,\n._-cc1_1i=ce~=~==-i!~'=iii.m=#/~e\n..r:n~.*/.is: it===~s- 3\n-\n7\n,- 77 =:. -\n-\n4~~:1.~#!~II $44 36 ~: $ 34 900 ~ : 27 Regular lassroom      , .... ...... .. ,4 ~ -- , ~: (40) .,_2_8_M~ed~ia_______ $4,743 ~: $5,380 ~: $4,800 ~ 29 Other #.d.i\u0026lt;l( $1,255 m. $2,624 ~ $1,255 ~ $99,750 $35,155 $4,800 CAPITAL OUTLAY (50) OTHER (60) $1,000 TOTAL(40) ~ $43,772 ~ $52,440 ~ $40,955 ~ $40,955 30 Equipment ~ $10,090 ~ $12,832 ~ $6,000 ~ $6,000 31 Building Repair, etc. 32 Other TOTAL(S0) ~ $10,090 ~: $12,832 !L~.. $6,000 ~ $6,000 33 Dues and Fees 34 Other TOTAL (60) ~ $0 i $0 ~ $0 ~ $0 TOTAL (30-60) ~ $134,903 ~ $159,435 ~ $145,570 ~ $146,705 TOTAL(10-60) -62.9 $2,077,325 62.5 $2,128,120 62.5 $2,160,646 62.5 $2,216,582 TOTAL LINE ITEMS-(SECOND PAGE) ~ 75446.0 ~ $59,394 ~ $113,512 ~ $126,220 fitt tt~~~PrrP-tltWlMMH ~ m\nlZ~~/rnN . :t11tmm,,1.\\ ~ f:) j2'~Jfa$j: ~ ,:):):$.?~a4~)~M Stipends $1,500 Other Objects Indirect Costs $75,260 $57,435 $109,849 $122,557 Vocational Athletics Gifted Programs $16 $155 $155 Plant Services $166 $2,505 $2,505 Reading $84 $84 Science English ($337) $251 $251 Special Education $341 $459 $668 $668 xxxxxx XX)()()()( xxxxxx Total Line Items $75,446 $59,394 $113,512 $126,220 ,~eum.1.,#wrr\nrn\n,1\nnn 1.m~mm:rm: :im\n:~nmmm\ntqf$.$1timn 1.~~=\n.J 3rd Qtr. ADM or Pro]. 604.4 588.0 566.0 566.0 Total Costs $2,152,TT1 $2,187,514 $2,274,158 $2,342,801 PetPU\u0026amp;lCo.itfN%l@Mt@ MWM$3'~ !:Mt:'.@iliJ$3'~  :tttffM'O.tS.I ttJM~l39.: R\u0026amp;~~~~~:s~~,~::::::::t::::~:: =t::: :\n:~\n::,:~~:1\n::: ~ :: '::\n:::::::\n~:::':\n: :.~::\n:::::::::~:::::\n:=:: ti~\n::\n~a CERTIFIED 01 Principal 1.0 $57,676 1.0 $67,263 1.0 $49,235 1.0 $52,141 STAFF 02 Asst. Prin. 1.0 $32,092 1.0 $41,640 1.0 $39,569 1.0 $40,782 03 Specialists 7.0 $212,014 8.0 $245,103 8.0 $259,133 8.0 $263,095 04 Coun:.elors 1.6 $50,547 2.0 $45,473 2.0 $62,791 2.0 $63,378 05 Media Spec. 1.5 $43,532 1.5 $47,207 1.5 $48,443 1.5 S48,896 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 23.0 $572,789 24.3 $581,394 24.3 $690,567 24.3 $698,233 1 O Special Education 1.0 $30,734 1.0 $33,001 1.0 $26,869 1.5 $44,484 11 Gifted 1.0 $32,46!\n1.4 $47,830 1.4 $45,303 1.4 $45,726 12 Chapter 1 13 Substitutes $16,814 $12,271 $17,150 $17,150 14 Other-Kindergarten 4.0 $116,101 4.0 $117,112 4.0 $120,344 4.0 $121,467 TOTAL CERTIFIED SALARY 41.1 $1,164,768 44.2 $1,238,294 44.2 $1,359,404 44.7 $1,395,351 SUPPORT 15 Secretaries 3.0 $65,657 3.0 $60,742 3.0 $50,964 3.0 $49,502 STAFF 16 Nurses 1.0 $29,857 1.0 $31,556 1.0 $32,359 1.0 $32,359 17 Custodians 4.0 $34,361 4.0 $43,531 4.0 $41 ,956 4.0 $44,188 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 11.0 $71,921 11.0 $75,921 11.-0 $78,184 11 .0 $88,772 21 Fringe Beneflts(20) ~ $190,533 ~ $171,444 ~ $191,607 . $198,572 TOTAL SUPPORT SALARY 19.0 $392,329 19.0 $383,194 19.0 $395,070 19.0 $413,392 TOTAL(10-20) ~ $1,557,097 ~ : $1,621,488 - $1,754,474 , ~ $1,808,743 PSUERRCVHIACSEESD 22 23 TUrtailvit 8 ie 1 s ~ $53,586 ~.P\u0026lt;if $6$6 8 , 0 9 4 7 64 31---$-'-75....:,_965-i,\n,~:mx\"\"x:,:,,:\n:\n.m.\n--$-'-7-'7,_41-3-! ~ $12,253 ~  $9,000 \"ffl./ $9,000 (30) 24 Maintenance Agreements ~ ~  :'.~ 25 Other ~ $9,911 ~ $13,840  $10,700 ~ $10,700 L...----...L.::c:.+:..:,__:___T_O _T _A_L_(3_0_) _- +lniai~o,i .~i.o..i.:i.' li\u0026gt; l : f------:$--75--',---75\"\"\"0..i\u0026lt;..i #~l..(.\" .m\no~\n.:::\n+-:- -$8-c--::-:-9-'--=,2~n::-+j~!:!jf~: $95,665 .:..=:.:.\".~...,..\n\n..\n+-:: _$ :..:9:..:.7~,1:..:.13=--! MATERIALS, 1-=2:.::6+P:,.\nr.:.\n.ln.:.=c:!:.lp-=-al:.,,:'s:....O::\nl.:.\n.flc:..:e:___ __~ ~\n:1X.l4!iilii.lt,\nJ~i--:-=--::-:::c-=-ittim:li0\n~,.\n\"Xj\n:r--:----:-:-::-=-itili\"..l !1 ii!il~J\u0026amp;m:'.:'.i--:-=--=-::-=-it~~i--::-=--=-::-:-1 SUPPLIES 27 Regular Classroom ~ $52,759 ~  $54,466 ~~.~ $63,330 ~: $63,330 (40) 28 Media ix'imi. $13,271 ~: $5,356 ~:*-l!: $11,500 ~: $11,500 CAPITAL OUTLAY (50) 29 Other TOTAL(40) 30 Equipment 31 Building Repair, etc. 32 Other TOTAL(50) imb. $2,593 ~ $3,498 ~  $3,500 ~ $3,500 ~ $68,623 ~ $63,320 ~ . $78,330 ~ $78,330 ~ - $27,894 ~: $19,490 ~: $19,000 ~ $19,000 ~ $27,894 ~ $19,490 ~ $19,000 ~ $19,000 OTHER 33 Dues and Fees  $3,908 ~ $5,643 ~ $3,000 ~ (60) i-:34:.:.+0.::..t.::..h:...:.er--'-'-----'-----f.o'-. ixiood ~ ~ : L-~-::::L.-----1..:::.:_+.::.::.:.:::\n....----=T:-:O::-::T:-:A-,-L-:-(6:-:0\"\"\")-----ffl~ $3,908 ~ - $5,643 ~~ $3,000 ~l $3,000 $3,000 TOTAL(30-60) ~ $176,174 ~ $177,730 ~ $195,995 ~ $197,443 TOTAL(10-60) 60.1 $1,733,271 63.2 $1,799,218 63.2 $1,950,469 63.7 $2, 006,186 TOTAL LINE ITEM$-(SECOND PAGE) ~ $86,058 ~ $64,923 ~ $129,543 j(~ $128,244\n:::\n::::,\n:'::,~o,ror#c:,:\n:x,:::: ~\n:\n:,::ttJU$~: ~ :rtt~a~at ~ :::it~mm~~m~: ~ -t s2.m3M~ ,,.,.,,  tlthr  ti~, .......... ttS.mttiat?t ta.wrifbtt 1993-94 1994-95 1995-96 Stipends $12,453 $6,044 $13,100 $13,100 Other Objects Indirect Costs $73,425 $58,412 $112,956 $111,657 Vocational Athletics Gifted Programs $15 $145 $145 Plant Services $162 $2,385 $2,385 Reading $82 $82 Science English ($329) $239 $239 Special Education $333 $467 $636 $636 xxxxxx )00()()()( )00()()()( Total Line Items $86,058 $64,923 $129,543 $128,244 $.iriffilm.l\nQ.QJOMMW)UHJ i~lit:W Jm.fSMJtt tB~tmn 1~~t 3rd atr. ADM or ProJ. 588.3 597.9 582.0 582.0 Total Costs $1,819,329 $1,864,141 $2,080,012 $2,134,430 HWlPU~l'.CoitMWHrnxww tlMK13i~ i ttM{IJ.'1.i\u0026amp;.i UttffJ.3tnG MttM'.$3.)~J CERTIFIED 01 Principal 1.0 $56,515 1.0 $59,233 1.0 $44,496 1.0 $46,919 STAFF 02 Asst. Prln. 1.0 $55,922 1.0 1.0 $43,068 1.0 $43,328 03 Specialists 5.8 $160,752 5.8 $127,098 5.8 $154,817 5.8 $164,21 9 04 Counselors 1.0 $39,485 1.0 $40,670 1.0 $40,670 1.0 $41,050 05 Media Spec. 1.0 $36,471 1.0 $38,684 1.0 $39,257 1.0 $39,624 06 Art-Perl./Prod. 07 Music 08 Foreign Lang. 09 Classroom 17.0 $482,159 15.0 $462,587 15.0 $433,026 15.0 $435,154 10 Special Education 1.5 $53,235 1.5 $70,319 1.5 $52,851 1.5 $53,344 11 Gifted 1.0 $35,493 1.0 $33,443 1.0 $34,246 1.0 $34,566 12 Chapter 1 13 Substitutes $13,666 $11,733 $14,000 $14,000 14 Other-Kindergarten 2.0 $52,144 2.0 $57,912 2.0 $59,580 2.0 $60,136 TOTAL CERTIFIED SALARY 31 .3 $985,841 29.3 $901,679 29.3 $916,011 29.3 $932,340 SUPPORT 15 Secretaries 2.0 $27,701 1.4 $15,692 1.4 $18,779 1.4 $1--8,779 STAFF 16 Nurses 0.8 $11,304 0.8 $11,856 0.0 $12,446 0.8 $12,446 17 Custodians 3.0 $33,776 3.0 $39,012 3.0 $39,803 3.0 $39,003 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 6.0 $26,782 5.6 $33,307 5.6 - $32,907 5.6 $33,445 21 Fringe Beneflts(20) ~ $141,032 ~ $114,688 ~ $123,740 ~ $124,892 TOTALSUPPORTSALARY 11.8 $240,594 10.8 $214,555 10.8 $227,675 10.8 $229,365 TOTAL(10-20) 'fflhli $1,226,435 ~ $1,116,234 ~ - $1,143,686 ~ $1,161,705 $4,000 TOTAL(30) ~ $36,254 ~- $42,173 ~ $48,792 ~ $49,763 MATERIALS, 26 Prlnclpal's Office I-__:~~~~\n::':\n.\n:: t.:iii !---=-=~~4!~i:!li:~t.l-~l\ng,\n.\ni+-_.:.\n~~~'.llif\u0026gt;iii:l::t~.:l::::t t-_ _.:.\n~:-=-:--1 SUPPLIES 27 Regular Classroom $23,541 ~ $20,882 ~: $25,068 ~ - $25,000 (40) 28 Media $6,489 ~ $3,934 ~ $6,600 -~ $8,000 29 Other if~:~: $1,016 ~ $1,397 -'.'.:':',!\n.\n, j_ '\"7:$:.::2.:..,:,4755~~~J\n1,,,l9\u0026gt;ff~:~:l---:=::c-::-:-::-l .--,,-----=---,-,---+:,---,,---T:...::O:....:T..:..A=L...l.(4.:..:0:t..)- --E~\n:\n:~:~\ni,:)1.' !!--....\n$\n_.\n3'-::1\"-:,04c=-6~~il'.4\ni'.i.li:$.ltii:+ -~$2~6~,2~1-=3'-\" ':.it...i.~ .-:1.i.'.i:r -___:.$~$34 2 ::-.!.',S4:::'12:'=--3 6 ........ ....::~.:::::::*:_: :_ ___:.$~33\n:-',,0::-:0::-:::0~ CAPITAL 30 Equipment @.IQC) $2,594 ~ $1,312 ~ $3,700 OLITLAY 31 Building Repair, etc. ~ ~ -- (50) 32 Other ~ ~ ~ ~ OTHER (60) TOTAL (50) ~ $2,594 ~ $1,312 ~ $2,646 ~ $3,700 33 Dues and Fees ~ $1,132 ~ $215 ~ $1,155 ~ $1,000 34 Other ~ ~ ~ ~ TOTAL(60) ~ - $1,132 ~ $215 ~ $1,155 ~ $1,000 TOTAL(30-60) ~ - $71,025 ~ $69,913 ~ $86,716 ~ $87,463 TOTAL(10-60) 43.1 $1,297,460 40.1 $1,186,147 40.1 $1,230,402 40.1 $1,249, 168 TOTAL LINE 1TB $-(SECOND PAGE) ~ $41,553 ~ $29,105 ~ $57,993 ~ $70,963  : \u0026lt;\u0026lt;'14~1M-Mt\u0026lt;ttt ~ '\n.J,:~\n~\n~: : : ::::\u0026lt; :\\l1~1$~ii #P~ tj:~\n~$$? ~ ::tl t~ ~13.1:ffi Other Objects Indirect Costs $41,301 $28,874 $56,089 $69,059 Vocational Athletics Gifted Programs $8 $80 $80 Plant Services $91 $1,305 $1,305 Reading $42 $42 Science English ($185) $129 $129 Special Education $187 $231 $348 $348 xxxxxx lOClOOO( lOClOOO( t{et P:OpllC.offMPP@@mrn ,~~rnm 1fflf.tft@Wii j\n~f~Wtt ,~~Ht% 3rd Qtr. ADM or Pro]. 329.0 295.7 289.0 289.0 Total Costs $1,339,013 $1,215,252 $1,288,395 $1,320,131 Jffit:E'-u.P.!lCoSf:rmtt:wwrn\niM@l$.,f'.Q.~l: t%i%$4?$.10:i iWWilif~:: tHltt$.J.iS.Gai CERTIFIED 01 Principal 1.0 $64,174 1.0 $65,081 1.0 $60,588 1.0 $60,956 STAFF 02 Asst. Prln. 1.0 $36,843 1.0 $38,931 1.0 $40,047 1.0 $40,205 03 Specialists 04 Counselors 4.0 $141,471 5.0 $173,230 5.0 $182,894 5.0 $184,602 1.4 $40,611 1.4 $45,279 1.4 $41,011 1.4 $41,394 05 Media Spec. 1.0 $34,592 1.0 $25,446 1.0 $28,846 1.0 $29,874 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 21.0 $631,616 20.0 $630,446 20.0 $660,714 20.0 10 Special Education 1.5 $13,370 1.1 $25,764 1.1 $28,877 1.1 11 Gifted 2.0 $57,618 2.0 $40,670 2.0 $72,728 2.0 12 Chapter 1 13 Substitutes $15,588 $17,314 $16,000 14 Other-Kindergarten 3.0 $107,925 3.0 $112,836 3.0 $113,639 3.0 TOTAL CERTIFIED SALAR 35.9 $1,143,808 35.5 $1,174,997 35.5 $1,245,344 35.5 SUPPORT 15 Secretaries 2.0 $42,678 2.6 $27,786 2.6 $41,377 2.6 STAFF 16 Nurses 1.0 $31,904 1.0 $33,664 1.0 $35,551 1.0 17 Custodians 3.5 $43,163 3.5 $44,866 3.5 $46,660 4.0 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 9.0 $32,748 9.0 $37,175 9.0 $44,618 9.0 21 Fringe Benefits(20) ~ $171,101 ~ - $147,956 ~ $166,961 ~ - TOTALSUPPORTSALARY 15.5 $321,594 16.1 $291,447 16.1 $335,167 16.6 TOTAL(10-20) ildo\u0026amp;iii- $1,465,402 ~ $1,466,444 ~ $1,580,511 ~ PURCHASE 22 Utilities ~ $38,623 ~ $44,468 ~ $57,280 ~ SERVICES 23 Travel ~ $3,793 ~ $4,601 ~ $5,000 ~ (30) 24 Maintenance Agreements ~ ~ ~ ~ 25 Other ~ - $16,400 ~ - $9,938 ~ $8,000 ~ TOTAL (30) ~ - $58,816 ~ - $59,007 ~- $70,280 ~ MATERIALS, 26 Prlncipal's Office ~ ~ ~ ~- SUPPLIES 27 Regular Classroom ~ $38,631 ~: $55,228 ~ $31,698 ~ (40) 28 Media ~ $6,234 ~ $4 645 ~ $11,000 ~ 29 Other ~ $1,475 ~ $2095 ~ $2,200 ~ CAPITAL OUTL-\\Y (50) TOTAL(40) ~ $46,341 ~ $61:968 Pffi $44,898 ~ 30 Equipment ~ $25,034 ~ $6,799 ~ $22,700 ~ 31 Building Repair, etc. iiooooci ~ ~- ~ 32 Other ~ imn: ~ ~ TOTAL (50) ~ $25,034 ~ $6,799 ~ $22,700 ~ OTHER 33 Dues and Fees ~ $190 ~ $720 ~ $2,000 ~ (60) 34 Other ~ ~ ~ ~ $691,929 $29,146 $73,407 $16,000 $114,700 $1 ,282,212 $39,684 $35,551 $51,012 $41,317 $170,901 $338,466 $1,620,677 $59,353 $5,000 $8,000 $72,353 $39,700 $10,000 $2,300 $52,000 $15,598 $15,598 $2,000 TOTAL (60) ~ $190 ~ $720 ~ $2,000 ~ $2,000 TOTAL(30-60) ~ $130,381 ~ $128,494 ~ $139,878 ~ $141,951 TOTAL(10-60) 51.4 $1,595,783 51.6 $1,594,938 51.6 $1,720,389 52.1 $1,762,628 TOTAL LINE ITEI $-(SECOND PAGE) ~ $60,881 ~ $49,480 ~ - $103,657 ~ $110,833 !:J'\\GIViNO:r.qr.Mi/WWl@ ~ :nM~~E\\ ::  MJ:1~il.1~f ~ %4:t~\n()Mi ~ @!J.t\nst:l\n~u Mn!J~,~]%1.@/iil!Itfrn::: t~uattt :Ctt~t  ttfmfgattlt tt8ud0it :,:::::::,,:::::::::::::::::::::: ...... 1992-93 1993-94 1994-95 1995-96 Stipends $1,537 $1,676 $10,000 $10,000 Other Objects Indirect Costs $59,199 $47,427 $90,829 $98,005 Vocational Athletics Gifted Programs $12 $120 $120 Plant Services $130 $1,935 $1,935 Reading $63 $63 Science English ($265) $194 ~194 Special Education $269 $377 $516 $516 xxxxxx xxxxxx )()(JOO()( Total Line Items $60,881 $49,480 $103,657 $110,833 e~PQWl:t.0$\nt#illrnrnww 1.~'S~WMi 1'-~%Ni 1.B4-$.$iii'\u0026amp;i' l~@tkii1 3rd Qtr. ADM or Proj. 473.3 485.8 468.0 468.0 Total Costs $1,656,664 $1,644,418 $1,824,046 $1,873,461 ~ -P-Oi:\u0026gt;lf-WlMM@f.mt iUNMl3$.00 mHMllJ~  tJ%$'3=D.1 )it:WN$4~003 CERTIFIED 01 Principal 1.0 $63,612 1.0 $64,520 1.0 $64,256 1.0 $64,647 STAFF 02 Asst. Prin. 3.0 $143,289 3.0 $148,979 3.0 $145,767 3.0 $146,644 03 Specialists 3.6 $102,810 3.6 $111,283 3.6 $113,157 3.6 $107,924 04 Counselors 2.0 $71,228 3.0 $69,852 3.0 $111,241 3.0 $112,280 05 MediaSpec. 1.0 $39,713 1.0 $41,729 1.0 $41,729 1.0 $42,11 9 06 Art-Perl./Prod. - 07 Music r:08:-::-tF=-o-re-:-i-gn-L=-a-n_g _ ------t----t------ir----+-----+----i----+---+---- 09 Vocational 5.6 $186,730 5.6 $207,954 5.6 $190,845 5.6 $192,581 10 Special Education 1.3 $46,551 1.3 $49,016 1.3 $50,084 1.3 $50,552 11 Gifted 12 Classroom 46.8 $1,370,771 46.8 $1,424,850 46.8 $1,443,934 46.8 $1,458,375 13 Substitutes $34,413 $71,832 $36,135 $36,200 14 Other TOTAL CERTIFIED SALARY 64.3 $2,059,117 65.3 $2,190,015 65.3 $2,197,148 65.3 $2,211,323 SUPPORT 15 Secretaries 4.0 $65,214 4.0 $66,063 4.0 $68,494 5.0 $85,094 $32,360 $70,181 STAFF 16 Nurses 1.0 $31,416 1.0 $32,359 1.0 $32,359 1.0 17 Custodians 6.0 $68,427 6.0 $68,890 6.0 $60,373 6.0 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 1.0 $21,650 1.0 $24,845 1.0 $23,937 1.0 $33,356 1-2-0+0t-h-'er---A-id_es ______3_ _ 5_ +--$4-6-',6-9-3-+--2.-4-+--$4-2,'-95-1-+--2.4- -+--$-2-8'-1, -0-1+--2-.4-+---$28,101 21 Fringe Beneflts(20) ~ $292,062 #.l\u0026lt; $266,922 ~ $275,254 ~ $277,471 TOTAL SUPPORT SALARY 15.5 $525,462 14.4 $502,030 14.4 $488,518 15.4 $526,564 TOTAL (10-20) ~ $2,584,578 ~ $2,692,045 ~ $2,685,666 ~ $2,737,886 TOTAL(30)  $183,959 ~ $198,959 ~ $214,521 iai $215,603 ,M:u1\n~~\n- 1--::c::~+:=-~-i~..:.~i-f'-l~a..:./c=': 0 ~-'a~'- 11 ....:~~..:.e_m __ __, ______ ...,..__._. ...... --$6,--3-,9-84--.~j:\n\n, ~,~,. ~., .,.,. ,.,-~1---$-:-:7--9--,,3--3-1=.i...: ,,,,::::\"\"::::,,.::::: +---c$-4-9-,1-:6-8.,..=: ...,:.:.,,,\n,,::::\n:+:- --c-$4- 9-,1-6-8-- 1 (40) 28 Media ~ $9,352 -~ $9,547 ~ $15,700 ~ $15 ,700 CAPITAL OUTLAY (50) 29 Other ~ $2,172 -~ - $2,923 - $4,000 ~ $4,000 TOTAL(40) m. $75,508 ~ $91,801 ~ $68,868 ~ $68,868 30 Equipment ~ $17,579 ~ $15,510 ~ $27,300 ~ $27,300 31 Building Repair, etc. 32 Other TOTAL(S0) ~ $17,579 ~ $15,510 ~ $27,300 fflffi $27,300 OTHER 33 Dues and Fees ~ $1,377 ~ $1,764 ~ $4,500 ~ $4,500 (60) 34 Other T~~\nt~6-~o) = $2~~:!~ = ~:~:. $3~:~~~ = $3~:~~~ TOTAL (10-60) 79.8 $2,863,000 79.7 $3,000,079 79.7 $3,000,855 80.7 $3,054,157 TOTAL LINE ITEM -(SECOND PAGE) ~ $137,573 ~ $109,678 ~ $201,987 ~ $210,72-i @WMi4.~iffit'MttMiWW ~ \\U~Q.$'.1$.( ~ t~1lterv ~ - :~mJf4ti ~ #}.$$J~\naa1\\ l~li~~llllll\n:il!11llllllll!l!lli!li::!JII!: \n\n~:,:c:m :~:\n~~r \n\n~~i:trn ~!1!~!et:tt Stipends $4,378 $4,530 $4,600 $4,600 Other Objects Indirect Costs $104,172 $80,835 $162,057 $170,794 Vocational $14,932 $8,890 $16,000 $16,000 Athletics $13,857 $14,777 $14,500 $14,500 Gifted Programs Plant Services $229 $3,450 $3,450 Reading $115 $115 Science English ($467) $345 $345 Special Education $473 $646 $920 $920 )0()()()()( )0()()()()( )0()()()()( Rtf P.ObJt\nCostt't'.'Y':''?'?\\\n' i.~~===t\u0026lt; 1'~Q4t}''=''.' t~S$.\\P::= 1fflfmt==t='t 3rd Ctr. ADM or Proj. 836.3 827.8 835.0 835.0 Total Costs $3,000,573 $3,109,757 $3,202,842 $3,264,881 eereup11coatrv\\:::zr:~:1 ::\n:,=:.:+a :ssa:= \n\n::wss:mr ::p=-rctS:t:836== ==,-:==yr\n:fl\nm:o=: M:!1:J!~~~~~:\u0026lt;:t:=i1::12i:~:i\n~ :\n::=\n:\n~:~:=:::::1:~1:~: =~\n! :1:=~r~'\n'.:,::i\n:1 ~~r :\n::\n:::::~:::\n::::\n~~:: :r:,: ~\n: / CERTIFIED 01 Principal 1.0 $62,517 1.0 $64,582 1.0 $65,747 1.0 $66,149 STAFF 02 Asst. Prln. 3.0 $119,256 3.0 $152,394 3.0 $153,428 3.0 $154,354 03 Specialists 9.8 $221 ,882 9.8 $301,371 9.8 $266,815 9.8 $301 ,364 04 Counselors 3.0 $118,446 3.0 $124,940 3.0 $129,841 3.0 $131,047 05 MediaSpec. 1.0 $33,013 1.0 $34,026 1.0 $34,026 1.0 $34,344 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Vocational 7.0 $302,605 7.0 $276,023 7.0 $214,076 7.0 $216,625 1 o Special Education 1.2 $51,899 1.5 $53,457 1.5 $53,457 1.5 $53,956 11 Gifted 12 Classroom 39.6 $1,370,962 39.6 $1,371,266 39.6 $1,416,539 39.6 $1 ,372,986 13 Substitutes $49,179 $45,634 $51,640 $51,640 14 Other-Kindergarten 1.0 $39,485 1.0 $40,670 1.0 $40,670 1.0 $41,050 TOTAL CERTIFIED SALARY 66.6 $2,369,244 66.9 $2,464,363 66.9 $2,426,239 66.9 $2,423,513 SUPPORT 15 Secretaries 6.0 $123,490 6.0 $143,706 6.0 $111 ,962 6.0 $1 12,943 $19,416 $116,365 STAFF 16 Nurses 0.6 $18,790 0.6 $19,416 0.6 $14,453 0.6 17 Custodians 8.0 $113,791 8.0 $120,368 8.0 $115,043 8.0 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 5.0 $122,263 5.0 $97,365 5.0 $108,916 5.0 $109,408 20 Other-Aides 2.0 $14,005 2.0 $11,308 2.-0 $23,616 2.0 $23,616 21 Fringe Benetits(20) ~ $346,012 ~ $313,946 ~ $315,107 ~ $311,325 TOTAL SUPPORT SALARY 21.6 $738,351 21.6 $706,109 21 .6 $689,097 21.6 $693,072 TOTAL(10-20) ~ $3,107,595 ~ $3,170,472 ~ $3,115,336 ~  $3,116,586 PURCHASED 22 Utilities ~ $179,513 ~ $213,303 ~ $183,100 ~ $183,753 SERVICES t-2-3+T-r-av_e_l --------t\n~,\n,,\nC.~\n,\nJl.\"'\"$,... ----\n@:l,.\n,\nS~\n,i+\n ...---$.,...1-,3-1...,.0.\nQ:j,\n,\n'~\"'Jl\n' ..t---$.,...1-,5-0_0,J\"\"\"o\n,~\n-\n~\n\"\n':,i+: --$,-6-,0-0-,---iO (30) 24 MalntenanceAgreements ~ ~ ~ ~iiiiiiiii:ii 25 Other l~~ $18,792 ~ -- $40,933 ~ $14 750   $10,000 TOTAL(30) ).~~ $198,305 ~ $255,546 -~ - $199:350 ~--- ---'$1:...9:~9,~75:...:3~ , MATERIALS, i-:2::6t-Pr:..:.:in.:.:c:.:!:lp:.::a::.,:l's:..0:::.f:..:.:fi=-ce=-------iilft\n~\n/:,\n:\n:\n:J\nJ.i ---:--:-:----:-c.i.\niJ\u0026amp;:l\n.\nm'.\n:\n\n:\n,~---=-=--=--::--l\n~~:\n\u0026gt;\n,:::\nJ.:- --=--=-=-~--F.,\ni~~::\n:\n:\n\n:\n4: - - -----1 SUPPLIES 27 Regular Classroom ~  $92,439 ~ $74,513 ~  $98,173 ~  $101,065 (40) 28 Media ~ $13,753 ~ $5,415 :~ $7,642 ~  $7,100 CAPITAL OUTlAY (50) OTHER (60) 29 Other ~ $3,136 ~ $6,336 ffl $6,100 ~ $6,000 TOTAL(40) ~ $109,327 ~ $86,264 ~ $111,915 ~ $114,165 30 Equipment ~ $23,092 ~  $11,086 - $16,000 - $15,000 31 Building Repair, etc. 32 Other TOTAL (50) ~ $23,092 ~ - $11,086 - $16,000 ~  $15,000 33 Dues and Fees ~  $5,809 ~ $4,675 ~ $5,000 ~  $4,000 34 Other ~ ~ ~  TOTAL (60) ~ $5,809 ~ $4,675 ~ $5,000 ~ $4,000 TOTAL (30-60) mm $336,534 ~ $357,571 ~ $332,265 ~ $332,918 TOTAL (10-60) 88.2 $3,444,128 88.5 $3,528,043 88.5 $3,447,601 88.5 $3,449,504 TOTAL LINE ITEM S-(SECOND PAGE) ~ - $135,955 ~ - $101,049 ~ - $190,036 ~ $229,152 (Jt iM\u0026lt;!QBMIJlffP rAVt@Wt   ..   : ''\".' .J~m~ -\n:n~ :~ :~ =1::~uinm~ :: -$3,6!.tt~ Stipends $1,353 $2,519 $1,425 $1,425 Other Objects Indirect Costs $105,548 $75,743 $153,323 $192,439 Vocational $14,932 $8,332 $16,000 $16,000 Athletics $13,884 $13,850 $14,500 $14,500 Gifted Programs Plant SeNices $232 $3,420 $3,420 Reading $114 $114 Science English ($473) $342 $342 Special Education $479 $605 $912 $912 xxxxxx xxxxxx xxxxxx Total Line Items $135,955 $101,049 $190,036 $229,152 e~eow1\n Kr:::\n:\nx7\n:g: iffl\n\n:\n:\n::\n:~m~\n:\ns\n18M+.SS::\n:v\n18.ffi::x\n:\n3rd Otr. ADM or Proj. 848.3 775.3 790.0 790.0 Total Costs $3,580,083 $3,629,092 $3,637,637 $3,678,656 fffltiPlili:\u0026gt;.lt:C.o.it%!W%MWW JMJ.MM~zao.t W#Wf.4.i~tf M%%M'$0$.i tWM\nt1J.Jas=1.t ADDITIONAL CLERICAL POSITION I. EXECUTIVE SUMMARY The district is committed to safe, secure school environments, accurate attendance reporting, sound financial accounting, and to the educational, social and emotional growth of all its students. We at Mann are involved daily with our expected responsibility and obligation to our school community. Our goal continues to focus on and to carry out district mandates effectively and efficiently. We eagerly accept our charge, remaining one of the district's successful schools. Due to the complex nature of being a magnet, this business case proposes an additional clerical position, making it possible for us to continue our goals at an optimal level. A Background Mann Magnet serves a consistent enrollment of 850 students from all three school districts: Little Rock, North Little Rock, and Pulaski County. There is an urgent need to establish and maintain a sense of community for our diverse population. Our clientele of parents have high expectations because, for the most part, we represent for them an opportunity to explore an attractive curriculum in a public school setting. Our students are transported to us on different buses, and since they must perform, attend mandated field trips, participate in activities relating to science and the arts--our two specialty areas, we must provide nurturing, after school duty, and support for them. Through the years, there have also been increased demands on administrative staff to take care of extra clerical needs, related to attendance, possible litigating concerns, and other reporting. These demands lessen the effectiveness of the Assistant Principals, taking away from their expected job responsibilities. There are three secretaries in our office--principal's secretary, registrar and bookkeeper/attendance secretary, a slot of which either area--attendance or bookkeeping--constitutes a full-time job. B. Problem Given the recent increase of paperwork and all requirements connected with it, assistant principals are devoting an inordinate amount of time to clerical minutiae. Normally, these certified personnel staff members should be Clerical Position assisting with improvement of instruction and implementing disciplinary interventions for our students. There are a number of factors contributing to this problem:  Mann serves a diverse population from the three schools districts, making it necessary to establish a sense of community which is county wide versus that which is typically found  in an area neighborhood school.  There are increased demands on administrators due to attendance accounting accuracy.  Existing clerical personnel are overextended with a myriad of daily responsibilities connected with the effective, efficient running of a junior high school. C. Analysis of Alternatives The administrative team and clerical staff generated and analyzed alternatives: 1. Train and maintain a strong volunteer pool of parents to give clerical assistance. a. Breach of confidentiality is possible. b. Consistent pattern of service and times needed is lacking. 2. Seek clerical assistance from the district's pool of secretaries. a. Not available at this point 3. Seek additional monetary resources for existing clerical staff, that is for one who has a night/evening job. An advantage is that one person could do both jobs, using time away from the regular job hours\nthis is more economical for the district. A disadvantage is possible burn-out plus the possibility of being misunderstood as preferential treatment for staff member involved. Clerical Position Page 3 4. \"Do Nothing.\" The bookkeeper/ attendance slot is unattractive to employees, causing dissatisfaction with oneself because of daily overload. Assistant principals will not receive relief from menial tasks at hand. 5. Hire an additional clerical person, who would serve as attendance secretary and as an aide for the assistant principals. This will best accomplish Mann's needs. 6. Half-time Person. While this may look attractive and cost effective, the job is not such that it can be accomplished effectively in one half day. The job's responsibility continues throughout the school day hours. D. Recommendation It is recommended that a clerical position be added to Mann's clerical staff, giving relief to the bookkeeper/ attendance slot and to the assistant principal's paperwork burden. This addition would give the assistant principals more time to share their expertise in professional ways, such as disciplinary intervening and instructional improvement. E. Objectives The objective of this recommendation is to preserve and maintain an effective school which keeps a positive image for our district. F. Impact Analysis The addition of a clerical position will allow assistant principals to give attention to their expected job responsibility, rather than to clerical duties. Furthermore, the position of bookkeeper/attendance secretary will be divided into a more workable and manageable job responsibility, making for sound financial accounting and accurate attendance reporting. This addition of a clerical staff member will have a positive impact on the Desegregation Plan because of the added effectiveness and efficiency that are certain to occur. Assistant principals will be able to assist more with the Clerical Position Page 4 academic, and social environment of Mann, helping to maintain a sense of community for the parents, students, and staff. G. Resource Analysis It is estimated that $15,000 would be more than enough for this position and minimal training would be required. H. Force Field Analysis Primary supporters of this proposal will be the principal, all assistant principals and office staff. Also, parents, teachers and students will benefit. The primary detractors will be those who dislike the magnet school concept. I. General Implementation Plan The principal, working with the Human Resources Director, will have the responsibility of implementing this increase in staff. August 1995 is the desired beginning time. J ' Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Oirector June 26 , 1995 The Honorable Susan Webber Wright Judge , U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: JUN 2 1995 'i~CO .-, ..,., Oltice of Deseg~s\n2:\ncn :1,cr.,io\n:ng ... . ... At its June 13, 1995 meeting, the Magnet Review Committee, by formal motion and unanimous 6-0 vote, approved the interdistrict magnet schools budget for the six original magnet schools for the 1995-96 school year (Draft 2). The total amount budgeted, $14,614,360, is based on a per pupil expenditure of $4,140 per student and a projected thirdquarter enrollment of 3,530 students. This budget shows an increase of $87.00 per student over the 1994-95 budget. As you know, the Little Rock School District and the CTA are currently in salary negotiations. At the same time, Little Rock School District is requesting a reduction of (501 ) 758-0156 two days in the school year which, in turn, will also impact the salary negotiations. Consequently, at the conclusion of the salary negotiations, the salary figures in the enclosed budget submitted for approval may have to be re-calculated. When the information from the salary negotiations is received, the budget may have to be revised for your approval. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flexibility may be necessary. The Magnet Review Committee respectfully requests the Court's review and approval of the 1995-96 interdistrict magnet schools budget attached herewith. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. We will continue to work with the host district as we exercise The Honorable Susan Webber Wright -2- June 26, 1995 stringent oversight of the magnet schools budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, !fi~m, Chairperson Magnet Review Committee BA/DGC:sl Attachment: 1995-96 Interdistrict Magnet Schools Budget (Approved Draft 2) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring CERTIFIED STAFF SUPPORT STAFF 01 Principal 6.0 02 Asst. Prin. 10.0 03 Specialists 37.2 04 Counselors 10.4 05 Media Spec. 6.5 06 Art-Perl./Prod. 0.0 07 Music 0.0 08 Foreign Lang. 0.0 09 Vocational 12.6 10 Special Education 7.8 11 Gifted 5.0 12 Classroom 177.6 13 Substitutes 0.0 14 Other-Kindergarten 14.0 TOTAL CERTIFIED SALARY 287.1 15 Secretaries 19.0 16 Nurses 5.4 17 Custodians 28.5 18 Paraprofessionals-Chptr 1 0.0 19 Paraprofessionals-Other 6.0 20 Other-Aides 39.5 21 Fringe Benefits(20) ~ - TOTAL SUPPORT SALARY 98.4 TOTAL(10-20) ~ PURCHASED 22 Utilities ~ SERVICES 23 Travel ~ (30) 24 Maintenance Agreements bxio.\u0026amp; 25 Other ooixloo TOTAL (30) @.ijif MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media CAPITAL OUTLAY (50) 29 Other TOTAL (40) 30 Equipment 31 Building Repair, etc. 32 Other $m!riS #.l:~ ~ ~ $357,193 $438,462 $1 ,078,799 $356,314 $222.455 $0 $0 $0 $489,335 $245,166 $159,822 $5,354,901 $147,417 $426,571 $9,276,435 $355,081 $148,996 $335,694 $0 $143,913 $256,806 $1,366,607 $2,607,097 $11,883,532 $507,373 $33,980 6.0 10.0 39.2 12.4 6.5 0.0 0.0 0.0 12.6 7.7 5.4 175.9 0.0 14.0 289.7 19.0 5.4 28.5 0.0 6.0 37.0 ~ 95.9 ~ ~ ~ ~ $92,772 ~ - $634,125 ~: ~: $309,128 ~ $53,842 ~ $11,647 ~ $374,617 ~ $106,283 ~ $375,279 6.0 $433,972 10.0 $1,211 ,895 39.2 $405,435 12.4 $224,104 6.5 $0 0.0 $0 0.0 $0 0.0 $483,977 12.6 $282,681 7.7 $158,016 5.4 $5,377,867 175.9 $182,975 0.0 $448,552 14.0 $9,584,753 289.7 $360,333 19.0 $156,152 5.4 $360,957 28.5 $0 0.0 $122,210 6.0 $237,662 37.0 $1,213,301 ~ $2,450,615 95.9 $12,035,368 ~: $598,876 $20,580 ~ ~  $119,669 ~: $739,125 ~ - ~ $ 328,856 ~ $ 34 ,277 ~ $18,873 ~ $382,006 ~ $67,029 ~ TOTAL (50) ~ $106,283 ~ - $67,029 ~ OTHER (60) 33 Dues and Fees 34 Other ~ - $12,416 ~ - $13,017 ~ $340,086 6.0 $473,907 10.0 $1 ,224,208 39.2 $452,360 12.4 $230,137 6.5 $0 a.a $0 0.0 $0 a.a $404,921 12.6 $263,527 8.2 $189,153 5.4 $5,582,275 175.9 $154,925 0.0 $459,595 14.0 $9,775,094 290.2 $323,508 20.0 $155,272 . 5.4 $355,219 29.0 so a.a $132,853 6.0 $270,749 37.0 $1,282,054 ~ $2,519,655 97.4 $12,294,749 ~ $619,066 ~ $33,907 ~ ~ $74,250 ~ . $727,223 ~: $302,337 ~ $57,242 ~ $19,510 ~ $379,089 ~ $93,646 ~ $93,646 ~ - $15,655 ~ ~ $346,907 $477,647 $1 ,266,529 $456,579 $233,047 $0 $0 $0 $409,206 $283,351 $190,921 $5 ,642,152 $154,990 $463,885 $9,925,214 $337,934 $160,236 $372,933 $0 $142,764 $278,875 $1 ,297,521 $2,590,263 $12,515,477 $626,335 $38,500 $69,500 $734,335 $313,418 $57,100 $16,800 $387,318 $86,598 $86,598 $14,500 TOTAL (60) #.~~ $12,416 ~ $13,017 ~ $15,655 ~ $14,500 TOTAL(30-60) ~ $1,127,441 ~ - $1,201,177 ~ $1,215,613 ~ $1,222,751 TOTAL (10-60) 385.5 $13,010,969 385.6 $13,236,545 385.6 $13,510,362 387.6 $13,738,228 TOTAL LINE ITEl~S- (SECOND PAGE) ~ $537,465 ~ $413,629 ~ $796,728 ~ $876,136 w\nrn\nma~~~n@m ~ \\\\t.t$8~~ : --.- \u0026lt; ~)il.14$50~1x.~m ~ mit4tt'~490i ~ J$14,614t.\u0026lt;r ~ ......---.. -~ - ... , ,~~ i: ~--- - \n/,iii j 1)t_/1.\" 'j II i 1 i} 1r,o~ \\..,\\,..\n\n.... , ::J '. CC \"1 1\u0026gt; Mg!}~f,fil:,S~. ......:.r.,._...: '. .. :. : .!..: _i.:.:.:.:.::r,':.:.l:\n.:..r . .::\n:,.:,:.\n.:  :.i\n.. ~:::~::ai.tr ::t=Aciuw.:  t:::(Jud~ \u0026lt; nrnBvd.t:tt \n: \n':.::rx:: 1993-94 1994-95 1995-96 Stipends $19,871 $16,269 $29,125 $29,125 Other Objects Indirect Costs $458,905 $348,726 $685,103 $764,511 Vocational $29,864 $17,222 $32,000 $32,000 Athletics $27,741 $28,627 $29,000 $29,000 Gifted Programs $51 $500 $500 Plant Services $1,009 $15,000 $15,000 Reading $500 $500 Science English ($2,058) $1 ,500 $1,500 Special Education $2,082 $2,785 $4,000 $4,000 xxxxxx xxxxxx xxxxxx Total Line Items $537,465 $413,629 $796,728 $876,136 fflitiPcltitl:P.~lrnnmm:mrn ,~~%MM ,~$.!W1%W W$J.4f$.6(@@t:! ,~ ~(\\%Pl 3rd Otr. ADM or Proj. 3679.6 3570.5 3530.0 3530.0 Total Costs $13,548,434 $13,650,174 $14,307,090 $14,614,360 Pwf Pti$1'Cost,:,\n:t\n#N%Wl %M/%$3.iffllz.\n%f\\i\ni%$3:HZJili W@lW\\$4:fOS.$?: U@i@l$4MM\u0026gt;0 CERTIFIED 01 Principal 1.0 $52,699 1.0 $54,600 1.0 $55,764 1.0 $56.095 STAFF 02 Asst. Prln. 1.0 $51,060 1.0  $52,028 1.0 $52,028 1.0 $52,334 03 Specialists 7.0 $239,870 7.0 $253,810 7.0 $247,392 7.0 $245,325 04 Counselors 1.4 $35,997 2.0 $79,221 2.0 $66,806 2.0 $67.430 05 Media Spec. 1.0 $35,134 1.0 $37,012 1.0 $37,836 1.0 $38,190 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 30.2 $926,604 30.2 $907,324 30.2 $937,495 30.2 $985,475 10 Special Education 1.3 $49,377 1.3 $51,124 1.3 $51,389 1.3 $51,869 11 Gifted 1.0 $34,242 1.0 $36,073 1.0 $36,876 1.0 $37,222 12 Chapter 1 13 Substitutes $17,757 $24,191 $20,000 $20,000 14 Other-Kindergarten 4.0 $110,916 4.0 $120,022 4.0 $125,362 4.0 $12f 532 TOTAL CERTIFIED SALARY 47.9 $1,553,656 48.5 $1,615,405 48.5 $1,630,948 48.5 $1,f 80,472 SUPPORT 15 Secretaries 2.0 $30,341 2.0 $46,344 2.0 $31,932 2.0 $31 ,932 STAFF 16 Nurses 1.0 $25,725 1.0 $27,301 1.0 $28,104 1.0 $28,104 17 Custodians 4.0 $42,176 4.0 $44,290 4.0 $51,384 4.0 $51,384 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 8.0 $64,657 7.0 $37,000 7.0, $63,323 7.0 $63,624 21 Fringe Benefits(20) ~ $225,867 ~ $198,345 ~  $209,385 ~ $214,360 TOTAL SUPPORT SALARY 15.0 $388,766 14.0 $353,280 14.0 $384,128 14.0 $389,405 TOTAL(10-20) ~ $1,942,422 ~ $1,968,685 ~ $2,015,076 ~ $2,069,877 PURCHASEDi,.:2:::2+::-U'-'-til_itl_es _____- -1.\na\n,\n,\n1).\na\n,\n:+~+ _$7., ...1..:..,4,-9_2-+,,,ilo\n,\u0026gt;o,\n,\n*+.\n~+:_ __\n_$7...\n5..:..,6_7~6-+jc,,\n)i:l~,\n,.\n.,,'i\u0026gt;\n,+--$-:84,-'-::,1..,.15.,.....,~,,,,)\\:l,\n,\n{\u0026gt;.,\n,~,\n\n..--$-:8--:c5~,2-=-50-:--i SERVICES i,.:2:::34 T.\n_r..,\na_ve_l _____- -1.,,Xl-\n,\n~~,,..~.~. . . . . _$ 4__\n_,654_...,,.,o,,,,\u0026amp;).,,:c\u0026lt;}.,., +__$ 4__\n_,9_3_9-+jc.,,\u0026lt;i~,O~*.,,~t---$-5'-,0_00--i':.,~ ~'  $5,000 (30) 24 Maintenance Agreements ~ ~ ~ ~ 25 Other ~ $4,895 ~  $13,548 l~f $9,500 ~  $9,500 TOTAL(30) ~  $81,041 ~  $94,163 l~f $98,615 ~ $99,750 MATERIALS, ~26==4:..Pr\n,\nln.:.::c~ip:.::a:,,:l's\n..O::::..f\n,\nfic::::..e:___ _- -!._~..,\n.. \n\n.'.\n..\n.. .,\n\n.\n i.--7::-::-::,::~li~\n,oo..,.\nt\ni?.'.41i.i.,ij +---::-,-,-c-=-=-!i~~~J.\u0026gt;~.o.i~t\u0026gt;'.t--=-:---=-::-c:-+.~~,:~:-~~\u0026lt;+--=-=-==- SUPPLIES 'Zl Regular Classroom ~ $37,774 ~ . $44,436 ~ $34,900 ~ . $35,155 (40) 28 Media iiJc:m. $4,743 ~  $5,380 ~ $4,800 ~ $4,800 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ $1,255 ~ $2,624 ~ $1,255 i#ffi $1,000 TOTAL(40) tii. $43,772 ~ $52,440 ~ $40,955 ffl_ffi $40,955 30 Equipment ~ $10,090 ~ $12,832 ~ $6,000 ~ $6,000 31 Building Repair, etc. 32 Other TOTAL(S0) ~ $10,090 ~ $12,832 ~ $6,000 ~  $6,000 33 Dues and Fees 34 Other ~ TOTAL (60) ~ $0 ~ $0 ~ $0 ~ $0 TOTAL (30-60) ~ $134,903 ~ $159,435 ~ $145,570 ~ $146,705 TOTAL(10-60) 62.9 $2,077,325 62.5 $2,128,120 62.5 $2,160,646 62.5 $2,216,582 TOTAL LINE ITEMS-(SECOND PAGE) ~  75446.0 ~ $59,394 ~ $113,512 ~ $126,220 :: 1992-93 Other Objects Indirect Costs $75,260 Vocational Athletics Gifted Programs $16 Plant Services $166 Reading Science English ($337) Special Education $341 XXXlOO( )()()()()()( XXXJOO( Total Line Items $75,446 1993-94 $1,500 $57,435 $459 $59,394 1994-95 1995-96 $109,849 $122,557 $155 $155 $2,505 $2,505 $84 $84 $251 $251 $668 $668 $113,512 $126,220 e.~tetimi::e.~wmrw:irmrr i~tmnt i~~mr:rni 1~mi:rn1 i~wrt 3rd Ctr. ADM or Pro]. 604.4 588.0 566.0 566.0 Total Costs $2,152,n1 $2,187,514 $2,274,158 $2,342,801 Per-,PUoll'.Cosl'f\\,w\u0026gt;,-,.,,.,\n.\n,t,h ,c}.,6dEJ!56Z:S :,,,,,,:,.,,dt.:JU20c .,,-,,fa.,,,v,ota, :,,.,i,,,,.,,., . .. 139!' CERTIFIED STAFF 01 Principal 1.0 02 Asst. Prin. 1.0 03 Specialists 7.0 04 Coun:\nelors 1.6 05 Media Spec. 1.5 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 23.0 1 O Special Education 1.0 11 Gifted 1.0 12 Chapter 1 13 Substitutes 14 Other-Kindergarten 4.0 TOTAL CERTIFIED SALARY 41 .1 $57,676 1.0 $32,092 1.0 $212,014 8.0 $50,547 2.0 $43,532 1.5 $572,789 24.3 $30,734 1.0 $32,46f:I 1.4 $16,814 $116,101 4.0 $1,164,768 44.2 $67,263 1.0 $49,235 1.0 $52,141 $41,640 1.0 $39,569 1.0 $40,782 $245,103 8.0 $259,133 8.0 $263,095 $45,473 2.0 $62,791 2.0 $63,378 $47,207 1.5 $48,443 1 .5 $48,896 $581 ,394 24.3 $690,567 24.3 $698,233 $33,001 1.0 $26,869 1.5 $44,484 $47,830 1.4 $45,303 1.4 $45,726 $12,271 $17,150 $1 7,1 50 $117,112 4.0 $120,344 4.0 $1 21 ,467 $1 ,238,294 44.2 $1 ,359,404 44.7 $1,395 ,351 SUPPORT 15 Secretaries 3.0 $65,657 3.0 $60,742 3.0 $50,964 3.0 $49,502 STAFF 16 Nurses 1.0 $29,857 1.0 $31,556 1.0 $32,359 1.0 $32,359 17 Custodians 4.0 $34,361 4.0 $43,531 4.0 $41 ,956 4.0 $44,188 18 Paraprotessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 11.0 $71,921 11.0 $75,921 11.-0 $78,184 11.0 $88,772 21 Fringe Benellts(20) ~ $190,533 ~ $171,444 ~ $191 ,607 ~ $198,572 TOTALSUPPORTSALARY 19.0 $392,329 19.0 $383,194 19.0 $395,070 19.0 $413,392 TOTAL(10-20) ~  $1,557,097 t~f $1,621 ,488 ~ -- $1 ,754,474 ~ $1,808,743 PURCHASED 22 Utilities ~ - $53,586 ~ - $66,973 ~: $75,965 ~ - ~77,413 SERVICES ~2\n,\n,3~T=r'-a--'-ve-:-l.\n__ _____- !..i. e~s__. ___ t--s=-=1-:::2\"'=,25:=-3:::-+!.ef\nc~i.\u0026amp;\n\u0026gt;*\u0026lt;t--'--::$78'-\"..4-::-64:--f.!~mi)#i/jiceooJ - t----:::s-='9,'-=oo-::-:o:-+-~~e~:~-,A. t---- S9,ooo (30) 24 Maintenance Agreements ~ ~ - ~ : 25 Other iXlQODQ $9,911 ~ $13,840 ~ - $10,700 ~  $10,700 TOTAL(30) ~ $75,750 ~ $89,277 ~ $95,665 ~ $97,113 MATERIALS, L:2:.=::6+.::-P_rin.....:c-!'lp_a-:::l's':--0.\n_l_flc.:...e\n,.._ __+ ~!iii)i\n~~~~~~t-----:=-===-+~~lti~~+*~t-----:~-:-:::::-til!~~m ~~tii!::t-----:==::-t!l~','!':i'i''!\u0026lt;'!'l~mi------:==:- SUPPUES r27 Regular Classroom ~ $52,759 !~ $54,466 ~ ~ $63,330 t~f $63,330 (40) 28 Media ~ - $13,271 ~: $5,356 m\niji: $11,500 ~  $11,500 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ - $2,593 ~: $3,498 ~ $3,500 ~ - $3,500 TOTAL(40) ~ - $68,623 ~:: $63,320 #.a'' $78,330 ~ - $78,330 30 EQulpment !\u0026amp;'laoo': $27,894 ~ - $19,490 ~ - $19,000 ~  $19,000 31 Building Repair, etc. 32 Other TOTAL (50) ~ $27,894 ~ $19,490 ~ $19,000 ~ $19,000 33 Dues and Fees ~ $3,908 ~ $5,643 ~ $3,000 a# $3,000 34 Other TOTAL (60) ~ - $3,908 ~ - $5,643 ~ - $3,000 ~ $3,000 TOTAL(30-60) ~i $176,174 ~ - $177,730 ~ - $195,995 ~ $197,443 TOTAL(10-60) 60.1 $1,733,271 63.2 $1,799,218 63.2 $1,950,469 63.7 $2,006,186 TOTAL LINE ITEMS-(SECOND PAGE) ~ $86,058 ~ $64,923 ~ $129,543 ~ $128,244 ~::~:~!:E:~::!!::!~~:!::l:!::!'.'.::!!~ ~~\n~~:\u0026lt;I\n~\n~~\u0026lt; ~~!~~~~nt ~\n~~~eltm Stipends $12,453 $6,044 $13,100 $13,100 Other Objects Indirect Costs $73,425 $58,412 $112,956 $111,657 Vocational Athletics Gifted Programs $15 $145 $145 Plant Services $162 $2,385 $2,385 Reading $82 $82 Science English ($329) $239 $239 Special Education $333 $467 $636 $636 XXXJOO( XXXJOO( XXXJOO( Total line Items $86,058 $64,923 $129,543 $128,244 Mimlffl.1,:09~\\:iiWWlliiNW '-~tWM 1-UW/WNP 1~iM@ t~~i:lP 3rd Ctr. ADM or Pro]. 588.3 597.9 582.0 582.0 Total Costs $1,819,329 $1,864,141 $2,080,012 $2,134,430 Ri.t~O:WC.oa.t#\\WM%%@ :@Mti~ !~ i MRW($$ff.18'.i %%%$3.!$.1.-iG \\%Kl$$1~ i: CERTIFIED 01 Principal 1.0 $56,515 1.0 $59,233 1.0 $44,496 1.0 $46,919 STAFF 02 Asst. Prin. 03 Specialists 1.0 5.8 $55,922 $160,752 1.0 1.0 $43,068 1.0 $43,328 5.8 $127,098 5.8 ' $154,817 5.8 $164,219 04 Counselors 1.0 $39,485 1.0 $40,670 1.0 $40,670 1.0 $41,050 05 Media Spec. 1.0 $36,471 1.0 $38,684 1.0 $39,257 1.0 $39,624 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 17.0 $482,159 15.0 $462,587 15.0 $433,026 15.0 $435,1 54 1 O Special Education 1.5 $53,235 1.5 $70,319 1.5 $52,851 1.5 $53,344 11 Gifted 1.0 $35,493 1.0 $33,443 1.0 $34,246 1.0 $34,566 12 Chapter 1 13 Substitutes $13,666 $11,733 $14,000 $14,000 14 Other-Kindergarten 2.0 $52,144 2.0 $57,912 2.0 $59,580 2.0 $60,136 TOTAL CERTIFIED SALARY 31 .3 $985,841 29.3 $901 ,679 29.3 $916,011 29.3 $932,340 SUPPORT 15 Secretaries 2.0 $27,701 1.4 $15,692 1.4 $18,779 1.4 $18,779 STAFF 16 Nurses 0.8 3.0 $11,304 0.8 $11 ,856 0.8 $12,446 0,8 $12,446 17 Custodians $33,776 3.0 $39,012 3.0 $39,803 3.0 $39,803 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 6.0 $26,782 5.6 $33,307 5.6 - $32,907 5.6 $33,445 21 FringeBenefltS(20) ~ $141,032 ~ $114,688 ~ $123,740 ~ $124,1392 TOTAL SUPPORT SALARY 11.8 $240,594 10.8 $214,555 10.8 $227,675 10.8 $2'.'9,365 TOTAL(10-20) ~ - $1,226,435 ~ $1,116,234 ~ $1,143,686 ~ $1,161,705 TOTAL(30) ~ $36,254 ~ - $42,173 Qiiie $48,792 ~ - $49,763 MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom ~ ~ ~ ~ xxlooa: $23,541 ~ $20,882 ~ $25,068 ~ $25,000 (40) 28 Media ~ $6,489 ~ $3,934 m.iP. $6,600 ~ $8,000 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ - $1,016 ~ $1,397 ~ $2,455 ~ TOTAL(40) ~ $31,046 ~ $26,213 -~.- $34,123 fiti': $33,000 30 EQuipment ~ - $2,594 ~ $1 ,312 ~ $2,646 ~ $3,700 31 Building Repair, etc. 32 Other TOTAL(SO) ~ $2,594 ~ $1,312 ~ $2,646 ~ $3,700 33 Dues and Fees ~ $1,132 ~ - $215 ~ $1,155 ~ $1,000 34 Other TOTAL(60) ~ - $1,132 ~ $215 ~ $1,155 ~ $1,000 -TOTAL(30-60) ~ $71,025 ~ $69,913 ~ $86,716 ~ $87,463 TOTAL (10-60) 43.1 $1,297,460 40.1 $1,186,147 40.1 $1,230,402 40.1 $1,249,168 TOTAL LINE ITEI AS-(SECOND PAGE) ~ $41,553 ~ $29,105 ~ $57,993 ~ $70,963 W\u0026lt;? G~~OilOl~A@w: -~ r~-~,~~EM~13i\n~ il1~t$.~2:: ~ :1'\u0026amp;88~39\u0026amp;    :ffi .. ,~~1$.V ~f~~~'~\n~\n!::\nl!li:i:\n::/1::::::!\n:: \n~~=\n::~:~\n=::::::::\n::::~::\n\n::!~::::\n:: Stipends $150 Other Objects Indirect Costs $41,301 $28,874 $56,089 $69,059 Vocational Athletics Gifted Programs $8 $80 $80 Plant Services $91 $1,305 $1,305 Reading $42 $42 Science English ($185) $129 $129 Special Education $187 $231 $348 $348 XXXXlO( xxxxxx XXXXlO( P.iteQ~i~ tNWMMMW ,~~wrnt 1~~ff{l 1~twx )~Qe:bt} 3rd Otr. ADM or ProJ. 329.0 295.7 289.0 289.0 Total Costs $1,339,013 $1,215,252 $1,288,395 $1,320,131 Pitlmi10QatffWUlrnmrn 1:Mi%~Q1([ W1%%Mftf.O.\\: Wfmi$1.J5tU WM\u0026amp;$ifSG\u0026amp;  1~:=l\nIUOGEll~0P-OSA~DRAFT?}..  .. $2 .. \u0026amp;3. j2-93- = 93--9f.I.@ ~-~ .,.,. ~95 ,( .94-9$,.,. .as~-8\u0026amp; wm~MagnetSchool\"'\n   :.   F .. T.E. Actual F.T.E Aetuaf. \\. F,T.E. Budget .F.1:E. CERTIFIED 01 Principal 1.0 $64,174 1.0 $65,081 1.0 $60,588 1.0 STAFF 02 Asst. Prin. 1.0 $36,843 1.0 $38,931 1.0 $40,047 1.0 l-:0:-:3-+.:::Sp:....ec_ia-.lis_ts ____- 1-----,-4.\n..o.:-+--'-::--:-~,...,--f--..::.:..:.+__\n$:..:1..:..73=..:,.=.23:.:0+-5.0 $182,894 5.0 04 Counselors 1.4 $45,279 1.4 $41,011 1.4 $141,471 5.0 $40,611 1.4 05 Media Spec. 1.0 $34,592 1.0 $25,446 1.0 $28,846 1.0 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 21.0 $631 ,616 20.0 $630,446 20.0 10 Special Education 1.5 $13,370 1.1 $25,764 1.1 11 Gifted 2.0 $57,618 2.0 $40,670 2.0 12 Chapter 1 13 Substitutes $15,588 $17,314 14 Other-Kindergarten 3.0 $107,925 3.0 $112,836 3.0 TOTAL CERTIFIED SALAR 35.9 $1,143,808 35.5 $1,174,997 35.5 SUPPORT 15 Secretaries 2.0 $42,678 2.6 $27,786 2.6 STAFF 16 Nurses 1.0 $31,904 1.0 $33,664 1.0 17 Custodians 3.5 $43,163 3.5 $44,866 3.5 18 Paraprofesslonals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 9.0 $32,748 9.0 $37,175 9.0 21 Fringe Benefils(20) ~ $171,101 ~ . $147,956 XiOxl\u0026lt; TOTAL SUPPORT SALARY 15.5 $321,594 16.1 $291,447 16. 1 TOTAL(10-20) ~ $1,465,402 ~. $1,466,444 ~ . PURCHASEC 22 Utilities ~ $38,623 ~ $44,468 -~ SERVICES 23 Travel ~ $3,793 ~ $4,601 ~ (30) 24 Maintenance Agreements ~ ~ ~ 25 Other iiiicboor $16,400 ~ $9,938 ~- TOTAL(30) ~i'.)!~ $58,816 ~  $59,007 ~ MATERIALS, 26 Principal's Office ~ ' ~ ~  SUPPLIES 27 Regular Classroom -it $38,631 ~t $55,228 ~ (40) 28 Media ~ $6,234 ~ $4,645 ~ ' CAPITAL OUTLW (50) 29 Other . $1,475 ~ $2,095 ~ TOTAL(40) ~ $46,341 ~ $61,968 ~ 30 Equipment ~ $25,034 ~ $6,799 ~ 31 Building Repair, etc. ~  imxf ~  32 Other ximSl ~ ~ TOTAL (50) ~ $25,034 ~ $6,799 ~  OTHER 33 Dues and Fees ~ $190 ~ $720 ~ (60) 34 Other ~ ~ ~ $660,714 20.0 $28,877 1. 1 $72,728 2.0 $16,000 $113,639 3.0 $1,245,344 35.5 $41,377 2.6 $35,551 .1.0 $46,660 4.0 $44,618 9.0 $166,961 ~ $335,167 16.6 $1,580,511 ~ $57,280 ~ $5,000 \u0026amp;.ffl ~ $8,000 ~ $70,280 ~ ~ - $31,698 ~ $11,000 ~ $2,200 ~ $44,898 ~ $22,700 ~ $22,700 ~ $2,000 ~ -gs:.\n~ /c audgat\\: $60,956 $40,205 $184,602 $41,394 $29,874 $691,929 $29,146 $73,407 $16,000 $114,700 $1,282,212 $39,684 $35,551 S5 i,012 $41,317 $170,901 $338,466 $1,620,677 $59,353 $5,000 $8,000 $72,353 $39,700 $10,000 $2,300 $52,000 $15,598 $15,598 $2,000 TOTAL(60) ~ $190 ~ $720 ~ $2,000 ~ $2,000 TOTAL(30-60) ~ $130,381 ~ $128,494 ~ $139,878 ~ $141,951 TOTAL(10-60) 51.4 $1,595,783 51.6 $1,594,938 51.6 $1,720,389 52.1 $1,762,628 TOTALUNEITEHS-(SECONDPAGE) ~  $60,881 ~ $49,480 ~ $103,657 ~ $11 0,833 M::k:i 8.NO:lJ'QT.4k,:::f\\t~ :#l:l~~~+   .   Wlf$.0~j.1U:i~ Hlti82Al~:,   :tt.t\nt.73,46.:g 1993-94 1994-95 1995-96 Stipends $1,537 $1,676 $10,000 $10,000 Other Objects Indirect Costs $59,199 $47,427 $90,829 $98,005 Vocational Athletics Gifted Programs $12 $120 $120 Plant Services $130 $1,935 $1,935 Reading $63 $63 Science English ($265) $194 $194 Special Education $269 $377 $516 $516 lOOOOO( xxxxxx xxxxxx Total Line Items $60,881 $49,480 $103,657 $110,833 Per:Poptl,Co$t\\MM#MUtJ ,~~\nmw i:fffli\niM:'@d tBti%i# 1~$.6.MM 3rd Qtr. ADM or Proj. 473.3 485.8 468.0 468.0 Total Costs $1,656,664 $1,644,418 $1,824,046 $1,873,461 PetptJ,,CostWW:%@%f@, \u0026amp;HW\nl:t$00/ @@\u0026amp;!138$.f WiM/$3''- it.JfaKMtoo.31. 1~~8.UOOET PAOPOSAL(DRAFT\n?)- . . 92-93  S2-93 ~ t 93-$4 94-95 $4-9$ ~:-~ -95-96\" MANN:'Maai atSc\nhoo.l .  ' :.,~. i=:i:e r .Actual t F.tEt\n=:~, \\,, F-T.E %Boog.~ ) \"F:lSE ) 'Budget CERTIFIED 01 Principal 1.0 3.0 3.6 $63,612 1.0 $64,520 1.0 $64,256 1.0 $64 ,647 STAFF 02 Asst. Prin. 03 Specialists $143,289 $102,810 3.0 $148,979 3.6 $111,283 3.0 3.6 $145,767 $113,157 3.0 3.6 $1 46,644 $107,924 04 Counselors 2.0 $71,228 3.0 $69,852 3.0 $111,241 3.0 $112,280 05 Media Spec. 1.0 $39,713 1.0 $41 ,729 1.0 $41,729 1.0 $42,119 06 Art-Pert./Prod. 07 Music 08 Foreign Lang. 09 Vocational 5.6 $186,730 5.6 $207,954 5.6 $190,845 5.6 $192,581 10 Special Education 1.3 $46,551 1.3 $49,016 1.3 $50,084 1.3 $50,552 11 Gifted 12 Classroom 46.8 $1,370,771 46.8 $1,424,850 46.8 $1,443,934 46.8 $1 ,458,375 13 Substitutes $34,413 $71,832 $36,135 $36,200 14 Other TOTAL CERTIFIED SALARY 64.3 $2,059,117 65.3 $2,190,015 65.3 $2,197,148 65.3 SUPPORT 15 Secretaries 4.0 $65,214 4.0 $66,063 4.0 $68,494 5.0 $85,094 $32,360 $70,181 STAFF 16 Nurses 1.0 $31,416 1.0 $32,359 1.0 $32,359 1..0 17 Custodians 6.0 $68,427 6.0 $68,890 6.0 $60,373 6.0 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 1.0 $21,650 1.0 $24,845 1.0 $23,937 1.0 $33,356 20 Other-Aides 3.5 $46,693 2.4 $42,951 2.4 $28,101 2.4 $28,101 21 Fringe Benefits(20) ~ $292,062 ~ $266,922 ~ $275,254 ~ $277,471 TOTAL SUPPORT SALARY 15.5 $525,462 14.4 $502,030 14.4 $488,518 15.4 $526,564 TOTAL (10-20) ~ $2,584,578 ~ $2,692,045 ~ $2,685,666 ~ $2,737,886 PURCHASEDL22--1~U_til_it'~1e_s _____ -+\n,:~~*~i~'.~:'._$~1~37~, 7 28~0,--+.\n,~~!C}~~~--:x~:_s_1~6_2,~8 7 74:-t'~~'.'.m' :m~~-$~1~77 7 ,~2 7 21:-tit~im~.rn--$~1~78~, 7 30=:3:-1 SERVICES t-.:r2::.:3+T:..::rac...ve.:c.l _- :----~fi\n!~\u0026gt;.\u0026lt;~i..,.i.:.\n+_....:$-'-1 ....:1'. ::.21_4-iiii~.,..\u0026amp;~\u0026amp;Xl.-:iS,\nf, _ ___\n,$_\n_\n1' c::2.:c66,.:.~i'is{\u0026gt;~m~ _...\n$\n....1..:..0,:..:.0.:c00:c..+,~\n,\n~H _ __\n$_1 0.....:_Oo_o..., (30) 24 Maintenance Agreements ~  ~ ~  ~ 25 Other ~ $35,464 icxP..i: $34,819 ~ : $27,300 ~ $27,300 $215,603 TOTAL (30) =.:. :: .:::.: $183,959 ii=.l $198,959 ~.:..::.. .: :. :..:.::.:.:: $214,521 ~ .-MA-TERI------AL---:S-, .... 26~--P-rln_c.,..ip-a..,\n.l's..::O~lfl=-ce=!.--~~.,._,\n,\n~-~.:..:.:c=-f i ,_. ,_ ~ SUPPLIES i-.:2::.:7:.+:,,R~eg....:u~la:..::r~c~1ass=r=-oo~m---....i~\n~'.-~~~:-. -~$~637 , 7984~~.c~)om::o.~..o:..:: *c-~s~179,~3731~~:,-~g~~H:-~$4:-=9,~1~68:--#~~.J3~i~.H\n---=$~49~,716~8:-1 (40) 28 Media ~ $9,352 ~ : $9,547 ~ $15,700 ~: $15,700 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ $2,172 :ioo\"i:ioo $2,923 ~ $4,000 ~ $4,000 TOTAL (40) ffi $75,508 ~ . $91,801 ~ $68,868 ~: $68,868 30 Equipment ~ $17,579 ~: $15,510 ~ $27,300 ~ $27,300 31 Building Repair, etc. 32 Other TOTAL (50) ~ $17,579 ~ $15,510 ~ $27,300 ~ $27,301) 33 Dues and Fees ~ $1,377 ~ $1,764 ~  $4,500 ~ 34 Other TOTAL(60) ~ $1,377 iloo(xf $1,764 ~ $4,500 ~ 4,500 -TOTAL(30-60) ~ $278,422 ~  $308,034 ~ $315,189 ~ $316,271 TOTAL(l0-60) 79.8 $2,863,000 79.7 $3,000,079 79.7 $3,000,855 80.7 $3,054,157 TOTAL LINE ITEMS-(SECOND PAGE) ~ $137,573 ~ $109,678 ~ $201,987 ~ $210,724 :~(l~mt\u0026amp;.Nrnmw ~\n:p~ooo\ns1s.\ni m#x 1:Clti(i8\n1s1w ~ ris12~m ~ @$~\n264~t l~!1~1~l!!ll~f1!!i:!!:!:ii!:ji:~~~\\! ~1:~:\nt ~:::~={) ~:~~attrn !~::~~~!et') Stipends $4,378 $4,530 $4,600 $4,600 Other Objects Indirect Costs $104,172 $80,835 $162,057 $170,794 Vocational $14,932 $8,890 $16,000 $16,000 Athletics $13,857 $14,777 $14,500 $14,500 Gifted Programs Plant Services $229 $3,450 $3,450 Reading $115 $115 Science English ($467) $345 $345 Special Education $473 $646 $920 $920 xxxxxx xxxxxx xxxxxx f'erfupJ{ .. .C~.::::'.::::::,:::'':27%.'' i~9~fY':'.'.'.1~$4:t\nt\\ i~t:'4 1E'.~'.''i'S'). 3rd Ctr. ADM or Pro\n. 836.3 827.8 835.0 835.0 Total Cos1s $3,000,573 $3,109,757 $3,202,842 $3,264,881 ffiii,J?up/1 (AAdf\\\u0026lt; :i h\u0026lt;\\ Y ':.\\$3NIB::: '', 4 ~ 1$1, \u0026gt;t,$3,~ i \"'\u0026lt;~JhOi CERTIFIED 01 Principal 1.0 $62,517 1.0 $64,582 1.0 $65,747 STAFF 02 Asst. Prln. 3.0 $119,256 3.0 $152,394 3.0 $153,428 SUPPORT STAFF 03 Specialists 9.8 $221,882 9.8 $301 ,371 9.8 $266,815 04 Counselors 3.0 $118,446 3.0 $124,940 3.0 $129,841 05 Media Spec. 1.0 $33,013 1.0 $34,026 1.0 $34,026 06 Art-Perl./Prod. 07 Music 08 Foreign Lang. 09 Vocational 7.0 $302,605 7.0 $276,023 7.0 $214,076 10 Special Education 1.2 $51 ,899 1.5 $53,457 1.5 $53,457 11 Gifted 12 Classroom 39.6 $1,370,962 39.6 $1 ,371,266 39.6 $1,416,539 13 Substitutes $49,179 $45,634 $51,640 14 Other-Kindergarten 1.0 $39,485 1.0 $40,670 1.0 $40,670 TOTAL CERTIFIED SALARY 66.6 $2,369,244 66.9 $2,464,363 66.9 $2,426,239 15 Secretaries 6.0 $123,490 6.0 $143,706 6.0 $111 ,962 16 Nurses 0.6 $18,790 0.6 $19,416 0.6 $14,453 . 17 Custodians 8.0 $113,791 8.0 $120,368 8.0 $115,043 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 5.0 $122,263 5.0 $97,365 5.0 $108,916 20 Other-Aides 2.0 $14,005 2.0 $11,308 2.-0 $23,616 21 Fringe Beneflts(20) b\u0026amp;loo6i $346,012 ~ $313,946 xxx,cn $315,107 TOTALSUPPORTSALARY 21 .6 $738,351 21.6 $706,109 21 .6 $689,097 TOTAL(10-20) .l $3,107,595 ~ $3,170,472  :: $3,115,336 9$,-96  Ffr::E f 1.0 3.0 9.8 3.0 1.0 7.0 1.5 39.6 1.0 66.9 6.0 0.6 8.0 5.0 2.0 XXlOOO( 21.6 ~ 95-96 Budget $66,149 $154,354 $301,364 $131 ,047 $34,344 $216,625 $53,956 $1,372,986 $5 1,640 $41,050 $2,423,513 $112,943 $19,416 $116,365 $109,408 $23,616 $311 ,325 $693,072 $3,11 6,586 $179,513 ~ ~ PURCHASED~22~~Ut~il~ltl~es,\n__ ____ ~~~~\"~~~:#4:_-'--'----i'-'~+.+--~$-21_3~,3~0~3~00!*-\u0026lt;~~#\u0026lt;*-~~--:--'--:--++F'+----:-:--'--:--I SERVICES 23 Travel ~ $1,310 ~ $183,100 ~ $1 83,753 $1,500 ~ $6,000 (30) 24 Maintenance Agreements ~ ~ ~ ~ 25 Other ~ . $18,792 ~ $40,933 ~~: $14,750 ~  TOTAL(30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media CAPITAL OUTLAY (50) OTHER (60) 29 Other TOTAL(40) 30 Equipment 31 Building Repair, etc. 32 Other TOTAL(50) 33 Dues and Fees 34 Other ~ .: $198,305 ~ $255,546 ~  $199,350 ~ ~'. ~ ~ . ~: ~  $92,439 ~: $74,513 ~ - $98,173 ~ -. ~ $13,753 ~ $5,415 ~ $7,642 ~ ~ $3,136 ~ $6,336 ~ $6,100 ~ ~ $109,327 ~ $86,264 ~ $111 ,915 ~ ~ $23,092 ~ $11,086 ~ $16,000 ~ ~ $23,092 i~ $11,086 ~ $16,000 ~  ~ - $5,809 ~ $4,675 ~ $5,000 ~ $10,000 $199,753 $101,065 $7,100 $6,000 $114,165 $15,000 $15,000 $4,000 TOTAL (60) ~ $5,809 ~ $4,675 ~ $5,000 ~ $4,000 TOTAL(30-60) ~ $336,534 ~ $357,571 ~ $332,265 ~ $332,918 TOTAL(10-60) 88.2 $3,444,128 88.5 $3,528,043 88.5 $3,447,601 88.5 $3,449,504 TOTALLINEITEM$-(SECONDPAGE) ~ $135,955 ~ - $101,049 ~ $190,036 ~ $229,152 ''' ., Qr\nANtt.J:Qt~MiMW :. . :. %1t$.80~0\u0026amp;.3 -~ \u0026amp;{~\n~  : :: tt~i6$V ~ ~ {l3~~8t(j5:S !!\n:~!!\n!!!!:::!::!:!!i!:::~!!\n:::! ~'\n!~:tn ~\n~~t' ~~~:arnm ~::~~e.Fl+ Stipends $1,353 $2,519 $1,425 $1,425 Other Objects Indirect Costs $105,548 $75,743 $153,323 $192,439 Vocational $14,932 $8,332 $16,000 $16,000 Athletics $13,884 $13,850 $14,500 $14,500 Gifted Programs Plant Services $232 $3,420 $3,420 Reading $114 $114 Science English ($473) $342 $342 Special Education $479 $605 $912 $912 xxxxxx xxxxxx xxxxxx Total Line Items $135,955 $101,049 $190,036 $229,152 gjt,pm(C.i#.tMWAMMM# ,~~HJW 1-.\n~t{W': j9Q4fflt%W 1-=-.wmn 3rd Otr. ADM or ProJ. 848.3 ns.3 790.0 790.0 Total Costs $3,580,083 $3,629,092 $3,637,637 $3,678,656 iiijJWD(t~MJ?:i!tifil~ f.W!@W~zao.tl ~1l%%~1J.i84tf Wt@tM~SOJ.1 ~llftfil~ i-)..t ADDITIONAL CLERICAL POSITION I. EXECUTIVE SUMMARY The district is committed to safe, secure school environments, accurate attendance reporting, sound financial accounting, and to the educational, social and emotional growth of all its students. We at Mann are involved daily with our expected responsibility and obligation to our school community. Our goal continues to focus on and to carry out district mandates effectively and efficiently. We eagerly accept our charge, remaining one of the district's successful schools. Due to the complex nature of being a magnet, this business case proposes an additional clerical position, making it possible for us to continue our goals at an optimal level. A Background Mann Magnet serves a consistent enrollment of 850 students from all three school districts: Little Rock, North Little Rock, and Pulaski County. There is an urgent need to establish and maintain a sense of community for our diverse population. Our clientele of parents have high expectations because, for the most part, we represent for them an opportunity to explore an attractive curriculum in a public school setting. Our students are transported to us on different buses, and since they must perform, attend mandated field trips, participate in activities relating to science and the arts-our two specialty areas, we must provide nurturing, after school duty, and support for them. Through the years, there have also been increased demands on administrative staff to take care of extra clerical needs, related to attendance, possible litigating concerns, and other reporting. These demands lessen the effectiveness of the Assistant Principals, taking away from their expected job responsibilities. There are three secretaries in our office--principal's secretary, registrar and bookkeeper/attendance secretary, a slot of which either area-attendance or bookkeeping--constitutes a full-time job. B. Problem Given the recent increase of paperwork and all requirements connected with it, assistant principals are devoting an inordinate amount of time to clerical minutiae. Normally, these certified personnel staff members should be Clerical Position Page 2 C. assisting with improvement of instruction and implementing disciplinary interventions for our students. There are a number of factors contributing to this problem:  Mann serves a diverse population from the three schools districts, making it necessary to establish a sense of community which is county wide versus that which is typically found in an area neighborhood school.  There are increased demands on administrators due to attendance accounting accuracy.  Existing clerical personnel are overextended with a myriad of daily responsibilities connected with the effective, efficient running of a junior high school. Analysis of Alternatives The administrative team and clerical staff generated and analyzed alternatives: 1. Train and maintain a strong volunteer pool of parents to give clerical assistance. a. Breach of confidentiality is possible. b. Consistent pattern of service and times needed is lacking. 2. Seek clerical assistance from the district's pool of secretaries. a. Not available at this point 3. Seek additional monetary resources for existing clerical staff, that is for one who bas a night/evening job. An advantage is that one person could do both jobs, using time away from the regular job hours\nthis is more economical for the district. A disadvantage is possible burn-out plus the possibility of being misunderstood as preferential treatment for staff member involved. Clerical Position Page 3 4. \"Do Nothing.\" The bookkeeper/attendance slot is unattractive to employees, causing dissatisfaction with oneself because of daily overload. Assistant principals will not receive relief from menial tasks at hand. 5. Hire an additional clerical person, who would serve as attendance secretary and as an aide for the assistant principals. This will best accomplish Mann's needs. 6. Half-time Person. While this may look attractive and cost effective, the job is not such that it can be accomplished effectively in one half day. The job's responsibility continues throughout the school day hours. D. Recommendation It is recommended that a clerical position be added to Mann's clerical staff, giving relief to the book.keeper/ attendance slot and to the assistant principal's paperwork burden. This addition would give the assistant principals more time to share their expertise in professional ways, such as disciplinary intervening and instructional improvement. E. Objectives The objective of this recommendation is to preserve and maintain an effective . school which keeps a positive image for our district. F. Impact Analysis The addition of a clerical position will allow assistant principals to give attention to their expected job responsibility, rather than to clerical duties. Furthermore, the position of book.keeper/ attendance secretary will be divided into a more workable and manageable job responsibility, making for sound financial accounting and accurate attendance reporting. This addition of a clerical staff member will have a positive impact on the Desegregation Plan because of the added effectiveness and efficiency that are certain to occur. Assistant principals will be able to assist more with the Clerical Position Page 4 academic, and social environment of Mann, helping to maintain a sense of community for the parents, students, and staff. G. Resource Analysis It is estimated that $15,000 would be more than enough for this position and minimal training would be required. H. Force Field Analysis Primary supporters of this proposal will be the principal, all assistant principals and office staff. Also, parents, teachers and students will benefit. The primary detractors will be those who dislike the magnet school concept. I. General Implementation Plan The principal, working with the Human Resources Director, will have the responsibility of implementing this increase in staff. August 1995 is the desired beginning time. , Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Director (501 ) 758-0156 June 26, 1995 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: II' t\nqg S DISl\"R!CT JUDGE At its June 13, 1995 meeting, the Magnet Review Committee, by formal motion and unanimous 6-0 vote, approved the interdistrict magnet schools budget for the six original magnet schools for the 1995-96 school year (Draft 2). The total amount budgeted, $14,614,360, is based on a per pupil expenditure of $4,140 per student and a projected thirdquarter enrollment of 3,530 students. This budget shows an increase of $87.00 per student over the 1994-95 budget. As you know, the Little Rock School District and the CTA are currently in salary negotiations. At the same time, Little Rock School District is requesting a reduction of two days in the school year which, in turn, will also impact the salary negotiations. Consequently, at the conclusion of the salary negotiations, the salary figures in the enclosed budget submitted for approval may have to be re-calculated. When the information from the salary negotiations is received, the budget may have to be revised for your approval. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flexibility may be necessary. The Magnet Review Committee respectfully requests the Court's review and approval of the 1995-96 interdistrict magnet schools budget attached herewith. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. We will continue to work with the host district as we exercise The Honorable Susan Webber Wright -2- June 26, 1995 stringent oversight of the magnet schools budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, {!i~m, Chairperson Magnet Review Committee BA/DGC:sl Attachment: 1995-96 Interdistrict Magnet Schools Budget (Approved Draft 2) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring -- - - - -- ::::,,,- - 1'1agnet Review Co1nmittce Donna Grady Creer Executive Director March 13, 1996 1900 cirth Main Street Suite 1()1 North Little Rock, Arkansas 72114 - - =--.=---, --:,'\"'!!.'\\ - .. 1 t -  -  The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302  ' .... Little Rock, AR 7220 l Dear Judge Wright: ...: In a letter dated June 26, 1995, the Magnet Review Committee submitted the l 995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of 514,614,360 sc , - sa-01s.\nfor your approval. The total amount budgeted was based on a per-pupil expenditure of $4,140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of 587.00 per student over the 1994-95 budget. However, since that time, the LRSD and the MRC have revised the budget\no better reflect the current status of the six original magnet schools, taking actual personnel salaries into account which reflect the results of finalized contract negotiations. Additionally, the actual number of students enrolled in the six original magnet schools has increased. These factors have resulted in a downward adjustment for the l 995-96 budget from $4,140 per-pupil expenditure to $4,063 per pupil, a decrease of 577.00 per student from the projected budget (Draft 2) submitted to you on June 26, 1995, with a resulting overall increase of S l 0.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, 1996. The MRC now respectfully requests your approval. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget. Thank you for your consideration and response to this important matter. Sincerely, ~~/,J.. Dr. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget (Approved Draft 3) cc: Ann Brown, Federal Monitor - ODM Magnet Review Co1nmittt!e Donna Grady Creer Executive Director March 13, 1996 1900 North Main Street Suite 101 North Little Rock, Arkansas  7'.?.114 -. ... ,._ - -,,..,-_~-\"'\\ ----,'. ~ . t ... -- . - - - The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: ..... . ,  .... In a letter dated June 26, 1995, the Magnet Review Committee submitted the 1995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of S 14,614,360 ,so, l ~sa-01 s.:\nfor your approval. The total amount budgeted was based on a per-pupil expenditure of 54,140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of 587.00 per student over the 1994-95 budget. However, since that time, the LRSD and the MRC have revised the budget to better reflect the current status of the six original magnet schools, taking actual personnel salaries into account which reflect the results of finalized contract negotiations. Additionally, the actual number of students enrolled in the six original magnet schools has increased. These factors have resulted in a downward adjustment for the 1995-96 budget from 54,140 per-pupil expenditure to 54,063 per pupil, a decrease of $77.00 per student from the projected budget (Draft 2) submitted to you on June 26, 1995, with a resulting overall increase of S 10.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, l 996. The MRC now respectfully requests your approval. The Magnet Review Committee is committed to maintaining the ex,sting quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget. Thank you for your consideration and response to this important matter. Sincerely, ~ ~/,\"- Dr. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget (Approved Draft 3) cc: Ann Brown, Federal Monitor - ODM Donna Grady Creer Executive Director March 13, 1996 Magnet Review Ccnnmittee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 7220 l Dear Judge Wright: In a letter dated June 26, 1995, the Magnet Review Committee submitted the 1995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of $14,614,360 (501 ) 758-0150 for your approval. The total amount budgeted was based on a per-pupil expenditure of $4,140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of $87.00 per student over the 1994-95 budget. However, since that time, the LRSO and the MRC have revised the budget to better reflect the current status of the six original magnet schools, taking actual personnel salaries into account which reflect the results of finalized contract negotiations. Additionally, the actual number of students enrolled in the six original magnet schools has increased. These factors have resulted in a downward adjustment for the 1995-96 budget from $4,140 per-pupil expenditure to $4,063 per pupil, a decrease of $77 .00 per student from the projected budget (Draft 2) submitted to you on June 26, 1995, with a resulting overall increase of $10.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, 1996. The MRC now respectfully requests your approval. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget. Thank you for your consideration and response to this important matter. Sincerely, /3,--uy ~/ ,d Or. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget (Approved Draft 3) C Se./t' !!J /\" .. ! ,,,,nt!'1I cc: Ann Brown, Federal Monitor - OOM F.Y.I. To:-,.......:c..:.:~'---- ,a, I ,I From: ......_......:\n. __ _ Return D Keep or Recycle IS  Magnet Review Committee 1900 North Main Street  Suit~ 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Director March 6, 1996 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: (501) 758-0156 R CE L=\nf,,,,J.- Ot. f,'vt n ./ I -\n:,\n2.,, ...... 4J!ic.e-. of ()est~,rc-~atlo:1 Mor:,,.\nr\n,11) In a letter dated June 26, 1995, the Magnet Review Committee submitted the 1995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of $14,614,360 for your approval. The total amount budgeted was based on a per-pupil expenditure of $4,140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of $87 .00 per student over the 1994-95 budget. Since that time, the budget has been revised to better reflect the current status of magnets, taking salaries into account which reflect the results of finalized contract negotiations and an increased number of students. These factors have resulted in an adjustment from $4,140 per-pupil expenditure to $4,063 per pupil, a decrease of $77 .00 per student from the budget (Draft 2) submitted to you on June 26, 1995, or an increase of $10.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, 1996. To date, a response has not been received from the Court with regard to the budget previously submitted. Since we are now well into the 1995-96 school year, and the State of Arkansas cannot release additional fu'nds for per-pupil expenditure without Court-ordered approval (in this case, it is $10.00 per student over the 1994-95 budget), the Magnet Review Committee is respe~tf ully requesting your approval of the revised 199 5-96 interdistrict magnet schools budget. The Magnet\nReview Committee is committed to maintaining the existing quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional The Honorable Susan Webber Wright -2- March 6, 1996 programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget . Thank you for your consideration and response to this important matter. Sincerely, 13~~ Dr. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget !Approved Draft 3) cc: Ann Brown, Federal Monitor - ODM 1995-96 BUDGET PROPOSAL(ORAFT 3) 93-~ 93.94 SUMMARY FOR MAGNET SCHOOLS (.w : .. :- ..=:~ ET.E.  'Actual CERTIFIED 01 Principal 6.0 $375,279 STAFF 02 Asst Prin. 10.0 $433,972 03 Specialists 39.2 $1 ,211,895 04 Counselors 12.4 $405,435 05 Media Spec. 6.5 $224,104 06 Art-Perf./Prod. 0.0 $0 07 Music 0.0 $0 08 Foreign Lang. 0.0 $0 09 Vocational 12.6 $483,977 10 Special Education 7.7 $282,681 11 Gifted 5.4 $158,016 12 Classroom 175.9 $5,377,867 13 Substitutes 0.0 $182,975 14 Other-KinderQarten 14.0 $448,552 TOTAL CERTIFIED SALARY 289.7 $9,584,753 SUPPORT 15 Secretaries 19.0 $360,333 STAFF 16 Nurses 5.4 $156,152 17 Custodians 28.5 $360,957 18 Paraprofessionals-Chptr 1 0.0 $0 19 Paraprofessionals-Other 6.0 $122,210 20 Other-Aides 37.0 $237,662 21 Fringe Benefits(20 x:'IOOr:xXX' $1,213,301 TOTAL SUPPORT SALARY 95.9 $2,450,615 TOTAL (10-20) XXXXXlO( $12,035,368 PURCHASED 22 Utilities ~ $598,876 SERVICES 23 Travel ~ $20,580 (30) 24 Maintenance Ai:ireements ~ 25 Other i:ii!i:iix $119,669 TOTAL(30) xmxxx $739,125 MATERIALS, 26 Principal's Office ~ SUPPLIES 27 Regular Classroom ii$3\u0026amp;xic $328,856 (40) 28 Media xrim:x $34,277 29 Other ~ $18,873 TOTAL (40) xxxxli:xx $382,006 CAPITAL 30 Equipment ~ $67,029 OUTLAY 31 Building Repair, etc. XXXXX)O( (50) 32 Other rixri:xx TOTAL(S0) 'iJ:iiiii_ $67,029 OTHER 33 Dues and Fees xxxxxiix $13,017 (60) 34 Other ioixxli:ioc TOTAL(60) lO:Xioo\u0026amp; $13,017 TOTAL (30-60) lxxxxxicx $1,201,177 TOTAL (10-60) 385.6 $13,236,545 TOTAL LINE ITE:MS  (SECOND PAGE) i\u0026amp;oo\u0026amp; $413,629 :tr (\nRANO\nJOTAthM/=t: xrim:' @:$13\n650~17,f 94-95 94-95 94-95 ' 95-96 F.T.E.  Bud~I Actual, . F.T.E. 6.0 $340,086 $337,925 6.0 10.0 $473,907 $498,372 10.0 39.2 $1,224,208 $1,262,967 39.2 12.4 $452,360 $418,344 12.4 6.5 $230,137 $232,294 6.5 0.0 $0 0.0 0.0 $0 0.0 0.0 $0 0.0 12.6 $404,921 $408,793 12.6 7.7 $263,527 $303,215 8.2 5.4 $189,153 $197,313 5.4 175.9 $5,582,275 $5,544,709 176.9 0.0 $154,925 $141,654 0.0 14.0 $459,595 $430,419 14.0 289.7 $9,775,094 $9,776 ,005 291.2 19.0 $323,508 $331 ,216 20.0 5.4 $155,272 $153,060 5.4 28.5 $355,219 $351,307 29.0 0.0 $0 0.0 6.0 $132,853 $130,786 6.0 37.0 $270,749 $269,245 37.0 XlOClOOix $1,282,054 $1 ,221 ,134 JOOOO\u0026lt;XX 95.9 $2,519,655 $2,456,748 97.4 lOOOOOO( $12,294,7 ,i9 S 12,232,753 lOOO(XXX xxxio6oc $619,066 $529,201 )000000( l(XlOOOOC $33,907 $28,648 XXXlOOC( 00()0000( :xioo\u0026amp;xJi xioooooi $74,250 $125,316 lOOOOOO( xxxxxxx $727,223 $683,165 xxxxxxx xxxxxxx )000000( .i\u0026amp;o6ci\u0026amp; $302,337 $353,700 XlOOO(XX xiooiiixic $57,242 $38,223 fxiooo6ix i00006o: $19,510 $17,581 iooo\u0026amp;xx ~ $379,089 $409,504 i6ooo\u0026lt;xx JOOOOCXi( $93,646 $122,540 lOOOOOO( ilOOOOOO( xioooocx iiioo6ooc xxxxxxx iooo\u0026amp;xx $93,646 $122,540 xx:xiiXXX xx.iooooi $15,655 $13,975 xxxxfu riiiooiiooc iioooocx i006oooc $15,655 $13,975 iOOoo\u0026amp;x :iooooixx $1,215,613 $1,229,184 i\u0026amp;xxxxx 385.6 $13,510,362 $13,461,937 388.6 ri'xlixxx $796,728 $816,097 xxx:ioo6i rirox'\n$.'.i$14\n'30l\ntl90-:=  t?S14\n218\n030' xroxx Mt.., ..'.,. -.\u0026lt; , i_.,. 1990' ! Office of DeseQregat1cn Monitoring i. ..... ~ . .., 95-96 Budget $352,057 $464,082 $1 ,266,519 $465,882 $238,456 $425,646 $290,265 $195,300 $5,692,303 $154,990 $473,402 $10,018,902 $333,302 $160,858 $365,905 $142,191 $288,560 $1 ,320,650 $2,611,466 $12 ,630,368 $626,335 $38,500 $103,500 $768,335 $335,418 $57,100 $16,800 $409,318 $86,598 $86,598 $14,500 $14,500 $1,278,751 $13,909,119 $879,136 ()S1:4\n1B8\n'25S Unt.ftem:Costikt.lW@m WWAetuaHb \\\\Budget}+ Jt:Aettial}}} \\%Budget%/ L\u0026lt;~Fff/,L,~:s::\n:::~\u0026lt;a::\n:\n. 1993-94 1994-95 1994-95 1995-96 Stipends $16,269 $29,125 $18,594 $29,125 Other Objects Indirect Costs $348,726 $685,103 $735,687 $764,511 Vocational $17,222 $32,000 $15,065 $32,000 Athletics $28,627 $29 ,000 $25,586 $32,000 Gifted Programs $500 $498 $500 Plant Services $15 ,000 $17,460 $15,000 ReadinQ $500 $188 $500 Science English $1 ,500 $500 $1 ,500 Special Education $2,785 $4,000 $2,518 $4,000 xxxxxx xxxxxx xxxxxx Total Line Items $413,629 $796,728 $816,097 $879,136 Paff\u0026gt;iipl(:t:on%%M@MM Ml't99:t:94dt +iJ99~@t }di~~-S i%f1995.\n96\\}t 3rd Qtr. ADM or Proj. 3570.5 3530.0 3522.8 3639.7 Total Costs $13,650,174 $14,307,090 $14,278,030 $14,788,255 l:P,lf Pllpil'Coitl.WW::NMW HJP(T:$3\n8231 ,::rtttl4,{f53\\ :\ng:,\nJp,:$4\n053 ,r:t#{l,4\n-063': 1996 ~Ince- or D eser\nrt::gdl:\n,., 1,. Jr ~vr r:g 1995-96 BUDGET PROPOSAL(DRAFT3} '  Book ff Mai:inet scii'bcifWiwt \u0026lt;\n\\ .,.. ' CERTIFIED 01 Principal STAFF 02 Asst. Prin. 03 Specialists SUPPORT STAFF 04 Counselors 05 Media Spec. 06 Art-Pen ./Prod. 07 Music 08 Foreign Lang. 09 Classroom 10 Special Education 11 Gifted 12 Chapter 1 13 Substitutes 14 Other-Kindergarten TOTAL CERTIFIED SALARY 15 Secretaries 16 Nurses 17 Custodians 18 Paraprofessionals-Chptr 1 19 Paraprofess:onals-Other 93-94 93-94 9+-95 . 94-95 .,. F .T:.E: ,,_, Actual \\ -.,. F.T.Ea ,  .. Budoet ': .. 1.0 $54,600 1.0 $55.764 1.0 $52,028 1.0 $52,028 7.0 $253,810 7.0 $247,392 2.0 $79,221 2.0 $66,806 1.0 $37 ,012 1.0 $37,836 30.2 $907,324 30.2 $937,495 1.3 $51 ,124 1.3 $51,389 1.0 $36,073 1.0 $36,876 $24,191 $20,000 4.0 $120,022 4.0 $125,362 48.5 $1,615,405 48.5 $1,630,948 2.0 $46,344 2.0 $31,932 1.0 $27,301 1.0 $28,104 4.0 $44,290 4.0 $51 ,384 '9+-95  $56,095 $52,333 $217.496 $67,432 $38,190 95-96 F-T.E. 1.0 1.0 7.0 2.0 1.0 $965,196 30.2 $51,870 1.3 $37,221 1.0 $25,235 $126,536 4.0 $1,637,605 48.5 $31,932 2.0 $28,104 1.0 $50.716 4.0 1995-96 $57,267 $37,008 $252,138 $70,167 $39,021 $992,776 $52,948 $38,031 $20,000 $127,935 $1 ,687,291 $32.424 $29,177 S52,596 20 Other-Aides 7.0 $37,000 7.0 $63,323 $55,860 7.0 $64,050 21 Fringe Benefits(20) JOOOOOO( $198,345 XlOOOOO( $209,385 $199.799 XXXlOOOC $216,151 TOTAL SUPPORT SALARY 14.0 $353,280 14.0 $384,128 $366,411 14.0 $394,398 TOTAL (10-20) XXlOOOO( $1,968,685 XlOOOOO( $2,015,076 $2,004,016 xxxxxxx $2,081,688 PURCHASEDi-:2:.:\n.24-U,\n....\nti...:\nliti.\n.,\nes\n__ ___- --,--,t~,,~\n.\n.~\n.~ , . -_\n_$7...:\n5.:..\n,,6,\n....\n76\n..ib o\ni.x\nx\ni\nii\nx.\n.\n.\n,\n.\n.\n1--........\n$,\n_84\n,.:..\n,1~15\n.+--~$~66..:..:,3.\n.\n93~'xicioocxx\n.\n.\n+--...:\n$.\n.,\n85:.:.:,2:..:.50=-I SERVICES 23 Travel riolioooo $4,939 IXlOOOOOC $5,000 $3,817 i6oooool $5,000 (30) 24 Maintenance Agreements i00006\u0026amp; XlOOOOOi JOOOOOix 25 Other xiocxxxx $13,548 lOOiio:xx $9,500 $10,475 i\u0026amp;'io\u0026amp;xx TOTAL (30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media CAPITAL OUTLAY (50) OTHER (60) 29 Other TOTAL (40) 30 Equipment 31 Building Repair, etc. 32 Other TOTAL (50) 33 Dues and Fees 34 Other iooooci\u0026amp; $94,163 .)000000(\" $98 .615 $80,686 xiooo:xx mii:ii. ~ XlOOOOO( ~ $44,436 ~ $34,900 $48,677 iOOOOO\u0026amp; .. ioooOOoc $5,380 ~ $4,800 iooooooc txiooiio\u0026amp; $2,624 xi\u0026amp;xio\u0026amp; $1,255 $3,218 )000000( xxxxxxx $52,440 ixxiocixx $40,955 $51,895 llOOOOOOI $12,832 ioooo\u0026amp;x $6,000 $15,651 xxxxxxx :\u0026amp;xi\u0026amp;xx ~ XlOOOOOi 1iioooo\u0026amp; iixiooooc ioooooci lOOOCiooi $12,832 lOOOOOO( $6,000 $15,651 1000000: lOOOOOOi ioo6oooi )000000( xiooixxx lociioo6i\" xxioooo( $9,500 $99.750 $42,155 $4,800 $1,000 $47,955 $6,000 $6,000 TOT AL (60) ioo66\u0026amp;x $0 ~ $0 $0 100\u0026amp;icix $0 TOTAL (3Q-Q0) ~ $159.435 xxiiioo\u0026amp; $145,570 $148,232 1io6:xioci $153,705 TOTAL(10-60) 62.5 $2,128,120 62.5 $2,160,646 $2,152,248 62.5 $2,235,393 TOTAL LINE ITEMS-(SECOND PAGE) ioo6oo\u0026amp; $59,394 ~ $113,512 $130,151 ~ $126,220 ~f~\n:~\n.ffe~tu\n.,:~i '.'.:\n:\n 1~::~~y\ny-~9~~: =~-: A~1~=:~ : , \\''~9~~~~ ~  Stipends $1 ,500 $2,550 Other Objects Indirect Costs $57,435 $109,849 $117,710 $122,557 Vocational $2,410 Athletics $4,094 Gifted Programs $155 $80 $155 Plant Services $2,505 $2,794 $2,505 Reading $84 $30 $84 Science English $251 $80 $251 Special Education $459 $668 $403 $668 XXXlOO( XXXlOO( XXXlOO( Total Line Items $59,394 $11 2,512 $130,151 $126,220 Per'Pupll:Cost'{Wtt =\\:W \\,\\1993-94/) ~:.,\n\u0026gt;1994-95:,,\n.:: ?i\\'.199~95f? ( h1995\n96 j:: 3rd Otr. ADM or Proi. 588.0 566.0 559.6 582.2 Total Costs $2,187,514 $2,274,158 $2,282,399 $2,361 ,614 PerPui,ilCostiMKHtWn. y:p\n#$3\n720.f Wli#W$'.4Jtts\n fWM+t\u0026lt;t'079( t/: '$4,056 ' 1995-96 BUDGET PROPO~ORAFJ.3) ..c: A\\ if 9l-94 .. 93-9\" 94-95 ... :_\n,: 94-95 .:.{ 94-95 .. , \" 95-96 95-96 Carve/Ma Qnet s~ ,~J\\~tlt~t@~?i\u0026amp;itrttttt/:: ::/.\n. ,.f..T.E. :,::,\n: .. Actual .\"' F.T.E. t\\ Budget #: ... ,\u0026gt;'Actual t\u0026gt; . F.T.E. '' B\\ldqet ... CERTIFIED 01 Principal 1.0 $67,263 1.0 $49,235 $49,673 1.0 $53,423 STAFF 02 Asst. Prin. 1.0 $41,640 1.0 $39,569 $39,816 1.0 $41 ,827 03 Specialists 8.0 $245,103 8.0 $259,133 $287,352 8.0 $258,643 04 Counselors 2.0 $45,473 2.0 $62,791 $63,337 2.0 $65,001 05 Media Soec. 1.5 $47,207 1.5 $48,443 $48,897 1.5 $50,145 06 Art-Perf./Prod. 07 Music 08 Foreion Lano. 09 Classroom 24 .3 $581 ,394 24.3 $690,567 $630,244 24.3 $685,053 10 Soecial Education 1.0 $33,001 1.0 $26,869 $45,076 1.5 $46,512 11 Gifted 1.4 $47,830 1.4 $45,303 $52,136 1.4 $46,862 12 Chapter 1 13 Substitutes $12,271 $17,150 $23,223 $17,150 14 Other-Kindergarten 4.0 $117.112 4.0 $120.344 $88,097 4.0 $124.713 TOTAL CERTIFIED SALARY 44.2 $1 ,238,294 44.2 $1 ,359.404 S1.327,849 44.7 $1,389,329 I SUPPORT 15 Secretaries 3.0 $60.742 3.0 S50.964 $47,887 3.0 $47,603 STAFF 16 Nurses 1.0 $31 ,556 1.0 S32,359 $31 ,806 1.0 $33.472 17 Custodians 4.0 $43,531 4.0 $41,956 $41,564 4.0 $37,592 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 11.0 $75,921 11.0 S78,184 $89,247 11.0 $91 ,224 21 Fringe Benefits(20) xxmxx $171 ,444 xxxxxxx $191 ,607 $177,960 icxxxxxx $197,214 TOT Al SUPPORT SALARY 19.0 $383,194 19.0 $395,070 $388,465 19.0 $407,106 TOTAL (10-20) xmxxx $1 ,621,488 'lCXXXXXX $1 ,754,474 $1,716,314 xmxxx $1 ,796,435 PURCHASED 22 Utilities minx $66,973 filmx S75,965 $67,508 m:xxxx STT,413 SERVICES 23 Travel liicmxit $8,464 lmxxn $9.000 S7,524 xmxxx $9,000 (30) 24 Maintenance Agreements rimh ~ xxnxxx 25 Other wxix~ $13,840 fuilix $10.700 $14,292 xx:xxxxx $10,700 TOTAL (30) xfum $89,277 fuxxxx $95,665 $89,323 xxxxxxx S97,113 MATERIALS, 26 Principal's Office xxxxxxx xxxxxxx xxxxxxx SUPPLIES 27 Regular Classroom xxxxxxx $54,466 xxxxxxx $63,330 $66,365 xmxxx $63,330 (40) 28 Media xxxxnx $5,356 xxmoo: S11,500 $1,039 mxxxx $11,500 29 Other mxxxx $3,498 nmxx $3,500 $3,113 mxxx $3,500 TOTAL (40) i\u0026amp;mxx $63,320 xxfuri $78,330 $70,518 xmxxic $78,330 CAPITAL 30 Equipment i\u0026lt;xxilix $19,490 xhXlixx S19,000 S14,917 xroxxx S19,000 OUTLAY 31 BuildinQ Repair, etc. ~ J(XXXXXX xmxxx (50) 32 Other ~ ~ xxooxx TOTAL(50) xxxxxxx $19,490 fumx $19.000 $14,917 xmxxx $19,000 OTHER 33 Dues and Fees mxxxx $5,643 xxmxx $3.000 $6,495 xxxxxxx $3,000 (60) 34 Other xxxxxxx rxiium: xmxxx TOTAL (60) xxm:xx $5,643 .xmxxx $3,000 $6,495 xxxxxxx $3,000 TOT Al (30-60) ~ $177,730 ~ilixioc $195,995 $181,252 xxm.xx S197,443 TOTAL (10-60) 63.2 $1,799,218 63.2 $1 ,950,469 S1,897,567 63.7 $1,993,878 TOTAL LINE ITEMS-(SECOND PAGE) l6\u0026amp;xxxx $64,923 xxxxro S129,543 $145,549 ~ $128,244 nttMtGRAN0:J'..0TAtnn::::::t@ xxxxxx MMS1t864M1': xxxm :::: :\n$2\noao\n012 ttt2\n04:ims xxxxxx: f { $2\n122t122:: ~L@.t1~1Jj~:'.\n~:'.i1:~r ./i\\~:3u:kt /:}\n~9::n }:!''.~~~:~\u0026amp;@ w~=~g~~=~\u0026gt; Stipends $6,044 $13,100 $9,973 S13.100 OtherObiects Indirect Costs $58.412 $112,956 $125,067 $111 ,657 Vocational $2,561 Athletics $4,350 Gifted Proorams $145 $85 $145 Plant Services $2,385 $2,968 $2,385 Reading $82 $32 $82 Science English $239 $85 $239 Soecial Education $467 $636 $428 $636 xxxxxx xxxxxx xxxxxx Total Line Items $64,923 $129,543 $145,549 $128,244 P.er:P..upltCosfJMWH%%) Sk1.993.94.M WJ9:94-9S\\W \\%1994-95@? i k199S,.9th? 3rd Qtr. ADM or Proi. 597.9 582.0 582.5 607.3 Total Costs $1,864,141 $2,080,012 $2,043,116 $2,122,122 Pif:P..ubilCostW#@l:@MH\\ @W@!$3}118 M'iMlS!,5741 HHtt$3\n501'. /f%=:tS3I494' 93.94 ,:: 93.94 .,,\\ :.94-95\n~95 ..   9'-95 :~5-96  .. 95-96 F.T.E.. \\t Actual ::'.X: -F..T.E.. :.. Budget.  ActuaF t\nF.T.E . ., .. Budget . CERTIFIED 01 Principal 1.0 $59,233 1.0 $44,496 $40,467 1.0 $46,100 STAFF 02 Asst Prin. 03 Specialists 1.0 1.0 $43,068 $65,021 1.0 $42,313 5.8 $127,098 5.8 $154,817 $164,180 5.8 $164,921 04 Counselors 1.0 $40,670 1.0 $40,670 $41,051 1.0 $41,861 05 Media Spec. 1.0 $38,684 1.0 $39,257 $39,625 1.0 $40,457 06 Art-Perf./Prod. 07 Music 08 ForoiQn Lang. 09 Classroom 15.0 $462,587 15.0 $433,026 $423,335 15.0 $437 ,493 10 Special Education 1.5 $70,319 1.5 $52,851 $71.708 1.5 $54,480 11 Gifted 1.0 $33,443 1.0 $34,246 $34,567 1.0 $35,377 12 Chapter 1 13 Substitutes $11,733 $14,000 $14,238 $14,000 14 Other-Kindergarten 2.0 $57,912 2.0 $59,580 $60,096 2.0 $61 ,759 TOTAL CERTIFIED SALARY 29 .3 $901 ,679 29.3 $916,011 $954,287 29.3 $938,761 1.4 $15,692 1.4 $18,779 $12,127 1.4 $18,906 0.8 $11 ,856 0.8 $12,446 $10,787 0.8 $12,968 I SUPPORT t--15-+-Se_cr_e_tan_ e_s _____ --+----------+------\"--+----+---.\n...._~ STAFF 16 Nurses PURCHASE SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 17 Custodians 3.0 $39,012 3.0 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 5.6 $33,307 5.6 21 FrinQe Benefits(20) !lOOOOOO( $114,688 lOC000CX TOTAL SUPPORT SALARY 10.8 $214,555 10.8 TOTAL (10-20) xioooo\u0026amp; $1,116,234 fuxxxx 22 Utilities :\u0026amp;icxicii $35,582 lioocxxxic 23 Travel XXlOOOO( IXlOOOOO( 24 Maintenance Agreements lxioooocx 25 Other lxiaxioa $6,591 lxioooooi TOTAL (30) $42,173 .XX)()(X)() 26 Principal's Office llOOOOOCX :oooccci 27 Regular Classroom liilOoo\u0026amp;x $20,882 xioix:ioo( 28 Media $3,934 OOlOOO 29 Other . xiooooii $1,397 x:coocxx TOTAL (40) ')()0000()' $26,213 xiooooo\u0026lt; 30 Equipment XlOOCXXX $1,312 xixxxxx 31 Building Repair, etc. fu:iixicx 32 Other )000000( l)O()OOO(X TOTAL (50) IJOOCcixlC $1,312 lx:coixxx 33 Dues and Fees I XlOOOOO( $215 llOOOOOO( 34 Other IXlOOOOOC lxxri:xloi TOTAL (60) lxxxxxxx $215 1xx:ccixic TOTAL (30-60) 1)00000()( $69,913 ~ TOTAL (10-60) 40.1 $1,186,147 40.1 TOTAL LINE ITEMS-(SECOND PAGE) lxioooooi $29,105 mxxxx j?/ : GRANOffOTAt:f) xxxxxx %$1\n215\n252 xxxxxx $39,803 $40,155 3.0 $41 ,024 $32,907 $26,814 5.6 $35,152 $123,740 $11Q ,391 IXXXXX)O( S127, 199 $227,675 $209,273 10.8 $235 ,248 $1,143,686 $1,163,560 xioooro $1 ,174,009 $41,385 $31,890 lOOOOOO( $42,263 $3,407 $1,479 lOC000CX $3,500 XlOOOOO( $4,000 $7,117 I~ $4,000 $48,792 $40,487 llOOOOCXX $49,763 1)000000( $25,068 $25,601 l'ii:iiiix $25,000 $6,600 $2,305 I ioiioooix $8,000 $2,455 $1,542 lioooooo $34,123 $29/1.9 !lOCCXXicx $33,000 $2,646 $12,842 .ii:iiiixxx,c $3,700 .~ ioo\u0026amp;xxx $2,646 $12,842 )00000()( $3,700 $1 ,155 $1,321 xxxxxxx $1 ,000 ~ $1,155 $1,321 15oo\u0026amp;x $1,000 $86,716 $84,098 li\u0026amp;iooiiix $87,463 $1,230,402 $1,247,658 40.1 $1,261,472 $57,993 $55,825 I~ $70,963 { $1\n288\n395:  '$.1\n'303\n433 xxxxxx ) $1\n332\n435 . =~~\n:t\n1:iEllt!~!:\n!\nl1~ mt~~~:!~mr t\u0026lt;~9~~:h~ Mi\n~~::\n~~F ~x\n~9~~~= t Stipends $0 Other Objects Indirect Costs $28,874 $56,089 $51,498 $69,059 Vocational $1,055 Athletics $1,791 Gifted PrOQrams $80 $35 $80 Plant Services $1,305 $1,222 $1,305 Reading $42 $13 $42 Science English $129 $35 $129 Special Education $231 $348 $176 $348 x:xxx:xx x:xxx:xx x:xxx:xx . Total Line Items $29,105 $57,993 $55,825 $70,963 Pit'ipjJpili(:ostJ@:@{Hf:m JM1993~/J %499~% #M9~9S}:l':: :ib'$99S:.9\u0026amp;\\( 3rd Qtr. ADM or Proj. 295.7 289.0 289.1 296.3 Total Costs $1 ,215,252 $1 ,288,395 $1 ,303,483 $1 ,332,435 Pei.PUmlCosh)%%W%9 +rnrr\" ~110: MCH$4\n'458' Mt#S-4\n509{ 5Yh $4\n497 ' 1995-96 BUDGET PROPOSAL(ORAFT.3) , 93-94 93-94   94-95 ., .. 9,4-95 .. : . 94-95 .. 95-96 . .'\\ 95-96 ., .. ,  Wlllla'ms Mai\nnet School }fr ' wt \\:.. '' , .f.T.E. ... ,, . . ,Actual F.T.E. ..: Budget .. Actual\\\\, F.T.E. \" Budget CERTIFIED 01 Principal 1.0 $65,081 1.0 $60,588 $60,896 1.0 $62,128 STAFF 02 Asst. Prin. 1.0 $38,931 1.0 $40,047 $40,205 1.0 $41 ,246 03 Specialists 5.0 $173,230 5.0 $182,894 $184,522 5.0 $188,658 04 Counselors 1.4 $45,279 1.4 $41 ,011 $41 ,395 1.4 $40,195 05 Media Spec. 1.0 $25,446 1.0 $28,846 $29,117 1.0 $30,706 06 Art-Pert JP rod. 07 Music 08 Foreiqn Lanq. 09 Classroom 20.0 $630,446 20.0 $660,714 $666,653 20.0 $685,214 10 Special Education 1.1 $25,764 1.1 $28,877 $29,147 1.1 $29,957 11 Gifted 2.0 $40,670 2.0 $72,728 $73,389 2.0 $75,030 12 Chapter 1 13 Substitutes $17,314 $16,000 $11,467 $16,000 14 Other-Kindergarten 3.0 $112,836 3.0 $113,639 $114,639 3.0 $117,134 TOTAL CERTIFIED SALARY 35.5 $1 ,174,997 35.5 $1 ,245,344 $1 ,251 ,430 35.5 $1,286,269 SUPPORT 15 Secretaries 2.6 $27 ,786 2.6 $41,377 $37,966 2.6 $40,728 STAFF 16 Nurses 1.0 $33,664 1.0 $35,551 $35,551 1.0 $36,694 17 Custodians 3.5 $44,866 3.5 $46,660 $46,384 4.0 $47 ,837 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 OlherAides 9.0 $37,175 9.0 $44,618 $38,036 9.0 $44,948 21 Fringe Benefits(20) iooo(xxx $147,956 ~ $166,961 $156,998 ~ $172,638 TOTAL SUPPORT SALARY 16.1 $291,447 16.1 $335,167 $314,935 16.6 $342,845 TOTAL (1020) xxxxxxx $1,466,444 ~ $1,580,511 $1 ,566,365 )OO(XXXX $1 ,629,113 PURCHASE 22 Utilities ~ $44,468 ii:ii:i:I. $57,280 $39,636 1xioooocx $59,353 SERVICES 23 Travel ~ $4,601 XXXlOOQ( $5,000 $558 'xxt:t:t:XX $5,000 (30) 24 Maintenance Agreements xxxxxxx ~ 'wim 25 Other ~ $9,938 I~ $8,000 $13,763 ioo\u0026amp;xxx $8,000 TOTAL (30) lx:i\u0026amp;looo: $59,007 ~ $70,280 $53,957 x:i066ooc $72,353 MATERIALS, 26 Principal's Office ioiiooiio( xi:iixit. i!i:iixix SUPPLIES 27 Reqular Classroom ~ $55 ,228 ~ $31 ,698 $54,558 XlOOOOO( $39,700 (40) 28 Media i\u0026amp;mi:x $4,645 I~ $11,000 $4,034 )OCJOOO(X $10,000 29 Other ~ $2,095 xx:xxxxx $2,200 $1,713 itxd:fu. $2,300 TOTAL (40) ioixio:xx $61 ,968 ~ $44,898 $60,306 'Xiiim. S52,000 CAPITAL 30 Equipment xxxxxxx $6,799 ~ $22,700 $15,921 l'mYYY:) $15,598 OUTLAY 31 Building Repair, etc. ~ i\u0026amp;:\u0026amp;iooi :i:x:\u0026amp;xxx (50) 32 Other m:i:i:ri 'Xiii:l:t::t. ~ TOTAL (50) liiooaxx $6,799 ~ $22,700 $15,921 x:ioo'.:oo'. $15,598 OTHER 33 Dues and Fees )0()(')000( $720 xxri:xxx $2,000 $1,544 ~ $2,000 (60) 34 Other x:cixxxx IXJ0006o: ~ TOTAL(60) lOOOOOO( $720 xxxxxxx $2,000 $1,544 Xl'6o6o\u0026amp; $2,000 TOTAL (30-60) I~ $128,494 I lOOClOOOC $139,878 $131,729 xxnix:x $141,951 TOTAL (10-60) 51.6 $1,594,938 51.6 $1,720,389 $1 ,698,093 52.1 $1 ,771 ,064 TOTAL LINE ITEMS(SECOND PAGE) ldooooo( $49,480 lxmxioi: $103,657 $106,906 i\u0026amp;xxxxx $110,833 tt#3RANDTOIALJ/J{: xxxxxx )}$1\n'644\n418: xxxxxx Ft$1'\n824i-046\\ tts.1\nMs\nooo::: xxxxxx .m: su111\ncsrrr :)Actual)} f?BudQet+ \u0026gt;J.. ctual\\W \\YBudgel'\"'\"\"- 1993-94 1994-95 1994-95 1995-96 Stipends $1 ,676 $10,000 $3,232 $10,000 Other Objects Indirect Costs $47,427 $90,829 $95 ,639 $98,005 Vocational $1 ,958 Athletics $3,326 Gifted Programs $120 $65 $120 Plant Services $1 ,935 $2,270 $1 ,935 Reading $63 $24 $63 Science English $194 $65 $194 Special Education $377 $516 $327 $516 xxxxxx xxxxxx xxxxxx Total Line Items $49,480 $103,657 $106,906 $110,833 fl\"ef'.Plipii:eostmrnnwmw1 tM$93\n.94:mf tWf9$'4\n_95M WM!l9+.:95iW lJAoo5\n96lt 3rd Qtr. ADM or Proj. 485.8 468.0 449.8 484.7 Total Costs $1 ,644,418 $1 ,824,046 $1,SD5,000 $1 ,881 ,897 P.er'Piilil-OostNWWW%t)\nwm$3\n385t %t@1$3\n-S91!i V@,- S4\n01a =A6l$3)88:r 93-94 . 94-95 .. }/:.94-95 , .. ,:, 94-95 .,. 95-96 95-96 .:. Acttral , f.T.E.  .Budget , 'Actual =:.  f.T.E. ,,:= Budger:-,t CERTIFIED 01 Principal 1.0 $64,520 1.0 $64,256 $64,646 1.0 $65,818 STAFF 02 Asst. Prin. 3.0 $148,979 3.0 $145,767 $146,643 3.0 $144,212 03 Specialists 3.6 $111 ,283 3.6 $113 ,157 $102,932 3.6 $104,130 04 Counselors 3.0 $69,852 3.0 $111 ,241 $74 ,142 3.0 $114 ,903 05 Media Spec. 1.0 $41.729 1.0 $41 ,729 $42,120 1.0 $42,951 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Vocational 5.6 $207,954 5.6 $190,845 $192,183 5.6 $213,657 10 Special Education 1.3 $49,016 1.3 $50,084 $50,553 1.3 $51 ,631 11 Gifted 12 Classroom 46.8 $1 ,424,850 46.8 $1 ,443,934 $1,464,542 46.8 $1 ,481 ,399 13 Substitutes $71 ,832 $36,135 $36,319 $36,200 14 Other TOTAL CERTIFIED SALARY 65.3 $2,190,015 65.3 $2,197,148 $2,174,079 65.3 $2,254 ,901 SUPPORT 15 Secretaries 4.0 $66,063 4.0 $68,494 $68,815 5.0 $80,258 STAFF 16 Nurses 1.0 $32,359 1.0 $32,359 $32,359 1.0 $33,472 17 Custodians 6.0 $68,890 6.0 $60,373 $66,778 6.0 $71 ,548 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 1.0 $24,845 1.0 $23,937 $33,357 1.0 $31,293 20 Other-Aides 2.4 $42,951 2.4 $28,101 $33,285 2.4 $28,900 21 Fringe Benefits(20) $266,922 XlOOOOO( $275,254 $263 ,037 lOOOOOO( $286 ,1 01 TOTAL SUPPORT SALARY 14.4 $502,030 14.4 $488,518 $497,631 15.4 $531 ,573 TOTAL (10-20) 1)000000( $2,692,045 ~ $2,685,666 $2,671.710 mxm. $2,786,474 P~:~~!\nD~~:\n~~::1:~::is~===========\n:~-~~:~::~=~~::=~~~~~~=~~~=~~==~:~~~:~~::==~~1 $162,874 xxio:io\u0026amp; $177,221 $155,343 iXXlOOO(X $178 ,303 $1 ,266 xxxxxxx $10,000 $10,011 )(XXXXXX $10,000 (30) 24 Maintenance Agreements :xxxioooi 25 Other )OOO(X)OC TOTAL (30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media CAPITAL OUTLAY (50) 29 Other TOTAL (40) 30 Equipment 31 Building Repair, etc. 32 Other TOTAL (50) 33 Dues and Fees ioooixloc tii\nim. i\u0026amp;:ttccx 1)()00000( liiix:nx liooociciix liooooocx mxxl6I xioooocii )000000( lOOCCXXl( $34,819 $198,959 $79,331 $9,547 $2,923 $91,801 $15,510 $15,510 $1,764 ioociooo( )000()00( XXXlOOO( $27,300 $45,210 lOOOOOO( ~ $214,521 $210,564 )000()00( XlOOCioi:x ~ xxmo:x $49,168 $81,026 lO:XXXXX JOO( $15,700 $9,486 )000000( i\u0026amp;mxx $4,000 $2,421 xxxxxxx mo\u0026amp;xx $68,868 ~92,933 ~ )000000( $27,300 $37,285 ioooiioo( xxiii6o\u0026amp; oooo\u0026amp;xx xi06oo6c ~ xiooo6cx' $27,300 $37,285 ocioooooc OTHER xxioooot $4,500 $1,104 xxxxxxx (60) 34 Other XlOOOOO( JOOOOOO( JOOOOOO( $44,300 $232 ,603 $64,168 $15,700 $4,000 $83 ,868 $27,300 $27,300 $4,500 TOTAL (60) 'iiii:m. $1 ,764 xxi\u0026amp;iooi $4,500 $1,104 ~ $4,500 TOTAL (30-60) ioooooix $308,034 rixxloQc $315,189 $341,886 ~ $348 ,271 TOTAL (10-60) 79.7 $3,000,079 79.7 $3,000,855 $3,013,596 80.7 $3,134.745 TOTAL LINE ITEMS-(SECOND PAGE) llOOOOCXX $109,678 ~ $201,987 $191,880 XiOO:i\u0026amp;x $210,724 l/t i\\GRANDT.OTAldltt} rixrix \\ $3~109,757 iixxxi \\ $3\n202\n842, ,t:$3\n205,476 mrix D S3!345\n469 ~11i.\n1lil f1l~!l!iil~[\n~1li\ni!i M~:~~\n th ~s~it t~1~::::rn \u0026gt;~9~~~ Stipends $4,530 $4,600 $480 $4,600 Other Objects Indirect Costs $80,835 $162,057 $176,565 $170,794 Vocational $8,890 $16,000 $3,616 $16,000 Athletics $14,777 $14,500 $6,140 $14,500 Gifted Programs $118 Plant Services $3,450 $4,190 $3,450 Reading $115 $46 $115 Science En!llish $345 $120 $345 Special Education $646 $920 $605 $920 xxxxxx xxxxxx xxxxxx Total Line Items $109,678 $201 ,987 $191 ,880 $210,724 3rd Qtr. ADM or Proj. 827.8 835.0 842.8 836.7 Total Costs $3,109,757 $3,202,842 $3,205,476 $3,345,469 1995-96 BUDGHPROPOSAL(DRAfT3)   93-94 93.9,4 94-95 94-95 :, , .. 94-95 ,: . 95-96 95-96 Paric~w M~gn~ts~hool  \nih,%Mg, ,., ) F.T.E Actual .. : f.T.E. . .. Blldgett\n .//Actualt\\ .f.T.E. Bud,iet CERTIFIED 01 Principal 1.0 $64,582 1.0 $65.747 $66,148 1.0 $67 ,321 STAFF 02 Asst Prin. 3.0 $152,394 3.0 $153,428 $154 354 3.0 $157 ,476 03 Specialists 9.8 $301 ,371 9.8 $266,815 $306,485 9.8 $298,029 04 Counselors 3.0 $124,940 3.0 $129 ,841 $130,987 3.0 $133 ,755 05 Media Spec. 1.0 $34,026 1.0 $34,026 $34,345 1.0 $35,176 06 Art-Perf./Prod. 07 Music 08 Forei,in Lang. 09 Vocational 7.0 $276,023 7.0 $214,076 $216,610 7.0 $211,989 10 Special Education 1.5 $53,457 1.5 $53,457 $54,861 1.5 $54,737 11 Gifted 12 Classroom 39.6 $1,371,266 39.6 $1 ,416,539 $1 ,394,739 40.6 $1,410,368 13 Substitutes $45,634 $51,640 $31 ,172 $51,640 14 Other-Kindergarten 1.0 $40,670 1.0 $40,670 $41,051 1.0 $41 ,861 TOTAL CERTIFIED SALARY 66.9 $2,464,363 66.9 $2,426,239 $2,430,752 67.9 $2,462,351 SUPPORT 15 Secretaries 6.0 $143 ,706 6.0 $111 ,962 $132,489 6.0 $113,383 STAFF 16 Nurses 0.6 $19,416 0.6 $14,453 $14,453 0.6 $15,075 17 Custodians 8.0 $120,368 8.0 $115,043 $105,710 8.0 $115,308 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 5.0 $97,365 5.0 $108,916 $97,429 5.0 $110,898 20 Other-Aides 2.0 $11,308 2.0 $23,616 $26,003 2.0 $24,286 21 Fringe Benefits(20) ix:io:iooi $313 ,946 )00()000( $315,107 $303,948 ~ $321,347 TOTAL SUPPORT SALARY 21.6 $706,109 21.6 $689,097 $680,032 21 .6 $700,297 TOTAL (10-20) xxxxiboi $3,170,472 ~ $3 ,115,336 $3,110,784 'iiiim. $3 ,162,648 PURCHASED 22 Utilities xxxioOoc $213,303 XlOOOOO( $183,100 $168,431 ~ $183,753 SERVICES 23 Travel 1000000( $1,310 xri:x:iooc $1 ,500 $5.259 riioooo: $6,000 (30) 24 Maintenance Agreements ~ )0,00()()0( .......... )0000()()( 25 Other !000000( $40,933 xxxxxxx $14,750 $34,459 XXXXXlO: $27,000 TOTAL (30) ixxio:xx $255,546 xxxim. $199,350 $208,148 'XXXXXXY- $216,753 MATERIALS, 26 Principal's Office xxixxx1. )()()00()()( )()()()()00( SUPPLIES 27 Regular Classroom ioooo\u0026amp;x $74,513 )'.X)QOOO( $98,173 $77,470 xmxxx $101 ,065 (40) 28 Media ~ $5,415 )000000( $7,642 $21,359 )000000( $7,100 29 Other XX)QOO(X $6,336 XlOOOOO( $6 ,100 $5,574 xxioo:xx $6,000 TOTAL (40) l005oooc $86,264 XlOOOOO( $111,915 $104,403 IXlOO:XXX $114,165 CAPITAL 30 Equipment mxxxx $11,086 ~ $16,000 $25,924 )00000()( $15,000 OUTLAY 31 Building Repair, etc. iOO()OOO( ~ \u0026gt;::xXXXXX (50) 32 Other xxxxioi:x XXXXXX'X ~ TOTAL (50) xmiooc $11,086 xxioocxx $16,000 $25,924 rii\u0026amp;iooc $15,000 OTHER 33 Dues and Fees xioooocx $4,675 ro:xxfu: $5,000 $3,511 ~ $4,000 (60) 34 Other io655\u0026amp;ii: iii::iixx. JOOO()()(X TOTAL (60) xxxioooc $4,675 xxxxxxx $5,000 $3,511 XXXlOOO( $4,000 TOTAL (30-60) xioooooc $357,571 iiixi:iY. $332,265 $341,987 ~ $349,918 TOTAL (10-60) 88.5 $3,528,043 88.5 $3,447,601 $3,452,m 89.5 $3,512,566 TOTAL LINE ITEMS-(SECOND PAGE) JOOOOOO( $101,049 m:xio:x $190,036 $185,785 lxxxili\u0026amp; $232,152 t ?GRANDTOTAIJ/ lit:: rifux t?S3\n629,'IHIV mm: M\\$3\n637{637:' tt$3)638\n55!t miix\n)$3\n744\n718 I Unelteni CostsWt,Ytt :/@Actuil ::'ik ?}Budget\u0026lt;? :\n:_\nActual .. ) ti Budget// ''''''\"'='':s:,,\n,,,,,,,,c:\n:c,,,:c., .. , 1993-94 1994-95 1994-95 1995-96 Stipends $2,519 $1,425 $2,359 $1 ,425 Other Objects Indirect Costs $75,743 $153,323 $169,208 $192,439 Vocational $8,332 $16,000 $3,465 $16,000 Athletics $13,850 $14,500 $5,885 $17,500 Gifted Programs $115 Plant Services $3,420 $4,016 $3,420 Reading $114 $43 $114 Science English $342 $115 $342 Special Educafion $605 $912 $579 $912 )00000( )00000( )00000( Total Line Items $101,049 $190,036 $185,785 $232,152 3rd Qtr. ADM or Proi. 775.3 790.0 799.0 832.3 Total Costs $3,629,092 $3,637,637 $3,638,556 $3,744,718 .... )I, - Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Director March 6, 1996 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: (501 ) 758-0156 --  In a letter dated June 26, 1995, the Magnet Review Committee submitted the 1995-96 interdistrict magnet schools budget (labeled Draft 2) in the amount of $14,614,360 for your approval. The total amount budgeted was based on a per-pupil expenditure of $4, 140 per student and a projected third-quarter enrollment of 3,530 students. This budget showed an increase of $87 .00 per student over the 1994-95 budget. Since that time, the budget has been revised to better reflect the current status of magnets, taking salaries into account which reflect the results of finalized contract negotiations and an increased number of students. These factors have resulted in an adjustment from $4,140 per-pupil expenditure to $4,063 per pupil, a decrease of $77 .00 per student from the budget (Draft 2) submitted to you on June 26, 1995, or an increase of $10.00 per student over the 1994-95 budget. The total revised budget amount for the 1995-96 magnet schools budget is now $14,788,255. The Magnet Review Committee approved this revised budget (Draft 3) during its regular meeting on February 27, 1996. To date, a response has not been received from the Court with regard to the budget previously submitted. Since we are now well into the 1995-96 school year, and the State of Arkansas cannot release additional funds for per-pupil expenditure without Court-ordered approval !in this case, it is $10.00 per student over the 1994-95 budget), the Magnet Review Committee is respectfully requesting your approval of the revised 1995-96 interdistrict magnet schools budget. The Magnet Review Committee is committed to maintaining the existing quality of the interdistrict magnet schools. One of our primary goals is to ensure efficient and effective cost containment while continuing to deliver attractive instructional .. -' . - The Honorable Susan Webber Wright -2- March 6, 1996 programs. We will continue to work with the host district as we exercise prudent oversight of the magnet schools' budget. Thank you for your consideration and response to this important matter. Sincerely, 61~ Dr. Bobby Altom, Chairperson Magnet Review Committee Attachment: 1995-96 lnterdistrict Magnet Schools Budget !Approved Draft 3) cc: Ann Brown, Federal Monitor - ODM ' 1995-96 BUDGET PROPOSAL(ORAFT 3) 93-!M 93-94 94-95 94-95 94-95 95-96 95-96 SUMMARY FOR MAGNET SCHOOLS :: F.T.E. Actual . F.T.E. Budget .t,ctual F.T.E. Budget CERTIFIED 01 Principal 6.0 $375,279 6.0 $340,086 $337,925 6.0 $352,057 STAFF 02 Asst. Prin. 10.0 $433,972 10.0 $473,907 $498,372 10.0 $464,082 03 Specialists 39.2 $1 ,211,895 39.2 $1 ,224,208 $1 ,262,967 39.2 $1 ,266,519 04 Counselors 12.4 $405,435 12.4 $452,360 $418,344 12.4 $465 ,882 05 Media Spec. 6.5 $224,104 6.5 $230,137 $232,294 6.5 $238,456 06 Art-Perf./Prod. 0.0 so 0.0 $0 0.0 07 Music 0.0 $0 0.0 $0 0.0 08 ForeiQn LanQ. 0.0 $0 0.0 $0 0.0 09 Vocational 12.6 $483,977 12.6 $404,921 $408.793 12.6 $425,646 10 Special Education 7.7 $282,681 7.7 $263,527 $303.215 8.2 $290,265 11 Gifted 5.4 $158 ,016 5.4 $189,153 $197 ,313 54 $195,300 12 Classroom 175.9 $5,377,867 175.9 S5,582,r5 ~5.544,709 176.9 $5,692,303 13 Substitutes 0.0 $182,975 0.0 $154,925 $141 ,654 0.0 $154 ,990 14 Other-Kindergarten 14.0 $448,552 14.0 $459,595 $430,419 14.0 $473,402 TOTAL CERTIFIED SALARY 289.7 $9,584,753 289.7 $9,775,094 $9 ,776,005 291 .2 $10,018,902 ! SUPPORT 15 Secretaries 19.0 $360,333 19.0 $323,508 $331 ,216 20.0 5333,302 STAFF 16 Nurses 5.4 $156,152 5.4 $155,272 $153,060 5.4 $160,858 17 Custodians 28.5 $360,957 28.5 $355,219 $351 ,307 29 .0 $365,905 18 Paraprofessionals-Chptr 1 0.0 $0 0.0 $0 0.0 19 Paraprofessionals-Other 6.0 $122,210 6.0 $132,853 $130,786 6.0 $142,191 20 Other-Aides 37.0 $237,662 37.0 $270.749 $269,245 37.0 $288,560 21 Fringe Benefits(20) 'm:mi, $1 ,213,301 XXXlOOO( $1 ,282,054 $1,221 ,134 )0()()()00( $1 ,320,650 TOTAL SUPPORT SALARY 95.9 $2,450,615 95.9 $2,519,655 $?,456.748 97.4 $2.611 ,466 TOTAL (10-20) XlOOCOO( $12,035,368 lOOOOOOC $12,294,, ,i9 ~ i 2,232.753 XlOOOOC( $12,630,368 PURCHASED 22 Utilities  )()()()000( $598,876 xxiooo\u0026lt;x $619,066 $529 ,201 )0()()()00( $626,335 SERVICES 23 Travel xxxxxxx $20,580 xxxxxxi\u0026lt; $33 ,907 $28,648 XlOOOOO( $38,500 (30) 24 Maintenance AQreements xi\u0026lt;XXXl6( oooooiio: xx:xxxxx 25 Other x:iii:iix $119,669 XlOOOOO( $74,250 $125,316 lOOOOOO( $103 ,500 TOTAL (30) xxxxxxx $739,125 iccixxxx $727,223 $683,165 xxxxxxx $768,335 MATERIALS, 26 Principafs Office ~ xxxxm xxxxxxx SUPPLIES 27 Regular Classroom xxiolxxx $328,856 'lxi:txi:J. $302,337 $353,700 IJOO\u0026lt;XXXX $335,418 (40) 28 Media XlOOCOO( $34,277 rxiiioixxic $57,242 $38 ,223 fJOOOOOC( $57,100 29 Other xi\u0026amp;\ni\u0026amp;io\" $18,873 XlOOOOOt $19,510 $17,581 ioOoooo( $16,800 TOTAL (40) xxxxxxx $382,006 ioooocxx $379,089 $409,504 xxxxxxx $409,318 CAPITAL 30 Equipment XXIOOOO( $67,029 lOOOOOO( $93,646 $122,540 xxxioOOt: $86,598 OUTLAY 31 Building Repair, etc. ~ iX)OOOOO( XlOOOOO( (50) 32 Other ri::iim. i\u0026amp;xiixxx XXXXlO(X TOTAL (50) ~ $67,029 lOOOO(XX $93,646 $122,540 xiooooix $86,598 OTHER 33 Dues and Fees )000000( $13,017 xiciicioo\u0026lt; $15,655 $13,975 lOOOOCXX $14,500 (60) 34 Other XXXXXlO( iiloooooc iiiiiiioocic TOTAL (60) I~ $13,017 xxxxxxx $15,655 $13,975 xioooooc $14,500 TOTAL (30-60) i6ooo6:x $1,201,177 wxxxx $1 ,215,613 $1,229,184 lOOOOO(X $1,278,751 TOTAL (10-60) 385.6 $13,236,545 385.6 $13,510,362 $13,461 ,937 388.6 $13,909,119 TOTAL LINE ITEMS - (SECOND PAGE) i66ooo\u0026amp; $413,629 XlOOOOO( $796,728 $816,097 xxiixxlci $879,136 \n:::\\lGRANOJOTAt/t:i/f xxxxxx t/'$:13\n650\n17 4 rirox i\nji'.$14,307\n!90 :}J~4\n278\nD30  xxxxxx t 414,7B8,255 ) un.tterrtcosts:@ttititt 416\\etual/( )/Budget(}, \u0026gt;lAettiat%M= :,ttBildget.4? .. :a::: S:\n::'NMH 1993-94 1994-95 1994-95 1995-96 Stipends $16,269 $29,125 $18,594 $29,125 Other Objects Indirect Costs $348,726 $685,103 $735,687 $764,511 Vocational $17,222 $32,000 $15,065 $32,000 Athletics $28,627 $29,000 $25,586 $32,000 Gifted Programs $500 $498 $500 Plant Services $15,000 $17,460 $15,000 ReedinQ $500 $168 $500 Science English $1 ,500 $500 $1,500 Special Education $2,785 $4,000 $2,518 $4,000 lOOOOO( lOOOOO( lOOOOO( Total Line Items $413 ,629 $796,728 $816,097 $879,136 PeiP.upllCocttW@Mllfrfa KH199U4tt /i\\\n1994,:95\n:1. :\n\\,IJ99US.-/\\ M?t995-9o\\i'/ 3rd Qtr. ADM or Proj. 3570.5 3530.0 3522.8 3639.7 Total Costs $13,650,174 $14,307 ,090 $14,278,030 $14,788,255 P.'1i'PtfoifCostMJftii@M: tNFit=l3\n823 ?/')''{:$4\n-053' ':)tH:%'$4\n053': ::t:$4\n003:' --- 1995-96 BUDGET PROPOSAL(DRAFT 3} 93-94 93-94 94-95 , 94-95 94-95 95-96 1995-96 Booker Magnet School ,C. . F.T.E.  Actual F.T.E:, Budoet Actual F.T.E. Budget CERTIFIED 01 Principal 1.0 $54,600 1.0 $55.764 $56,095 1.0 S57,267 STAFF 02 Asst. Prin. 1.0 $52,028 1.0 $52,028 $52,333 1.0 $37,008 03 Specialists 7.0 $253,810 7.0 $247,392 $217,496 7.0 $252,138 04 Counselors 2.0 $79,221 2.0 $66,806 $67,432 2.0 $70,167 05 Media Spec. 1.0 $37 ,012 1.0 $37,836 $38.190 1.0 $39,021 06 Art-Perf./Prod. 07 Music 08 Foreign Lang. 09 Classroom 30.2 $907 ,324 30.2 $937,495 $965,196 30.2 $992,776 10 Special Education 1.3 $51 ,124 1.3 $51 ,389 $51 ,870 1.3 S52.948 11 Gifted 1.0 $36,073 1.0 $36,876 $37,221 1.0 S38,031 12 Chapter 1 13 Substitutes $24,191 $20,000 $25,235 $20,000 14 Other-Kindergarten 4.0 $120,022 4.0 $125,362 $126,536 4.0 $127 ,935 TOTAL CERTIFIED SALARY 48.5 $1,615,405 48.5 $1 ,630,948 $1 ,637 ,605 48.5 $1 ,687,291 SUPPORT 15 Secretaries 2.0 $46,344 2.0 $31 ,932 $31,932 2.0 $32,424 STAFF 16 Nurses 1.0 $27 ,301 1.0 $28 .104 $28 ,104 1.0 $29,177 17 Custodians 4.0 $44,290 4.0 $51,384 $50,716 4.0 S52,596 18 Paraprofessionals-Chptr 1 19 Paraprofess:onals-Other 20 Other-Aides 7.0 $37,000 7.0 $63,323 $55 ,860 7.0 $64,050 21 Fringe Benefits(20) XXlOOOOC $198,345 IXloooixx $209,385 $199,799 lOOOOOCX $216,151 TOTAL SUPPORT SALARY 14.0 $353,280 14.0 $384 ,128 $366,411 14.0 $394,398 TOTAL (10-20) xxxxxxx $1,968,685 xxxxxxx $2,015,076 $2,004,016 xxxxxxx $2,081,688 PURCHASED 22 Utilities .lOOOOOO( $75,676 JOOCXXXl( $84,115 $66,393 :JOOOOOOi $85,250 SERVICES 23 Travel lOOOOOO( $4,939 [XXlOOOO( $5,000 $3,817 lOOOOOOI $5,000 (30) 24 Maintenance Agreements iooooOOc XlOOCi\u0026amp;x xxxiixxx 25 Other ioo6oc\u0026amp; $13,548 )000:)00( $9,500 $10,475 XlOO\u0026lt;XXX $9,500 TOTAL (30) 'XXXXlOO( $94,163 I )()00000( $98 615 $80,686 XlOO\u0026lt;XXX $99 ,750 MATERIALS, 26 Prindpal's Office riiiJ::ix ~ lOOOOOCX SUPPLIES 27 Regular Classroom ioooooo( $44,436 lOOOOO\u0026amp; $34,900 $48,677 )0()0000( $42,155 (40) 28 Media ~ $5,380 I~ $4,800 xxxxxxx $4,800 29 Other iooooixx $2,624 iJOOOi:iol:x $1 ,255 $3,218 :JOOOOOOi $1,000 TOTAL (40) XJOOOOO( $52,440 xxicioooc $40,955 $51,895 ~ $47,955 CAPITAL 30 Equipment ~ $12,832 xiiioooo\u0026lt; $6,000 $15 ,651 xxxxxxx $6,000 OUTLAY 31 Building Repair, etc. XXXlOOO( xxxx:i XlOOOO()( (50) 32 Other ixxxxio\nlxxio6ooc XlOO\u0026lt;XXX TOTAL (50) XXlOOOO( $12,832 Xl()()OO(X $6,000 $15 ,651 '1000000I $6,000 OTHER 33 Dues and Fees lOOOOOO( ioooooot xxxiooo: (60) 34 Other i5\u0026amp;xxioi lxioooooc XXlOOOOI TOTAL(60) ~ $0 b6iiiJciooc $0 $0 'XXXXioix $0 TOTAL (30-60) ,ooooiiix $159,435 xxiooooc $145,570 $148 ,232 lOO(XXXX $153,705 TOTAL (10-60) 62.5 $2,128,120 62.5 $2,160,646 $2,152,248 62.5 $2,235,393 TOTAL LINE ITEMS-(SECOND PAGE) xxxxxxx $59,394 boooooo\u0026lt; $113,512 $130,151 xxxxxxx $126,220 : ?'ltGRANDTOTALY J?= rixxxi )/$2\n1 B7\n5u:. xxxxxi \\LSU74J58' C\\ $2\n282\n399, u:ri:i:i.- \\ $2,361\n614 Lint lttmCosls'' .. ,,,,,,,.,r,. :,:\\}Actual :f\\ )t/Bildgat\\i/, '}Actual ?''\\  :?Budget'\u0026gt;\n,:Lt:::::x\nJ~\n:\n1::\n,t\n:j:::f't~ 1993.94 1994-95 1994-95 1995-96 Stipends $1,500 $2,550 Other Obiecis Indirect Costs $57,435 $109 ,849 $117,710 $122,557 Vocational $2,410 Athletics $4,094 Gifted Programs $155 $80 $155 Plant Services $2,505 $2,794 $2,505 Reading $84 $30 $84 Science English $251 $80 $251 Special Education $459 $668 $403 $668 xxxxxx xxxxxx xxxxxx Total line Items $59,394 $112 512 $130,151 $126,220 PerPupilCost'tl!A',+ (: .f/'199~94 % WPt994:-95'i:U :\"::1994-9.5\\k :): 1995..96 . 3rd Qtr. ADM or Proj. 588.0 566.0 559.6 582.2 Total Costs $2,187,514 $2,274,158 $2,282,399 $2,361 ,614 Per'Pup1(Ci:m%lAMMM :YWWt'$3mo. tt!:d:::$4Jtts ':':HitM$.4\nwg,: i:,:\n::s4,056 1995-96 BUDGET PROPOSAL{0RAFT.3)   CarverMaqnetSc:hool .:,c\n:\n:.:\n::, . -\u0026lt; ,,,)fa\u0026lt;\n/ }{ CERTIFIED 01 Principal STAFF 02 Asst. Prin. 03 Specialists 04 Counselors 05 Media Spec. 06 Art-Perf./Prod. 07 Music 08 Foreign Lanq. 09 Classroom 10 Soecial Education 11 Gifted 12 Chapter 1 13 Substitutes 14 Other-Kindergarten TOTAL CERTIFIED SALARY 15 Secretaries 16 Nurses 17 Custodians 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 93-94 F..T.E. 1.0 1.0 8.0 2.0 1.5 24.3 1.0 1.4 4.0 44.2 3.0 1.0 4.0 93-94 Actual\u0026gt; $67,263 $41,640 $245.103 $45.473 $47,207 94-95 F.T.E. 1.0 1.0 8.0 2.0 1.5 $581,394 24.3 $33,001 1.0 $47,830 1.4 $12,271 $117.112 4.0 $1 ,238,294 44.2 S60,742 3.0 S31 ,556 1.0 $43,531 4.0 Budget   $49,235 $39 .569 S259.133 S62.791 $48,443 $690,567 $26,869 $45,303 S17, 150 S12C:-i.44 S1,359.404 SS0,964 S32,359 $41,956 94-95 .Actual ''' $49,673 $39,816 $287,352 $63,337 $48,897 95-% F.T.E. 1.0 1.0 8.0 2.0 1.5 $630,244 24.3 $45,076 1.5 $52,136 1.4 $23,223 $88,097 4.0 S1,327,849 44.7 $47,887 3.0 $31 ,806 1.0 $41,564 4.0 95-% Budoet $53.423 $41,827 $258,643 S65,001 $50.145 $685,053 $46,512 $46,862 $17,150 S124.713 S1,389.329 $47,603 S33.472 S37,592 20 Other-Aides 11.0 $75,921 11.0 $78,184 S89,247 11.0 $91 ,224 21 Fringe Benefits(20) xxxxxxx $171,444 xxxxxxx $191,607 $177,960 xxxxxxx S197,214 TOT AL SUPPORT SALARY 19.0 S383, 194 19.0 $395,070 S388.465 19.0 S407, 105 TOTAL (10.20) xxxxxxx $1,621.488 xxxxxxx $1.754.474 $1.716,314 xxxxxxx $1,796.435 PURCHASED~2_2-Uti_.li_tie_s ______x xxxx__x_x __S6_ 6.\n...,9_73-+-nxxn:1._-.-+ __S_ 75_,9_6_5+-__S6 _7~,5_08-t-xxxx_x xx __S TT~.4_1_3 SERVICES f-2_3-+-Tr_av_e_l -------+-xxxxx-x.. .,.,_x+--__S _B.\n....4_64-+-IXXXXJOO__-+-__S9 .0_0_0+ --__S _7~,5_24-+-)00()(l(--Xx-+-__S9. ..\n.,0_0---i0 (30) 24 Maintenance Agreements xxnxxx ifrt:m. xxxxxxx 25 Other l\u0026amp;i\u0026amp;xxx S13,840 nJOOooC S10.700 S14,292 xxxxxxx TOTAL (30) xxxxxxx S89,277 xxxxxxx S95,665 $89,323 xxxxxxx MATERIALS, 26 Principal's Office xxxxxxx xxxxxxx xxxxxxx SUPPLIES 27 Regular Classroom xxxxxxx $54,466 xxxxxxx S63.330 S66,365 xxxxxxx (40) 28 Media riixfoc $5,356 J()(XlOOO( S11,500 $1,039 xxxx'xicx CAPITAL OUTLAY (50) OTHER (60) 29 Other ilifuic $3,498 rilOOOOI S3.500 $3,113 iirixicicx TOTAL (40) ~xx S53,320 xxxxm: S78.330 s10.s1a xxxxxxx 30 Equipment xilixxic $19,490 XXXXXXX $19,000 $14,917 )OO()(l(XX 31 Building Repair, etc. xxxxxxx X'J.'i:i:\na\nJ. xxxxxxx 32 Other xxxxxxx xxxxxxx xxxxxxx TOTAL(50) xxxxxxx $19.490 xxxxxxx $19.000 $14,917 xxxxxxx 33 Dues and Fees xxxxxxx ss.643 xxxmic S3.ooo ss.495 xxxxxxx 34 Other xrixrix \"JCxxxxn xxxxxxx TOTAL (60) xxxxxicx $5.643 xxxxrix $3,000 $6,495 xxxxxxx TOTAL (30-60) xicrixxx $177.730 \"JCXXXXXX S195,995 $181,252 xxxxxxx TOTAL (10-60) 63.2 S1.799,218 63.2 S1,950,469 S1,897,567 63.7 TOTAL LINE ITEMS- SECOND PAGE) XicXXXXX S64,923 xxxxro $129,543 $145,549 'iY:i:iii:J. S10.700 S97.113 $63,330 $11,500 $3,500 $78.330 $19,000 $19,000 S3,000 $3,000 $197,443 $1,993,878 $128,244 ~t:~!\n~\n~\n::l,~:\n!::::'.l:::!r: \\}i~~~=lt li~9:: +F~::5ni ~9~i:x Stipends $6,044 $13,100 $9,973 S13, 100 Other Objects Indirect Costs $58,412 $112,956 $125,067 $111 ,657 Vocational $2,561 Athletics $4,350 Gifted Proarams $145 $85 $145 Plant Services S2,385 $2,968 $2,385 Readino $82 $32 $82 Science Encilish $239 $85 $239 Soecial Education $467 $636 $428 $636 xxxxxx xxxxxx xxxxxx Total Line Items $64,923 S129,543 $145,549 $128,244 Per.PupltCosFMW\\f#W fW1.99J::94/f Xf1994,:.9SJ\\ Vfr199~9S\\/ :\\?1995'9\u0026amp; \\ 3rd Otr. ADM or Proi. 597.9 582.0 582.5 607.3 Total Costs $1 ,864,141 $2.080,012 $2,043,116 $2,122,122 PefP.UbiU:ostf#\n%''0,WW WM?$3~t18 mnms3\n574, nn+t$3\n507(\n:.)1s3\n494 19-9~~6.BUDGET PROPOSAL{DRAf.T 3} Gibbs'.'.Magnet School \u0026gt;(': \\ {': .. } 93-94 93-94 . 94-95 94-95 95-96 95-96 F.T.E.. ::.?,, Actual ./ F.T.E. \\. Budget Actual F.T.E. Budqel CERTIFIED 01 Principal 1.0 $59 ,233 1.0 $44,496 $43,068 $154,817 $40,467 $65 ,021 $164,180 1.0 1.0 5.8 $46,100 $42,313 $164 ,921 STAFF 02 Asst Prin. 03 Specialists 1.0 5.8 1.0 $127,098 5.8 04 Counselors 1.0 $40,670 1.0 $40,670 $41,051 1.0 $41 ,861 05 Media Spec. 1.0 $38,684 1.0 $39,257 $39,625 1.0 $40,457 06 Art-Perf./Prod. 07 Music 08 ForniQn LanQ. 09 Classroom 15.0 $462,587 15.0 $433,026 $423,335 15.0 $437.493 10 Special Education 1.5 $70,319 1.5 $52,851 $71 708 1.5 $54.480 11 Gifted 1.0 $33 ,443 1.0 $34 ,246 $34 ,557 1.0 $35,377 12 Chapter 1 13 Substitutes $11,733 $14,000 $14,238 $14 ,000 14 Other-Kindergarten 2.0 $57,912 2.0 $59,580 $60,096 2.0 $61,759 TOTAL CERTIFIED SALARY 29.3 $901 ,679 29.3 $916,011 $954 ,287 29.3 $938,761 I SUPPORT 15 Secretaries 1.4 $15 ,692 1.4 $18,779 $12,127 1.4 $18,906 STAFF t-1-6-+N-u-rs-es---------i--0.-8+---$-11-'-,8-5-6+--0.8- -+---$1-2,'4-4-6-+---S1-0'-.7-87-+--0.-8+---S-12-'-,9-6-.8 t---+-----------i--+---'--'--+---+---''---+---'---+---+--'-\"'---1 17 Custodians 3.0 $39,012 3.0 $39,803 $40,155 3.0 $41 ,024 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 5.6 $33 ,307 5.6 $32,907 $26,814 5.6 $35,152 21 Fringe Benefits(20) xxxxxxx $114,688 xxxxxxx $123,740 $11~ 191 IXlOOOOOI $127,199 TOTAL SUPPORT SALARY 10.8 $214,555 10.8 $227,675 $209 ,273 10.8 $235,248 TOTAL (10-20) lOOOOOO( $1 ,116,234 ~ $1 ,143,686 $1,163,560 iXXlOOOO: $1 ,174,009 PURCHASE ~2::.:2+\n-Ut...\n.iliti...\ne._.\n_s ____~ xioooocx=\n.\n.+--'$...\n.35.:.:,.5\n_8.\n.2+1xxxxxxx=\n.\n.\n.\ni-_..\n._$4-'1.,:.3\n..\n.\n85-+-_...\n..$3...\n.1.:.\n.,8...\n.90~XlOOOOOl.\n.\n.\n.\n.\n..+---$:...4\n:\n.:.2,2::.:6-\"-l3 SERVICES ~2::.:34 T..\n._ra::.:v..:\nel ____ __,i\n,\nl000000(.\n.\n.\n,\n.\n.. __ ---i\n.lxxxxxxx=\n.\n.\n.\ni--$::.:3.\n_.4\n_07-+-__ S\n_1.\n_.4.\n.\n79~xxxxxxx=\n.\n.\ni..---=-S.:.:.3,5::.:0-\"-l0 (30) 24 Maintenance Agreements llOOOOOO( IXlOOOOO( XXlOOOOi 25 Other IXlOOOO()( $6 ,591 lxioooocx $4,000 $7 ,117 ~ $4,000 TOTAL (30) IXlOOOO\u0026lt;X $42,173 IXlOOOOO( $48,792 $40,487 lOOCC(X)( $49,763 MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom booooooc IXlOOOOC( xxioo\u0026lt;xx 1)0()()000( $20,882 lx:ioooixx $25,068 $25,601 w:i\noo. $25,000 (40) 28 Media IXlOOOClOi $3,934 llOOOOOOi $6,600 $2,305 .xii,ooixx $8,000 CAPITAL OUTLAY (50) OTHER (60) 29 Other iXlOOOO()( $1 ,39 7 lxxioocxx $2,455 $1 , 542 lOOOOOO( TOTAL (40) IXlOOOOOI $26,213 IXJOOOOO\u0026lt; $34,123 $29, '. ~9 xxxxxxx $33,000 30 Equipment IXXlOOOOC $1,312 llOOOCXXX $2,646 $12,e42 lOOOOOOC $3 ,700 31 Building Repair, etc. lxxxxioo lxiooocxx xioooocx 32 Other il()()OO(X)( iXlOOOOOC iooo\u0026amp;xx TOTAL (50) !xx:\u0026lt;:()()()( $1 ,312 1Xlixxiixx $2,646 $12,842 )000()00( $3,700 33 Dues and Fees ilOOOOO()( $215 ilOOOOOCX $1 ,155 $1,321 ~ $1,000 34 Other IXXlOOOOC !XlOOOOOI iooixxxx TOTAL(60) lxxxxxicic $215 fu:cixi( $1,155 $1,321 lOOOOOO\u0026lt; $1,000 TOTAL (30-60) 1)()()0000( $69,913 )000000( $86,716 $84,098 ioocfux $87.463 TOTAL (10-60) 40.1 $1,186,147 40.1 $1,230,402 $1,247 ,658 40.1 $1,261,472 TOTAL LINE ITEMS-(SECOND PAGE) !XXXXXXX $29,105 lOOOOOOC $57,993 $55,825 lOOciiooi: $70,963 I ':\u0026lt;':GRANOJOTAt )} t xxxxxx :::tl1'\n215\n252' xxxxxx /\\$1,288\n395 .:? $1\n303,483: xrixxx '\"' $1.332\n.435 t\ni\nt\n:~~~!,\nJ\n~t\n!:::\n\nl' ,\n:n:~~~:~w\n\nn~ 9 ~~~til .\ne~::!~t n\u0026gt;~9 ~~~=f\nStipends $0 Other Objects Indirect Costs $28,874 $56,089 $51,498 $69,059 Vocational $1,055 Athletics $1 ,,91 Gifted Programs $80 $35 $80 Plant Services $1,305 $1,222 $1,305 Readino $42 $13 $42 Science English $129 $35 $129 Special Education $231 $348 $176 $348 xxxxxx xxxxxx xxxxxx Total Line Items $29,105 $57,993 $55,825 $70,963 P.Mlfupi( CosfMk@ff\nk / 'lM993\n,94${ @(199~% lh'19~95J) %J99S:.96K 3rd atr. ADM or Proi. 295.7 289.0 289.1 296.3 Total Costs $1,215,252 $1,288,395 $1,303,483 $1,332,435 P.ef Ptli\u0026gt;il CostW\u0026amp;!MhfH WH?$41t10 W\u0026lt;P$4\n45a-\nw:MS4\n509i :}F S(\n-497 1995--96 BUDGET PROPOSAL(ORAfl'.3) . Wllfl~nuiMa~nirt Sehoot ' .. ...  CERTIFIED 01 Principal STAFF 02 Asst. Prin. 03 Specialists 04 Counselors 05 Media Spec. 06 Art-Pert/Prod. 07 Music 08 Foreic:in Lanc:i. 09 Classroom 10 Special Education 11 Gifted 12 Chapter 1 13 Substitutes 93-94  93-94 S4-9li F.T.E. Actual F.T.E. 1.0 $65,081 1.0 1.0 $38,931 1.0 5.0 $173 ,230 5.0 1.4 $45,279 1.4 1.0 $25,446 1.0 20.0 $630,446 20.0 1.1 $25,764 1.1 2.0 $40,670 2.0 Budget $60,588 $40,047 $182,894 $41 ,011 $28,846 $660,714 $28,877 $72,728 S4-95 95-96 Actual F .T.E. $60,896 1.0 $40,205 1.0 $184,522 5.0 $41 ,395 1.4 $29,117 1.0 $666,653 20.0 $29 ,147 1.1 $73,389 2.0 Bud11et $62,128 $41 ,246 $188,658 $40 ,195 $30,706 $685,214 S29,957 $75,030 $17 ,314 $16 ,000 $11 ,467 $16,000 14 Other-Kindergarten 3.0 $112,836 3.0 $113,639 $114,639 3.0 $1 17,134 TOTAL CERTIFIED SALARY 35.5 $1 ,174,997 35.5 $1 ,245,344 $1 ,251 ,430 35.5 $1 ,286,269 SUPPORT t-1_5-1-S_ecr_et_ane__s _____2._ 6 _S _2_ 7_, 78_6-+-_2_.6-+-__S_ 41_ ,3 _77-+-__S_ 37,_9_66-+-_2._6_ __$4_ 0'\"'\",7_28-l STAFF 16 Nurses 1.0 $33 ,664 1.0 $35 ,551 $35 ,551 1.0 $36 ,694 17 Custodians 3.5 $44,866 3.5 $46 ,660 $46 ,384 4.0 $47 ,837 18 Paraprofessionals-Chptr 1 19 Paraprofessionals-Other 20 Other-Aides 9.0 $37 ,175 9.0 $44,618 $38,036 9.0 $44,948 21 Fringe Benefits(20) ~ $147 ,956 ~ $166,961 . $156,998 xxxt::1Xt. $172,638 TOTAL SUPPORT SALARY 16.1 $291 ,447 16.1 $335,167 $314,935 16.6 $342,845 TOTAL (10-20) ~ $1 ,466,444 )0()()000( $1 ,580,511 $1 ,566,365 )0()()000( $1 ,629,113 PURCHASE 12-2= U~til=itie.s: ..,_-----~=+-l)(-)().(X:X.)Q.(.\n.\n~$4-4F,46=8 .\n~\n+-. .:.:.:$.5:7,.2=80. .:.+-$.3.9:,6.3:6. :l~xxx4t::=IXt.= ,---$=59-,3=53~ SERVICES 23 Travel XlOOOOO( $4,601 ~ $5 ,000 $558 ~ S5 ,000 t---+--------+---+-----------------1----t-------1 (30) 24 Maintenance Agreements rixxxri: ~ ~ 25 Other ~ $9,938 ,XXX)(XXX $8,000 $13,763 X'T:IXl:XX TOTAL{30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40) 28 Media 29 Other TOTAL (40) CAPITAL OUTLAY (50) 30 Equipment 31 Buildinc:i Repair, etc. 32 Other TOTAL(50) OTHER 33 Dues and Fees (60) 34 Other Ixxi\u0026amp;xxx $59,007 ~ $70,280 $53,957 x:txxm:. xxri:xxx xxxt::/Xt. xxxt::IXt. ~ $55,228 xxxxxxx $31,698 $54,558 xxxxxxx i\u0026amp;mxx $4,645 i~ $11,000 $4,034 lCOOOOO( ~ $2,095 xx:t::1XXX $2,200 $1,713 ~ ioo:ioooc $61,968 '1X1X1:XX. $44,898 $60,306 '1X1X1:XX. xxxxri:x $6,799 ~ $22,700 $15,921 ~ )()()0()00( lCXXXX:O( ~ x:,\ni:i\niix w:ixxY.. xx:m:xx. xxioooo: $6,799 ~ $22,700 $15,921 ~ ~ $720 ~ $2,000 $1,544 :x:co:xxx $8,000 $72,353 $39,700 $10,000 $2,300 $52,000 $15,598 $15,598 $2,000 TOTAL (60) lOOOOOO( $720 ~ $2,000 $1,544 ~ $2,000 TOTAL (30-60) XlOOOOO( $128,494 w:ixxY.. $139,878 $131,729 '1X1Xf:XX. $141 ,951 TOTAL (10-60) 51.6 $1,594,938 51 .6 $1,720,389 $1,698,093 52.1 $1,771,064 TOTAL LINE ITEMS-(SECOND PAGE) ~ $49,480 ~ $103,657 $106,906 ~ $110,833 : ::ttGRANDTOTAL? i xxxxxx \\/$1\\'644:418 xxxxxx : I S1\nB24\n046: /?$.t805.000 xxxxxx: ' $1J8t89T Urie ttem Co,t5.-\n\n.:, W_c:_._,_..:.:.'_:, . :(/Actual ft .:/ Budoet ,. \" ., Act ual)/i \\\\Budget \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_528","title":"Little Rock Schools: Central High","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1988/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Central High School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Central High"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/528"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nGO INTERNATIONAL! The International Studies Magnet Program AT Central High SchoolInternational Stud The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can relate to people of other cultures and countries learn to communicate proficiently in at least one foreign language develop skills for analyzing complex global issues have a solid working knowledge of history and geography SL inSF W Required Courses Students in the International Studies Magnet Program must take an internationally oriented curriculum. They will select one foreign language (levels I-VI) each year from a choice of French German Classical Greek Spanish Latin Japanese I International Studies students must also take Global Insights (social studies, grade 10), American History I.S. or AP (grade 11), International Relations/Contemporary Issues or AP European History (grade 12), and English I.S. or AP (grade 12).iDiES Magnet Program Elective Courses Internationally oriented electives at Central High School include the following: Global Insights Global Studies World Geography World History AP European History Comparative Government Global Economics Physical Geology/Environmental Science Drama I.S. International Relations/Contemporary Issues Foreign Languages: French, German, Classical Greek, Latin, Spanish (levels I- VI), Japanese (level I) ATLAS: Interdisciplinary program linking Global Studies, English, Fine Arts, Foreign Languages (Note: All of these courses will also be available to other interested Central students.) Community Involvement Strong links with the business community and with institutions of higher learning are being developed to enhance the International Studies Magnet Program. LITTLE ROCK CENTRAL HIGH SCHOOL 1500 South Park Street Little Rock, Arkansas 72202 (501) 376-4751Recommended Course of Study Grade 10: English, Global Insights, Foreign Language, Science (Biology or Physical Geology/Environmental Science), Math, electives from the l.S. offerings or other courses required for graduation. Grade 11: English, American History l.S. or AP, Foreign Language, Math, Science, electives from the l.S. offerings or other courses required for graduation. Grade 12: English l.S. or AP, International Relations/Contemporary Issues or AP European History, Foreign Language, Math, Science, electives from the l.S. offerings or other courses required for graduation. Interdistrict Participation For the 1990-91 school year, 175 students from the Little Rock, North Little Rock and Pulaski County Special School Districts may participate in this magnet program. To obtain an application or information, contact Magnet Review Committee Office 758-0156 GO INTERNATIONAL! I  \u0026lt;0^ L\u0026lt;\u0026lt; k 1^ \u0026amp; '1 R  f^. A^ The International Studies Magnet Program AT Central High SchoolInternational Studii The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can relate to people of other cultures and countries learn to communicate proficiently in at least one foreign language develop skills for analyzing complex global issues have a solid working knowledge of history and geography L K__ Required Courses w Students in the International Studies Magnet Program must take an internationally oriented curriculum. They will select one foreign language (levels I-VI) each year from a choice of French German Classical Greek Spanish Latin Japanese I International Studies students must also take Global Insights (social studies, grade 10), American History l.S. or AP (grade 11), International Relations/Contemporary Issues or AP European History (grade 12), and English l.S. or AP (grade 12).DIES Magnet Program Elective Courses Internationally oriented electives at Central High School include the following: Global Insights Global Studies World Geography World History AP European History Comparative Government Global Economics Physical Geology/Environmental Science Drama I.S. International Relations/Contemporary Issues Foreign Languages: French, German, Classical Greek, Latin, Spanish (levels I- VI), Japanese (level I) ATLAS: Interdisciplinary program linking Global Studies, English, Fine Arts, Foreign Languages (Note: All of these courses will also be available to other interested Central students.) Community Involvement Strong links with the business community and with institutions of higher learning are being developed to enhance the International Studies Magnet Program. LITTLE ROCK CENTRAL HIGH SCHOOL 1500 South Park Street Little Rock, Arkansas 72202 (501) 376-4751Recommended Course of Study Grade 10: English, Global Insights, Foreign Language, Science (Biology or Physical Geology/Environmental Science), Math, electives from the I.S. offerings or other courses required for graduation. Grade 11: English, American History I.S. or AP, Foreign Language, Math, Science, electives from the I.S. offerings or other courses required for graduation. Grade 12: English I.S. or AP, International Relations/Contemporary Issues or AP European History, Foreign Language, Math, Science, electives from the I.S. offerings or other courses required for graduation. Interdistrict Participation For the 1990-91 school year, 175 students from the Little Rock, North Little Rock and Pulaski County Special School Districts may participate in this magnet program. To obtain an application or information, contact Magnet Review Committee Office 758-0156 A '^SsP Ie\u0026gt; Cxv^ A. ^VSAr\n.ls:r57 X2l ) b I Xi__y  LQ_jl ti VeA\u0026gt;: JU-K \\ A c-^IZ Si Gi^ \u0026gt; \\\\y423.'^I \\  -s' 6h21 West Third Street Little Rock, Ark., 72205 November 18, I989 Qc  I Mr. Eugene Reville Metropolitan Supervisor Heritage West Building 201 East Markham Street, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Reville: Once there was a school that nohody wanted (STNW). It was an inner city school that had seen much better days, and it showed. Because attendance zones had been gerrymandered by a school board whose members all lived in one corner of the city, the declining enrollment of STNW came mainly from surrounding black and \"working class If white neighborhoods. Those parents didn't do much complain- ing. School board members sent their teenaged children to a newer high school that became so popular, little portable buildings were brought in for the over- flow. It had five black students to STHW's 500. The school board worried about the economics of having STNW one-third empty, so administrators put their heads together and hit upon a solution: make one wing of STNW into a junior high school. Voila! STNW is Little Rock Central High, of course, and that junior high proposal failed to materialize only because dormant community wrath finally erupted. leading to the intervention of a federal judge. The judge ordered high school boundary lines adjusted to give Central a share of stable middle- and upper- income neighborhoods that had been the exclusive domain of Hall High, the ft silk stocking\" school. A satellite zone in northwestern Little Rock west of I-!+30, including Pleasant Valley, was later added to assure Central an area of steady growth, and a large chunk of Little Rock's east end became Hall's satellite. It wasn't so long ago that all of this happened, Mr. Reville: the nadir of Central's 62-year history. 1971, in fact I was a teacher at Central then, as I had been since I965, and I remember well the frustration and humiliation of having to look to the federal judiciary to right the inequities that we faced. It seems the old chiche' is true: the more things change, the more they remain the same. During the subsequent 16 years. Central underwent a slow but gratifying renaissance that until two years ago caused its integrated faculty, students, and patrons to glow with pride in its accomplishmentsthough always a bit uneasily, for a (10-12) high school's lifeblood inevitably lies within its sophomore class, and it has grown ever more difficult to convince prospective parents that their children will be safe going to school in the heart of the city's crime belt. Most ominous, thoughand most discouraginghave been the chronic undercutting and bewildering resentment displayed toward Central by a number of Little Rock school administrators and supervisors\neven a board member or two. do to please them? What must we Its tragic flaw, ironically, was that STNW became too successful, too popular, too often complimented in the media, particularly the pre-Gannett Gazette . (Central teachers are more disposed to call it Life in a Goldfish Bowl.) Such references to Central as 11. 'the Berkeley of Arkansas\"a backhanded compliment at bestfanned flames of resentment in many, who blamed zealous Central teachers2 and parents for perceived slights to other high schools. Instead of taking pride in the rehabilitation of a once problem child, some school officials were displeased, as would soon become evident. The fact is that once it became socially acceptable again for middle-class whites to send their kids to Central, many parents took a long look at the faculty Central had vigorously recruited during its slow climb back to respectabilitya special breed, many of them, since it is not every good teacher's bent to work in an inner city public school. More and more of these west Little Rock parents, im- pressed with the quality of education they found, began leaving private schools to come to Central\nso many, in fact, that whispers of \"elitism\" eventually began to circulate about Central in some quarters. (Imagine! What irony to one who has ever ventured to 16th and Park on a typical day and witnessed the vandalized cars, vacant houses, and junkies hanging out across the street on Q.T.'s corner!) Through it all, incidentally. Central continued to have a higher concentration of black students and teachers than did Hall, as it always has. The year before annexation, it was Hall 52^ black. Central 57% black, and Parkview 61% black.) There is every reason to believe that wheels within wheels began turning within the District to deflect the perceived threat to other schools from the rejuven- ated Central of the mid-'80s. Poor STNW\nit couldn't win for losing. Lacking historical perspective since he was a newcomer to the city. Superintendent Kelly might have been forgiven for seeing Central not as a success story but as an irritantexcept that the facts were open to any who sought them. And still are. At any rate, largely to stymie the steady trickle of transfer requests of white students to Central, Dr. Kelly's staff in the spring of I986 designated Hall High to be the district's new \"science tech magnet school\" within a school. This ex- periment lasted for one year, after which the label was quietly dropped, presumably in the face of growing queries about the propriety of creating an academic magnet school in west Little Rock which was creating a brain drain away from the inner city. (Never mind that the same thing would be done two years later at Parkview, with hardly a ripple.) This almost forgotten episode of the short-lived Hall Science Tech Magnet, ending as it started, with little fanfare, significantly weakened both Central's and Parkview's 10th grade classes that year. Rising sophomores creamed from the top of the Mann Jr. High Science Magnet who lived in the Central zone were recruited to attend Hall instead, their parents being willing to forego the inner city for a posh neighborhood with high tech science courses to bootsort of a double dessert. The next and much more severe blow to Central's stability came the following year (1987) when, with the punch of a computer key, all students living in the vast Pleasant Valley area, for nearly I5 years a Central stronghold and producer of many of its best students, received assignments to Hall High, as did students in affluent Pleasant Ridge and Hickory Hills, the new and overwhelmingly white former Robinson High area, and Colony West, Sturbridge, and Echo Valley from the old Parkview zone. At the same time, many black students from the east end of Little Rock were reassigned from Hall to Central. tT New students from \"the county' assigned to Central came from areas in southern Little Rock near Fuller Jr. High and Mills High. to resemble more and more that of STNW in 1971. with the tragedy hardly beginning. The composition of Central's two lower classes began The circle was nearly complete Sadly, it began to be evident to many that Central was being cut down to size, possibly because of its vocal teachers and high-profile supporters during the school board's unsuccessful attempt earlier in the spring to implement massive3 teacher transfers that would have gutted Central's faculty of many if not most of its key teachers. (Examples: half of Central's English teachers and its entire seven-memher foreign language department were scheduled for deportation.) Two years, one new assignment plan, and a nationally publicized racial disruption later. Central faces a bleak future as a desegregated high school. Public attention focuses mainly on pupil assignments to elementary and magnet schools, yet unlike the elementary level with its multitude of schools requiring complex assignment patterns to give a semblance of racial balance, there are only four senior high schools to \"balance\": Central, Hall, Fair, and McClellan. Is it so difficult to create an equitable balance among four schools, one wonders? Central's 10th grade classits lifeblood for the immediate futureis presently just 33^ white by far the lowest of any point in its history. The critical mass of white, mlddle- class patrons recognized by that prescient early-1970s school board as essential to the stability of an inner city school has been allowed to erode. For the first time in a decade, it is not unusual to see white students leaving Central for other schools, sometimes back to private schools. Even the widely publicized postulate that the District allows high school students to transfer to another school It if the transfer does not adversely affect desegregation and the receiving school has space available It has been detrimental to Central, in two ways : (1) Rather than following the spirit of that rule and approving only transfers that will improve racial imbalances at the two schools affected, the District's student assignment office routinely permits transfers that actually worsen the imbalances, as long as the reassignment does not quite push either school outside of the allowable range of disparity\n(2) Large numbers of students who register after Labor Day each year, most of them black and many of them dropouts from the previous year, frequently are assigned to Central because of overcrowding at. for example. Hallanother scenario reminiscent of 1970. (Both then and now. reducing Hall's attendance zone so that fewer white students are assigned there would have alleviated two problems simultaneously.) According to the new desegregation plan, the District has no plans to adjust any existing high school attendance zones. Instead, a single paragraph added as if an afterthought indicates that Central's strong foreign language department should be utilized to draw additional students from all three districts, filling the building to the brim with up to 200 more foreign language buffs, presumably mostly white ones. Demoralized, battle weary, suffering from siege mentality call it what you willbut the Central faithful know such a proposal will effect little if any change in enrollment patterns the first year or so. Nero fiddles while Rome burns. In the meantime, Mr. Reville, as Pogo once said, we have met the enemy and he is us. Research has shown that once an urban school reaches a critical point in racial imbalance. those white students remaining who are able to do so will flee. One would think those in charge would realize that, regardless of their personal feelings toward Central and its staff, history has mandated that it will forever be the symbol of the Little Rock School District. As Central goes, so goes the District in the eyes of the public and certainly in the eyes of the media. Next year is absolutely crucial to its survival. Too many people, both black and white, have put in too many years of hard work in trying to make Central a school of excellence to let it slide away now. Ironically, though, it seems that only the man from Buffalo can now prevent Central from again becoming the school that nobody wanted. Sincerely, Sam Blair10 Ozark. Foint Little Rock, December 15, AR 1383 72205 Mr. Eugene Reville Metropolitan Supervisor Heritage West Building, Room 510 Little Rock, AR 72201 Dear Mr. Reville: Last night as our family watched an A. E. T. N. former Chief Justice Earl Warren and his judicial legacy, struck by the proportion of the time (one-third of the 30 minutes) devoted to Central High School, aftermath of Brown V. Board of Education. impression that Central has national. , I r S Mt-* 1 ! 'ft 0 program on I was representing the It reinforced our importance as a symbol of integrated education. even international. As you develop plans for the chools in Pulaski County, hope you will do whatever is necessary to help Central the achievements it has made and improve other areas. I concerns 1 heard repeated at recent retain T wo maj o r security and counseling. parent meetings were The unique aspects of this urban campus must be addressed so that students and faculty feel ease to pursue their intended goal, at student. Since this school doe the best education for each wide variety of students. and should continue to have g 1 ve n, by teachers. more individual attention should be a counselors. Additional if they had smaller classes. and by counselors are needed to deal with at risk students and to work with family and home problems., trying to help each student develop his potential. Central High School has an we are proud our daughter sought. impressive reputation, one which sensitive and creative leadership can help Dedicated and strong yet a model of quality. integrated education. it attain the goal of Si ncerely. Mrs. Dcivid Newbern Utu 18 1989 ttteaotMBlpepBttianSBpantettP^OC\u0026gt;f X 'IK-FM \"v S'* 11 JAN 'X/S9^ e--*0rac.- K.-I ji.:riaE5aa2-aB\u0026gt; nei i=^\"^\u0026gt;5ksob vzj Yosemite 5.*S..X - Ji\u0026gt;fc JsW-i-/-  W-'-' \"The Most Beautiful High School in America\" I A Central High School fim 14th and Park Streets Little Rock, Arkansas 72202 Phone 376-4751 Valentine's Day February 1^*, 1990 Dear Dr. Steele: We wanted to be sure that you saw the Valentine that appeared in the ARKANSAS GAZETTE on Wednesday, February lU, 1990. This Valentine was a result of efforts of Central students, faculty, and parents, chaired by Mrs. Joan B. Dietz, in just two days. Cranford/Johnson/Robinson Associates produced the copy based on suggestions from the students. This was their gift to us. Sincerely, Kelly Fry Mark Meadows Student Council Faculty Advisors cc: Members of the Little Rock School Board Mr. Eugene RevilleWednesday, February 14,1990 Arkansas Gazette 9b Qur Hearts Are One at Little Rock Central High School Special Thanks to Reid Robinson \u0026amp; Kareen Coc^r DiangWoH Marion Es$t Coach Eddie eooiw Abson Hargis Nauer WflsoR Faya Hkks Cafhy HoNand Darbara Baktwfn MatyPaal Marsha Ayers CaroNna Holmes Halikla Suchanon San Blair Am Graves Patricia Walson Batty Kiay Batla Callaway Darrell Watts ShMon WiMaiiu Hanratle Graham Everett Hawks Mary jam Rrewil Joan Dielt Gayle KOoud Don Blessing Kosemary Brewer Diane Paler* Jennie Cola Kfrbr Shofner Margarel Carpenler Leon Wcholson Mary Crews EHen Lkrton Helen Gaddy Linda Slen Myra Jetman Mary Keyes Debbie KKI^ Andrea WUshire Nktielle Molhershed Nima Mody Kenl Moore Robert Brack Amy Golden Mriynn Ciusmnn Jay Gentry Andy Crsr lisa Greenwood lym Hampton John Hsoiplon Diene Barsdale Hubert Barksdale Joyce Arkk Kar flioiRinan Evia WlMs MerHrn SutMge  Mark Meadows Suda Hey Gwen Herdin Janis Moiock KMIsse Donhan Audra E)inis Eleanor Reasoner Linda f. Joshua Elaine Dunes Betty Rosenberger Al Alverson BiBy Watson Renee Gtaa Eleanor Bodenhamer Gloria Venable Sylvie Yang Suzanne CaldveB Jeanne McDermott Sarah Gadberry Annlce Steadman James A. \"Chwfie\" Brown Brenda FulreB Susan Hogan Tandy Cobb Freddie JoBy Ursula Raia D. Schlesinget Dorothy McDonald Jenniler Butter Jason Slarflng Shetetha Robinson Mary Katherine Celhoun Keren Stephens Kelsey SkHil Catoya Davis Jenniler Cummings Angela Cunningham Jennifer Allen Bliss Daniel Nila Daniel Lydia RoBins Page Daniel Becky Roberls Cooper RHey Jason Rktoul Rachel Rasico Doris E. Hadley Holly Kale Amy HtB Kerry Hamill Chris Gunn Sandra Hale Hick WcFhKs Doirian Myles Sompong Nanihslengsy Keya Daniel Greg HID Jennifer Hulchinson Alicia Smith ffil Whittaker Natasha Weise Sarah Webb Dale Webb LorlWeisbly Cynthia Meeks Heise Moore Emily Truai Donna Underwood Yedea Walkef Carrie Walker Stephen Ursery Denise Toombs Saniord ToBett Ruby Vales Nicole Chtislie Kris Carson Angle Seeran Arnie Schock Laura Sheppard Jetfery O'Donald Cindy OiweB Shaunne Parker Sara Ogden Oenutrick WiBlams Sher're WiBiems Xitme WBiiems Pamela R. WdHems Blake C. Bass Aaron Bakhrin Lori I. Baker Sonya Beard Dave Palangia Keiths Pansy Malika lewis Kurt Romes Shawn Ruffins Damond Ross Katina Ross Fetecia Rusefl Nakn Salaam ' Jria Wilkins Patrick Wells Brad WBIiams Shannon While Brent Earnest Marcus Eagles Iraionda Hines Tonya WilTiems Rhonda VTiBlams Jason Woodbury CordeB Wilson Bokenta Thompson Tommy Tomphson Alexandra (erado Rebecca Thom Darrone Johnson Karen Bearer Elaine Beaver Mark Poe Jason Piaoa James SBours An S9kins ABen Sims GaB sums Eliubeth Smiley Amy SffiiRi Anasleria Smith A. J. Smith Marcus P. Smith Marcus D. Stnilh Marsha Smith Natasha Smith Ronald Smith Scoll Smith Renee Smith TrameB Smith Robert Snortiand Mary Ann Haas Nicora Shaw Maty Claire Robinson Dusty Brotm Eleanor Dickinson lesKe Beene liNany Barney Scott Barksdale Waller Jorden Orlondo Larkui I. C. Kirst MkheHe Kueun Romonda King James Johmfon Glenda Johnston Kiineu Scott Lamoni ScoK Xeshie Jwies larry Lambert Jesske Martin Rwiald MapBi PhyDls McCoy DanleUeBoyd HoflieB Rico Heather B. Rice Laure Vogan JennHer Walts Thomas Wilkes Ziva White Moliy Hanson Holly Hiell AKyson Hardin Shundra Harper Charles Hendricks KeUy Herndon Rolando Herts Dana Heslings Amy Floci Genoa Gaddy Angela FrarABn Stephanie Shepherd OUR HEARTS MEET AT ONE CENTRAL LOCATION. This Valentines Day. wed like to deliver the following message to our school  the place where our hearts meet. We love you, Central High. And we invite others to meet us at that one Central location. So the changes to come wiU be ones that build on its strengths, rather than its weaknesses. Thats the heart of the matter  and the source of our pride. Trustee's Notice aOMuMAnominun 8002078 YmYO DoeUNnnl. TP MMiYl iomwPo'PoOmW AIydBla n BTnaPippMhiiSoidYpuWd vRmmoiwi runisLmn EOIi Tw Any OMoifidy mm Ano An Adon To CVttHaiaMaUuSa ornO Mauaciahi 6ta.1ti8a6a6m R'prnoMvd irma WrRoamuiWrn B F1R8A88N uK MrnAC NKaEaYan. .aBi H PaAf*t STATE OF ARKLACNWSARSock. AR 72201 jevWolK oinl u(mrMcnu MMd litointt Haaonl grnaoati f1lb2o n1 0v0X8i. mn IM iMM evtoIaMd loon^ teroi O' PMau'CaMi. AzUnus \u0026gt; ^VAWaieVqunneudv M  U t8a6-i1 U40k6p4nM 811* a uReRzitkyiu aUane.o Ln4 NMo RtoncMk. SAtintaki aaa t U(KtluU- ROeeOetdl eaei neaodi eDnecdMiw hiei cAaadgppneMneMiec an 31.1969. eilalwiailNp 88-16888. Laomen t aMnp itttgieigant eCdp iibp oFrtialeiMi. rnaalrmue- naMMNoa ^ell aMstree.intn lidiMi a now Ba aeiMi e ngua a etd piopeily lwotantrtdOe 4t1a PeitetMaeut Cieotwhwtyt. mae paiK- laS.iartagePaiitStmauai newn CBa Cdy a Jecktonyile. Pweiki 21p3w kHva AmzekMutaeaiii ia mJackswnae Az- kanaw 72076 OMWnt aMrel taea. aBiaatial nm ahia M le MMi apniolpi elinay hMVaWnaUieuat dtaioucnnditMiBHWiaandcUve ahnedan apouvad tuhtUule Tiuele* rt Ke tciaMarg aen VcaY oenngdn HM B Taiu ireataun. eir aouiiB miee- nredhrudheraioery ind peWynlaairee aai wOPeuiMnrieataoaaaw.e adndi 'Btaa idiaiauw at loheam mg emna et wUi aetrm douue aw ad *80.634 80 pu IMIK coui. ard aBRa aeuwyneai eenMdW nainOJwu ane t e1d.1 d96ib8i elandi teoueted 17a wtowavad k Wiao iiSSFOFeMona e *\u0026lt;FOy Oven nt oa March 13.  800. nahuaai Oeacrnariai uop-daozotvr MM nlDoa PaUcBUaKuaCoaonpyn C aauinVavviuoMn. Rwoicakm. Amz unmxia Sloom noo lsauwafSi. MiSoWn- ' nolra crnaliha nTM n at m{p opao ratya.n rq uah n BMroowm PMl smtaadlo^r oItoni nMvO ua i WUASSirvundtu lOtidiyol ^Tn^'***^*/* James Sanden Gitiget Coarley Hick Cockcroft Chris Storey Cari Sundemeiet Ceca Webb Caminii Matthews Mary Staley Kipkano Seine Ho^ Cesltn Kehki Cohen Lama Matson JuBe long Yasha louden Adtley L. Lockhart Vedia London Sandra Marques Stacey M. Loyd Juana Johnson Karen Logan Ammarie Pence Kaky Power J. J. Pettit Toby WitiKiberg Jett Woodward Jason Starling Erin Hubener Kyle Howard Mary Elizabeth Hutline KeBy Huffman Bophany L Huot Brooke Mayfield toss McCw Tana Belcher Shinde Austin lekedia Anderson EmesI Banks EHen Teeter Nikki Northern Robert Shew Reid Robinson Chan Stewerl Hictiole SumK Chris TeckeH Kevin Ml: Dedrea NalhanieJ AUstalr Kewbem Sharese Human Dekell Johnson Alan Jones Andy Johnson Angele Jones Kim Johnson Eric Jemeson Christy* Janes Cynthia Carter Duinn Cektaell Katherine Brown Matthew Cebe Mrs Pedigo Monique V. Martin Jenny lyp Betsy Massey Krislln Allison John M. Ablon Venice AKord Phmdy Phimmackack Janice Medley Lalonra Pearson Leah Greeiwood Melissa KaB Gill Hamilton KoBy Harrison Tina Monson Alei Horaeyer Deedra KiB Clerk Atkins Kiodietly Doyle Boots Ferguson TerirB Didiman Ginger Shies SheHeh Senders Madellefle saimge Anne Sheehan Larona Ganaway Julia Ellison Bob Dannport Kim Darker Eleanor Dickinson HkheKa Dennis Amy Easterday Jenifer Edens Isaac Dickerson Ronnie WoodaN Allyson Kennett Veronice Cot Paula Beasley Kit Choy Chris Ahlstrom Catherine Bransum lanmy Boyd Valerie Guplon Bethany HaB Doris La June Nash Erica Howard Erail) Hirimes Kathy Heruy Deyfa' Moore Darke Nesmith Kathleen Ramsey Corye Moses Kareen Cooper MeBssa Moon Aaron Bernhardt Carissa Ray Shannon Piggee Kenya Peterson Jamie Price Gwen Pfdtar Tymberli Reed Caramel Pumphrey Ashley Brewer Angie Bradford Jay Brown Carrie Waften Janie Wayne TiHany Ward Mery C. Lowry Suianne CaldweB Mako Cam^B Tywana Humphrey Stecey Kuidrapiller Sonye Jackson Heather Jackson Erica Bolden Amanda Gaffney Sam Roemer Laura Stanley Stacy Rundle Kendall Coleman Lynn Anderson Robin McCoy MeHisa Graves Katy Einef I Lydia Rollins Stephmile McCuen Natasha T. Seine Catherine Ryan Coco Scruggs Malt Adems West Allen Phylle Alqut Shelley Reynolds Brian Jones Shannon While Gigi Secuban Winifred Watkfns Ashler Webb Karxy EUackweB Torsba Rawls Tin Uimvail Shawn IMsey Kim leirK Shane Rhea Yoionda Eagles Tamake S. RSey Malaika Turner Monica TimUnella Tracy Tucker Todd Taufber Teresa Tierney Rumna Tucker tebecca Thom C J. Snow falyanj Smilh Kristin Carr Jenny McCarty Lynn Anderson TerM iHipenny OesdraHU Siscy N. Parkins Darrin Karl Vamita Jones Saorge Ray Meaghan McCray DetiWe Koyla Kathryn Srownlaa Erica Brooks Kim Brooks Zora Madisan Kanna Lewis Brandy Bndgai Chris Colclowre Malfm Bhismen Roye Kansouri Halen Gaddy Charles Springer Lee Ann Matson Russell Matson Dr. \u0026amp; Mrs. C. Logan Jhn S Kathy Witkrns Winhrad Watkins Louise Starting Richard S Sharon Kali Nathanial \u0026amp; Mabie Seine Brad Wililams Ji\u0026amp; ani Ma Dnid Xnbtra  Mr. and Ha HiM MtUnm Rkk and JuUe Calhoun IKHS NGAHIMTIONS Band Bala Ckib Cheerieadars F8U EHA Eranch Cttd) Garman Club Ki Steppers Inlernatlonal Club Key Chib Mu Alpha Thela Hatlonal Honor Society ROTC SBC Science Club Senior Class Souther nairas SpeiBsh Club Student CouncB Itoubadours Y-laens ROTC COIWTYOFPSAASKI SLtNBaMC^FPHEuObolcW.o SnWinO*R Nii a10n OsaOyMol KaUiyD jonaon NoioiyFuhac W^CanmsaaiEipaef Trustee's Notice OtDaaijBAnomwiacn TaiUeyieeTeoYSoewl Preeenyl yeiTuhOaoPriwonTfiiMyiiiiSiioaUaTMoe Acton HOoommuuii boM FF  AAnnyy DDMMowrcy CWoiacmhy \u0026gt;b Mofity B 6M1 BOi Aonuau A'in'A Agcbmonl Y 1o0u SwaoTAfUnias CoulyolC'mlO'O W4Wrw maMo oPnNA)a1 aviw.iOdiM lu. culM t OMeonag Cou Tir ul^Mo nrp lro\u0026gt;ioK\u0026gt;u oi l MUancuha Mauod rian. tetoittOitM i tcoon rA Opl oil' Ca.i tt1l8o6r8d. 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PNihOiuTeICiyE BIS. 1880 He neien Ouenhed reM pi((i. deor'cyti \u0026lt;oWl mMeia OdMew2lOaiOdo Cmou iMllya Clipnl neuH. Ven Swen. Aiuiaas. lop Bwa- lagneei BMdw loi ctiri TU tele wB reaiukgiotiiiMq im 1o1M M teHi mutaii Inng B iwe npi cnmoaurtiTii. or PWM MwiiM CKOvty OtWcIaTNmES*.S 1 -m8(8y0h n naihi^Oidtyol SBu FeSRTAmfeZsMTAE CTKRUEYST JEE) FPOAR IMON NUATTTIlWf RAOLC BKA. AWR OKFA NARSAKS ANSkS B FRAMBCzI-MRoIKuzYn.aJHR aPrAvy 1\u0026amp;88LUilrH\u0026gt;oR\u0026lt;oiNcka.hAaRno7l2F21Ca7I1a STATEOFAAUNSAS COSUtNeSTYe nOsFE PDUL aAnSoK SIWORN 10t etoro RDiaa.c ai NRoMta.r 1y8 P6u8Uc. on Baa 2001 itay W KsnNypOl wABPouWtiWtci 8M-2y0C-9n8ninuimiEaiiu \"^ TL'iwTmvT.inEn nbnutTs tJa,k ,KcAe iFai0\u0026lt; ^oLCiwiMOBTai\u0026gt;co8Faw iCoWntg mu ottmt C9UaraMalW W 3l7u0 0i n1M IW. PMi -iaip Unpva et *ud OdMtOKfirtWttiOi It2 n8 t0WIUMIII . 'weBnSonnncuiiu SSropuuusRrhie 5de8 TDEOIENIRT4 FQOIRCQ NEUTaATeHERSr Bcouo maan monav on Bia wot lopiaMaFtiuCiaialiilAO Young Democrats Club ActtvHles Organization TAILS PTSA TrusteesNofice oiOMtunAnamtiMoA .OMYouPioouiyv otnuSoHYrnWia Sfeffla iCxL-zxB Im larma coUNi} oicMiiooi. 1868 LzuPkiViMNMMcCMayiPnWoaiKk M1-y3C1-p0n2vnoMonEipfii SBI.EngleiinHt Preiwatiaa lecpzOs a Cititfi8e.e rO Cnow tNoyo.l AMzuMn-lat. \u0026lt;1 RecaU eppk Vokara 345. Fge aeWsennwi eHuie. PneaUoeHrd aM eldaadia aiioopwemnyt kcuHziraaeciioeauknowt Tau F MSo'uI mtM 8O13m la IMe j aon lean 8a pn. Bdck 8 6i3wFiulncLeeJea.a tiwhaap l.uAyzh hae ilaeMne7n2n4 r0ail Mm tn Mtrtsl \u0026lt;i Hit ital piootny nnoibtitdiMn uaHntncy- and 019011 imMM.'wai M tomnowimyil nzWeaUhiretaMd hDeneeiMtazWy.iiixa   mtmiwino- Mm?nowtliifSwSfailLMa 842.806 \u0026lt;8 OMiKI mt Aloitll. M IM) pzoDMly W uhsTy uddMoi- rdNEOBWYO. VTFECNRMEFIpOnAME.M NcOnTTI.C IE96 0IS. Bhwl hizMn dncihid loM propszly nth CPWmilMy CaPl W2 h0o0u pu .m J oanl oOttaoiioph. alaM- TuUnt iMM.e M ml te nunvgnutml C tMld nwm lue scBtf ia tBean anoapotneiyt. om' eauetntigo nuio pteym ae areu ttwaide \"tSfiSSss Warning Order wT\u0026gt;ccncL\u0026gt;Tcoi.nTOF SOJEUFTFKEARNSOPANCVOERUNS TEY4.CA RKKAANWSATES F CALVIN WLLMMS NaiOtd cSivT-teTEeW2Or-e3 CONSTRLlCiaNANOROOEOfFEMWOA.NNTCS TO Nt CaNuiWMna SAkdndeiewtedUe iCkanaptwuncelinean SRpewg. me nAOt OCiMeeveUeniVknNeUenim.AgwiaSeim omfo Puo vuoars n, aIfioa l.n Onya UotnadO VBvaol Siip^u Bai*- .lrm^'EinS\u0026gt;4: MT^UtMnay.'w onrnrMoKnw? heWwn. wAaikOtinauUi. P7 I60I 1B.o Mi raac eH.oPain a CoiipiuNMiontetntlyov. tcooyoi oiftch^ CCooniyxMuiil l.tin SFnmnt tnM toVoo*n* Ktntd t iatow nmoeH td UIhntgI yyoouu m tnil-l Mswrmti 0e1ir toyt |h3u0 | iotitoyot 0n1t eivwi apmJtt ooln mott KmUd ipni MCtc mMzp4n pMl y BawH iwMikniWB iMg dvoo IiPr, ludgmom hv ddiui wl ho imirpa Bgno CnwUT yiopuli nlol rM v ipei ZOMhMaM iH Ociyw BndwPldiw mi pUmSUH NVnnCSSMCEOF.inivohiim WBHWOC Mow miyn hsm IIdB i1n Odi UypMlO 1o1c uCmMpiko Orl 1868 eDrO\u0026lt;n.nO\u0026gt;TSHiVrQ. DPCEAftSON CLERK TTFieEs NNEOWTSICPAEP FEERI SCTW PTUTBEU TSTrHC OD AMY OFFHRUARY. 1880 Oa\"caiin.iCEaSi.S 1 m88y9 hand irM27lirj8y ol BS UFBMSNrnKvTMElTCHhUiSYT.zEREF.POAnUHON NUArTTlIEOnNOACL KBA.4Nf)KK OAFN ASOAWSCSAS er-RearatHiuy iF1R8W86 emtholnA NCtKtsfnVi.l^PPluAi UBtHodl.44)72201 Bl STATE OF AHKANSAS COsUuNeTsYc OnFe PcUoLiAMSK S)H ORN noMwo IM. 1 NpUzy PutU. \u0026lt;n ni 27BI dty o' fCprlnuiO non sum) 3\u0026lt;il. EiaplGyneiit Prqiaration widHeUiP HweemU evdz aendfveidz tecmogki man pnaeceedd- inneee ltai eranc eodnmveuietmaoeenhl ii ieoeo lieoeek\u0026gt;ir .Mw4in e taacci eeeplecat.o |nPthi aee Monieei e1 t*n oawVyd - wM4a uhnea c Bptnaal oepticeAda laant im toet peoeMnaioi ne emi cAoeml apk e1n8c8e4 Amgme MTe4naT Ww.a bCoMA vntwEmtrt pdtkoveamnerMa rtaant mao ehnukaut, naafOiet tlaan oeegre- taonnde a hpeptwtue e1n0 aena^ angraati aa e n4g0B aOnydn a8n8l TheArkansasdazette Advertising Standard* Advertising published in the Arkansas Gazette is accepted on the premise that Ihe merchandise and services offered are accu-ralefy described and w4l-ingty sold to customers at Ihe advertised price. Advertisers are aware of these condHions. Advertising that does not conform lo these standards or that Is deceptive or misleading Is never knowingty accepted, if any Arkansas Gazette reader encounters noncompllance with these standards, we ask that you inform: TheArkansasGazette Advertising Dept. 371-3900 OfYour Better Business Bureau (44-7274 12T(S. University 362.HiHseli8ld Thizo tSi EiNnI OilRlm ernrtiiZnE*H tSo: lursuig hivotm M IWP vv oQwrzntge nmwu iwFoo cmrsVpoocniolbPoN-toonv^ l!vMii SorvUi (11-44*4 366. Englaeeripg AR CM~N mU NFACTURIHSeNe woili oun piiio \u0026lt;c Coi iKei a4fSto B uSoC uwc MliE T Mo lswoooisroi.to ni*oA\u0026lt;oner peFiEocPcoM.MD^e iF uienSF CMBllO Uottv223-20eOOnFrnulO BB1. Entpinynteat Preparatioa loMidoocacuiMru FiwMhSouovMoviCMioiriUeniienao s 363. kccoHtiiis-Beakkeepiag UtSMTBKBEPMmOTBElIB cCoomrnclurulacil oohi BOunrcaon cMoa tlaufgtofurrauoM Panadr Icoo9momaa o1a8u2o8 loc /ou hA ariholumoant cSaa zReanoaN POBMl821.tn.AR 72203, ' MSOEKCKRBEETAFRSYR Z 7 sPmlUudg 2*0* SyOMoMi nooldw icaommpRoonWyi lkoiopkpAogf ZIpszi cprKopiiofnyinc8eidm h-8opokm* ms aCcocnt taroatgM*iioir.CFAnalDl S25-90K tmnaEndlay Aawicy tONWM CounmPoCnEmXoKilFyHot6 KSt*t|bUnFoOk^n otcAi^ OWutnmOti uF oHMirrn PNooiwlo* nCnotit /gtne, IHINO IXmilMy SM 714 367.Mecliai)ital AUTOAMPOPTLYIVWEF TEERCSOHNH iaAM SI4M...klTTLEROCK STRFPEH *61e3afKst WPACTEWPIOY -WC iOnicWoEaD (IAnTiaE aOnPo EaNaNvaG-Sao hzixU aa wacatwii-i lraOMK.attnodagoaoMaizMainii aiaMci iainai)i-iw SpaanoieUiti. SSaianrdU ilga anuamyo b Iaoi MB oOhf t Dauiona.i ioBnweoah vmaSUaoanaCo PO Boi 458 ffH TWf i POWER S4oiniS|\u0026gt;in8\u0026gt;.ART2761 in a big rig. EFOAUJlMWrRACMS.TUiWMiaI fP*ml fwec3\u0026lt;jltaYion* 364.021a Processlag 1080352 UIPrnCu.4ilnvI:.. . lM:0 3\u0026gt;0i5rr 6'-84'3-'45386 PrololttoRuetSy VwMr4Elv8n. BoT' CIvpoa Irom aiR RmonnuiilM ee3 }f Ml.HoBselwfd SR PROGRAMMED One ol a kind oppurlun\u0026gt;ty\u0026lt; M-vancemeni. great woiking eonWons. super henelils in-cludes(} ent8lHid]tK QCS *18.000- R87E2D,0e0o0a NUTnAa MRSoaw araa Noarlwing t-eCIO-72-5827Ed 200 hSoamllfae N8 n0a8a OMeadrc Iho ih.Leiaupn 3ih yoeu Uaadh nao mf\u0026gt;y ng.M muMas Piuaocal224-3828 MoraSaOmoaS^KhTiMi 'so\u0026lt;M 5 NO latajaao Caae35-l8'an\u0026lt;i6 01 MS online hoblut 1 FEE PAIS' Cell I $^.000 756-3200 aROIMcCein PE SKEUINGtSNELLWC AMERICA'S PERSONNEL SYSTEM WPACTB4PLOV AOCT .WC 361.EaiplpyiRenl Prepafilioo CERTIFIED DRIVERS BIG DEMAND cEjnra IV PROnSSMPATl OTiImA' DRfVeB immiTiticKi. K-i num KHM ns WHEEL  JACKSONVU,AAK. RRAROM U8 WUUm HESa MHVK ACUatT. MC. ICAU. NOW 1 I leoo-aaiawl ^I^TRI-STflTE Sami Orivar Training can ahowyouhow. Our graduates are  Highly tMllsd  Self confident  Valued drivers for over 200 com* panlee natlonwtdel THIS COULD BE YOU I 1-800-395-7364 663-7364 Utile Rock ^900 N. umverrtty Itani | M Ita Ita al A fiitali lAeel MkwM 10G Wednesday, February 14.1990 Arkansas Gazette %7. Meckvlcal 366.MeiHcal ItfrOMOTIVCTlCHMICUHSI]) 6m\u0026gt;wltaO\u0026lt;tSefuBTei 369. MisceHaims 369.Misce)lMeiws SlO.Proleuinil-Tethaleil 370. ProlEssHil-TecMicsl 371. Restaarart 372. Sales K.Br l b5 5 o15p ddid nbow* BW\u0026lt;da *Bd dbon Jcoaurauncd*p. ianioacnnMaa*c chudaioadii vlviccdokkkkcokaakoonn SBaduur-y eavacoKai paddy bl umk TERRYAI/roCAFE 3t8.Mcil CEaFhTrFaEcaOp DkEentadAkLn AovSdSaSdTfAl*H T Cal96*4C\u0026gt;ag UTiniYCOOROINATOR RovoniOAi M A taoprp Olcratkimvair kcui fatctvdrtdoyt iCitbrviGdnaaf-i S'PrtUi daraaadv *Q Cooaouoaa Ffvrtlni I 663-9461 Aowfl6wiaaav aa [wrb*r,krriofl lcNcudiOaknogn.aa iiS:aallaanryi nagoMIM Cal*ui\u0026gt;rHa\u0026gt;.35\u0026lt;-\u0026lt;5a5 laoen.SARil_B_i_ I_2I_2_W_ C_I_W_M_a_* _U_vn_l- CERTIFIEDNURSEAIDEE aMpwmaa.aii oSrWnH aorruoia Ea.xMcISlOaroaivoinaRudarc* PartO.TEmN*T'OArLaAfS5uaSrfTliAryNOTn,ca 92S.2O3S llaaatEi)C bWyC pArRogetrOatSaRwA* fCbCvOR otofly Otk Eacatanl MriM tlV tmn pimmcOIIM-TSOS PoFdRibEnEs WdaAuyrSaUsR mGER IYv C pEaNrTtlEmR* 8 PaAuN O PRk asnad* 'wvh loa cbb*vvda yarsopoamna nKcoau rna (ainkdaal . bi*d lkrdaolb rbad uaMa ad aoyl*l,w naod ,w aa*ick- awnotdX/tvng ro acuorAtud*UiOrio ^Sot^ arELa^vKw/Mk*Mor OEeN S^c rSuib\u0026gt; T0*Q0ri * SCwodfftlMMutMm aMlMo ryK aUnndo orrnibyFr Sua.\n.nc45iimg\u0026gt;.Aii\u0026lt; 71901 oOdCS^oOinl rlonSo 20S. LtAnB HOPMTKICiIAirNt bli*il*ed**.d s itsftTnm U w O\u0026lt;l- Ud.hvrwort4rtianaa* 1.741.276? LPN r,dk(n*paK\u0026gt;na,a,itei\u0026lt;nvy,lL(a* Pmoacrkk OObnoed bN*Ad* rh*bak 5d nayoir kvuig o cnc nuOa- rt fBiO FX vI7 e2va,dca/brakikoan nat*nao a(a*anwnn*.* PO B(KT62I.U9*Hock.(Ul72203 OnraMdE aOuICalAarLdA STSb i5S6T5A0N1T* Non r.7a3m.2wiieoea0dnt*iFsneion oCaalClJbalkCanv Inoanq s Snwny Pd ivuid Fpmei NEEDEDLPN Weekend opiion, work 24 hours, get paid for 32 hours. Cal Mr Srumetl, Monday-Friday, 8-4om Cal6643926. mKOFUUUFUlPN MEDICAL RECRUITER SneWng \u0026amp; Sneibng, world's Ivgesi employment sendee is expanding its medicai depl Sbecisfizing n piacement o) ni^al personnel We vrS train nividuei with sales experl'se + medcel back-voiiid Salary + Bonus, tsi Yr poianiel $20,000+ Cal Devona Peyne 223-2069 lor apponlmani iFingncial Center Sta3l2 SNEtUNGlSKEUIIIEUY UEDIOSPEIISOIIIIEL SYSTEM Earn adOkRonEnlG uiiemvnUaU duDruig avarwifl n8d wy taot kamv^ rm* nnd (v(j ibcailtdi nalu hop apsolratbu-- thratnoa*dp rc*oltmrrp*adn yF vSktjorlohdw brtalnokn ndaebacnn-. caa29W7 $nM.II0(l-$5WMD.PLUS 0 ETri\novoiogpsoudno'b*oKofolovedkon* * SheRn iraSnidll tlBonEgin MiTrKmE aEaKanBrrnanU  *0 hburs fluwiuvd'biarluiu avat- Ca Ckv nTopwUh bTnrabvoUnauifal Nurkaa flaealry. 1-800752-5162 NMSEMOESMEEOEO AT o MniTnicg w oMrOkoI nogl c1o AcoMmoore niToAMyho loorttorqi CNavta 8nAg- 2T4Nma Can dayn WoeVSuO.r OtutooAoyl oyro oul wonTwvKIOrti** PffnContYNysagCeiter MEDICAL SECRETARY ShouM hava m*0M(U tnui. aertorloa **0 0*nv*l OHK* axbwlwib*. Th*\u0026lt;* I* no Um* imR on iru* poaXIoii, Rwanino It ooUd 1**0 Mo a P*nkaa*n\u0026lt; k. Uo n Se.H p*r ho(F T*r UU* aO out NOW and ca* IM a(| IMv. CaH 223-TEMP tnarvnSofHptoaltauUTOaiOayvKi ExovancadB TMeaKv WnaKiaad tor toed bai* Ttoakpb aaiid* n NLR crflica RFoWckl IoU tDrtnooood *Ol1tBA*Ya nBUaonkin atal nLOrff(l.* LR.AB_______ Part-TurBaI tLoL oCuOULdL* ScoCtoTcOkoftna Mud Cbb*a aabetboo lno wasoorka nvawrcvar irgttq Au vwaada nFanodMa ' Gabon* acoaptod MonJn. tupm No tEtaOtrEw aMvi'tF 'FHo.Vot d 901 Scoll Sbaal ^1S CfiUlmSpSaStHwIFeJ*O fHBSU CM OnEHTIOK OFFICER FdkileHrtMtl SaUnlWcjmtSS-lttlAI/lte IMMSIMH ^Q UWAOLRFKCA RTEaCMUSR NSE)B CO OorOSaOoA 0'Pe(1Po dldYttw lUo Vvun nntMtoo-o C- lKlOoPPMYlf2O OIyEFoa I BoTMH ICsg\u0026amp;nT FacCAAoTdE OhpEtaomuRa EvD taotmiilml oi - oMnyn V ibEdQiouuS* tdr nMOuwati inn*oiai ncoon aIdc-- GcuBnCtoRaAniL o frloEuSdPaOa NoSmBAdIaTE iSro nTthoar ong- apnardt elrumoat rcvuianocna l odru bada * p(dtdaoundar t*o w triwd bodvtg wocaaang and roUaang d No ratrma* dxapUd iMd accom. onkdc aOkaopnIa. mCatyy Hba* ll.O 3ta0r m8 IM aat mPa rNaLoRn- CI^opubretya boorntf mMd ttofdi oooudoai doo* pPoirMUtirkv, onyl^ I MlAod B mpRoa ock A FooiVo E V Sanor4, C*Ad*rdd Ww.Cnde.iMva'di Ay rkdui 1 SESATROCOV-M'SOk-liV-aEO-OINMS'aECRUVMICl E 44*-*44*(b*tW**7nt-)|WII) ASST SERV MGR M8ior company wiih pretno-boii* very fast v4 gel you mov- duatrpkadnddaavI aRn acw w.wrcnu Cwvip*aAy nMOa tdaartua pra Mrr MImrm* naornk aaiai r*T*h Dabaaaapoanr imd*aM-I orwMd paopu 10 cow or nommakvt mBi MpondaUo no- (250iF0(Mi*IcDC SviioPgi*ocvaSHI3oSa.r * NySiUaWbC* onum***72)15 HURS8RYC0CR0IHAT0R Tb M NNiFmsdaCryi uCdbiavnd Pavuaclvai tv tul cfiureK Howo VO Ovn-m 19 m ttewon a (uVlIoAm oQve .A _. sh $20,000 Come n Mon or Cal Vc 223-2069 One Fawcal Canter $HEtU)1S*SJILLIWY 4MEIIU'SPEK9IINEL SYSTEM PHYSICUD4MIIEE4DPUISEI TaedotbengconhnetPGraal ,0b where your knowledge wa be eppreaaled Ptolegsnnei aimoisDheie Fabulous Dena- IM $23,000+ co car and exp eccounl Cal Rick 756-32003901 McCamPk SRELURStSNELURG MEDIMSPEtSOHHElSYSIEM BUSTER'S Al MItNnuTiHvnE \u0026amp;T RVoAtItHryS aT KAcTapIObnHg aO- Dkdvceantdoinh dlpo i Vlard* Btrltnddt t Awfctnda Appt, Mon-Tktft .2Upm CKnH.. HMOsVtOMAyYra PKTN -NaOxnwTiHs.. *a(9 O*ivawaauwxi aM\u0026lt; ? noip4*Hy ((XLuby iwi *1 Was! 2 GENEROUS 14*kinP*iA*SR(rT]u-T*nI|M(UE\u0026gt; 1IN\u0026gt;'C'WO*(MKE) kkjd abmavp* ua svnuwiopn un raoun oUuatk d* ual g-nrafla tr OPujit Fthtl IlMOSIKUURAdNkcCvEaAuOaEibHcT-Scr. D*lieC*IIHu.kt4\u0026lt;lt). 373.Sretff)i4:irit2l aPnvvNomotogmvwawra*r oAMgVcay.cSpSvPwOnp vv 3 ' n FviW\u0026gt;**AMOoalcn.32aBoJ' PROCESSCREDIT TfC piece to work VI lR Plush office, pretty nver view Fun aimospbete wiih unkmiled CKUFSwTiSraEPRVroc l,So T*S(0(*0*0-$900UO SnU rati aYl i5i 4 70i0b ho3u3r ciaotaiiW\u0026lt;dr ntdurl*i*i*b d7d* dtidankd jKe*koaav(iw. uiaac (kMaoarnivaia C. an- ar OFFICE MANAGER NEEDED eEVxbUdewWnnc*a. dH ivanOini manIdw oiwi wacacnocuon tivi. Vmda*rwd oF* tamndU BttPi im nr*oi fdlroacml*v 'hi do^tSucl * 5UounUd nra*avu* mtr*o 1t0r wCaor4i urailnAdrVttaend orakcPa* - dK. l132ll-3e.Spta20S LR DOG GROOMER NEEDED (rAanndc d*swb7 po((nr*oMni*5 n MnoiM h ** *xp*- THE DOGGY BOUTIQUE 9S2'K39 HeshM'nixrsen pEmAReNcy S oSOr Oy owuro ohUomr ov oTdoinmgio k ovm no Co*5W-3^oo*doyo.53l) RNaOloSBvTwslPSilrasi (PWN* n0KitI tL, nF*Ngt3,laii\u0026gt;MlB knOd lc1otmao7iaMMvIat LOPHNva-aMilsaLn sns*woe n Sr*n r(t*aca(Muemii*arOx obvoa. Soar* EbnXuC aEsLaLamEtNayT, WtmAG EwSork, no ax(pOdpaannc 2a* *Hac4-uSi9 in7c-dk7ii7inSg* Sxul nadioaya)fl EXTEDIENCLDIUMnUNCE Fv(lud 2XvU\u0026gt;uI RRE 1ED0IE cODO.RvIp*i*** Hwl' 5aF.innv*Uc*calAeiun(i(ifl maka bWu * JBarekda*mn. tUMNucMksibgrCmdMild, . 1A32R0 369. Misceneaetitis ACCaCl OOn OUvN NaTimCnaAi ALwLxnINtsG NSOOEOX-PSOOAQO()* !SAnCcvO*vNy*-c* D$o*((uuy* PaUWaVUy '72MAFTEASA9PM POSmAOFNT -M MAuIsHi nTaEvHa Aii/NACCE d rpvr aAnmcaa k+t roaadivly dMokit idlb aapwl imuaqmtoakn anck pioparty 227-752Sv2274$I* AUTOMOTIVE MAW SHOP NM*udd h(naarne iaox owsvnka n(he .m aScpiuanc* Um*o p*1 h^*j*udak CavdnbanrkwaMhao n3w72v.k5 3S2a1O abSaSkCivO a(xAnR .B(UEiR ( WSTCYMUSSWTy n. a1a2d}P tdw no'tcww nlai* CM,SWLflV**C*ISfe-7072 ' COLIECIOR lno**odt* (a*glav4a tkaaivn*d hvv* dc vwnvokdinifyl 0c0o0ia0c Siva loAryIi p*Oajha tM2oynoa rrscopriptl*vno- .ATnaivbvioMa AopryatKavar. Mud nCaOv*IK (RipEdT-BinPcI*H iI5 MlaBnRd toda PMaam Aaenpobn i lp5b6hI7bConh.dfliOMbPOapkawyLbya.lrRa. CADLtLVafl5U7t**eri, WIIIM*te*Hir*RdOE 368.Mtdicsl Pharmacists TTia Kroger Company is now sccspting reaumee (or pharmscists In the Kroger Store al 6929 JFK Blvd. NLR. QusMlBd appRcants wW be aggreeaive MMcluals wha have academic background and Arkenaas license. We oHer a compeutiva aalary with opponuntty (or advancement end excelent fr^ benellte. A ^eat cpporlunHy lor the right person.  Interested send a conWemial reaume to: Ui. Ralph Parker c/o The Kfoser Co. 1302 Pike Ave. No. Little Rock, AR 72114 Equal Oppo/tirily Emc^cver M/F MEDICAL TECHNOLOGIST Fid time position. Micr^iioiofly Department. Monday-Friday plus every 3rd weekertd. Experience required. Modem, automated laboratory, l^aant working environment, Memphis metro area. Competitive salary and benefits. CRITTENDEN MEMORIAL HOSPITAL 200 TYLER ST. W MEMPHIS, AR 72301 753-1500, EXT 448 O DREW !h KIEMORIAL HOSPITAL QUAUTY ASSURANCE COORDINATOR Applications are being accepted for the position of Hospital Quality Assurance Coordinator at Drew Memorial Hospital, Monticello, Arkansas. Send resume to: DREW MEMORIAL HOSPITAL c/o Board of Trustees 778 Scogin Drive Monticello, AR 71655 COMPTROLLER (H, Drew Memorial Hospital (Applications are being accepted for the position of Comptroller at Drew Memorial Hospital, Monticello, AR. Send resume to: Drew Memorial Hospital c/o Board of Trustees 778 ScoffIn Drive Monticello, AR 71659 4 LOX growth Co pani floniai FREE tmadcalivth l'O*O hrrrOalio. IrwSdrOwoMrMvioa Ettwt'anmOono-- PARKING l(yauauivdasyn l*1 1b((0c 4Ur4a1k41*4d 1*l0uU*d yr t a naVo rhHadin) s iawf iln-*K eVu* (w**. MnW SMO B HOO Mt awn ^oiKb Wi evranw nova an opanoauiet $\u0026gt;3,400 0 Rio'ida 7S Can Park pkis reviews CM oafrf Van I noraoiM oBm \u0026lt; 758-3200 3901 Mc- niio.3M-g3\u0026gt;Oiori* Pm EmCOtiO WKIo AoNMorolonMtri oAoMpe* tHeaI iocpAnotrioo' HOSTESSCASXn ElOOMM Mnm SREllIKtSMEUMS MIEIIIU'SFEIISOKIIU SYSTEM PRESSMAN MMUFACTURERSREP FEE PAD - Up Io $20,800 base 4 comm Ready lor ex-otng change saing txg demand prodiid Io maKT ndue- Inal accounts? Merview this nk Greet trahng. car alow-ance and labuious co paid aanardn?aYda*vu owpddkinvg\u0026lt; gto*rx pov otbnAn Bun Otoc ahl Do*wswroe hrntuordobce*dciaFp**u Suudcdhoadttogftda- pocxilhngatigeic CMMr-FttF apaaw^iaofsla a.n dlu raaKWbd nanandl ipdla* nuai apvwadn vca* pMdataonn t eTnu* *3d0\u0026gt;*v - na ndn dT'nroumrad lB-Syp iMn- ^^^^Kl1L1W^R.P*krsLliAlMRTTIU M\u0026gt;ACt EMPLOY AQCX VC eSTIMATM/MANAMR Wotfioo' d^y(MwyCr hox^nwiUdM J * 3CCMmB4S30b|3^mr *S13 aPmAR*T, .m'hH oEa OnFvEiN CMnO* )\u0026lt; 1aM W avtuw.n Seoi0n3 North LoQjaLNvtiLxa* Noe* rPtEURMSaOhNoAcLk C.HAxRyE laOM.WnOooarntUav \u0026gt;i \u0026gt;L*a*an*id- mark. IN Morth bI dvUo Rwoc kA BSihrv Vuo OoQvaMrd aaa m 1  on\"\" hhm FWoiBf*i i Roonc Ako nPoB. 7o0n6* PCvrAtoiUnr sndaaaad.apda ttlovru pCwobp'yk M5*anedr wu. lUakaauRriowclok AKrkW T2K2K0I ^.2nw 2M. Part-TP-rHaO MNcEri CJiOi L5L.9EpCnT 4O 3R Saka- tdnaeys* alanqibunrtaod PFhooonFaoevMuocmIu ttQeoCixpp/tvOi- eMOoInSJCnb,l l1S.4I pEmO NEb uMVraFrwdaUrrVs Appiyd PLUMBER/PIPEFITTER Savard ppaTrRutAgIsN E*vEaS4*bl* to* KS vgrrtaidd* ahaagirti n1g7 .3M* uFatu k(dpoacyaaln*d bCvaut bl.t dty (50113784320 Cblaet______ 8UriSii*1\u0026gt;PnD SFIUwIOaxBvSnvWMe*- M7ad (yoro.Erm.(ttAMBo..l CHV 1IM4W k*-a9a9*(pW-03(8im PROPERTY MANAGEMENT SUPERVISOR pMrsbkwjdr*a rdpvvVifnldMyla b(vdadvaiV * adiwil*rdue ldb a0au soouiattlroavwvidnioddno* 8 tb icosoaainoaa. d2 d4i cdOamRt*u cc to kvai vodn Sboldvav *w89o do2(*4 Wm dIad*y *ob cocccvoa owBdoo(aMoati voow cdiwwaili otlei ttm vooOoo iioooir \u0026amp; aiowi. lhaarraiadlnagn Kdrfsjosmmatlrbt Saab lativ o' o P*nonn*(Olr*c1*r l-lWtRtckARTItW FIHANCIALACCOUMTREP tnxaMta'oln aHnrc ac odiatggrta v* ad w a Oud- nhayjUnevadk opno *R4tSoan Lt(o a j fau*NtFn gW dcoOoOun*t.a C' W' lwor iB ociVO  awB }aagno(oWOivcBvnng. SaOnUcCvnF* OCr oS* tkor rsa-SMO SMKifl\u0026amp;Shiid IdOn1 MP' A(naRU'sPdivaiU5(\u0026gt;dk (QTidbrMtt Mngw OsiitacclWondt 1ii*e* ma DBom, Mooa. anvaaear-- aaakMcr tdIv K VIA nCu aanirdu dii iaopeitocaarar *b4abC \u0026gt;a- rgarceubnrtdc iMaruas ta bnada cUv*n lmb uwnvcka ivaa ianf hlaacrd- bMp4d,k hAbsnk o rn*fqlbu4Kakav oviOaPC FSadinadrrttas.uMn.wAiibk P7OM90bix32l6. INSURANCE tUa*b*vq*a gu MChu uaxolxawnB Sr/f* -axx-b anane* n Caovmvmica*n cSala Peiroyo aiXn((yW ainiad( iCMaaauia*R *y Ian- ooDdcro(gaoA co*d ed uoaro \u0026lt;Nv iioi*i* mftrrii RoraniWiloorUc aosavUagol p*en JawakvMfl TidrtM SaieCwn PraUr CM 5 RUM Sara* E\u0026gt;s SMmncalaKerMOMl'CbfNl UCm nPars^ einpuamnagr I w Mull lhio*vna iViw maxapnd 2u nlaca*r tB cao kianflvso. uvgeNc*y. ckMnbOrn,lf*l OflgkoamaeaUtbVcC (IbuWapanncr*a(a* *O(*b ood. xpirwbroA'*and\u0026gt;fnl*' Afl . bCaNnCdUabanc Tstsnp* dTdondcaa ( *n- oenomooorov mCoo mrKPoc pI rOoachootgool uOo'Co oon\u0026lt;n torur Bolw tn3-iWlO EUIo VIM Coovrnidd roono.vAnPo rIioM IP 0 STAFF PHARMACIST FULLTIME SIUONBDIIBS SVo timrtdra d aOnM r taOndO kiV,*Al vpnmyM kmnoaM aTdmp* Vmw*cnyo, lcnavnaco*y c TCtaorrmtiaocuyi *anvr*udc *p*h m*.. -CnUwOtdnyg INV*Ww Kv*p oFae wac olbsptoaudc iMla lRaotaa boawn(cuawaMA A nMMi^iu.ttcov iL *Co Mmbaacptn Halu Pmbapn- I UO(3l4l5e6-53*7 R7A5TMEIC9l5erk iFt*eH*ae} mtdy Cal 2255*0*_____ _ IEVX P1Eb ftlEnN C\u0026lt;1E oDoavDwdiyo nwKvckniaowvbnf lWCa*r FLOraSTOEL 750M41P9A5creuPLOYAOCy wc' PULPLaBidP TAiaRvTinTgI -M PEvBd WVEaHtuIyN GS CM83S.IMeFvHdtn \u0026amp;IRLS/)750AM0NTK I have openrigs lor gvts wilh good person^y \u0026amp; pleasant voMbu-larvi Age 17-over. 45 hours pet APRIYINPEISON 15ia\u0026gt;(8SMENDUXRB,lR. 11W-3PMDHET FOvYoM(aM-sA(+S*ToIiCcSr*CaOa*A* CwHo HvEaElDoEvD^ oM paru^ifl werhfdli dTnCoubrdq (v^r ramoroi tPmaril-tVi n** hours BvaasPk CbVactflccooParkd HAIvf*ts anaulOSAT, h(ubaiFdYa do uIvv* Mnlp*ardk Vnmu*l ckvoirvun. i*naa(ubrnw iPbaa (adviudkUcbUWy aF.PiAdddTid(bcda-l ewrny *S nraouvra* aNl bS r*odaao.n eWwQ (Sq Uurr*wda. dApv6eoa2i  HIGH-TECH TRAINEES oom. on /oo iosclitdro n(\u0026lt;*co*. ivoauapaeiaaaar cMsualtlM b aO a1n7a-M34a. vnnsi Ca ikawd wFuek MpauyH.a (kx-. b CkicaUi:l(501|3763a ltAvC HtXvA STvEu owii dFait,ovn.l*dMy e(u(*a-(- Baui*l*l *pprox2Oll(kflnua\u0026gt;r 50S1ilTOT-aSoT COLORADO MCDONALD'S (Cn(a*(pTr nddub a iai 5* 5'.0lo bvi e 5o1' 0m0 m.uo i bpru* ** maan irarN r*Trbura*. ^SSISminSSSS ' FODD\u0026amp; BEVERAGE MANAGER tTootf ioflap vMaui*d inv*kvv* ia xltsalnaavva* ndtc Mannd- sBnoeaum rdt Hak Hasapnodesl-so nd praoadUkounr kdn bai***p*- sBuoPx ml9ld4a3Me'aodArrotaiauninaalotGti1l*.P\u0026lt;5 Boniagl IR.AFI722O3 Now ccioGhnRgI LpLp ChOoaOhKons Iv Gia hCoocukt . EOx|Ip aVradnn ema Wp rvaficaorrtaodn i Aoauxnttoilg* OVO^\u0026amp;^noMo OoorympoooTuoo oMaceuMTBYcuuaamo benetils Call Sharon 758-3200 SMUMcCenPk SHELlINGtSKElLIKE IMniCt'SPEKSDNNELSYSTtM lpeotnro hpao*u staavnd dw ospuarrannigcac t ocr oAuccgoraurnnt Eaxvaecuakkvaan. l 3 nrcmon itet oobo( 'o*|:.-'i b2d2O*-i6afl*6 a MndJ  aeoSaptomn ECCaEa_ R_an_O_r _al Ou lTaEdL oEroMwAaiRfl KivEmT oINdGdR* aE Pcarav vcsc oonmghF sctyo n4m1 saaaioakn GTaiawui nonv vEarxsead*- lFabnMiw*o DnadnflwCdotn AaMrknasn cnssmutdnai obpoouva* knlYCalU, UcNa STS-TeiXlTES a4PACTBi6fl.OYAOCT \u0026gt;C '. F.TanbSPta/Tm iEyw^iacntlctkodim A pcty al ' ' oioonowCM.l.R.Aii' SMART MEDICAL RECORD PHOTO COPY SERVICE :Noaba(d i Kdaooddctadlraabci*v dinadomnadrutU \" Bloa imwtUoltloK\"V *M laaowk b(MF Ib5C5A0i 0v\"i*t. MF no ikonh v wwiiarida tv ioMtunBabc kS Starm^ oinn AmR72 Olo1 5 1900 an.abnn mmakta Kayc 5i an MaAonfldMK *h Ivvd k Manrukifvl Saury a lueolaOH Puta* aand r*- 88b^1 i8e2310.Uc7\u0026gt;b A*BrkTa2n2*ea3*Gar*tl PO aUPACTEMPLOY AOCY WC NJuOooUeRdH IEvY AcvSTAUMhd EOLOEl CccToRaIhCuIcAkNon ksyiMaldayr tkw/fvlaki oVrrNt* u*iqduudhau aanv|n(b*u 4hdid. iEnIflXa CUnoKddWaNw,bPaOva tl oSa n1d6i*v0k7u0r tLk.IiPoa Reek.AR722f9 STORE MANAGER Lookdig tor growth and more tram^ Qu^ National corporation expandng and wants lop notch candklales capable of feadershp Great piece u startcareel $i4.200+r9vievr m 90 days CaH Shelly 758-3200390IMcCamPk SKElUKBtSHELUMS RMEDIM'SPEDSODDFlSYSnM HilTOH = UTTLEROCK 373.SKrrtaniClerkal I CnUomoboorrroy looriy rUvooilloOdd wM U IT n*o oib Mboknkmb p hOlJ ilaAoida inval notto Rw W*|o. proano'uocMot no mloirOr moiravlclaou vl I .  odoorw LcioM oP vRioocn* omttoroeno imru.o lP vMopoOnynWv eOSapsI . UWiwtdOdmry.iLOrtiio-RfibOcikn..A RB-noco HOUDINIS PIZZA LITTLEROCK bSaEnCflk CUchnpa-licQxbaeibr U DAAOTMANEnAkMY I'lyM iCruCracaaFliT'u*FuibaCw*ud* DalaErrlry.tyb Qmovxp PPaAyYrcRaOraLpLpi flca, MOra\u0026gt;luF,ovAilOui*t*kkk/Rv* c\u0026lt;ei DvWIAaciM PBX-Svdtchbd 5'*56s0eLePs In **0 55782905 IO5$131 53,600^0 UoaeVTypci SS SPORTS-MINDED aEcwloah Fnga scfaadrvmdn eMtmanayn pi oQhrbMotnpan yv a* W4HUABt,l*. TEnoU EERxSpoNnEoErcOoCdDo.r o1r ilAmp kpmryao ip vpoa d. UocWCwnoi.wlBovridkoLrinAiOoiRooiicta*o oom rWmAN TanEdD (ux*p*^dn banecaTt.d bCbo*nlt nacOTO TIa Uiry Cteuval 595.3*01__________ a a mv*S19 wWvWk wKa/S*k1 SanP]E kRFH uRno ban*. M0*1 u9T0i0v9a dp vyaooun aanttdyd aynedu fplooo*d** *eaoanna nurucobon hit. bora** yoix opportu- OCvraoantu boanua*h Btvi.n mrtfolCu a^up hpaoaret i eo AuOawrannota*m* vtan c ooomDnOurotairmdny CaaioaSkofl 379-7000 EOE W0FROKRIM L0AMUNADNRAY06R (CSAElTtW6SEAE-N277A3M9F- 'O2NnOO'PNT) 370. Prof esinaJ-TecMcal CnUUV aHnYfDlinDa0u1 1iiC*s0EdS*dIE kNE cNb6oIdKuEcLt Dby- ddrraoalbioofclk aanhdu chkysdkrekk eS atkwiddiisv itv  Hi bnyy- (draeuker aOkkeaingan,o laacknandc Ud awwnnuiimfl duivdt EnrgT nsacIuirfylSh3 F1a.2b0iDut iAy MpicoMnn apKaiCio\u0026lt;riuia(ii oTBramna,p robrbtna*t o1n0 2 DAaikpavrtunaiaan St,t al1k0 H3a2y4 pM.Sar EOE (in*j(f( b3l*o i*myaat(Ha k(Uona nvu(oionkFaro*lpirirm*d. xFncMlMCwBylMC Sian Svio (*aah*a')Ocurt*rt( aaury 10 toeiLOPaOH.8bbckk5.A72rk6 72119 AMERICAN Employment Agency, Inc. 700 UnivBsity Tower 664-0729 NOWHena COCKASPLPOlVEWLIPVEERflYS OCANV ERS tkklGTWISPRIWGS V LOVETTE $12,480 trnntn 2020 West Srd 376-3686 CORPORATESECRETARY uiasupv TELLER TRAINEE Ereoy having weekends ott7 FnertdlyNLFI\u0026amp;aixAinlerview-ing this week. Cheerful per-sonatty nW be promoted rap-AdAym Asuanp,e Ar ai.k/( sb aBnonrsisln GCrOeHaOt company Md benefits. S900 mo Qd Rhonda 758-3200 39Q1UcCanPark SNEllIKStSKLlillG WEIIItJl'SPEIISWIIEl SYSTEM 374. Part-Tine hCusTFM. BxrvK n**d* v*\u0026lt; no km bHU I(H71'3O)7M44 O-I9vSd02MIl.iFX_c_bi_m_i0_b_k_d- LAROg BOOFWO COMPAMT loatrie nkro aw*oo aund, mkounbnuamho okofl 40K lor i SKdMiod nrua.Vimd 5 l3b1 *R1_bo_l._ P_O_ B_o_ _69_4. uBeagcNluSifEl,O cpvknainrbidarc ia(nl ab+aunndc Ur *Cb*W-( pkuiartfl eM523-2776vS23-3W6 USOMUDER^6nTaOnRcE*C!LERK uS'S^UbHE^L npoanuoanafvl uvil.b U LadnM rflrbmeakd, nwoi wairp dViMcn be* Bmaaumm d5 i9n 0a0 )lab* . imlaarKt. kbUbnuer, am hatmiwofli**.. fut/part.lm* 375851* MANAGER TRAINEE! If you have enthusiasm, personality \u0026amp; a posifive attitude, i Need You Nowl National Chain expand-ng nationwde, mgmt n 30 days possible! Company oHers com-pMe training ^ogram \u0026amp; salary durrg training for right persons No experiance nce$$ary. win USn. age 21-over. H you are tired ol being broke S want Io gal eeri-ous about your financial future, come tak to me nowl No ha vei UPLTMPEISOHDIIIY l5WREKM4EMPMIlllfl,IJI IIWSPMONLY KAKHIES NEEDED 1*0*1 S*n*cA*\u0026gt;T bTlO NRvNBEiMYSI Arkanaas oancek*s Matuaarli bon oICmdaiyM kdy l b4 aw aNcakvod*o ruti AQrokovdi saInar iflS* aUBr*yn *5lr1t*S .2A4p0p+k ePaOhoEb dnada dwirnA*n Fna aUanmiwpyu 2d9io.1il9d9 b0o Raoamav lno* Eex2o3c.Nukk\"vP* ODrkt,aAdBv7,2 I1S1t2C AAn. EPqOua i Box OpportiaWy Empiby* DIRECTOR OF PHYSICALIHERAPy SISNONBOHIS Fcuakr*-a tnour ,c hkdvv*a*n oMaurtdd abn** 1w8v vn aonm 1O dOam,k*euiPiirtUa*vyi8OS p0n(2i_12_2_3._20_4_4U_o_n. IhCOEuDa KA* *CoOv MIvB (aaiaA(dTalOnhNa il ccoacrk* Uacnks- *yCN122S.Ht9 NaOeoWnAoCfmCEaPlvTrMaQadl vria^vrorUau- dmaopl!o D Wuaanivo wO oarra* oMa aayl Sc6o0m Ea d Igoa wwooUodr Ia\u0026gt; m S uama aIosgp.Mma utomvacOKau DBaaaplkcysiksoMn (Naphon*caii(iUin*l Bvro EurXtCd SvUoEvTkrdTlO wPuPrOi iRuTclcMpTavr *v id vn wh*l you V* *or*i w * NMiiy OCtipiocipMic**k TofnlUi3p(Mhvaurd /IataoM WUbv*k(( Mv*Fdi A- o1-d6 ShOoubrn if luEaxcraaokvl*r*tl vb** oc*orm.i*m a5v5o 0o0 - y* AM kuTagvyifldiw 376-7600 aEsXpPnEwR E2N6CVEOa \u0026lt;P(M4W\u0026gt;.OP* yll5**5dO*'d ITvo cUdindOamiUliooit* 37*-0e50 X \u0026lt; o' -r-l Owl AHbrnrtiPnp'Td sEvvki,r iiianegQini\u0026lt;dirFvVinf*l*li.4Lc nRtn (JXUXAXM?T cAo Sc kcuat lw* waanaos MbSw t eiHi nModBa Mi (11b Ibi 2to voaly 4 1K TooPwhno nSaoCoajaartulMorvFn. MAZZIOS PIZZA $6-$8PerK(r DEIIYEIYDRIIERS PsovUonMsnaosN-iaSorowiOiFMm Sci*'uMioo Co* ^^aerti \u0026lt;5551 o3o.FmK SiPACTEUKOY AOCY NC' ^iva company Iws opwine tor' aFctocwoudn Ot*r tL (tno adk aoriO 2r 1 kalanbdl abratornd fbloasni fvl aannado vbtko kaouna laMMu*a l tMo w eosrdk- norm Aiar*9*oy\u0026gt;*5107lir Ca!l758^751 FOR AN INTERVIEW 12th \u0026amp; Uiwsity TELQIAHKEniNGtHiR BeayyEiper.lBdoOy. EWXP 0SE^CI. .Htaib Sac SkfSla2650avK SM.iPOYn SonwCoa.SiuoncoeB eoodUod OiPACTEMPlOY AOCT WC' E75apeCiven5n LovaADbCiara4n5lIa3 J a*PACTU\u0026gt;LOY .MC LP GAS SERVICEMAN ANppdatcoaunsi imb Wou*l:d I pMbo*n*osn\u0026gt; *a Alur la S I Saal tparly cao*rtr mda InPa vQAAlaS wSdEhR *VxIpCaE- imot E'xitdil MnaHa Iwy west MmphH.*M 71303 dSAInIRcaICpIcMrWKdtidK a An EoJdOpobrturvfy t (tpivyd (Gnro*dur*ilha voapradrwadifl IIbvc dc uIudhtv hnava aavnu Imr*. ohne*nni orvdxinMtaooroftc to*bvatieo0oaia adpMi(p*MaiArdiOtirlAatcoka*v In toPxoui- (OTtdaryd .paontdtntobdbudlt ttoa*t lkoilnMrtm. S dMtaryc eabs- mavornmNflya b Mw 5ia20 w.000 p bSUmrba dra tdrtmt y* tIaot PO bbkSgSa.FvISnldh.ilm 72903 MERCHANDISING MGR Glamorous and tiassy atmosphere Pesonnelandtxiyina lesponsMties SslecI beeuti- U gifig \u0026amp; accessoiiK al market. $17,000+ bonus plan Cal Debbie 756-3200 3901 McCainPark SKEllINttSilEllINS UlEfllCIt'SPEtSGItHEt SYSTEM OPERATOR saaks^mhvetod vafld to Uan Dau ephrbacrhtacadnagb tialyxapnainutdn eA*p phraytoaliuprt mhoAna.- EiS-l300Bippkwaod.UitoHack 12SI RlSalaTr*ill.liUMed. ___(liK .41W Pnxii\u0026gt;:Uoo\u0026lt;rfcer7llu*.-...(IJ.IK MKUUKOpertyalii..............RM dProc.' ..........M 'IoSl r-Aewpm'. .nnK .Starp!... _...A14K oEaaarnh apa'tirda deaaPryn Pmairht- kllmax*i hDl*o phtoiounra* , nMauva*l vbo* oaT a oall *a Outtom mi.a uleravnoc*v Airp pMlyu anl p Bon al txM* locabono *9716R(i!liieyPirhani -A 6524Geysr SprinEsRd tjpt:T[un.0Y FQCv .WC SOdvlidarr*dR oarknc*dlbp d4a2o4nE r a17d**.d NNOv*WLiAlWlXRWbSbAkC ACiktP 7T2ID14 p amcu MLuccvya LUmofl lHy.c laupadlUald. a l 2Blu)ea4d*gd* oUfu Mbu nO. raa iMk aUhvnifrld aa dnirta \u0026gt;mi Sc pPwhynd*a**dl Thvapirl robvevna anumbvbloia M* Odo^fkrjnlylowvk'((*hBwryol mnakvavoorama - CartpisnanwaOariaMavooBni * RWaalofMctabkofwn rpaammOawaavnanl E\"xooualndaortvc a oanvi hlouwa acsol*at' Vp luanraeO, mta a.n\" SPEtlUnSHOHUMGEt Lka to dress up and be noticed? Pretty atmosphere needs upbeat personaily to handle karning and supervision n ln^ vofume mal loca-than S17.u00+upioS4.000in bonuses. Cal Shaly 758-3200 390IMcCBinPk SHElUHBtSIlElUKE MEDICIS PERSOHHELSYSTEM wUtdrnwpi Vrvritr riCga dnadtaiOnact** *o rn Sittl dLaoiouul* ^.. MMicatiufld o euvr cHnbadiitni. CAMwL* uTc*yv Lna e*o Hnoladc\u0026gt;l UMI.^ 2M6O20^ N1 .WI3t1tt*v|t6o8b9d- S9eiPopiv DIRECTOR TRAINH ties tor you in one ol Arkansas 1 assoon Bnsworki-wde, Co benefits nciudaig stock-options and company car. Siad $19,200. Cal Tracy 223-2069OneFinancialCir. SRElUKGiSIIElLfHSUY UIEin(3'S9SI!HHElSYSnM 369.Misce)laiieo6S LONOKE/JACKSONVILLE HAZEN AREA JOBS iw andaarnai pTava ai ma Lbnbk*'bukaon*ia**H.t*ii v*a on Fabfuaty 15. ISPO. Mud hava tranapbrtaBQn and 19*:09 0tb AtmU* bSt hOar.p LOTwko T(*ln Da^ Flr*i 3w*d MllBWMHgWa 224-6060 I* OHk* M Or. No imagination required. Imagine that youre 55 or older. Imagine that you want to work. If that doesn't take any imagination, then we can help. Were Arkansas ABLE, a statewide, nonprofit agency working to help older Arkansans find jobs. Call us. Free. Arkansas ABLE 1-800-545-ABLE ProuDcskDIpkiaiaLMVioi'.. illX PetsociedAgikBtierl.....ToSlSK CaLnceioK*r.NLR!.... Tosisk raECKOWREASDHULtfEEY ViFBSlHOliTIISSIllADYQIftY! -*8605 Km 107, n Sherwood I n F'MoPnrAoCaHOInaic MEDIMLRECEPTIOKIST Happy tifice needs greal lele-phone -roice and smifeng per- O E*NoPn\u0026lt;A0Cmia MAZZiO'S PIZZA $4.M4UP FUKFQIIULA6E8! sonMty lo meet and greei $12,500+ CCaeilll Wendy 7S8-'32003901McCanPk. SMtUIMStSMELUMS tNERICHSPEIISOIIIIEl SYSTEM dPrvytkcnuuan eaai*i FMioiniOtiriulFiirn, paoidbkAoan nIvd didbmdaai 1OI3 Cal223\u0026lt;ia2i nPESEHER/PASTE-UP Fmwa todaoin ononwnnlv L rCtMom Rboucoki aefivlwn\naqiacimant CallwabOokwnaM REQUIREMENTS: BaraapomkbUlblWowwvkda aPbcknrUyi wfl rcwvBitpfn*n ayo cncauandts* r apcadmvoanV wa itbi *udci naua banadfnUf ln c bvkusikvniog avnbdcU*cd uM(*ws dayn(ur(d*y 9lb9.Ca\u0026gt;227-*684 ae0efrs.lK. 37\u0026amp;H31 IkBiM EirertemiKesri 7 WtNTED 'Ul^md^SttTwlwtv t com. \"mmvcw ai kMnoOxWT adAop*D VIe nvail p(InXjaV- nMgt oni eeaonyao alnldo do a tatmixlA * wixoooi bV*M lakron*i vA w\u0026lt;ann4 *eadk4m nxkinUo oank oa AcvHn Up(ul*l(d*a 1**o(']l wo*a(i4lk pk poila*flli* ndroaumalb PrlnlMorUtaSPMuTMhMi\u0026gt;Ahltnn .liic. LAMtMC:Tlorl*IcMv.MARrnbU*yt wW*A*NdT EcbDM Proalt abobn 1E0 kwpD (mk w laionnw ncacra*.l lkA^n- b0l0-W e*ovx Cnn\u0026amp;aAtnaca*!c acvBAAuSii^bInOa  371.llestrait dAaiKpamnUtaUtM bckoUo ktbsw O lbaCdadvaaaUnrn .rfulbabddi IV* wdtraui 668-4311aUilwUv COYS 37D.Prole$s!i)Mt-Techilc3l HARDWOOD LUMBER INSPECTORS Hardwood Lumber Inspectors for i grade sawmill. Immediate openings experienced Hardwood Inspectors. Salary: DOE. Excellent benefits. Contact: new I for MARTCO DIv. of Rov 0. Marlin Lumber Co. Personnel Dept. P.O. Box 70, Lemoven, LA 71356 318-346-7217 372. Si^ [372. Salts $$$$$$$ TELE-MARKETERS Earn 55-10 an Hour BONUS start Immediately Day or Night Available  Will Train CALL MR. TRAVIS 851-8174 EARN BIG MONEY NOW! nORH BATS CPWYSLERPLYMCHKHDAMATSU Lookfng for top Indlwduala lor a career in auto ealae. BvoAneaa Ie griMtl Wa naad good peopla knmadlaialy to handM (raillc (low. WE OFFER  Open let ael new sM used  ael bothi  Huge kiventoryl .Greet Compensation Plan  Derm Plan Ftmlahad Hospdalza-tion Inwrsncel . Oongaea Above CommiStionI Apply in Person We Need Experienced Frolesalonel Automobile Selespeople or we wWI train top Individuels. nonii BflTCS ArkonaM' \u0026lt;1 Valum* Chryilor Paolor 5502 W. 65th Street Just East of So. University Little Rock, AR REAWvyAnRiiD*nS*:vma***(nmox1ra FVoacoaQhaolnoawPaantcda a Awvda a conMali Iv BwtMii abrbmrgs Myokvr UanvwjImngv l*ac* lb n*a* lob*. SALES SECRETARY Join m Ute tun assetng Ngh oneim co-woikers. Outgomg, confideni [MSonaRy will be treasured in this beautiful. STISHMtaeirParluM 65246^Sprin$lie KlSEIOtntl lNlJOiFSRlOKMmCtlOIint WAIATRppElyS uSi P OuRrt oCnO OK 8301T0O 3WeNtm PvU2M.*3PC tom im RabtamanParhRd., LR 372.Sates AHENTION LICEHSEDLIFE/AIH AGENTS EWTb* OVuOc laa\u0026lt; lbk nirflo aOol nutriu o10n (((ina(k(iTT0 b8v fluaanktakasadc l aaavdiuan. flaar paomlaMnkurl *Wd av iomB- tpadnt*o pnadwf f\u0026amp;do llc ddoosnddkuudccaOknooknndos a S6d atmnnooiatn*a ,FF cvvoi a- UOCOI m1-E80O0E521-4519. MonJ-i 8am- r yAou- VcaPrtO laFvMu*A trRaiKo eanrdiN mCv-uo* \"*u Wup Glo(S*aIE,.O37QSpd3 5**M Cal COMMISSION SALES prestigious atmosphere $13,500. Call Wsndy 75b^32003WUcCafiFk tNElUMEUIElUIIS WEtlCt'SPERSOKNEUnTEIil ARE YOU LOOKING FOR A JOB NOW? PART TIME $600.00 MONTHLY Bundle drop route lor Arkansas Gazette Pleasant Valley, Sherwood, Gravel Ridge 2AM-4:30AM 1 days per week-requires van or long wheel base pickup with camper. CALL TOM 374-2013 TopP nToStoEhC cToS nkoalHdsr UnPdI wFE'flEbPodD oI au t9r6a4y.a3k0d93a wSOanndra Frabkt'uHri rYPCvaavlKuaidn AgancySetNo Lbwsrady.SU 714 376.TraisportatiiDrinrs Orivers  i.-i- -inif *Hllin(*tAno*niiddrA*ulvnnnlmn*gbwMiitnVjeuickljlndi rww*i ' lor moia rMormaaon I' O(ym pa ly.nago ib\u0026gt;oo4n}4 O3w3ni u'\nTEMmARIES SERVICE? aObuadcyIn Ia tcinagsa two 9b9w6a.Ss1ia2iSM_* _C_ro_s_mfl iVC*0 tMmoMto5y5 aIx0 NCVor5p GoU^^AFRxAaNcTuEtoEM Cwnhdos pno*. stot*o* *n udrrio, nMg mco vmorrlseirikiecaikmont dwlo tmo vWnia di Oidr* ct1n p wrccpavHanclr i atoa rtuiaigr pdraovgir tOmd. dg vroocuapb ueridt. aaanndc 5* 6p(Xv)d't anvoh* - sctourRrav rwdidno n uW oiep Mpvihai nadvya ttoobr lU* 4 1im* ri*r tPoOidaUido*n*a4 ytooru .Ichaat 3v7d8v.7 8b0a0d.* nad aOdv(a rvJmMdhniiy___________  AroSyOoVu Oa aU*W. AdaNrTlaTrOP WORKb *D WOo}Oulud ynoiuu* ia*cnli*bv rarpot*k* k4a-9l fhlo\u0026lt;urrf atc a*n7d ao ayomue ainioomyrdpo.ydT y* lb *a bl *1* abb** oQuura tMdaomnaa. rIk Iammo dap e-wooHnmnd hIv O yrmbup jao 3P?u6bk-?a6h(uiiafEl. oe1nc Aak fv Uk*. FbAdSnPueaO aNd ia**o**o\u0026gt;p ci*o IVir Lwmi *K flMocdkt iamnd- NorthUIMBockalv** 758.911* F\u0026gt;UOARNCDAt BtGA SWETDO M AURa CS 5A LIEVSE uOCaO9 *S0eO7K.6-.2rM7lk-^SSOK* flaeaaaon 3vablnoal WC1de*m** ro ppbrtiFWy 'Pvuenudc rwavdn Uatnr annvda ml Panv tko rn taMadi ti nKoMra 5a2a5U0*0 0ppadcpyik*W E Wvnaw kdnk tuiic\u0026gt;, o WE NEED: Oar* EnKy S*criai(oa ebokkprs GonaralOliic* -Euury Errdny Pay  YburObbdSkdIt Aro Appr*cial*d  Holiday Pay  Pu rCivamsha necpen uAau\u0026gt;*.a(dk  NEVER A FEE' Call Pam Manning, 223'3753 On* Financial CenKe Suiir3l2 SNELLING TEMPORAIlieS 11. mud k, MM d* \u0026gt;** Id. SlS.Traasportstioa-Drivers ^OVER TURtUmC oXp DvaRkIVoEnR*.S r aNgE EnDnEaD, -w Siknudc* k8. l2o6aco aP oda nrrtit*r,s .m guod b pinta**tt tio. tp taoyt i DpO lTo tpaheml Wodo toi tbnit nTOittntoarpyo drtr.u gH Uardt liCvotnI.. a^9l^4753^e9 WOAitNpTtiEcOli vE*x p5'd kIvtni^w uclo vndruuntotfrl*v. naWaoobtdta nSTernadnitOp-ovrrtsCroa HPmOa tBobx73t HazanvM.QAeiSaeBtl'akneaet WJWTIOH!ISBM8*WIFE WI*WMGy2U6DeLbTarHinCMK DCitn\u0026lt;Y3E75D\u0026lt;nlJ74U9l lv appioakon S iFtnnt. intFOwoFi 377.SttiitiasWMte(l aadudfCl vEtHvthbyPmEoPnMl. mavyaSdWataa viy- Cata35e\u0026gt;1 EXPa. Haom a Maariorl zNt uFtt/at. wpovt*re awn4. Cs (Butn*M.aiC((*Mlw* IV9A(l- 2wiro\u0026lt;o IV FH**SxKlaSbCla0fV*.EvHyTiEaaRt.eOi\u0026gt;M5tal\" OHwMarMuCMaMia CnyaWna\"*w 3l3i3la-2r7M20ra 375.Trsp9rtatiiis-Drivers THE ROAD DRIVERS I *1,000.00 Bonus I awmoalMd dUunaa io Maoopita g oSoodm ca laado vo- riMili No awaaftnar*  I IMvaMlino pmraorUvripaawo pcaale wlada 2 5a tFlvv ce11n Maamn kaMi 947*ggSw776-2190________ la dLv*a*nddlapgflC aanndi piiu**P9*arR p*rsoatMUu*erv ua rSaaeiwMdP dkaiodn ti Mca*U vnIo vmod suaclit sk nkouuBdi- rO.d af l*c bYaolai rwedn wg oarnkd a Upoh Mprnbe'h SwPrOeronM bSiaonrxd wraaanu uTrsclaot aBnol o virSrSnTg.C p'boA(drk*aans- nab*iC kO.4afrla7t2l2*.0 3PO Bb* 1621 idB* 37S.TraBspDilatioa'DriVHS III For drivers hired thru February 16, 1990, $260,00 payable quarlerty. Must have verF fiable OTR experience. Polar drivers that worked the fun year of 1989 averaged Income and benefits of $33,263.96. So can you) Call: Polar Express, Inc. Mori.-Fd.. a a.m.-6 p.m. and Sat.. 8 a.m.-12 noon II II |J-800-643-355\u0026lt;^ IZI.UtsPirts PNltrLxCui usede 1978 626 w* tMWttasaoo gpggi CM 771-7985a* tot Geibna PAHTINOOUT '78Pgi*8cTr\u0026gt;l*Ani Mk konl Mkd* lavs basatvig raw tabaig. naadars. 8M *i dagiig box irvrotifm 861-8078_____ REAFEND Chavrdd I858 Inttaddp ! 11 osar*. cotTpisM Oum to gxn SlOOHm 554-2451_____ CrkHSLXblOiiitobw tor l875Fordptt*kp nmuSOSSafMef REBULTMOTCR 302Fcid beta, goodcondbg $375. RECEIVER PtONEEH SX-750 200 wH* wilwd Merci mrea-way ipeek- an I2ii KiOwaobr bidaPb 8 caes d*ek$400CM94565 HOCtdOHD FOSGATE puneb 8 iS Loeearweroasov* iSO CM6$5-27$8bave'kewia ROW BAR, back heavy tbily. w/AKCUMLUsmib ____9125 0*667-5839_____ SMALL SLtItlOOMkdau lgDalMjnp0-up $20 CM 547-2044___ STAHTfft Retx*. 12bid.lT Ig 1957 UT Crawotet 350 g Sot * 1971 Ck*vrFuM7.942-\u0026lt;684 STOCK CARBLFCTOR tot 231 Toy V. Caditalc ewwar* pw al i SSiang* S86-2406ar*Z30ptr IP Wednesday, February 14,1990 Arkansas Gazette 7G 'C 13Z.Moti)rcy{lt$.MiiK-Bikn HOtOA 1988 ISOOQenrmg. HCtOA 19882S50 $800 CM 582-1804 HONDA'S 1968 TRX SOOSX 6 1987 Tnx-250R.Domiigoodcekaken. 337 7066aS74342 HONDA SHADOW 1845500.23008*- bid ailM. saedWit cond. pneed to *M .222-5*56 etWSpm HCaOA 19e4A$PENCA0E.8*r\u0026lt;l oay lactaycD\u0026amp;tadc ckrotia. Oethaaxtu 525-3966HWSail88 MOMktiseeFEBaNua aac^MWCM HONDA ia!(l.l2$.j Mteel bpei .Qoodcfird md SlJim ail*\u0026gt; 136. Buts tM, Bolts t44. RecreitmiiVitKlts ALLMMAAROnOUSOAT 188.9- Dotiom.w. vaur sparatraloo 5275. 868-5041 (hdSPM AUMNIAII4R 001)5120. ALtAMUM 148 6Rirn 1984 w-bb ISkp Yvnake cueMtn eaet* i ageaiM LW gapk Uuikeia $199513-2383 ^.*?3 AkUMPlUa* V BOTTOM Boal. 14 i wior w'oul P . 25 np marcury. Unrk' ShOTOun Batgum lEguage auto $450 eroonng uuttu. wwu n\u0026gt;.~ wciakaagood coat Mt kM ol 54 SO . 7*6234* SKiaoAT inii'O.MvaM ncMv* urMon S w. MM hnja MW CM 1H M 32ri3C\u0026lt;imM SOBOAf 19812011 SyNandack boa) I7onp Usraiaaar bnoatn Veaat S5WCM823-4211a787-142i MBOATgMcm tfsississxi js'SSirMJSS IM4 AvAHn. 1M wi M . trmi, povrar mmin Po Evmude bcawig c-uuw $5000 3274285Conay nm \u0026amp; U n*w oAMM. SHf\u0026gt;P ' ixihoHltTv H. mg Ik* M*. mu. mMM Ik* STARCRAFT 1979 pw  tmw I 148 Bau 00*1 wrBSiip motet CM 348-5577 348-5438 al* 6om STHVREEL.RoadRdigat 1965 21 n. hack nckxlad. tool ai. '5wi)*S^T^ geedanOMn.' \u0026gt;ro BraMM i(Mnrna\u0026gt; TKS|4)a*leviy nnaii 1^33 hl* 80Wbind $300 CM65aa3 TRALERKTCHtotCaaaito. bunogmouklSAO 37S.7C65calan)btra TRAHSbaSSON aukxnibc -cempiaitiy'eDua $125 w'wgtglv CM377-1508 Trrisine*en.GM3S0 ______CM94S-7752______ 2T.T0PS.naw bMekMtWft2 ______CM 5668450 2T-tCS\u0026gt;SCLDS law.biaaigiifiZ CM 8666450______ TLOeO 400 TRANS. $76 ACyInd* molorloAsaCciJ t Jeep good eondecii. 1 U7SOBO 'I bVOUtSWAOCNtPES SRm*.S1588fna at la 565 796-21*1 WANTED Clwy Litv 01 busu, audvana, i9W-ig63 CM 982 2305 alia 5cm WWRFDSCKT TOP \u0026gt;a 1986 Bronco 888-561* Mavs mau WtCElS CamttoBinnaRa uia*, l*i7.5250 CM753-7496 a 753-1186 l22.tetoitii!iiK,Ste(m AU\u0026gt;e C*** oaak Hon \u0026gt; 3'Oapki. 44n Krywood *up. audio ccWolcraMMnbkenaw ALPME Cea* pba CD ptey*. 3 *11 el Aipraicius. 2 empa M aoaeovg pkia2-I2iiiO\u0026lt; 2 CAR STEREOS. Kemreod t Mlaub- ah^aed wak $50 Ig beln Cal KRACOam,anS\u0026gt;oraeittU $10arin Cea8466533 LACOEHSPpeteoi w/cewverad bp W $80 ______CM7S68B26______ POCEHTSSS ApMttcg lOlMn^^ Cal RECEIYEFIPKMEER 1280 nettcciid isSwetMpgcriantid. SSM.OBO.gbada CM2269929 SPEAKER. AUTECtANSNQ andU- baaxceNM sound. $IS0g bads br ged^b^ andi speakga Cl VOLVOSTBlEOSPeAKERS UPOHne InaiNmr.SieOpMpai Sal bom Ig $80 14665454 126-T1rB,*cces50flt5 BED MATT 1985 8 law. awO. OvOk. HOMtA 19BSXLi2SSbeM'Tral fnetaeyeb baraw.mudsaelo tmnt nooim cm27-Ty H0M3A 1966 ODYSSEY. 380 ang ii geied akapf. Ctoaaai dbr le $l200 867-5091 HONDA 1986 110 Three Whear* $375 ______CM 363-4960______ HCWOA 1986 Ao MAGNA 5K ndea axe cend. S50e w'BMSUt Hdmet Dweandy. watg coobd w/evgdwe ttvjeackted sisooeeo 7367828 HONDA 1985X1-100. ooedcendtg.SSOO _______8360882_______ HOWA1984 VSOMagra. arKcaid w/apgtgiig andalwM, 31000 CM 767.4444 Hot Sptmpa HOraSA 1984 MAONA 700 lew rtub- aee m axe eetid $1000 251-2615 days* 25i-2775eng6^ HONDA 1983 XL 2001 wdi gun ahaata. geirAi.hetneL leoH. manud Sbeek taooatio.Oit'moioi $850 ceocM77i-ieo7_________ HONDA 19821 lOOGekiMig bsarateb 2i.000ir* abteo. iiaiog$2250 CM 7264449 H0tOAl962ATC200 geedeendlg $500060 CM965S8S____________ hOAOa 1961-1982 7517a Iruns. Ikx I* pa' n*ee Cal NOKIA C8 aperiar 1971. aicManl condbg raw utbryA bent bra. muel ** $9002861453 CM aketSgn (OAAVF TSOFrawecPbr. lyteM.warTBnty.aaalttniCOOin. adjIndag $26bOeOe562.2728 HONDA OASOTtaL tad dag. $250 cask _____266l9621Sagey|_____ KAVIASAia 1969 MNJA 500 WHe. 2000 rd* may bianc* w/apptovd aedl.SaOOO (iM763-6863iLR KAWASAAO1865 Nny. 900 i9D0rn.e**lraM CM 8865182 aavatiag KAWASAK11981170560 CM 5862553_ KAVASMO 1978X21000. mtn eoidv S^^7?*'**'\"*** KAWASAKI TSOlTD.waeUd *nanagod.$260 ^arefeis__ KAWASAKI4401TD ItJOOma good cendbg. $500 CaaEs-1902* 8434372 KAVIASMOiX. CM7468278Clnkxi KAWASAKI4 Wad* 1869260 Uoiav4.2Obau*ed.w/racks SSo 3262213* 3294858 KAWASHI88I4401T0. IseoOmlM $500 CMg 9665585__________ 12 MOTOCROSS BOOTS AXO. an 12 vatyw*uaed.$20 _____266l862|S*ercy) RAMPSIgiaadtuSSa wlitoreN)hl-wainalai 966 946%31x961-2507 STOCK Exnaualsysbtn. Honda 1884500ccne*pia. 5862408 ehg430^__ SUZin 1986 GSX-HSWigskol. 800 Ilk tM * tade Piduio g 4wa. 8665182 BAHETTA1906 Sugar spoil 198,140 nbeaid avc cordi idnkout*. 58,000 a bads 1a Bau boil a roai vslua cal258 9954 a2462089______ BASSBDAT IBOTCkaiipon UN loieead 510,200 CsSl6l 16 b8la85oma834-146211181 SanWiddali BASS eoiTI]uaictin,d8ylisisi.non. mnabid daH IrOtt: inoloi aida k( 2a*kWWt20q0eM6212a SASS BOAT 1985188 akmeran. bra wsi.AIXpYamana (war bdvarat 54 000Cdl562-1904 BASS BOAT 168 Ouacktit lOSkp Cnydar oumoard, utdibotia I*. \u0026gt;l m axed condkon KM tonfh Hol BASS BOAT 1973 OuacIKt 15k BSIpUetcmi. stuc cendlttn 4665707 0ey*g636-268Snd*s BASSBOAT. i965Pie*aD n-ISOQT Jekraeii. 1224134 20F.2biaawaas. axe cond. Mes Dan 30hrs ueed Cal 687-2071______ BASSBOAT l980RAiaER36\u0026lt;V. 175 Cin aloMooa.3nionOiaoio.aaa t3N OakM itM. tlt.OOO bm CM32691'20 _____ BISS BOAT vatycMgi Mdat modd. bi-haul. 56 HP marc. boDiig molg. Kada. WOO cM8356613 SASS 6 SKI 168 bbd glau, aktat (Midlaka. nSimrwiBtasilaB^tie MOi aid*, ar* viaaa loadad.' ns^oi OoallQiaMaiTicnay 53495 279 2091 BATUMR I9H 198 Cuddy CnxMi. 22580. V4.1 '0. am/kn aWao. dapdi bioar daarna oraloni ya axe cond vary poodcondbon. 930. CAkPEH Wt I WB pek-up. ova cab, 2 U door* al back, geadcoiAalunanyn 060085-9790 CAAPffl CU Fbataan, nca. kls LManpPrtbiiMSISO SKI BOAT Laraon 198 leSnpOKM. hO. latl naw uphoMKry. Mt. mag rmaam. IARR Ma ow vi\u0026amp; SKI BOAT Naw 238 Taka. op*n bow. SHOP v. o*d*0. looiown *: onnp VO. \u0026gt;o*o*a, lontown n w'OrMM WU1004MS197SO,* lwicHMMMMOa7MS26-\u0026lt;Aa SMB0ATv*\u0026gt;6it*a* H.^n we* maaeidMiaad SOkpMgnnanm POwgMt bsn.vsrynee $32tS ColWMH Sto no be new. wMt tboug be*. \"VI da^ i40rp-iz0 185 It. cuelom letWOO ife-aoeg SKITLeEFimSBotlMtso yeaewvatniandMa leenaw. VMMr viVriMrM**. kfc* M*. i*^*AS..on\u0026gt;S?t m' ^^ei2?5u7 TEKA TrnCMnCruwiv'UOtMy 8h*ad,aioo*on4 [ gyrtmly Badpriar' 2)11016. ikanew. I to5867 VCNTune 1977Bm\u0026gt; Bom ism. On. 1*. 70l Joknoon. CtieOMSIS Tyg 400bp. kflW tiigk spd crua*. cempiate n-) axM vaa*. $69,000. 674-0265P.636-8483N H5 WANTED 14 Fiilbellem Beal, bke nan. aaOo kai. kva waa, an. Va CaanapncaaogW Caat^637g WANTED 1987.58 MASTERCRAFT mMlar ItOo'lroUi i90.iTtjalMioi\u0026gt; nou a. daar aid irwp 0812364030 TiOQt Motor Homt. 44 Otiiiti moiot 231110 500 CM 227-5642____________ TRAK 1984 Tta A l cgiOtg w.'sgie ctah. tor md* d tgd value ngoodekepe 5e5-73e0g 847.3684 TRALER Smvzntdlepdlh* traCeedimg.aR.w.'M epcira.ttl00.0 753-S249 TRIiLER srWhtsi.lepdDH lot Cotcntian. 33n. a I a* ectone.$4100 CM7S3-5249 TRALOR SrWhea.tepdla raCcaaiiig.33Lw'M Cpbgi*$6IW CM753.5249 TRAva TRALER 1980 SOII.hPyMk egtarad utsd tor only 3 otrt. truei aM $8850 CM 772-2757______ TRAVEL TRAAER 22tr. axcMskl cenktg CM 225-4837____________ TRAVEL TRALER, 1883 26 kdy lal cgilaiad,iioxe egid.atttntgo O' aligmeopgiiiggDd* The Otmg iiHnti bi* ii{ta Biuair* ^rlgmaabM 01 to tafia aaiyg M EaenMd*iiiudaeraiiMmn*go- 0^ a catblMd clttck g bd bend man moun eqjd to al Med 5t* el tb gopoad end aubied to ma cendkotM Al M6ara mud ceMetm to me re- oxemara M Via Aiktnea* Slab Lt- canaira L*ir ig Gengd Conataeta* aelleimr Acl ISOgma 1965Gengd No Bddg may wardraw be bd wlhn 30 deya alW the aebid dob g me openngVMraol PiepoM anM be auotnltad g term aepgad bi Engne* and adaeeaed lomeundaraanad DR -EHAY MOODY FOR TK BOARD OF SUCATDN, TEXARKANA ARKANSAS SCHOOL DiSmCT TEXARKANA.ARKANSAS ey Jmi L Moody Ed D. Dapuly Supembindatil Tugkan* Atkanus Senpg Owriei Ne 7 Such Dodaae money DATED Febnidvi igSOOenddR Udton Unted StaH* Mamnd Id Da a*tsmD*DictdNkeii**s______ NoticeToBidders The Unveraly ol Aikarta* Board d Tiuaiaat sMea aadad wtaan Csd* to ramera eatirig door* ano bamee end ralM tea eney aeot* \u0026lt;1 me Fia Azn B(jldrig,Feraiteule. Azkszaea ToM ceneoered bda naat M tecanad n li*OkcadBuaii*a*Akais,Aamii*- Dttuxi SdittigRoem 321. FawtlapiM AR ra teM tan 230 p m Fdxiary 28 1990 al wticn line btoa viO M opened and laed dcaid Add Dondd 5w d total Did pnee muel tottottoi bd Spaekcattoiia may Da ootamaa m maPwehan Seebg. OIbca Ol Buai- naasAflaza $2i AMrmababgBuld- NoticeToBidders The OMOw baud bill miy be ooiauiad and wd oa epenad on ma staled dtb* and bmae al ti* Unmrsity N Atkantu 1a I taped SoencaL Purenump 01- bee. Weeoiark BuaMng Fia Fioa. Room 111. \u0026lt;123 Wut Metkhem Sbetl.lilMRock Ar722C6 Bd OociAnenia nay De aeciaad at ma aoovaadacaa A Bid Bend n me emeurii 015d m* aeeompanieacnod e8U.9Mi63 Seeled OiOa wk be lecdved ural 130 p la. Faoruan 20. 1990 al UAMS 4120 Wtat Markham SUMI LitW Rock. Aikanaaa W me loaorieig FLanan M bba. atxipmera. and iTMle- nab leiatal duct Ira ibinpa. conbN dampaa inermoelalf and 20KW EMcmeducinaaWiuinMcerkNvi*- *19. pnaanahe bpiig enOavdcaiee Pabr8ia3.acpo*ai*iiiu*tb*'*c*nad - - by EAPiC't Wad Uanipin al9c* by iSOpmanMarcn 12. i990 Apacaten* lid labucaona may b* pctad to at EAPC's Wsal Mnpn Otte* bcalad d 600 Wad BrcMuay SuM2 VlaalMaireka lyieanau Fumang w any asiwc**. wken bagm J(dy 1, 1890 nd not kucaad a ma* imn ol 5100 000 a sn aqudty tvo- latad ameuiii ka a ptooram piarinad igiaubianonayaa________ Requests For Bids Nobe* a tmitn swsn mat ma imoa- sdnaduHlaccapltadsimd lOOQ A M enmadawsllMadlamapacnaaaae MlgtMMgiMW OPEHM3DATE IMMEfl.lTEU MK* baoa ai g orr^va V vaAie. \u0026lt; buckgamelataalet 772-6699 TRAVELTRALER igaS.LeyWi. 2*n,.CH^.lvdyms new TRAVEL TRALER igSBPtdMt 358 idilenlaia6.tea*r poaiiQ.soo I Ite. eardg Azk itxa* I CM332-8158 TRAIiElTRAUR. l989.8X35,ibolai \u0026amp; antiira Wga i88\u0026gt;gtialat gaidtn lub ig rma 59.375 Cal772-3ao TRAVEL TRAI.QA 228 Araioial *4* Now 6. vary Maan. v k.ia^ O3a-Ui3 WANTED ai praam a awon 2630 lael. mud oa ii goodcendl, w8 nay tep0M\u0026gt;t,cM2662l63a79i38 WANTED pantlaMaaHeina EwnotOomeaec l65nuOcab Cel8465S76Caba_________ WANTED smwhed. 21-23 leal mid 08 m^^ood^xiM^iMI Ply lep Oom Legal Notice NOTICE 0* Ru: UAKMQ ANO PUB- UCtCARN3 A oplc haating nu Oaan 881 *1 lOOOAW.MitcnlS. igSO.iilbanng RookiNo l.FiaiFloa.AikinaMPiiO- c Sanrea Cemmdagn BuMng lOOO CenaatSUal. Uda Roca. Atkinaas.ri Dockd Ne 9(HI15-R Ie conedd adbcken N r*v*aM to the Aikeneat Ou Ppemt Saiely Cede lo cemptr wdimaU 8 Oaoatbnara0*Ttanepa- taaoia I966and i968regulMenlW aiorM to me mrimum leddai sabty AJ tiakctciMi nabiai oa\u0026gt; pvOae utkbw and oma aixxopnab parbea are aivaed bpropoia atbbkona a rew aiona to lna Arkanau Gaa Ppdiia SaletyCoda Suck prepoaed itbd ad- dkon* a atnandnentt r ma tarn M mg. Fayellavile. AR 72701 g cal 5ai\u0026gt;575-5314 TnaUnrrarMytaaarva* me ngm to raiiel gy g M D(a* and wawegvlgmebbes_________ NoticeToBidders SaaMd bd* wj be tecanad gd lOOOam.Pediwy28.1980 dma Norm Line Rock wtsb Wsi* utacy. 701 Wed 28m. Norm LMe Roi. AR 72114 tot Da purdaMd Ont new tu tg pickup Duck igig wad beg. neevy Arty rag burp*, automatic vanamaig. 6-cygilg. dandeidliee pgarsberiig.Wiae Speotcabona m*y ba ooidnad st aaio aadaes Th* n^ a r**tvd to (fl|KI*nyaMbeM.iiv4i0*giipirt. to wgra Iiloiindtli o Did* lac***) g award Ism* *pg*lelr NoticeToBidders The urmgMy ot Izkgs** Board d Ttuato** ihMas sssbd wltg bd* to latM 162 laDW arm cnai* 11 Otack iMwMwon: 10 Mdon* aCM c fira 5/107 EducMon: UiMftO ot ArtiMi Id I xMoBcadriga I BulM al Iha iWUaacdScv Notice To Bidders Sadad b* wd oa lacavad m ma PurcMtrnd vncnrassiRAve. mALEn i9e$. biOar daama cvaloni cold  oOmSOx^'iaarnMida WlXWSS7RAV1.7RaAEn 1905. 3io.o\u0026lt;oeoB5ira53a_______ a^^ToSSS?' ?JL52ffiSS2!SS^'*\" JfSS amiCXAFT 190Bonr^. leillT '  ..... v.arw 7 5 Qan 24/0 a. Dv brido* marun- AKn..n.n.mL-..A ... wr#CBAOqLaatiaroamd*aarEx. V-dnva Ti Qan. 2-*rc'a. i loOv aoirooAd. aaaaig 1 74snBinoo4e3Ni*\u0026gt;i! %aSSs BOAT l98717n6*)\u0026lt;nd.iidudM eaOdr san*Fore*.balg ooemaioi $7800 Cai 37*-8223 OMwMii 7am. BOAT 13)*ilQk*\u0026lt;no* Uwig oo*IDakg(***MlMwel S^ . CM867-771lflua***i** 230 HP. owe rbodd/oulboad. u- caum conot. cai 823-9885 a 62*-7il9,Hol5ongi________ YAIAIHA 1985 250 Tn-Z Mo mola IMBaaiibapiifs.SSOO cai2*t-31?2 tDla2*i-3375(Hl WtfCBAOOi-aaliaiokresdMatEa- eMani lowitaaege 22itttg Saaoea $17,000 234-24du.234-8r5aMegiie- IW.FfyaMvla ifll aMarad. bda mus b Kanaaa Totwcoo- IM lacMd \u0026lt;1 (It eDAT. iee 361 Ramar. marcury nidloi. 1909 10 137. BeatiaREqolpnKit tppUB'/ nuLER w wnng Poal up w,(,w\u0026gt;T ,vwe Hang*t Itai yalar Oaan, laadylsoo 73l-3\u0026lt;68 dait tv 7414728 ritmia daytorZaiOTSi^ 6CNTA 1988 Stu Betti, 45ne Mdeuty motor $800w/Va4g dM354-346l CENTURY 18n ,iogd'eulbeg6w/ Mk^mp* glee an* 8 pm cM CENTUtY 18n .itoeetd'oiaboarow' bat*, sup* gee. elbt 8 PM cM 525-49M^ Cebdugii. 1978 (Tarciuaw.lotthrs.pood COkLSSSOO CU2244iM COIBALTI968C CW. ISR.w'Mndem bto btTtt itHir. 12018. blue raw Cal ggjmBSpmkPF g229-32S38 COLBOLTSkiBoet igri new nbtig.aUasey*. Muelseb' ______CM585-5638 CONCORD 20' Sb Boal mm cotidb bg garapakapt.SSOVSnaiccnMt. opg bow. 81*00. St841l8S* oroo mgyeiibM.SIZ.SOO B669852LR CORRECT KRAFT 1948. daaac. n at ai*. axcaaam cmxMoo WlNNEDW3t\u0026gt;l988L89riaioLX SKin.UclisInkiat.aiac dioeka dopboii* 547-3M7 vrpEBAIJO 1970 Motoi Homa 248 32500 Cd\u0026lt;2.2l72oi 942-3515 tkar 5pm I CMS3*-T6a3 145. UtiBtyVeMcIts llttirm ot cemtngb ntal ba toed nth ta SacrabiY r-  f----- grdDalaa2O0p yol maConmaPon Ipm.MtrcnS 1980 OOca ol Buanaaa Afltaa Adnnm , Okparunani Arkan*** TaoilAviniy.niaMMa.Liill 1000 8 81 Fab 20.1990101 IAerol8aR\u0026lt;*d- a(dVl5att.B9OOC3O Daw* and Cd apaoteaton* at* on m nia Pmcri*^ Otpartmant aid may ba *8018007 i**oor*OM Dddir* iponraquaal Ike Utbvsi*^ teienas me nga Ip teiaclaiiy g al txa encl vdtua Mg- nStM (gptigBidand ISeopiaataoursd) U panas mbnuimg gopoaad amand- menband'g wnlig eomnsnis uno wan to spadi at Da heating shM nody me aactetary d Via cottviieiig g' g bdaaMarckIZ. 1990 btsraeladDengiarMytuOmicdin- matw n vMng g eialy at Da naagg FgDat mtonnabg may be obtamedm wngg g cebng Jg Sender*. Stam lay d the Commtsnn. lOOOCtrHr SbMt p 0 Bg C-IOO. Ude Rock AiKansw mta. Pnoti* l60i) aon Biddne Room 321. FayatUvOa. JW no Wai Owl 2 M 9 m. FatvMry Azkan*** TacktAwaiaily By Bkalovdati AoarcyPifcmaangOIICd NoticeToBidders Sadad Nda w6 ba taeairSd at *18 Commci 086*18*8. Ckr FV. 330 Mam Sbaal Nam Lna Rock AR 7211* und Tuasday. Faeruaiy 27. 1990, 300 pm on 8(8 pattuda ol aama'laladMKM aoNo 90^7 Notice A vartad Conedn * foOoOii m Ram wu Hadm ma Unlad Slalu Dis met Coot. Eaalam Ddncl ol Atksn- aaa. Oy n Udao Sialaa M tmtiia aginaaSI.SUMaiU 5 Curraricydo lAknA. ia lOOn IK* (Mm* Al *,* Bvg-zVunggecfacsaynmr, $l.450.csl372-6*09 BUCCANEER BOAT MOTOR, Shp,ruta.$100cask ^1962(S*Mey|__ EvnRUDE 1984 2 nenapow*, laru- gd ga* (ar*, ueed leas Dan 2 bows SoOwdl ^3-6282________ svnnuoEsni _______866^ DA$TANKS(2),68ds,rTatetw/John. sgEwirudanookixa $45060 Ikin- mi^00pm Hid*, sup* 80, works gealSSOOBO CM eM(l3 altor 5 EQlPMENT TRkLER 7X16 Undom oxa.lad bud 875X185 epYWU 60 m cnan bmo. bust on leaWig 181*8.51 OOO.cM 6474255 U06LE HCUE AXLES. 1 w/aMcbic bosk tasew/bas. 5175 952-5975 itgr\u0026lt;s862.MIHlty* TRALER 7x1* gooSbstlM aswS luek. wot OK. $3S0 ______CMA563632 U7LITY THALER. *t8. good SUd ....w ugnaapriio.Mnewvmod. A-ith*pi USOcian 8363028 LEGAL NOTICE January li 1990 The CWk ol ma Courl ha* awed t witriiil kx me w- ra.yianliHailiaOoalloryoo.P.OOO Ib i:focaioee-2ii2  OEfTMOdMUOS NEW 96 112*1.790 lS\u0026gt;*ii,4 TOimSl.bU 26HF|l6tO Pwanor* at ilk AM WAC Sarwewa * a**r uwowy SPLAWN MARINE, MC. 763-6721 Advertisement forBids Nooca  OaiaOr Mran trial.  anoa to *0 ordai ol n* Oary a and Want Coricanyc hanaa*. aadidbdlw .wv.KeaaeLoiii iiiiaiomli.il- tn* CJy AdmnsBabon I IIDOam KMviyi t3. avidoaiaoarraio ai Buklrg unM . 1990 talix- oeeracnAET25 i ' PvtyBarpa. ialcii(l.\u0026lt;OI naw carpd. racanoy iorad. ( niMo(.U.950. cal834-7236______ ELDOCRAFT 1977 akyn data 5M1. 16*1 eShapEvnruda EwiruMaoino. La*v*M*e_______ Irrawat.EaMlCR.ataamoaN I SUZUKI 1985 GXBTSO ita 5 nlMa 8794723 eXBTSO lad 8 od aaal auction, took* Prand naw. aduB onnad 53300 378 2344/863- CAkPEHSHELL iEICaiivio,$25OOeO. eM9e62l82ilbi6PM l2lCnreria KC Dniauata, 4'-\u0026gt;ii M re8dbMw'eovsr8,bedg CM 968 MWallaUii Ffi* piau carrpg Skea lohtg\u0026gt;ig or loyota, g posabb smal etruck ewp. bed olMr Csl 988-5000 eh* KRACOM'bnSigeacau tiOiim CHM^SOi LABRA tot im^Neu PebiCM 118761726 lOUVERSEAAGaA MsCanate Z-28's6boc's. hesthedow epoi*,lkeiiew $80 CM753-7496a 753-1186 LT235'85Ri8i0P)rbr eeid4,goedb8a6. _____950 C\u0026lt;Ba6l 437_____ PAg^O^ PABTiiQOUT eeaebe ~~ ply cet*. M pen* evMbbb. CM72F5412______ PORSaSEVPEEU 826* 824 Tube i6i7,8rKeagVMi^^ ROOF RACK wd Meat *Wo8aireitSa^ SET OF I4'bim UedbaMUD, , _____$25cain3T6080i  STOCK WXELS8IRES tgToyesabuc* 566-2468 elbt43C\u0026gt;vii TREI* 16Wiad*,iri*daby Rsaaigg. 11-225. be naw. $125 OBOgbede CMS668164_____ TRES, ku*. T2a675R15. VI'VI mil baled wzkeea $5 aedi a $ Ig $20 ______CM 822-1475______ TRES iSn. 1441 6l3n komSSM 912 50 CM 5668104 T\u0026lt;lES4PI68Rl4lbila. SUZUKI ige7i*L250. xecend.hka new, $1200 CM3*B-2^ 1966 SUZUKI Cavd Cave IX, toaded wI enema8 bgkled sccawonee, raw Utotin nrgh lews, 2yeg unMnled mN ofiitti bwmlee 3640019 $UZUUi853wk*.giyitack Staal rack, ran bait Ma. 5550 CM 224.5210 SUZLMQASIankSaut. appiwtii8liwl973modd 550 tbadodst CM8354544 WANTED l970a7iPhnioiAn Fury *, iwingot p*it*ct. inu*l ba raaaciMbwPtica. 835-5153 WATEnEO.kiigau*. aicaiaiilcoiiawon. $16SeM96655B5 YAMAHA 1967 BAZME l-wked* uc cond. radio ataxp 110 Loadad w/many8xb*aiK30OOeO8869851 YAMAHA VENTURER 1984 am/lm 20.000 ndaa.tkanaw. 53000 cal 327-8288 YAMAHA MROOO1982.18.00081188. adwg 5900 567-50*7 anylmaalw 3 YAMAHA 1982 MAXM. TSOCC.mudaM ______CM 5860685______ YAMAHA 1979 750 ^al, exc cond .raw brae, akan ana,$800 ______CM 753-06 KI______ YAMAHA 1974 500. blua, onya.OOCnnlaa $700 ____e*sn CM 753-1794 YAMAHA 535 VHAGO MaDat aikla taoa. bM haanat. 150011111. $2000 CM742-3687 YAMAHA PRESEASON SALE Wamual maka loom lot ma 1990 modabsoal 19eeandpnoiya*i rnodoN ol Yaman* motcrcyda* wd M lold al DEALERCOST wanavt varRia. Yiago, XT. YZ. FZR. MAX**. FA2EFRA\u0026amp;W. YSR . and ROUTE 88 II Bl 0*aw (ww Otr*ugo**l86teia*(v8b8 ouaad evb me Dkoa so seme EVIMMIE MOTOR 3kp. rboard. good cord. 0818364329 FeERGLASSSKhBOAT.good in8.S200awdva\u0026amp; la good wadinatiiacraia Cal 843.572a F5CHCR 8ASS BOAT Coil try momanaon aua ad lor 8185881 dadaiiAnariaa* KflCURT ncRSTOR. IZV.Iool con- Vol. UoPng moioi 5150 OBO Cal 697-58Q6W7.58O6*d21Zor 150 MOTOR : laiOBOgaliarOpni MOTOR l(WCUy.197720lp. MHk eMcbie *WI 6 gu Wk $675 CM 821-4539 t40.SailligCratt taCDRCDOR 1989, 28 8.3 *aM. lal. layaqupmanl. Oarai.SHRmolDr.Oer- nafing M tooia. ni*Mn*M and labg an6 partotmmg m* n*c****n( wotk iv cerMaLictigielWaaimMWTtooltiiant PWII AddboM Al in* bm* m* bd* rc*rid w* b* puMcly op*n*d ano r*addou6 m m* Ceunea Ckambd* b ma Qty workganarMycontdlsol Conabucton a\u0026gt;a 6\u0026lt; loolddtnalst i 24 loot wM 1*^ raUorcad conaala aaslad akdga sWaga lank and Nock and bnek oiowat bidding, eomplata wim NOwdS, pump, and otrisrappiil*- TRES 2atua*d Yekehema, mdAOM. 16671X113, 915000m CM 634-6821 TR4LER 1*701 aameineuivad.oMMLtk* ____new $80 758-4851_____ TRUCK LADDER RACK upngnipeeb, M iiehM 6 Tt iKhet aoert. 119.' owMIOPMngm.SSO CM798-2606 TRUCK TRES 3BF Ooodncn.TAM Mtiaai tedala. 3ixi05mi5LT US each tab ol Ma MH CM 6634367 SNmrS CYCLE HirY.TT.IIUSSniVlLE 966.7233 134. Blcydes, Scooters BatE.boy'a 2*n. lOspead eruccond, ____$65eaWi 225-8602 BKE Hoya 2511 lOapaed.axecoiKi i66cnk 2268602 BKE QrM24ii lOapaad.SSScasn CM226B502 * USED TRES. bwirlM.P3D5(78fll4 $M 83*-7726arMt8pik__ WANTED 8.000 m. etacbic. Wan g Udi**) wrim 6 a* oa cnewoMi 1885 Baz*.CM 3267374 WANTED btl kaM landg tot 1940 DodoaCctSlalon Wagon, laavmad mt mt.areirv7m.5n4irwvv MtESMnm ladM.SipaaO.i 9t25CM227.5Ur CAM4CN DALE BugDOt' bksbalK. ate cond 550 CM *368780 LADESBPEStpasd.Saaii Fmion xHnbaOyM*! Ooodcetn $40 CMi267902 131.ghigtSpoft8Cwt|iii|i TRALER Ig taee ceia. enxeaad. 8X29 I25II oca). DWA. akm aUd barm. 8000m Skip ade tamp apace $3500 42*4119 iJsiSSl 132. Motorcycles. Miii^ikes DAVtSON I973avgmiig gand nmu. $2400 g bada Kgtne (I4r*a' Touibaie g etiyDuie d8iMlv8iue^65i-7283 POtRVPEEUn Sunk'1987230 undvSIXbn $1460 CM 387-2368______ FOUR WHEELER Hgide 1966 125. acbe sbrt tinnmi. ba new 51500.7324)1568.5cni HkllEYDAVDSON 1979 FU\u0026lt; S*500a*aM auliMie ooaoam CalE\u0026lt;5-3532 rClkCNT Ai* taro FEBRUARY 22.1990.56*. CLEANS - DERMCCE / CEODORANT Fa kiv* iVomiabon cM AtkaraH Stale mvertly Pmneaiig Oeperl- mert 501972-20M TIM dapetvnanl lesenu me nNx to teaaanyaMbds WM odd my hand Bt* 8*1 day M FaOnjeiy. 1990 ARKANSAS STAIElMVStSTY. SY BdFanei.DiaaaaPaqMang Sheriffs Sale NEVADACOUNTYCOLPTMOUSE PRESCOn.AFKANSAS FESnUARYl5.1980 lOOOAM FOR SALE Oue 10 Darkncicy. tie itptoveo 5 act* cornnarod propsrlv Iiaal atWe a*r) ncaled al me ikenacton el Ar- keneea H^wrays * and 53 n Soum Nmaos Counly Ansrae* Tkeprop- artyaapptoeiialdt lEnMas toulhel F\u0026gt;iacet1. Arkintas end to mlat SoutMoatpiHDpa AtkaraM Ptopsdy PCAda* me IMoimg in- Pared I Conuemencedaeviai 8ascump83 3l3ii|R Pared 2 Truck atop luim* Dey* PacdSApamarM-ducUx Pir^4H*d*lC*tlW Pet^SOIK* 2.050*08 Patcd6R*lMiatit 3690*08_____________ Trustee'sNotice OIO*MuaAl\u0026gt;0M*n*on Cornnjaiy DmnilopiiMnI Houamg As- ItSIknca \u0026amp;ant Rapw* 1o 813 \"E IWmFMsilIQwuMa* 59.795 30 Spackcaketi* may ba sactied bom 28 1990 at vikch me bda wa Oa opened and read doud AbsoctidN Sm ol told 0(6 price mud eecompeny bd Spackeaaons nay be eoiasiea n m* Pwchiumg Seeeon. Olte* ol Buet- neaa A8aia \u0026amp;i AOmiHbiionSukd- Bw. Faveneviae, AH 72701 w cM 501-575-5314 TheUrmeraaytMervat *ie rt/me taiaci any a M lads and wsniarylonnatlies NoticeToBidders Sadad bda wk 08 recanad uma 1000 a m. Faorvaty28 1990. al ma North LdM Rock Waale Waw uaHy, 701 Watt 29m. NOVI LUM Rock. itR 7211* kx m* purenau ol ona naw Reboec Sacbend SmvaRoddar FLackcakona may Da oolarad al aaid adaass The ngb a teaarved to reiact ary a al OOa mvmoMbiiplrl, to warve itetiiatkae m Oida racewad, gewerdlamaaapaaleh______ NoticeToBidders The below Ulas bda may be obumed and w6 be epamad on ma slalad dab* *18 Commie* one* Tn* ngK 1 a*rv*d by me Ctty ol Norm LtSI* I lo Imao any or a\u0026gt; Ixda. n vmola or n part M avdto atm* Mparalaly. a lo warranianiialdaa n Pdarocawad ToddLaiaon.CNactorolComiTirc OO^W Yg May Lou Yog Property I ygDoNaTekebrnaMUAeeg ilThaPrePtmiiSeidYgIM RenamLiwHFgAth'OelcMncv WhchThgExaliAiklAziAcbMTe Ceaeci K MeySa Bretidil Aobtsl Yg wrarau g Jun* K). igg.Batbda BM trtooltrl * D*8d d True! m bwx el Uraxi Modem Mortgage Cg* paebgwncnwuteegdedgJuie ,* 24. iges.mmetedeitibtecerded' NoticeTo Bidders The OaKwt aatao cds may 08 ooiaiad and wa ba opansd on me suw) deat and Mas el Da Unrraitay oi Atuensaa la Meibcei 3canc*i. Packaeiig OH hca Waabtatk BvMng. Fiat Flea. Room 111 4120 WMI MaHtham SVad.LiBM Rock,AH 72205 8 01 B$-Laoadery Suoptaa 2-22-9a,i3apin 8Ot75-LaOaaloiyEo*xnaiil 2-2e40,230pm *Di64-Dlkc8Fum*tira 2-22-80,200pm 80192. FsMricmgaij*io*VMy 2-2680,2 Wp th__________ NoticeToBidders Sselad bda wl Da tacarrad at me . uvwu Co^. Aikantn. u msbu- ment No 6634072. .\" -........ .,g. ..u 66W72. Wkch we* a(-n-iS aanad a* ewdanead by Aaaoinsril or*\"-0 Dead d Trust. Mad tor record g De-X^ camo* 29. 1969. ae mebiinenl Ne * '*1 ol Reapondetil too m* gopsrty nu Deen arresbd The RasponoanL $1,853 OOmU S Ctxiencywwaaued Dy DM una Rot* Pobce oapglmani pursuanl to an arrasl and aspatta an iwesbgaben M pe*a\u0026gt;Ns (bug aebdy pyTiiiomyNuii* AnyclaiiMtitg.iig to aai] geperty muel Ha b* dtm vii Dm dark el m* uniad Stataa OMinci Court. Euletn baDiCl ol Arkansas. wiM MtifiOI Daya 8lW puDlcebgi a tn* holice and aaid aamatii snal serve tb* atiswg wiDmi twenty [20) deyt BiHr bl* Wng ol me aem. * gOMded by Ue M) ol me SuppM- metiW Rdee tor Cetlaii AOmireDy end UeramtCbiiis CaHR Biatils. UMM Slabs Cuabcl Oat*. Eastam Darnel ol Aikanaaa Ldtltoa .Ath 122I1S Notice Notce a ngiOyduan as gondad tor nagbgi 607.TaNI Acta 1930 mt) 7000 Bulbt*) Knrra* end H Surgubl mabiments vaka $22,700.00, v Da vMuelhataol, 880804'3/671X16* ma Eoaaena (if 16 USC 545 CaM No 7200540032, gi6 59 Naie Kniuaa, 25 BuHarly KmraL 3 Sanoiu Knvw. and the leDowing Counlarlau \u0026lt;erna 2,369 8H Cape, 454 T-ahitt. 1$ All Dou, 1 'Btt\" Rasa, 24 Lou* Yiitlon nanocags, 105 HaeOand*, 254 Sun gUaau. 1$ Swaelabtta, 258 HoHi walckes, 34 Aude 7apaL lOSnoex WelOi Ct8M, 80 Seugage Stomas. i2OCanCoMis 10ucciPutta,\u0026lt;due $25,714 00. g me v*lu ttigaol. aeizad 3/23/88 mid* Vie govenn* ol 18 USC 15658(e) Igwebbonol 18 USC 1526 and 15 USC 12*1 Va SMiOibitde KnvM Act. Caae No 86200340006 *8 btnf haW n Iba and am** al lOa Unrrarai^ d Aikanaaa tor Uaocal Soanoa*. PurUmng Ol- acB. WaaOnani Bidang. Fiat Floor Rom 111 4120 Wnl Martham Sbad.LXla Rock.A* 72205 BdOocumanl* may Da I*cix8d at ma abevaadaaaa A Bd Bond p Ika wnount ol 5* mud accompany aachbd BdSMWI*9 SaaWd blds w8 08 lacdrad lyiH I3O p... F8l\u0026gt;iii8ry 22 1990 al UAMS, *126 Wut Markham SIraal. liKM R^. Arkaraa* lei IM tolowng Furrurn al Moor. aewpmanL aid mata- nad lo ramov* acpromtbh 1.297 apwe leal ol New en acoual^ and T135*. I aquara laal noor laa codanno Uoanioam* 1B(M.IJe.05A.i 23 ol ma Barton Raaaarcn Sixidno on ma mkr campus o* tn* Urirarsih ol AikarsMlotMadcdScMticu____ NoticeToBidders SoaMdadswdbarscaMduiH 130 p m. Fatnwy 21.1990. al Sial* Butd- ng Sanica*. Otlna or cona*oclioii. Sula7W. lOISBuMng. 1515 W 7yi Cornmarcal OMezn.nna/* aaalalaiacordaM wv.....uDapartiiiarl. CdyHal. 300 Man SVa*t. N^ UIM Rein, ah 72il4.iinU2Upm Tuat^.FaOru. ry 20.1990 on ma puicnaaa ol Mma aladbainv UNO IDaaO Tratald N 3 taw Sidco Uta* lo new Speckcabota mey 0* eecured bom me Commetc* Dtiei The ngM a reserved by ma Ciy a Noin Lne Rock lo 10)^ any a M Ddt. m oneie a  petL a award lame sepeiatsly. a to Todd Larsg, Dractor d Commerce endOoygiYiietlailtdebg______ NoticeToBidders Sesbd bantb iscenac m me Pgehem Depatlmgl, Arkantei Teen UntrdtHy, Ruacebkle, unU 2 OO pm Fg w. 199Olg$c\u0026gt;siidciabo- leleryEdupmenl 8900035 Dslass end bd spepkcMone an on He m Da Pucnaasig Oepsiviieni and PutaaLCouib. AHwie**. and WlMteaa. Batbata Fay SM le now me preaanl blM hoiOv M add property locdedm^iiaakiCeunsy morapdbe- ffldeactl\u0026gt;eaaslelowt ii.RepblN 1 AdanttAddkonle IlM^'olLil 2218^81: rMUrta Rora. ArHanaa*. and l22iiO.L*Hock.Aii(anaat wnaau.VaiamayUlarianltinat ' c*m m inW8*l si ma nd aopariy' - 1 baanbatadijpenBddHrancy.srd V/mm. me imdera[gadli..~, upemlad subaUule irualee m Da place d ma orgsid Truetaa, upg ma coriangeiiev and m ma menial aumo- t nTedbyeadbenebcatv.and , Whgeai.DdauaiiMocaraamtik . paytiMtitgaKdiideOlaibMai.andme *2 aame(iowVMreloreivlie*rdue. aeid' , dataull Omng n ina amount ol 342.819 13 PaMnea pki* nl*i*sl. coal*. tndalMmayt laa* anca July 1 1989. and ma owl* andholdar ol lad d*dl naa i tqua*l*d the urdiraignad to sal sad pioparly lo *5*ly lad rdaOl- NOW. THEREFORE. NOTICE IS HEREBT OrvEN mal cn Match 12. 1990, m* Iwm daaenbad tail piop- SIroel. bile Rock. Arkaraa* la Da Piouide M aba.maiaral* and aoM- aotia* cempleta la mdalaaai ol verb cel binds m 36 lodge looma end me eenWarca lOom el Queen waahiiie SWePark.Mona.Arkensas. SBS 90-103 Bd doananl* may De sociied al me ebov* eddraw A Bd bend m the amoiDI ol 54* sliM aceompstiy each bd The munsi taaarvoe me ngn to rRoel any a M beta and waive assy NoticeToBidders Saded no* wa be recerred m tn* ot- tce ixid 100 p m. Fabruwy 26.1990 on tapMciig Md iialalelion ol amuw pipe Delal*iidapae*c*liorMateon isaamePutcnaasigOKce Hsrdaison Sum Uvrstsey. Aikaddphe. Aiken- au Bd tarns rnay be secured Dy re- sponebie bddda upon toatod kom mePuicnesmgone*.HSU A5*i8d Bg^^ 180**6 Mtn ta D(d Bd No ipairaeuial Tha Unwataily laeatvat tn* ngkl lapci any a al bda and watva mla- attywdbtsoldalZOOpm aimabotii.  doaoimaPuiastxCotmryCourmeu**. Aikansas 10 tha ivgnaal bddw In cash Tha *da *\u0026lt; kdrduisn al mlar-.''. ad* n m* propdly. yidudng moM oL .. a]a*anobinheldirvapi*wciu*o*w*. sadooparty * WITNESS my n*id In* 8m day ol -. Aikinau TackUnrratdly BySkaLovdkSS ______AgsricyPacnainoOiiicMi Public Notice Ba lYoiirdd mal ma Aikansu Soaid ol Exams** ii Ptyckolbgy n** ma- Plan* and apaolcakona ata on Ba m ma oHic* ol ma Q*nr*i Managd 01 CMikawla bt^andWaW Coniw. Wasiul Sbaal. Cwkavk*. Arkan*** and 11 tn* ate* N McGoodiyn. VM- taiiM and Yau*, me, ConauUmgEngr Jtnitri. 1990 B FflAMCUACKev. Odtncl Anyona darnwig ngra oi roai. tttftwrtfiWtbtnoitMiQttctti pandad ma toanaa Iopracoca PaycMl- W \u0026lt;1 maSMaol Arkanaa* ol Aidy SuaSTFTUTE TRUSTEE FORUNON NATI0NALBA7K OF ARKANSAS lorn panl miiat am. 511000. caa 377-8^ or 800-10*8 oay  WiriOJOKliOnFIlO anal Iwanly day* Hom dala ol Irtl UTTLEROCK.ARLANSAS -I By RosantiaHsnry m BFRAWIIiLiCKEY.JRPA ' \u0026gt;! i555UruANnordinua ptaiaiiabor ol Dm nolco lo Ma dam sid ped bond m ma sum N 55.000 60 n 10 porcanl ol tha vakta ol Dio daiiwd aoparty. MiKtim* a ewsr. but nd Msa 8*1 $250 omaniMa. ma voovlr w* 08 dadaiad lortsitsd 00 mens. i990aiddapo88dojiiac- cadancawitnavi JodH ktsh.Dsbict Diacla ol CusWiw, New Onoei*. la 1908. 30 Tip roaaan iraw. UoMroiada aolino mo. lor. HumnwiaM ICfl SupaiOa* HumnwioOKO VCF .5*700lBa-2525 F19CR MARNE aunnum ban boat SOhpmwcury.UISinm. being mola Cdmcist*N*oidp8d.247-34ir nSHNQ BOAT 14 dun Hamollom. carpd 6 mlvd auls. mda botlom 6 nr^moWw/ \u0026gt;***. 9 9 Evn 912005854*08 BSHnGBOAT D*ag I4D wrlik 20ttt Mgeury, 3 raw yvmg s**b 2 Aziciigiiatt't^Wr^es 7M $1800 FiatNe BOAT 14h dumnun gik. UDap meig, 6 ii*l* new swivd web OBO Al lg $650 CM 586$220Pi88OB__________ FISH8IG BOAT tl D dun Id COt- Um.ggM* mda.ceil deck,a\u0026gt;*e luf. evmei seels, vaMi. 16\" Uee. b* raw $1.09! CM 565-8886 FlStdlO 60Ay 14 It. Meitttg fl mm. 15 H irailg. $1,200. ciD 847-0448______________ F1S0 BOAT. lewe. 14)1. tenivV lem beocm. i8ii ade.kaweL cgpet 2s**l*.DkhpEi\u0026lt;iiiide TM.WbMg $1.295 5fe-3578 FBH 6 SM BOAT SUrcien. 1962 tSO OSM V. a*k mg vaiosnesd. lop. tow. itt cov* Tonp Umcari, paege ekx- sja.urnacdsle $*6WfcMOT-3i20 FISH 8 SKI Movina mud * Cneeun 19681811k YamskePtoV 160 lyrHil gangvurty $10,900 834-7335 26FTNAfiEMRtV90NM. SALBCATsaepee sab. ktbt.neea.iio.Ooo ______CMe6l-i422______ SAL BOAT22nCltytMt alEogab Marva. badgabuy C81935.3B71 SALBOAT SarlatiaSSlI.maii. 3fbL2lpntttkat*.$B5( Ca\u0026lt;37l-0700g 771-4480 .... Rolrig H*a Dnva. Fayalt*- vPa. ArkvM** 7OT03 Cop*aolmaa ITK.OF.\u0026amp;n Blnpww. ISkpMarrg motors 1900.CM 37698l0CW2862975Saatcy GuaSSTHOIL 17n *10boal.excebkt cgdttg matda 6 mi $2,850. cal 635-9205 HOUSEBOAT 1977tab*g.36n 256 ntttc Mr.fdMiaad.aeitr.itoa O.aoMcendSlS.OIXINbnHatp* kCnarPbitaaxlCM579b2i9 HOUSEBOAT 1954HcldayMetttttn 388. MA. 225no. ganaiaioi. a* an^.WCHJiCtmi tlt.m ondpa.IZlCH/ac'dMa 9 C*iaa^1ioi757-r821 HlTRA SPORT Bau 60*1,1876,120 Ip mow, Jemnaa beBtig mola, papa aapk 5 Iasi*, nan rrarymng. 52750cm John 227-63'3______ docuinerila may be obtamed bom the oKca ol laM angmeart lireugn Maren 6 1990 upoi teoiiad. and upon tie peytiiMl ol $50 00 la platM and $50 00 la apacdicaiiaia. a lotR M $ too 00 . wkicn lana lelundMie The cetibaclera aw maka aucn - 144. REcreatioailVehicles NRSTHEAM 290 gooO concttg O' tda $ Put. $8500. g wd egad* _____bad*.642-3i28 AMSTHEAM TRALER ETIeng. 8^ centbig. $5m CM 8665827______ AllMA UTE 1965 Oils A mgg icna 30'long. 19.7861141.vsrygood cetidwn. n \u0026lt;\u0026gt;atWii Vlage. pwrad byngsmok* 257-4223______ ALLMAUTE HOUMYRAA\u0026amp;ER U'o K. 14.000 mMt.wi U c I option*. 00*1 r mono, caa BEFORE YOU BUY CHECK OUR ARCES COLEMANPOPUPS LAYTON THALERS SANOPPEHTRALBtS MALLAHDMOTORHOWES H-LDTRALERS TIC BESTFOR LESS OALESCAWPMOCENTER AVCBLUFF 536-8800 CAkPEH Oaan w\u0026lt;a cmbueMi. \u0026lt;v Mb numbaroua cupboard S alaaga nk n* bat oorl4-polty, 5800 000. 555-7308* 647-3W4 CAMPER l976P4Byma 2411. kkyadi-cpiiiaiiMtoei g.canbdhsd daepaei CM 327-3349______ CAMPERTRALEH 18770ulenaaR Smwkad-SOtt.ac-avuirig tad IK*. $6.250 CM753iM64 CAliPEFtlSOev* Luukwer- i96gveebend 28n.iaed8(l. d**pe6 QuMkrtDuRVPszkg i'*0r(nphwev4!*xl2166ktiMey CtUPCK. 1972Yak*w8gn C8l889lSf*B8r2om CAHPINO TRALER. 1980. Road JETBOAT SkMitoon. 208 annainM 2roSr,Xi^.Sa1fI*5S-i^ vaSA.Domnaiaioiyiipw/piaoaa. W.9O8I3D Caa66*4707 LOWE BOAT I4n. I4ip Jdtttg mo- kx. \u0026amp; nelrsnnrl b* el ntn $2200, 742-5355*IMrepm lUXtffYBOAT 32lt,Cne*tn,Sangar Ton aoarp. 18*1 speed ctua* com- PMbSexMVb.STOOOO. 574-0288tD)-6364483-(Nl Uoteat-I Tntuelg I2HI. D conbebO aotnoinotoi 5150 Cs\u0026gt; 887-5805 nMCw-io-u (tn QardailZIZe MOTOR TlmpEvvvuOs. goodcendl^. $175 MOTOR TbnpEvmde. goedeonpben.$l75 motor: Marmiy.l r 2CIm '.5*7S 241-386981181 eivn____ PARTY BARGE 20H.7arM8lOliy *\" mKE!? aoluoaiifaifi.Kiiietaia ___________________ aahrg.lotaol^atSH^ SCHWHN lOipatd. 8xb8i^b^,560 SCDOTEH, clulda acoow m r*d v\u0026lt;k**,KScasn 20rgritbk* 525 cash CM 2254502 SOVEHEiaN lOwaad goodeoidlon 4731568 Maylewa SUZLNmeddH nohaadlgMi re *0*5200 ______C**M42-iS06 SWNtCALENTEOrand iOipd btaM n*w P*ii 5190. w\u0026lt; Mka bid oOv CM 6437580 135.AitOMlive Wated swEiOAT tsrtipwpauivai uppai. no lialar or Bioior.' *. egvg ne^epge tie. g**ea.2 Ig pee betHe J3S 886-3*80 Pubiic Notice Ricpdtd* ata oang aoughl Oy EuMm Afkanaa* Pnvata ViOMrj CoimcA me (ElFCJ lor |0b Pamiig 8anBC8Liid8t Iha Job Tianng PorV*slve Acl (JTPA) Tha Acl ptcMdM lot ma aslabldiiiwii ol pogtami to ptipaia enduHO. un- ampdyao tum and aduU lot ma M- ba 10108 and to a8d icb nnmg lo acoiotncdry 06*drnl*980 nMudu- aMwkolacabamaraloamGioviiisrl EAPiC (8 aaakiig ptepotda W am- ptoymarl Vamo aarvea* Ie mdiudit- aM n Ika Int counly aiaa inal ma sgucyMrva* Crll8tidan.Cie88.l*8. PhEpadidSi Fimicia To dually, marastad pailM* musi kava ma aOnnabiiira ca(*)*lyaiid Hcd USaRoCk. AR 72201 STATE OF AHMNSAS COWTYOFnjLAaO 1 .aNo^PuCM.onmaBmaayol [50*1580-6329 apaoMnandaaxtaaMmaaMoima --------------------------------- OwM DOM. $3885 g roasiklz bka bada-n 582-5878 EOULamO TRALEH laTCH corromH Mbicttaabiacerrg.taadS bsr*.$2Sd CM753-6417______ FanD1872STEPVAN.AS abiii. 6 eit. 8og skapa OMl Ca^-2W FRANKLNTiKidTral* 1868 38R.b(Pb8xd. Dadbuiy CM327-5783 OOLOffI FALCCM 1875 2ID. dnOM axaLcararamad led ac. luByioadM. exYs clean Nev* beg g toad $4450 CM 763-7421 Wt 1866 Pac* Arraw 2711 CbuAakiiii.sda iulb*d. acMCa.Mirtanlv bkaab iTttdacg1*badeii.S85-3D30 kaaa MOTOR HOWE igrsi wenc a* lo WnlaiiM manaakeo wdh 11 conabor* to ba anceurlatad Each bd mud ba accetiipaiiad by an aceaolaNttlalininiN\u0026amp;iddatawab- Icakens Tkaimiuianianitiilmabd- dll a staMmari ol MdcaMm wd oa Imiiiaftaa laprmpacina btddait w\u0026lt;ti aandap*c*icayon* Manaandapac* EacnbOmudl 10* accompamad try an accapidw term ol proposd guaraNy m m* aineiml 84* to \u0026lt;I Mal bva ewY el *18 nkoia bd. and such bd a O' caalMr* Chae* and ba auB- MC110 Via cendaotM aowdad m ma LisbiicaaMloSipaar* Bda mud ba maos ifun Via Nbe* proposal shaalscenlaiiadnbiaapao l-cabona. and suck ptopesai snoot* snal hol b* ivnevoo itom mo toman- dorNmoccntracldocumotils Albd* dial ba aodad and ma orvdepo* ad- droasod to UM Ckarmon Board ol CaimaaaiNr* OartyMo bgN and WaW Company. Ped Otlea 5n 99. C***to. AttaiMU 72830 Al Nd* skM 0* Many marntd on tn* outada ol th* oiivdopa spaoiyng mat 1 a a bd la coMbucIni ol WiaiawaMi Tiut- rnaia PWa tMMra. Cbbkaraa. n- Kanaas. ba Ima W eptrmg N Nd* and *M iMma and cumanteonbacla'* lc*ii**nunib*i ol ma bddd Al bddar* imal ba Kanaas imda mo Mm* a AM 150. Aikanaa* AMa ol 1856.**anMndsd TnoeaataaCaiin**oraisi88*rv*8 tiangtil lorayaclanyandaieaMaiidlo wM any rtormaaaaa n Ha propoaal rtoiyiiaaaaa daamadiopanmaoaoiiwaaaol rnaCommapon TliaCeiiirHmonrur. mat '88rv88 ma ngr* to vnmnoid ma awHdng ol Via contacl Mr a panod not 10 8x0880 50 day* alMr ma iacai OatadViM 15mda\u0026gt;olJaiiuaiy,J99O irMarowmil^jSaotjUiv____ Advertisement For Bids AflIWSASSTATElNVERSmr JObESBOAO.AIVUtNSAS iDodji^ Notice of Filing ARPUCATIONFCRRETALSEERPER- OFFPREMSES Noaca I* naraby givan vial ma under- aawo iiaa laad vima Oapaiynant oi aEm Bawaga ConOol ei m* state ol AzkanaM kx a pgiM to aai bag H ratg bom Db gemaaa daaatoad a* l4710Ce(ibMRd .LdbAeck.PUatki Tha uidaraigned aiale* mat ra a a dtisan ol AzkanaaA ol good mxal chartcHt. Vat ha naa lavg baen cen- YClad el * tdony g pm* ome iwok- arnord Dipeude. mat no ictnM to De* Dy va uaioaraiarad las been icMked wdin bre yean led Md. eno Dal Dm imdaragnad ha* n*v* bean CQiMCted ol weblng Da Mrra ol Dia Stab gailyem*Slab.rdaitreloDia tw ol dcokoK bavaagu lopSca- aon a w paimi to b* laauaa la opwa- bon baginng on th* 22nd d*y N March. im.ddMaxpraonSia^ Iron deyeiAmt, 1990 ALANC SPRNGEH The Country Saae SuOsenOad and aiucm 10 Delaa me irMi2moiyor7 KATEKHAMO volFabiuaiy. 1900 ktrCotiYiaasuaiEiQrK^ 1692 Notice of Sale Nobe*  nsraby gtran m Oendd R UsHon. UmM SI*lM kWikd la m* EasHm Oidiicl ol Ajkaii***. pussuanl to * udgmanl anlsrad 11 a cmI aclton ewiong m m* umao Siala* Disbic) Court la tn* E*8l8m OdVica ol Ailwi- ** nW*d umao SUU* c* Amine* V BirGa8Lmii**.C*u8*Ne LR-C 80528. iid*8l*tpubtcy^ tom* n/iaal odoar at ma EMl soiyio 9iraai Ooti ol ma PdaakiCouily Coixmouaa. lima flock. Aikantaa or Maren 12^ REAL ESTATE LaaPliikettMcCeniack - 1 NeWyPuNc MyCemmiebonExpiru - t-31-92 .1 WEEKLY Every Saturday. Only in the Gazette. eoniroialomaiidpai mandaladByJTPA 1 auoi program* a* PioppaaM nami M poilmarkod no NNimanUatdi I2. iSgO ordTamd- Idea Ailey Wednesday in Food Oily in the Gazette PBOFESSIONAI.\n\u0026amp; BUSINESS SEBVICES To Place Your Ad Call 371-3y : 262.PititlRR. PiRerkugliR 4rkok8di8*on8bl88liii8i8orlnt 8 Exl panlno. homa ispus, carearby. SUomwindow* C8I483-2828 BXTERI0R/INTSII.PAIRnH6 WaRtapa, serna c srpanby, 20 Yt* sxp Id a.cudomatcenbacH 1t6.AccoutiaE.B6Dkkeep)ii IB3.BBR\u0026lt;lgzerl6rsler I9M. al900am, me totovimgde- aonbM tad gepatly m PubduCoAiay Alkanes* LOI W7, stonewall SueOMSON. PHASE IV-e  me City a JackKinvia* iiPula8luCouriw,Arkan8aa ma UkUd Suiat Marand wd ac- ceM ma lugned and batt bo oHerad tot cadi g M a *adi g 30 dmo * pureiwsad g credl. Va puchai* al saiOaab wH Da r*a*8d todre Detidal vaiBbol iDtbp* annum bom dab ol pgentM unM paid, anm apaevM Metz, to aeewe Da paymaza a va pgeneae price, and e ben wt be '*- Iwad g ead and to lurVar sacua auenpucntMmgtty DATED Jaruary  1990 0end6 H Meig.lbiiHdSialieMarBnelkxma EaalaiiiOalnaaAzkanaM Notice of Sale Mobca a laraby gtto mat Dondd H Unto, Utubd Sttb* UdDbi tot ma Eaatam Dama ol Arkanaa*. pursuanl lo a Ndgmenl anbrad n a cn aebg pendng m ma unaad Stabs Cbdrcl Coul tor ma EasHm DatRI* Arksn- M*. Btiiaad Umlad Slalae d Aznenca V Bda 0 HowaL d *L Cauaa Ho LR-C-86a\u0026lt;6 wd aM al pubic auctdi to Da bgnaal bdl* d Ila Ead Bpmp Sbaal do* d Ua Pdadu Ceuny Courvieuw, Ulla Roc* AzkansaL g Uetek ig 1980 al 6 06 a tn, ma lei- touig 6eegbe6 teal piepgty m Pir ia8k(Ceudy,Atkaneu Pari d me E'n d VttNH'4 d Saebg*, TowiMhp 3 Norm. Rgige 11 Wad. Pulaski Counly, Arkanaa*, mae gibcu- BULLDOZER WORK, backno* and k\u0026gt;aOar.aavl.drT8iidcoroi848vioik Cal Am 455-5300 loa flaaaonaOta ndtexidun* gapge tatoa CM56618S7 Sadao gppeaaM wd b* tacarrad Of tiltrou la Lbivara4v \u0026lt;i ta Pw- ctitamg Oeoattnata Azkanaaa Slab invanely, Jenaebao. Atkataas wiH lOODam FaPrudyZZ. ttgoBdNe 556 Ur kstidiiig and lacadng 'iva 15) Accgdkxi Fadnis Psribcra g Arkati- le* Stab UnvaraAy CampuL Jenaa- bge. Aiikaiaaa. al Mkai Ma and Diac* ta PtepOMB n* M pobbciy epenad did r*a aloud Aly Ptepotda tactivtd atur la Ma rd dile d opanmg rrS ba ratwnad A bd betd n me eirauiti ol 6t mual accompaiiyDid The Own* esawnas ra etibgabg lo ccapi me Uwtet aanyaaendie- gvet ma tidi to ttpcl any a al OMa Fg kxtar iiiernaig CM Arkarttl Stab Utmgtfy. PuoitKno Dapart- rnan.S01-672-20K AIKANSAS STATE UNMERSDY BT BdFatar.DrecMrplPwtfaamg FePridtyS. 1980___________ Advertisement For Bids A REPLACEMENT RtiPSOCATNO CHLLER FOH COLLcSE. 4j- JUtaCn HOH SCHOa. TEXARKAHk AIKANSAS SCHOaOSmCT NO 7 TEXAFKAHk ARKAI^ 180. Brick Md CeHeii) Work A-' BLOCK. COMCSETl ROCK and BRCX SnM or Wpa LM u* PM 4 OMV Cd 8854125 IBI.Cniiet MdRBiStrvke CARPET OfANED $ deodontad $4 5Spetnm^a|MC(ai CH and Exlaroi npua* paring, cirpartat wotk roodng. diaat tock 183. CHd Core hooaalrraang I Caa 7714797 182. BiiHilMiHd ModeriilzifiK AHTyp** Il Hama hnpraVMiuarit* ARUMSAS'BEST SBHKCIISPCCIU iCKiaaiMMS4999a ndoaxyaa 8 ga* ^as ioa^'b8tn*. \u0026gt;00\" palm Homa imciev*n*il*ol any Rrd Son* WltBPAUinRB* CriLOCAHE N MT H0ME4*en4(i (acaguib* taba bmakled-tunch 6 arMckagoMdad, Ibgnu ataa.moing Oli IV nH CM6B-7705enyWiM CldVSTIAM GRANbuD^R HAS epanra Maren Id ig 2 cMdtan 2  yjytaold 20iiabp. 2261313 Motng naa aim wakmg win ckkben 41 hg ngna 825 (U eWd bitt* kttdl SSSittkie mad* 228-0847 OFF FAftP ARK. enudeatenmy noma 24 m  and 25 v*gi tot Otepm* wdeema CM 663-3007 aiiylme WLR  O\u0026lt;0CAHE  ini taim 94. I(*f. wk aecag 5 lYatiM $4S/M. 5 loaomitiait b8*itMeM224.|i*i 304* OHM work I2 jva experience leenee 6 bxided naiHeriid 6 Ce\u0026gt;\"- meroM 9467324 lb KveeauiiaMa 289. Prolessiolil Services Suy wvi aeeny g nm Mendey 1 Fnday Vk.Hle P 0 BOX55382. LStaRock.Ani )2\ni5 tndiciia be* ***m*t**. m* 20 yi* uoakS* 582-6208 DiBtoRsnnnnm FIUHCINEMMIABU SOB.RHlilg 8 oVdr odia* good oMd W.OOO PARTY BAROE 24n. 118Jokn*on. Upper deck axe cond $4500 CM 5* 14190*5367325 alt Som PAHTYSAAGE 1966 Nbasnkbxma. Sin 9Ctip MaaM oaboorO 4ii wttty remdnkO Oh beat, motor \u0026amp; bdbr U3004S4*u*da88-43230ey* PARTY 64RGE. 1980 ibMraCniMt, 4anp Huan, boal ad uid. $8950 CM834-i626alW5oniiiraa PLAYCRAFT PONTOON 24n bhje 6 wkla alinrium Gioovf. Iwn 6 ruri- nuig bgba. W Ikxaaperrg mgevry axe Mkd $3500922-1*75_____ tmRMMaWMT BASS BOAT Rariog 1988 3S0V I5lbp Ewbuda. XULeranUdapBUm- ov. wrp oeug* S alaiitsee std ptepa *2*-j5BMIHiX(ia CM 229-1685 amtingsDaairwIs MOTOR HOME 1888 Bouiidai. 348. 27MO irlM $33000 wa tad* kx nc* Mia modd 5Ui whad Cal 623-4211a767.1821________ MOTORMOWE IBaSSeuthMld 25n.'8lwiib*ds.lpllBA Ikciidnalv** kdvbaiM 15 000 nutU naw. 7530320 MOTORHOME l978T(Oga.18R.iDg- ede*. hky eaD eontaiad: mol \u0026amp; dean paittratg 318 abiig 981 I gonaratoi Do^ 1000 879.56*8lia Bail MOTOaiHCM ' WnnabaooDodga t98B.roolai.4KwM10Bn. Room adtkaon*. i nonwiimodairg ' A-ZHOOPINO / NEW KETTLE PUMP. PRE 6 UCP BUCKET Fg n** By Day Weak Cal372 7252 g 687-5ia 1, NEWYeAttrSSKClALMaAU. ROOFtlQ6HEueXTEUNO Mliooliv * pusSiSO iyipjetai*8e946O4\u0026lt;2 PROBLEMw/YOLnROOfLeAXHT L WedoaaRRerool navrroolktapai - bMaaanabacaaarhWMEEAESSI kdrm 81 tyoit \u0026lt;V I Formadlmaopr I pro*8(n avadabia lor 210. AKiilaKe Repair  EXPERIEHaOS HONEST * tmanciig Fa ddait and eattnaM cM S25-40ft HalSptitigs bHiMDVMANa Sadad DIM Mt a RscbosiMM Rac- roetbio ChDg Ig Cea^ ra Jiavg Higk Sdttd. Texarkana, Arhanaas Sdied Disba. Texsikaza. Aikazaa* vMM tacarrad Dy me BogddEduca- bg d va rexetbane. Ananiat Sckod Dabel m Da ConManca RoomdnaEAicabgCerag,TeK*- kana Aikataa*. imls200pm.C4ri- bdStandatdTine.PibniaiY^IOgO Tia bileniiebg lor Bddar*. Form d Bat Ferm d Cootia Puna. Spaob- cabone. Forma d Bd Bond Partor- nwic* and Paytvanl Bond, aid oviw CerirKi Docuranis may W acaninad min*olbc*d\u0026amp; Jerry Moody Deputy StpgiilefiaafiL Tgerkene Scried OaVci. EducebgCenbt. Tcxdkaiie. iikaneea  m me dbee d PaOI \u0026amp; Pent ConeulviB Engmegs. me. to- iMted al Hanlage Wtd Buidng Side 400, 201 EadblHMig Lrtle neck Arkeraea T220i-l43i and gpaa may De obcairad bon Da Sged Oana upg Dtymeiil d 625 60 pg Ml MrtydaacnOMaaloImn Bnrmnga. ma HoiviaM conw ol m*N*. NWS L** Cppanliv pankng cotxiW tapa, dacki lana.ale Dlara 585-3848 ^'s 211.ElectriMlWork Hamaarptovamani aaiunM. panang, loelria mnor lapaa a worn HEEDtLBCTRiaAMT fOOlrd, earpanVy. nwaaii guar jOyra a* baaad i Saebg*. TownaUSHxVi.RanM I1 WedmsncaSeuDiOdMtiwRimn- das Wad a datarca d 1262 52 bet VMtice SoOh 36 dagraee 55 mmuiM Yleetadietencad lS5 22led Dance Sour 11 degeea ii mnuHeEadt ddanca d 74 8 leal Dance Saudi 79 Wee* 47 mraau Wed edetanc* d 35i8d VatieeN^OdegreeaOS huruba Ead a dalinca d 156255 bd tMnca5eun88aageea49mi- Ube Ead a dalKice 647a Mel le me Doiddbegnniig The unaed Stab* Mararai no to- cad Im Ngned and bad Od okaad tor Otto g g a crdl d Wday* i pdoiabM g eaiX Da ouiroa** at \u0026gt;*d Ida wDba taouaad 10 gkvbesid at varabd lOtbpdatmunvomdabd Of auaji. aw oncaa. tuo to naaF ng CaaTMeOSOaiMm RooWig apacMt. l9l35M)1^00i I arxHnebnd  d 1' HOUSE LEVELING FOUNDATION REPAIRS CrickadBrKa SnexyFioasanoSieK iigDoaaflapgad ALS0Drk*6P\u0026gt;**s A Mud Jacknp SrATCWOr 1.eeO-*4\u0026gt;7?*7gE263333____ JR 8 SON* CONTRACTOR! wa de partrig.penelneSamMtepai* abo ualMi^ CMS72-75i*anyMit PAIHTIH6 * REMOMLIMC NeJonToeLgg*Or7ooS(iMl 2M.LlBdSO|lllB _____$3500.847-0*48 OVERHEAD CAAREH 18nCo*ckman. *a cg4*ii. evumua tt D*m. neww itenaiitro -rtn ebg $1*00 uud *** CM 286440 POPIRCAAMER leeZPdbmmo nk cebde.acids.$23lXlebe ______0*8682-6421 PROWLER 1878 21(1 bjfyedlceiUli l3lalWSM-7714^ DARK TOPBOL. 18, ptivd dezai. bsckhei. bvekL wt dWr* ot u-ntul CMSSS-SSTg 350. Yird Work ar.noyaaaroraioior.you 1,550 060 Caa 985-201808* RNEROU^ SS'nasei. 5 cut. wwi. oid.a/c.BSgon naw pant A catpal. noacio lo 881 519 000 CM TOR BOL PIT Top aoA I Prdaatpr* LewtiRekiio 6 Citareig CM 883-1757  LDLJkWKSERVICl Uewinuxe wieat e* bin cm, livt W.Buk*e/nau,btee*t585-6290 , COMPLETE LAWN 6 GAHDEN WOflK-sptatdiip lecaM. tedcbzio. WANTa 8.000 b. aMcbK. Vim a l^enoiv wv*i. 5 grd w CZiawoMI iseoairw Cl32f73ra WANTED 19*9 low riaaga StPuban. ^^Mda ill, cun. or tard Cal 'f/S bOMIkaiWw.e 754184pm HONDAFOnMAN 19684X4 naw CM 886-6 i82Yeiinisessoo ~HCNOA1868COR600,700rni~ nrrgweck muxe*. S65-2406ettote 30pm 3 NQlOABUOmriItT moOK 7003000 ml**, bMdt.lorai.S2900 CHtmm 574-02Mld).8354a3|n|HS LoaoadaOelmiad DaTvwaksMo 0*82254716 g.SStcda (.MadrieibaM SlO.Cetwtey WAMTEO MERCEDES BENZ S^SIoaTbiaMnaS'MvSwJo 1881.82-88. 300S0 a 3000 538086*______________ TAKEARCECNAIAUMCaRPET nkan you tska aMmaga a Via tor alMonoV mreugnma Cdsslia n 81a Aiksrass 017888 Del*, eekng $ I SOOtot v4ieM Rg CM227l5aB61-6621 9U BOAT. Obdig. I8n wak-lkru wndslwul. 60kp JOvagi motor. OVi .laadyto 00.5189 CtIJilPitn naat graat cono moo tii I 355-^(Bidlar5pmEudM* OanaiaiaAalirtatiaaM 269.MorliBadSto(i|e PROYLER 1980.28n.d*\u0026gt;6 eniarinlTi*io*d* Ch$a recpn3.$8000 79*-2*82Saaan STHWtCEk.Prewi* 2*n.Mi~ oer**ii*d.kccatid.w/liick6 *i*c*cM koekup*. $5500 CM787-63011101 Sang* ma U amoinl olyincr \u0026gt; pa laliAid^ purcnaaa wiH pad. an appiovad maUamoimlolyincriiaiPaiBaAida^ wiu adn Io Oora 508 OdO*!* upon lakyn off auraiV: 10 aaoia Hi* pa^nanl ol ma plvd pi0|O manuaH irO iddirda n (CuiarkNO noa ctlaraa pudM pnea. and a wn wE M rt- REMOMSLIM-MOME imprevenwils-ReemAddltlena 2^*xo(8icu8icoii7s:'4 686 2070 bTHEHl^Y NoJobToo^as IVMAKCAN* maaFra* E slinalat EXPERT MOVERS, apacitknig  kotiaa apetbraraa, dbee. para and padwi8^66a-0446 VZC LAST A VAHtTY dmoaorowMa tot ideiimaCaaa'adt You'rabgMie Ind omdhne mat K** yow talffr jualkeapteadiis' \u0026gt;aadnggraaa8nmAng 83*-01S7 - Lewi Mertenence win * oaMnakted tougceisao-igogazzi-'Tut Wednesday, February 14,1990 Arkansas Gazette HAPPY BIRTHDAY CHANDRA From: The Rhodes \u0026amp; Stephenson Families AUMY^^ALWAYS HAFPYVA^miC SOAY' ILOVE YOU.TEBi Jimmy \u0026amp; Jajon I Love Yoa L Both 1 * AU MY LOVeEe NuOAWPADN OALWAYS Mn Thndvt IsttN I Lm yM. L Twteilrte. J X. .X ALLUYLOAVLEICOEN BVRAYALENTN TK SOAY MRONBIWANY HAPPY VALfNTM S DA, LOMCU TUXSeEASAPNOTOOPNSEK OS EMANUEL r Bimv ValtMbei Eta\nMbUkt \u0026amp; frutaMker , Uit. Mtn Anita! nur. i.Mi^ a unilA AiaAAMMA iM) A...lb.~l lliipn U\u0026gt;, laXc 0AM4FJCH 'IIILCOEVOEY YOOUUN.PULYEALSFEE B' E SWEETCfEAMSaASY LOVE MAMIK . HAPPV VAUS'HNE'S DAV! WE LO'T. VOL, ^JXAHK a RICiC him: Hippy ValnltM Dit rw lal^ HAPWPYlSVHAYLOENUTWPSet-ESHOEAfYlE.O\" ALE LOVE.DEGBE TOnLAAPUPRYAV.AXLMEANTTHTAC'NS OIHAYT\u0026lt;S Y HOVE YOU. TO* UI 01 MTyO LOxrINeONnY VPlEMRMRIYiW , Dey LOVE YOU, BEVERLY AUOIKLOTRVAECOYN AVLAMLAENHOAm ESOAY MCMANDOAO VitraliiK'} Day JanalhaB \u0026amp; April Le. Hon my HOAEPSPSYE V.LAElEONI.T StPCE NSCOEARY. TAUKV MrOY.KnSTC TlOOfYrEA,i TSROAtCtYrA ALL OLR LOVTEA OLMNA VDAGLEE N1WS DA Y SHANANOKAYLON LWOnVaEl wYeO hUi mveov e eT iDmR wEAoMfd csocmenee liiuye\u0026lt; I 1 U) YOW k umii. X MKIHICHY HTA0NTVHV6A BLEESNTTMIONME' ESVOCAAY. I ILOVE YOU. TERI HAPPYXVRARLEYNT1BTCHS OAY. lOliE.CUKIKAREN VOUARNEOAUGORETAXTRW fE HAPPYVAlENTIC'SOAV SHALAMMAIAKASSC Oanwy ( DiMBhii 1 CtuilM * Tny * Din YOUO AfR MEY T UWf EUtI QHT , Lo\u0026gt; McuKile. HAPPY .YALBNTK'S OAYI ' AUUYLOMVAERMGAWRUETNUC SOAY I will always love you. Love, Sir Stud 0. VDIw. YdoLuO rVE*yeO miFoOden mEvyE MRei s eer HKwrVMaMfie Oei'Love.AOGPI AUMYLOVEVA\u0026amp;NTM'SOAY PELOANYEU T t TO AN UiLMOtvtenmtMwil M} UOU ^WEvSaElMbJWUSSERc-tS MY I Love You, .SUSAN IRB1G V mom y JACeUETTl JEorNcFlEonv.eJsEoKfEmR\u0026amp;ylJAfeM E BE HAPPY Dear Bobbie. Happy Valentines Day! You will always be number ! one in niy heart. DAO.YOUMCTX HAVPEW AE GTR\u0026gt;ECAATR DTAOYP. L ROOVSEE O auEOR Yl Carl I ANN, HAPPY .VALENTINE'S DAV LOVE, ' VERNON Miss Cross, the Church Tower Bell Ringers of Trinity Cathedral Love You and Your Change Ringing Tintinabulations! Be Our Valentine Please iCRRAnEV WALAELKNETRX ASLOL MAYYL OVE ON 9tAn0N BRYANT KJ Happy Valentine's Day! ^Mama Lot\u0026gt;es Yoi Stay Suieet! . BEHl.ioMeeve'ed. FndcneiirdhNeilieyou . C To the Classified Staff. Inside \u0026amp; Outside Rep's, You are a Great Team. Happy Valentine's Day Marlene HAPPFYrVedAdLiEe GHTPIiHveEi' SDIV LnOiinVsEw'Sl JllOdeUrt KFVMVRCtAUiQ eO wCewnn iMiye e*i ABCSTTRENlOOlVetrYinOmUA.SNTOePHONC un nil' mwmiHt rua*u M *U n  m KaC mt\u0026gt;U Htfn IMt). IWUl MW AOUOUNYNlAOtVAETNOEN VAtENTrCSDAY HAPSPTYEVPAWL\u0026amp;EXNATWVESRO AY LOVEMAAAA Yvette, Love You Forever ^harle^ TO A VERT ^TOAL PERSON * HTAOPAPYI LVAMLOENST^eOeSROEANY '8OO\" ALicr umm I xirnn 6 FM. CvUClMXLESt KUP nf UFt FANOA GEOFFREY. ALWAYS LOVES ANITA. HTOAPTPHVEVLKOLYEEHOTPMUSYOIAPYE'  i lOVEYA.NafM TO ZHAACPHPAYRVYA. NLCATNHTATeN'.S \u0026amp;O GALYE'N DA ILOVE YOU. TERI * BAYRORUYD URAWMEUIOSW WHEOLOOWVEUTOO-iUi . VOuPnA ANR CKLAUNBSAS FKDEIHCK Going Home WouW ' 8e the Best VUenflne'sj Oty Present] J Love You, Wooflle X AU MYJALWOVAEN.OAALWAYS DALf/wmennciAv HAPPYVLAOLVEEN JTANNE SDAY i AU MYLOVEM^ENTPE SOAY To my fivorile glrU \u0026lt;1 Mu, Jxnene, J^y, 1 Mloy and Cris \u0026gt; .Hippy Vdaiines Dav^ Love. Chuck 5 AINLOOVIAEL YWOAUY BSAvBnYX. ' HAPQPEYRYRAYLCEONLIWTOSNOAY aLETTET WMITjHec YTOTUE JnUiSeTe HTETEEPBS ILOVE YOU VANESSA JUM \u0026amp; MUI KOlf YOU U M HI THOUWn . (OMIMBALWAn j V. ItOHWU. X. WB aHAPPVVAL^THE'SDAY HAPPYrVOAR.CEGMETRTTC SOAY LOVE.CAHJi VZUJIALOMV.JE0 HYONBU A8RUA NOY JOYCEHUNTER HAPPYVAL*ENmESOAY MOLCOVUEE.MtC SMCOTT HAFPLYMVAIAlEUNBTHEeRS OAY ILOVE YOUfKLPS John, Did yoo know ihii you're my hero? Yoo de no*! Go Dbinoindl Love Alkiyi.  Lorie 3w.e IA su.srvew. ewOuTnhte s eurcah e, WooMoed e, rbru. bt*ul Raby Macon, Tht Macon jamily woalJ like to ex^u bow much wt love you. and how much we apbreciatt all the umei that you've been then for . Your love is lomtihing we'U wprr takt for granlcii. ygluiliius Day lii. ? 4\n^ r \"r i\u0026gt; 02/084iU * 12:17 301 374 7609 L R School Dlst -\u0026gt;-\u0026gt;-\u0026gt; ODM @002 kr *' J \u0026lt;|j . .Jii a i. r A  r-. TO\nFROM: THROUGH: SUBJECT\nLittle Rock School District 810 West Markham Street Little Rock, Arkansas February 5, 1991 72201 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for 5^^ Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools 'Dr. Herb Cleek, Deputy Superintendent Information on Central International Studies Magnet Please find listed below the information you requested concerning the racial breakdown of the international studies program at Central High School. As you know, all students at Central do participate in the international studies program. . magnet status can be described as a \"school within a school\" Central's not arrangement. Students wt^o reside in Central's attendance zone have the option of participating in the international studies program. Likewise, students who live outside of Central's' attendance zone may transfer for the purpose of participating i the international studies program. in  It is important to be aware of this arrangement because it helps to explain the high enrollment in the international studies program. Approximately 175 seats were reserved for students from North Little Rock, Pulaski County, and other neighboring districts (according to the TriDistrict Desegregation Plan), however, the program is also open to attendance zone stude nts. Another point^of clarification relates to how students in the international studies prog-r am- are i--d--e--n---t-i-f--i-e--d--.- Students in the international studies.program must take an internationally oriented curriculum. They are required to select one foreign language (levels I-VI) each year from a choice of the following  Classical Greeks French, German, Japanese, Latin, and International studies students must also take Global languages: Spanish. Insights (social studies, grade 10), American History International Studies or Advanced Placement (grade 11), International Relations/Contemporary Issues or Advanced Placement European History (grade 12), and English International studies Advanced Placement (grade 12). In addition to the required courses, t', 1____1 .1____ are offered for students in the international studies or at least 12 elective courses program. JI \u0026lt;1 t5? I 1  fj s M J .fi * 02/08 91 12:18 0301 374 7609 L R School Dlst ODM @003 p i, 4 * z T -r Central l.S. Program page two These courses The I I are also available to other Central students. racial breakdown of students taking required international studies courses is listed below. The racial breakdown of students taking international studies electives is also provided for your information. Students taking tecruired and el(ar-ri required elective courses are only counted in the required courses section. Required l.S. Courses Black 363 students White - 400 students Other - Total - 26 students 789 students 46% black 51% white 3% other I S' Slactive Courses Black White Other Total 212 students 100 students 2 students 314 students 68% black 32% white J 7 Please let me know if you need more information. cc/ Estelle Matthis02'08-91 12:17 0501 374 7609 L R School Dlst ODM 0001 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 374-7609 DATE TO FROM SENDER'S PHONE SUBJECT Special In ions hojl i^umber of Pages (inclutie cover page) 1 Tax Phone Number^71-D/M Speed Piel . FOR Data JROCESSING OFFICE USE ONEY Transntined By___ Pole Time R 03{90 T* .'T * * * * *  T T n' I i' T T T '  *t*P*^'^A^'T-tA'T^A'T^'^T^^^AAiT^AtA^^A^A'pA^^^ X X X X TRANSACTION REPORT P. 01 FEB- 8-91 FRl 12:12 START SENDER ^X TIME \"AGES TYPE NOTE l\\'O9 u'i 374 7609 2' 04\" 3 RECEF/E IK I I I X X X X X  H   '  UI unuuoYOYx,u, **\u0026gt;.B ruxi \u0026gt; M \u0026lt; luirt.x.'i HxxtOifYxn.n^^ruuxjfXDi'i.trtxxyxiKXHand Delivered Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 February 14, 1991 TO: Ann Brown, Office of Desegregation Monitoring FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent SUBJECT: Information on Central International Studies Magnet Program Please find listed below the information you requested in your February 8 memo. The number of tudents from PCSSD and NLRSD (M-to-M transfers) or other school districts who participate in the program. North Little Rock School District 1 student Pulaski County Special School District - 4 students Legal Transfer student (from Bryant School District) Exactly which courses (subject and grade level) are included in the l.S. program, both required and elective? Required Courses Elective Courses A. B. Global Insights 10th E. Amer. History l.S or AP International Relations/ Contemporary Issues or A? European History r^nglish l.S, or AP 11th 12th 12th Students must also select one foreign language (levels I-VI) each year from a choice of: -Classical Greek -French -German -Japanese I -Latin -Spanish A. B. C. D. E. F. G. H. I. J. K. L. Global Studies 12 th World Geography - All grades World History - Global Economics 11th \u0026amp; 12th All Physical Geology - Ail Drama 11th \u0026amp; 12th Global Insight.s AP European History Comparative Govt. International Relations/Contemporary Issues Foreign Languages* ATLAS* C. 1 A *Can be an elective or a required course, depending on student's schedule. **No students enrolledMemo to Ann Brown February 14, 1991 page two 2. What is the definition of an \"International Studies Magnet Program student\"? Any student attending Central High School who is enrolled in at least one required International Studies course and one foreign language course. This definition is consistent with the information provided in the third paragraph of my February 5 memo. 3. Is a student who is enrolled in only one l.S. course (required or elective) example, counted as an l.S. magnet student? For is a student who takes a Spanish class (but who is\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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_650","title":"Principal selection process, Gibbs Elementary School","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-05/1994-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Gibbs Magnet Elementary School (Little Rock, Ark.)","School principals","Parents' and teachers' associations"],"dcterms_title":["Principal selection process, Gibbs Elementary School"],"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/650"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nGibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 May 18,1994 Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Matthis: The Gibbs School PTA convened yesterday evening for the special purpose of considering how to best engage parents and patrons in the important decision of choosing a new principal for Gibbs Elementary School. Enclosed to this letter are the nomination of five parents of Gibbs students who we believe would positively contribute to the selection decision. We are submitting five names for several reasons. First, we wish to assure a true representation and cross section of Gibbs parents and student needs. You will notice our nominations are balanced among mothers and fathers, black and white parents, and across grade levels. Second, we are aware that one year ago, somewhat larger selection committees were successful in choosing principals for other LRSD schools. At Pulaski Heights Elementary, for example, the larger committee interviewed all applicants, ranked their top three preferences among the candidates,. and the LRSD administration made the final choice from these three. This process seems to capture the right balance of participation and decision-making between parents and the LRSD. Finally, two other suggestions were adopted at our meeting. The PTA wishes to recommend that the Gibbs faculty have the prerogative to appoint five faculty members to the selection committee. Also, Ms. Marie McNeal, the Social Studies Supervisor for the LRSD, is viewed as very knowledgeable of Gibbs since its inception as an International Magnet School since 1988-89. Ms. McNeal has been instrumental in thedevelopment of Gibbs international studies curriculum and theme, hope she also will find a place on the selection committee. We We are very interested in hearing from you about proceeding with the selection of a new Gibbs principal, numbers and address indicated. We can be reached at the telephone Best Regards. \\ MAA Dorothy D. Rhodes Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work (morning only) 324-2330 im Lynch Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work 569-8572 Enclosure: Gibbs PTA Parent Nominations cc: Executive Board Members, Gibbs PTA Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 May 18,1994 Telephone 324-2490 RSCE?'*'^?) Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 MAY 2 0 1994 eiiiiSe Qt D3scgrsoai\non \u0026gt; Dear Ms. Matthis: The Gibbs School PTA convened yesterday evening for the special purpose of considering how to best engage parents and patrons in the important decision of choosing a new principal for Gibbs Elementary School. Enclosed to this letter are the nomination of five parents of Gibbs students who we believe would positively contribute to the selection decision. We are submitting five names for several reasons. First, we wish to assure a true representation and cross section of Gibbs parents and student needs. You will notice our nominations are balanced among mothers and fathers, black and white parents, and across grade levels. Second, we are aware that one year ago, somewhat larger selection committees were successful in choosing principals for other LRSD schools. At Pulaski Heights Elementary, for example, the larger committee interviewed all applicants, ranked their top three preferences among the candidates, and the LRSD administration made the final choice from these three. This process seems to capture the right balance of participation and decision-making between parents and the LRSD. Finally, two other suggestions were adopted at our meeting. The PTA wishes to recommend that the Gibbs faculty have the prerogative to appoint five faculty members to the selection committee. Also, Ms. Marie McNeal, the Social Studies Supervisor for the LRSD, is viewed as very knowledgeable of Gibbs since its inception as an International Magnet School since 1988-89. Ms. McNeal has been instrumental in the . ..J.ingdevelopment of Gibbs international studies curriculum and theme, hope she also will find a place on the selection committee. We We are very interested in hearing from you about proceeding with the selection of a new Gibbs principal, numbers and address indicated. We can be reached at the telephone Best Regards. Dorothy D. Rhodes Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work (morning only) 324-2330 im Lynch Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work 569-8572 Enclosure: Gibbs PTA Parent Nominations cc: Executive Board Members, Gibbs PTA Gibbs PTA Parent Nominations for Gibbs Principal Selection Committee Mr. Willie Jones Black Male 5th Grade Mr. Dotie Angulo White Male 1st Grade Ms. Easter Tucker Black Female 3rd Grade Ms. Ann Cashion White Female 4th \u0026amp; 6th Grade Mr. Zachary Polett White Male 1st GradeGibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 'T^ (aJoaa^C'C/ 7^ //s^' s H.ja '^\u0026gt;'f'^*'\u0026lt;' \"rkt i z:/\" /)lptt^^ lMA5 , ,' X^SiMVl ^1,1^ /jMi^i^ y /j/\u0026lt;6 l/Jdi kM/^  I I \u0026lt; 1 (aaA aa. C/ Ia\\^Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 May 25, 1994 Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Matthis: As we informed you in our letter of May 18, we have selected five parents to represent the Gibbs parents in the principal selection process. However, while respecting your and Dr. Williams request for only three parent nominations, the following parents are offered: Mr. Willie Jones 1022 West 11th Street Little Rock, Ark. 72202 Work 374-5472 Home 374-2193 Ms. Easter Tucker 9510 Vanderbilt Drive Little Rock, Arkansas 72204 Home 227-9870 Mr. Zachary Polctt 614 North Taylor Little Rock, Arkansas 72205 Work 376-7151 Home 664-9259 We also request that the following two persons be added as non-voting alternates with the opportunity to observe the committees working sessions:Zach Polen  501-376-2423 3E 7/17/94 6:42PM 22/4 Mary Virginia Mayeux 614 N. Taylor Street Little Rock, Arkansas 72205 June 26, 1994 Honorable Susan Weber Wright Federal Building 600 W. Capitol Little Rock, Arkansas 72201 Dear Judge Wright: I am writing as a concerned parent of two children at Gibbs Elementary Magnet School concerning the process by which the Little Rock School District administration is attempting to appoint Dr. Ed Jackson as the principal of our school. In May, when our previous principal announced her early retirement (under pressure from the district administration to move to another school), a Gibbs PTA representative contacted assistant superintendent Larry Robertson and deputy superintendent Estelle Matthis about what role, if any, parents would play in the selection of a new principal to fill this vacancy. We were told that we would follow the same procedure that has been in place in the district for several years in which a committee of parents, teachers and district administrators interview a number of candidates for the position and select their top three preferences, in rank order. The superintendent then chooses one from among these three and recommends that choice to the school board. The district administration appointed such a committee, the Gibbs Elementary School Principal Selection Committee, and included on it three Gibbs parents, two Gibbs faculty, and three district administrators. Prior to the interviews, the parents and teachers on the committee requested from the administration a list of all applicants for the position and those from that list selected by the administration to be interviewed by the committee. This information was denied to them by Dr. Richard Hurley, the custodian of the records, Estelle Matthis and the office of Dr. Williams. This denial was made even after the district had supplied a copy of this list to an Arkansas citizen not on the committee who hadZach Polett  501-376-2423 3117/17/94 3:42 PM  3/4 filed an FOI request. Subsequently, the parent and teacher members of the comittee were able to obtain the list from this citizen, and prepared a letter to Dr. Williams and Ms. Matthis asking to interview five of the applicants. This letter was hand-delivered by a member of the selection committee to the offices of Dr. Williams and Ms. Matthis the day before the interviews were to be conducted. The letter was never responded to and the request was eventually effectively denied. This selection committee met on June 7 and interviewed five candidates (selected by district administrators with no input from Gibbs parents or the selection committee). The committee unanimously, by consensus, decided not to recommend to the superintendent any candidates from those interviews, and was assured by the administration-appointed chair of the committee, an assistant superintendent, that the committee would be able to interview additional candidates within a few days. On June 9, this assistant superintendent informed us that Dr. Williams had refused to honor this commitment and that the selection committee portion of the process was over. Thus, the committee met and interviewed, but emphatically consideration as Gibbs principal. did not select three candidates for Despite many subsequent conversations with administrators and board members and a group meeting with Dr. Williams on June 1 5 in which we made clear the committee's decision that it needed additional interviews. Dr. Williams proceeded to name Ed Jackson as Gibbs principal and to claim that the committee participated in that selection. The problems which have resulted form this procedure are numerous and serious, including: (1) Parents have lost all confidence in district administrators to speak to them truthfully. (2) Parents are shocked and angered that they have been directly and emphatically told on two occasions by Dr. Williams that their participation in their children's education is not needed. (3) A principal whose strengths are in basic skills and discipline has been appointed, against his will, to a school where the emphasis is on international studies, as reflected in reading, writing, art, music, andZach Polett  501-376-2423 3E 7/17/94 08:43 PM 24/4 languages. We believe that this is an inappropriate mismatch of principal and school theme and could endanger the vital distinct magnet program. ive character of our Prior to the present controversy, Gibbs parents and students loved the warm supportive atmosphere and positive learning environment of our school and had spoken so highly of it to many others that there was a surge in applications for the school this spring resulting in lengthy waiting lists for admission, longer than Carver and other historically popular magnet programs. However, in a few short weeks the Little Rock School District administration has endangered what has taken years of hard work by principal, teachers and parents to create -- a successfully integrated, very popular school located in an old building in the middle of central Little Rock. Parents are distressed and angry about being shut out of any meaningful input in deciding the school's future. The prospect of losing a large number of middle class black, white and Asian students from the school is very real. Instead of attracting students and parents as magnet schools are supposed to do, the Little Rock School District is apparently trying to repel them. Please consider directing the Little Rock School District administration to allow the district's Gibbs Elementary School Principal Selection Committee to complete its work by interviewing a group of five (or so) additional suitable candidates and recommending three of them to Dr. Williams so that he can select an appropriate principal to recommend to the school board for the school we love so much. Sincerely, Mary Mayeux P. S.: You may enjoy the enclosed picture of my son and his two best friends, all of whom are Gibbs students. Enclosure++ I: / /o t 7 7 /3(X\u0026gt;\u0026gt;U. / - '\"f (Xot\u0026gt;u/i/t\u0026gt;\u0026lt;v\u0026lt;4 Uj- iAiti/tx\u0026gt;i^' Bli l^'^ + 3:e\u0026gt;c) 6cje^  6i\u0026gt;i/i 1/ Jt) r O n 4 \u0026lt;/ /1C\u0026lt;^ '^T'^xJL. C^a 1^ ^:\u0026lt;i^ Zach Poieff  501-376-2423 37/15/94 1'32 PM 22/5 GIBBS ELEMENTARY PARENT ASSOCIATlOf MEMORANDUM 6/4/94 TO: Dr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE: Meeting Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: 1) interviews. A list of questions we intend to ask all applicants at Tuesday's 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. Attachment:Zach Poiett-'  501-376-2423 117/15/94 G1 32 PM 23/5 Partiai List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain v\nhy this lesson worked well. Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) In what ways do you see yourself supporting the staff in disciplinary matters? 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10') What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children? rZac^i Poietf 0'501-376-2423 ai 7/15/94 01:31 PM ZS1/5 DATE: TO: Friday. July 15, 1994 MEMO \u0026lt; LL FAX: FROM: Melissa Ripling. Office of Desegretation Mnnitorinn 371-0100 Here is the memo you requested for your study Zach Polett PAGES: 5 Zah Pelen\" S 501-376-2423 Jl7/15/94 G 1:33 PM 24/5 Partial List of Applicants We Would Like to Interview on Tuesday. June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussZach 05'6'.!  501-376-2423 3t 7/15/94 G 1:33 PM 25/5 Proposed Procedijres for Interview Proce: 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. 2) We understand from discussion with Estelle Matthis on Friday, May 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible principal for Gibbs Elementary.Ct- . GIBBS ELEMENTARY PARENT ASSOCIATlOf TO: FROM: RE: Meeting MEMORANDUM 6/4/94 REC aEj.5 Jbl 1 5 19941 Dr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superinten^^l^j Desegregation Monitonna Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion on Gibbs Parent Association Members on Gibbs Principal Selection Committee Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: 1) interviews. A list of questions we intend to ask all applicants at Tuesday's 2) A brief list of procedures we propose to help facilitate the interview proce: ^2. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your a: istance with these matters. Attachments Zach Poiett  501-376-2423 327/15/94 01:32 PM C3/5 Partial List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. 2) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) In what ways do you see yourself supporting the staff in disciplinary matters? 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 1 0) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?Zach Polett  501-376-2423 3C7/15/94 01:33 PM 24/5 Partial List of Applicants We Would Like to Interview on Tuesday, June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussZach Polett  501-376-2423 aa 7/15/94 01:33 PM  5/5 Proposed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. 2) We understand from discussion with Estelle Matthis on Friday, May 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible principal for Gibbs Elementary.JUN-28-94 TUE 14:14 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 S' GIBBS ELEMENTARY PARENT ASSOCIATION MEMORANDUM 6/4/94 TO\nDr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE\nMeeting Preparation for Gibbs Prindpai Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: 1) A list of questions we intend to ask all applicants at Tuesday's interviews. 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. AttachmentsJUN-28-94 TUE 14:15 ' 4201 ruitfu SUSAN W WRIGHT FAX NO. 5013246576 P. 11 Partial List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. Z) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficient^ in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) matters? In what ways do you see yourself supporting the staff in disciplinary 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?JUN-28-94 TUE 14:15 SUSAN W WRIGHT FAX NO. 5013246576 P. 12 Partial List of Applicants We Would I Ike tn Interview on Tupsday, June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussJUN-28-94 TUE 14:16 4acn roien SUSAN W WRIGHT FAX NO. 5013246576 P. 13 I Proposed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. 2) We understand from discussion with Estelle Matthis on Friday, May 27 that the application process was being kept open, if after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working dosely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible prindpal for Gibbs Elementary.JUN-28-94 TUE 14:14 SUSAN U WRIGHT FAX NO. 5013246576 P, 09 TO: GIBBS ELEMENTARY PARENT - TEACHER ASSOCIATION MEMORANDUM 6/15/94 Dr. Henry Williams, LRSD Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee Wilhelmina Lewellen Vickie Oonterman Gibbs Staff Members on Gibbs Principal Selection Committee RE: Follow Up to Our Memorandum of June 4, 1994 As members of theLRSD's Gibbs Principal Selection Committee, we again respectfully request to interview the following people for the principalship of Gibbs at the earliest convenience: Sharon Davis Sharon Brooks Deborah Mitchell Diane Barksdale Katherine Tweedie Please ask your staff to schedule these interviews as soon as it is feasible. ThanK you in advance for your assistance in this matter.JUN-28-94 TUE 14:13 SUSAN W WRIGHT FAX NO. 5013246576 P.07 GIBBS elementary - teacher association PARENT .CHAi^SRS OF SUSAN WR?SH'r JUN 2 0 1994 U. S. DfSTS/GT J!JOGE June 17, 1994 Dr. Katherine Mitchell T. Kevin O'Malley Dorsey Jackson John A. Riggs, IV Linda Pondexter Patricia Gee Oma Jacovelli RE: Principal Selection Process for Gibbs Magnet School Dear Members of the Little Rock School Board: Enclosed please find a copy of a letter sent to Dr. Henry Williams following out committee's meeting with him on June 15, 1994 . This letter is being provided to each of you so that you will be aware of our concerns regarding the selection process and procedures employed by the district administration which was designed to result in the superintendent's recommendation to you of a new principal for Gibbs Magnet School. We believe that it is important for each of you to know that the parent-teacher members of the committee unanimously believe that the process was inherently and fatally flawed, if for no other reason than it substantially eliminated any significant and meaningful input by the parents and faculty at Gibbs. Additionally, the selection committee did not recommend any names to Dr. Williams for consideration for the principal position at Gibbs.. JUN\n28-94 TUE 14:14 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 Members of Little Rock School Board June 17, 1994 page Two As you can see, we have simply asked Dr. Williams to allow us the opportunity to interview additional candidates for the position of Gibbs principal. Sincerely, Gibbs Parent-Teacher Principal Selection Cojnmittee Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman BY\nA AFAjt/jc Enclosure 3861d JUN-28-94 TUE 14:11 SUSAN W WRIGHT FAX NO. 5013246576 P, 02 PARENT GIBBS ELEMENTARY ' - TEACHER ASSOCIATION June 17, 1994 Dr. Henry P, Williams superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 RE: OF SUSA'-Z WFQP.F-R y.'.RjCHT JUN 2 0 19S4 U. S. DfSTHtCT JIJDGE HAND DELIVERED Principal Selection Process for Gibbs Magnet School Dear Dr, Williams: Again, on behalf of the Committee, I would like to thank you for your time in discussing the selection process with us. think we can all agree that an important component to this I successful functioning of not only an individual school such as Gibbs but of the entire school district is the meaningful and significant involvement of parents and teachers in the decision-making process. As patents and teachers, we observe, on a daily basis, how our schools operate and, therefore, can offer relevant input in the selection of a principal for our school. At the conclusion of our meeting, you indicated that you would review the process and procedures which have taken place to date. You agreed to advise the committee whether or not you would permit us to interview additional candidates for the Recognizing that you will be involved in principal's position. other activities through the end of this week, we ask that you notify us by 2:00 p.m., Monday, June 20, 1994, Although I believe we made it quite apparent during the course of our meeting, I would like to reiterate that our primary concern is with the validity of the procedure by which the next principal of Gibbs is to be determined. has been stated by the administration that this particular Although it procedure had worked\" in prior applications, it has been our experience that the process in this instance is inherently and fatally flawed.JUN-28-94 TUE 14:11 SUSAN M WRIGHT FAX NO. 5013246576 P, 03 Dr. Henry P, Williams June 17, 1994 Page Two When we initially learned that there would be a vacancy, the Gibbs PTA met and determined that we would like to be involved Subsequently, we undertook efforts to in the selection process, determine what the process would be and what we, the parents and faculty of Gibbs, needed to do in order to become a part of the At no time were we ever given specific or accurate process. . _ . information regarding the process and procedures to be employed in the selection of a new principal nor were we told what our Upon the recommendation of Deputy Superintendent Estelle Matthis, we met and selected a committee to represent role would be. Gibbs and drafted communications to the school district We also requested requesting involvement in the process. information regarding the names of applicants for the position but were not provided that information until third party filed a freedom of information request. Dpon obtaining this information, the committee met and on June 4, 1994, submitted a list of names of candidates that we wished to interview, a list of questions to be posed to the applicants, and after learning by word of mouth some aspects of the selection procedure, 11 a list This of proposed procedures that we wished to be included. letter was hand delivered to both your office and that of Estelle Matthis, Deputy Superintendent by a member of the Gibbs committee. However, it is apparent that neither you nor any administration representative on the selection committee ever saw this communique prior to the June 7, 1994 interview session. On June 7, 1994, the parents and faculty of Gibbs posed several questions to the administrative representatives on the selection committee. we asked how the five interviewees were selected and were told that all five had been selected based on We are now told their expressed interest in the Gibbs position. by you that that was \"misinformation*. It was not until the interview session that we were informed as to what the procedure Both before the for selection of the principal would be. interview process and at the conclusion of the interviews, inquired of the administrative representatives whether, in the event that we were not satisfied with any of the applicants we interviewed, could we interview additional applicants. In response to our inquiries,we were told that the answer to our inquiry was unknown but were later told that, yes, if we could not come to a consensus on the applicants to be recommended to you, the process would remain open and we would be able toJUN-28-94 TUE 14:12 SUSAN W WRIGHT FAX NO. 5013246576 P, 04 Dr. Henry P. Williams June 17, 1994 Page Three interview additional candidates. During the course of our meeting of June 15, you indicated that your representatives were \"misinformed*. The parent and faculty members of the selection committee also expressed serious reservations about the utilization of the Our concerns were the lack of prior input evaluation forms. into the questions to be posed to the applicants as well as the use the forms would serve in the selection process. we were assured that it would not simply be a matter of tabulating the scores and then selecting the top three candidates based on There was substantial reluctance on the simple mathematics. part of the faculty and parent members of the committee to fill out the forms until we gained assurances from the administration that those forms would not be used as set forth above. At the conclusion of the interview process, the consensus was that we had not interviewed a candidate that wecould recommend to the administration for the Gibbs principal After lengthy discussions, the group agreed not to position. . . submit any names to the administration and that we would request the opportunity to interview additional candidates. Administration representatives insisted that the forms be filled out and that was done only after again receiving assurances that the forms not be used and the scores tabulated to arrive at three candidates based on the highest scores obtained. We were told that the only reason to fill out those forms was to document the fact that the committee had interviewed the five Additionally, several members of the committee. applicants. committee, expressly stated that any recommendation to the administration would not be based solely on the evaluation forms as those forms did not accurately reflect an individual's choices. As a general matter, it is difficult to understand how a principal can be selected based solely on a thirty minute interview. Dr. williams, based on the foregoing, we simply ask that you provide us with an opportunity to interview additional candidates and complete what we believe is an incomplete process. I am, under separate cover, sending a copy of this letter to the individual members of the Little Rock School Board as well as to Judge Susan Webber Wright and Donna Creer of the Magnet Review Committee.JUN-28-94 TUE 14:12 SUSAN W WRIGHT FAX NO, 5013246576 P, 05 Dr. Henry P. Williams June 17, 1994 Page Four We look forward to your response. Sincerely, Gibbs Parent-Teacher Principal Selection Committee Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman BY: A^red^. Angulo, Jz. AFAjr/jc cc: Dr. Katherine Mitchell Shorter College 604 Locust Street North Little Rock, AR 72114 T. Kevin O'Malley Ark. Board of Review Tower Building, Suite 700 Little Rock, AR 72201 Dorsey Jackson 1400 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 John A. Riggs, IV J. A. Riggs Tractor Co. P.O. BOX 1399 Little Rock, AR 72203JUN-28-94 TUE 14:13 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 Linda Pondexter Fuller Jr. High P.O. Box 8601 Little Rock, AR 72216 Patricia Gee 8409 Dowan Drive Little Rock, AR 72209 Owa Jacovelli 6622 Gold court Little Rock, AR 72209 The Honorable Susan Webber Wright U.S. District Judge P.O. BOX 3316 Little Rock, AR 72203 Donna Creer Magnet Review Committee 1920 N. Main North Little Rock, AR 72114 3860dAAai^_^mocrat :^(^azctte FRIDAY, JUNE 24. 1994 a ijtQa Rock Newaoaoen. ine. Parents input LRSD unnecessary, Williams says BY CHRIS REINOLDS Oemocrai-Gazene Staff Writer Little Rock Superintendent Henry Williams angered a roomful of parents Thursday night by suggesting that their involvement wasnt necessary in running a successful school system. That remark followed an angry exchange over parents insistence on being involved in the selection of a new principal at Gibbs Magnet Elementary school. Ive read a great deal of literature that suggests schools can be successful without parental involvement, Williams told the parents. I just want you to tell it like it is. The audience reacted with an exclamation of disbelief at that comment. He was responding to a complaint by a parent, Alfred Angulo Jr., that he and other parents met with Dr. Williams and. were told schools can run without parental involvement. Williams has decided to reassign 17 elementary and junior high principals for the 1994-95 school year, saying he recommended the moves to.improve See LRSD, Page 13A  Continued from Page 1A and revitalize the schools involved. The reassignments were presented to the Little Rock School Board for action Thursday, according to the agenda for the meeting. At Gibbs. Williams assembled a committee of parents, staff and district officials to interview candidates and recommend one for the principals position. The committee interviewed five candidates but decided against recommending any of them for the vacancy caused by Donna Davis retirement. Parents said they asked to interview more candidates but were denied. If we did not see an appropriate candidate, then the process should remain open, Angulo told board members. Why go through the sham _ and pretense of involving us in Angulo asked a process? 9 Williams. We are asking for meaningful participation. Angulos remarks prompted a deafening standing ovation from the packed room of more than 65 people. Theyre asking to make the decision on who the principal should be, Williams said, referring to the parents. I would not put people in positions that would not improve the schools, he said. After that exchange, the board approved several agenda items, then brought up the issue of approving the 17 principal transfers. When Williams said Ed Jack- son, principal of Williams Elementary, would be reassigned to Gibbs, a cry of protest sounded from the audience members with children in the magnet school. Patricia Gee, a board member, made a motion that Gibbs parents be allowed the opportunity to continue interviewing candidates for principal. The motion failed 3-3. Gee, T. Kevin OMalley and O.G. Jacovelli voted for the motion, while Katherine Mitchell, Dorsey Jackson and John A. Riggs IV voted against it. Linda Pondexter had become ill and left the meeting. We ask for parental involvement, and we shouldnt slam the door in their face,\" Gee said. The board then swiftly moved into executive session. Gee and Jacovelli voted against that move. Both agreed that parents should have a say about the assignment of a principal to Gibbs. When the board returned from behind closed doors and resumed business less than five minutes later, members noted that the reassignments had been completed and a vote was unnecessary, despite the matters inclusion on the board agenda. That left no doubt Jacksorr'is now the principal at Gibbs Elementary. Another issue that has spurred controversy during the past two months was apparently put to rest earlier Thursday. The board voted 4-3 against using a private company to run the districts school buses. A cheer resounded from bus drivers and others when the board took that action. Gee, Jacovelli, Pondexter and Mitchell cast the majority vote. The board also voted 4-3 to hire a staff attorney at a salary of $60,000 to deal with routine legal matters. The district will still retain the Friday Eldredge \u0026amp; Clark law firm, which has been representing it in the Pulaski County desegregation lawsuit ,,jGibbs School PTA RECEJ^fSO 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 SUSAN Wi JUN 27 1934 U. S. CStSTftlCT JUDGE kftx'Lru^L\u0026lt; zc + cbM-^ -a-^- ' du. PnA u?-K\u0026lt; .cbL(LkJ^ J-, s\u0026gt; I 5^eAyU\u0026gt;^ I ) 5^\u0026gt;ut\u0026gt;^ L/U^^ r\\ )\u0026lt;u 0)^ \"^wo^ ^UlWii\u0026gt; U\u0026gt;-^ (_,4- 5 ^^Az\\ C^tO'^ JWax ,,j\ni,J), \u0026lt;cu2j 'Vz^sRa -ta u\u0026gt;Pui^^sc^X\u0026lt;, Sxj-WBBRRIffWW Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 t/AAh ttu '^y^D(X^c^ (2X^xj(Ta,\u0026lt;:cJ^ -tn-O tAJAXM: (\nt^ ti-Ukh^.^ (zO~t(K  n, wwA ^r hJi[/CM it luhb^'^^ U\u0026gt;1 w~\u0026gt; ,l/un\u0026gt;^ ZpA A. ' ^i) [M- (AH- y) [/^^ I (/H WA- 1}J^ f lit \u0026lt;7^^  XAp-^ .2 -i.^^\u0026lt;T' r 5 Zach Poien W 501-376-2423 3B7/17/94 06:42 PM 2/4 Mary Virginia Mayeux 614 N. Taylor Street Little Rock, Arkansas 72205 June 26, 1994 Honorable Susan Weber Wright Federal Building 600 W. Capitol Little Rock, Arkansas 72201 Dear Judge Wright: I am writing as a concerned parent of two children at Gibbs Elementary Magnet School concerning the process by which the Little Rock School District administration is attempting to appoint Dr. Ed Jackson as the principal of our school. In May, when our previous principal announced her early retirement (under pressure from the district administration to move to another school), a Gibbs PTA representative contacted assistant superintendent Larry Robertson and deputy superintendent Estelle Matthis about what role, if any, parents would play in the selection of a new principal to fill this vacancy. We were told that we would follow the same procedure that has been in place in the district for several years in which a committee of parents, teachers and district administrators interview a number of candidates for the position and select their top three preferences, in rank order. The superintendent then chooses one from among these three and recommends that choice to the school board. The district administration appointed such a committee, the Gibbs Elementary School Principal Selection Committee, and included on it three Gibbs parents, two Gibbs faculty, and three district administrators. Prior to the interviews, the parents and teachers on the committee requested from the administration a list of all applicants for the position and those from that list selected by the administration to be interviewed by the committee. This information was denied to them by Dr. Richard Hurley, the custodian of the records, Estelle Matthis and the office of Dr. Williams. This denial was made even after the district had supplied a copy of this list to an Arkansas citizen not on the committee who hadZach Polen  501-376-2423 3E7/17/94 0:42 PM 23/4 filed an FOI request. Subsequently, the parent and teacher members of the comittee were able to obtain the list from this citizen, and prepared a letter to Dr. Williams and Ms. Matthis asking to interview five of the applicants. This letter was hand-delivered by a member of the selection committee to the offices of Dr. Williams and Ms. Matthis the day before the interviews were to be conducted. The letter was never responded to and the request was eventually effectively denied. This selection committee met on June 7 and interviewed five candidates (selected by district administrators with no input from Gibbs parents or the selection committee). The committee unanimously, by consensus, decided not to recommend to the superintendent any candidates from those interviews, and was assured by the administration-appointed chair of the committee, an assistant superintendent, that the committee would be able to interview additional candidates within a few days. On June 9, this assistant superintendent informed us that Dr. Williams had refused to honor this commitment and that the selection committee portion of the process was over. Thus, the committee met and interviewed, but emphatically consideration as Gibbs principal. did not select three candidates for Despite many subsequent conversations with administrators and board members and a group meeting with Dr. Williams on June 15 in which we made clear the committee's decision that it needed additional interviews. Dr. Williams proceeded to name Ed Jackson as Gibbs principal and to claim that the committee participated in that selection. The problems which have resulted form this procedure are numerous and serious, including\n(1) Parents have lost all confidence in district administrators to speak to them truthfully. (2) Parents are shocked and angered that they have been directly and emphatically told on two occasions by Dr. Williams that their participation in their children's education is not needed. (3) A principal whose strengths are in basic skills and discipline has been appointed, against his will, to a school where the emphasis is on international studies, as reflected in reading, writing, art, music, andZach Poiett tt 501-376-2423 307/17/94 08:43 PM D4/4 languages. We believe that this is an inappropriate mismatch of principal and school theme and could endanger the vital distinct magnet program. ive character of our Prior to the present controversy, Gibbs parents and students loved the warm supportive atmosphere and positive learning environment of our school and had spoken so highly of it to many others that there was a surge in applications for the school this spring resulting in lengthy waiting lists for admission, longer than Carver and other historically popular magnet programs. However, in a few short weeks the Little Rock School District administration has endangered what has taken years of hard work by principal, teachers and parents to create -- a successfully integrated, very popular school located in an old building in the middle of central Little Rock. Parents are distressed and angry about being shut out of any meaningful input in deciding the school's future. The prospect of losing a large number of middle class black, white and Asian students from the school is very real. Instead of attracting students and parents as magnet schools are supposed to do, the Little Rock School District is apparently trying to repel them. Please consider directing the Little Rock School District administration to allow the district's Gibbs Elementary School Principal Selection Committee to complete its work by interviewing a group of five (or so) additional suitable candidates and recommending three of them to Dr. Williams so that he can select an appropriate principal to recommend to the school board for the school we love so much. Sincerely, Mary Mayeux P. S.: You may enjoy the enclosed picture of my son and his two best friends, all of whom are Gibbs students. EnclosureJUN-27,-94 MON 10:26 SUSAN M WRIGHT FAX NO. 5013246576 P. 02 Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 June 26, 1994 CHA SUSAN Vr i ''.mGHT District Judge Susan Webber Wright 600 W. Capitol Little Rock, AR 72201 JUN 27 ldS4 s, n(STir?!CT JLIDGE Dear Judge Wright, I am the mother of a second grader, Jake Tull, at Gibbs Magnet School and am writing to you about some recent events regarding this school that I find very troubling. Let me preface my concerns, however, with praise and positive feedback for this wonderful school. Gibbs has been a perfect environment for my child, and one in which he is very happy. The faculty is outstanding and the curriculum is well suited to his need for more than a basic skills track. He has been enriched by Gibbs excellent art, music, language, and science programs, especially the Dunbar Garden\". As a tactile, kinesthetic child with diagnosed learning differences Jake has blossomed in the two years at this school. More importantly, he has learned respect for individuals of race and religion other than his own, and has been given respect himself. As a parent, I have also been enriched by the association with the children, faculty, and parents of Gibbs school. It is the most amazing and cooperative collection of multi-racial, multi-cultural, and multireligious persons that I have ever had the pleasure to be around. I am very concerned for several reasons. First of all, I am distraught with the so-called selection process of a new principal in which I have been involved. This process was misrepresented to us from the very beginning and we were sand-bagged\" every step of the way by Dr. Williams and his immediate staff. Our only intent as parents in this process was to have some input regarding the person whom we thought most appropriate to maintain the level of excellence and professionalism at Gibbs School that we have enjoyed. We by no means wanted complete control over the determination of the new principal. I find it inexcusable that we had to threaten the Little Rock School District with a Freedom of Information lawsuit in order to obtain information regarding principal applicants. Furthermore, I find it appalling that only one out of seven of our requested applicants was present on June 7th to interview. We were not under any circumstances allowed to interview the candidates that we had wanted to and did not submit three names to Dr. Williams for contention in-JUN-27-94 MON 10:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 the Gibbs School principal position. As far as we were concerned we had not seen the \"right\" person for the job and were promised that the selection process would remain open. This did not happen and it became apparent that we had been set-up\". Secondly, I find it inconceivable that the superintendent of the Little Rock School district would even allude to the fact that parental involvement is unnecessary for strength within the district and individual schools, much less quote this thought three times and have studies to prove it. He obviously needs a history lesson regarding the Little Rock public schools. As far as I am concerned, the parents rank third behind both the students and the faculty in providing strength to a school. 1 have held PTA positions, been a room parent, and tutored individual students at Gibbs school for two years. Nothing, with the exception of my family, holds greater importance to me. Thirdly, I find Dr. Williams' arbitrary and \"fruit basket turnover approach of transferring principals very unsettling. If his purpose is to stabilize the school district, he is accomplishing just the opposite. In all honesty, I cannot find the rationale for transferring Dr. Jackson from a strong magnet school\" to another strong magnet school\" with a totally different curriculum and philosophy. 1 think highly of Dr. Jackson and feel that perhaps he is just a pawn in Dr. Williams power play\na game in which everyone loses. I am asking you to review these matters and counsel the Gibbs PTA on our next step. We are in the public schools because we believe in them and feel that they provided the best education for Jake. Please continue your efforts in making them the best environment for our children. Thank you. Sincerely, Sue Tull, Gibbs PTA Treasurer and concerned parentZach Poiett W 501-376-2423 36:7/17/94 6:42PM  2/4 Mary Virginia Mayeux 614 N. Taylor Street Little Rock, Arkansas 72205 June 26, 1994 Honorable Susan Weber Wright Federal Building 600 W. Capitol Little Rock, Arkansas 72201 Dear Judge Wright: I am writing as a concerned parent of two children at Gibbs Elementary Magnet School concerning the process by which the Little Rock School District administration is attempting to appoint Dr. Ed Jackson as the principal of our school. In May, when our previous principal announced her early retirement (under pressure from the district administration to move to another school), a Gibbs PTA representative contacted assistant superintendent Larry Robertson and deputy superintendent Estelle Matthis about what role, if any, parents would play in the selection of a new principal to fill this vacancy. We were told that we would follow the same procedure that has been in place in the district for several years in which a committee of parents, teachers and district administrators interview a number of candidates for the position and select their top three preferences, in rank order. The superintendent then chooses one from among these three and recommends that choice to the school board. The district administration appointed such a committee, the Gibbs Elementary School Principal Selection Committee, and included on it three Gibbs parents, two Gibbs faculty, and three district administrators. Prior to the interviews, the parents and teachers on the committee requested from the administration a list of all applicants for the position and those from that list selected by the administration to be interviewed by the committee. This information was denied to them by Dr. Richard Hurley, the custodian of the records, Estelle Matthis and the office of Dr. Williams. This denial was made even after the district had supplied a copy of this list to an Arkansas citizen not on the committee who hadZach Polen  501-376-2423 237/17/94 (Sfl:42PM  3/4 filed an FOI request. ubsequently, the parent and teacher members of the comittee were able to obtain the list from this citizen, and prepared a letter to Dr. Williams and Ms. Matthis asking to interview five of the applicants. This letter was hand-delivered by a member of the selection committee to the offices of Dr. Williams and Ms. Matthis the day before the interviews were to be conducted. The letter was never responded to and the request was eventually effectively denied. This selection committee met on June 7 and interviewed five candidates (selected by district administrators with no input from Gibbs parents or the selection committee). The committee unanimously, by consensus, decided not to recommend to the superintendent any candidates from those interviews, and was assured by the administration-appointed chair of the committee, an assistant superintendent, that the committee would be able to interview additional candidates within a few days. On June 9, this assistant superintendent informed us that Dr. Williams had refused to honor this commitment and that the selection committee portion of the process was over. Thus, the committee met and interviewed, but emphatically consideration as Gibbs principal. did not select three candidates for Despite many subsequent conversations with administrators and board members and a group meeting with Dr. Williams on June 1 5 in which we made clear the committee's decision that it needed additional interviews. Dr. Williams proceeded to name Ed Jackson as Gibbs principal and to claim that the committee participated in that selection. The problems which have resulted form this procedure are numerous and serious, including: (1) Parents have lost all confidence in district administrators to speak to them truthfully. (2) Parents are shocked and angered that they have been directly and emphatically told on two occasions by Dr. Williams that their participation in their children's education is not needed. (3) A principal whose strengths are in basic skills and discipline has been appointed, against his will, to a school where the emphasis is on international studies, as reflected in reading, writing, art, music, andZach Polett  SOI-376-2423 S: 7/17/94 0:43PM  4/4 languages. We believe that this is an inappropriate mismatch of principal and school theme and could endanger the vital distinct magnet program. ive character of our Prior to the present controversy, Gibbs parents and students loved the warm supportive atmosphere and positive learning environment of our school and had spoken so highly of it to many others that there was a surge in applications for the school this spring resulting in lengthy waiting lists for admission, longer than Carver and other historically popular magnet programs. However, in a few short weeks the Little Rock School District administration has endangered what has taken years of hard work by principal, teachers and parents to create - a successfully integrated, very popular school located in an old building in the middle of central Little Rock. Parents are distressed and angry about being shut out of any meaningful input in deciding the school's future. The prospect of losing a large number of middle class black, white and Asian students from the school is very real. Instead of attracting students and parents as magnet schools are supposed to do, the Little Rock School District is apparently trying to repel them. Please consider directing the Little Rock School District administration to allow the district's Gibbs Elementary School Principal Selection Committee to complete its work by interviewing a group of five (or so) additional suitable candidates and recommending three of them to Dr. Williams so that he can select an appropriate principal to recommend to the school board for the school we love so much. Sincerely, Mary Mayeux P. S.: You may enjoy the enclosed picture of my son and his two best friends, all of whom are Gibbs students. Enclosure JUL-21-94 THU 15:51 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE: July 21, 1994 TO: Ms. Ann Brown F.Y.I, FROM: Judge Susan Webber Wriaht NUMBER OF PAGES INCLUDING COVER SHEET 7JUL-21-94 THU 15:52 SUSAN W WRIGHT FAX NO, 5013246576 i6\u0026lt;h P, 02 V cf-i.'-r-iv/i'i?' SIJSAM V.S-T' \" l.i, JU I 2 I !U04 Dif^HIGT JUf:2GE /L Atvidi ... oC^aMa f AaA li, m(^ .............. I *6, L. 'p 1 Xe\u0026gt; .A. . -/- /7,  'y^C X ./-/^ . -/ '2'kf AL, . . ! r. yi\u0026gt; f   / a. ^tC'T^\u0026lt;^'\u0026lt;JC zd) A A.. ^ctATJuAbA A'V ypAhbcAA ' \" / - / JUL-21-94 THU 15:52 SUSAN W WRIGHT FAX NO. 5013246576 P.03 /^ '! } 7 / tti-cA /C-7-^ ^^''A'y'ie^edL ,7ac^bL^\u0026gt;/:Z(r^^ 'ZuoiT^ \"'a' 1 / ! / /cAj-ChJ^ r ^-CC^ aZ.\u0026amp;^\u0026lt;auj-^ AA\\^tj^''L/t '(JyjJ-^'^ f AU'AT.i^AitJL L / .. '7 A 'iU^d  i. A \"'L AW- TvA^I - '2Ual. JUL-21-94 THU 15:53 .3\u0026gt;.................................... SUSAN W WRIGHT FAX NO. 5013246576 P, 04 7 /OO /KrUJ ^0 \u0026amp;7. /\u0026amp;:) /t , J /OyAzTiyi-  I'Uyj2^.(.^^'^\u0026lt;^ \" '.------------- ^c \u0026lt;' /^ ^-G \u0026lt;^^6L-2-^yi:CL\u0026lt;yc^ , y.T 7 'U 7 fy '^Lx' 1 A ^-t ' ,  n ' ' ''7V9 C6h:. d) Z^'LCj^yd^y A .9 4 y /^ '^\u0026lt;J2,. tTL. /'o .-7 ,(\u0026gt; i-^ A-^ c\u0026lt;L^\"^ JUL-21-94 THU 15:53 4 SUSAN W WRIGHT FAX NO. 5013246576 P, 05 y^/-^ yziid^ t. /^ Ul '/Coy cy( ^ Cd ( y-i .7^ 4 tc^yi^^L 1 CC^C ,1 dd/y) \u0026lt; L.- ^'^/yy uL 'i '^CQ/ /.1,-^J/ci /dd\u0026gt; //^'d /^ C-CjC d^ccA'i 4 Cil^ J ,\u0026lt;? / y^nunyt^} CcfJZ) -U^'-J. ') (5 ----_ ---------. ^p\u0026lt;$^Ctyz\u0026lt;C //iy A-C'Cl'^Z ^'Xeyj-TK^U--^ C^'7^ ) -^^0 ydd /Cy y , t \"Adji. (y . yi'.,. J ,4 r dC^''-~iS:^^/\\J 4^?-lZi't4 JUL-21-94 THU 15:54 SUSAN W WRIGHT FAX NO. 5013246576 P, 06 /U\\^- aI /6Lc dii Mjl ./3cAffv^ /(^}tJ6c.j^. 6 /6ci . ,CC-}U.a, //y 7) 63) ^6c 't:c. Z' w r'J fi /? / Ccc^i 3 i^- c L' CCAi 'tXc. /tcz^'6 \u0026gt;1 0, -1 ./r\u0026gt;vle. ^6'  /) *  ..3bi.o^3^UNAyCi:^ ^'^)e^ctun^ .. ..^\u0026amp;CC6 .d^K -.^-^ \u0026lt; /W^y,. 0 /. /Ca~cdL - 4'/ ' . liJx. .\u0026lt;3A^ } L /UCAa^ ' JUL-21-94 THU 15:55 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 //\n^iC^ 'J a /' -^i ,sW tJAZnu *7- 1'^k( Skip Rutherford 5604 Hawthorne Road Little Rock, Arkansas 72207 June 24, 1994 Mr. Dorsey Jackson KPMG 1400 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 dUH 2 7 1994 Dear Dorsey: Office of In all my years of supporting public education never have 1 seen sucli outrageous and insensitive public statements as the ones made by Dr. Henry Williams regarding parental involvement in the school (clipping attaclred). His actions also completely contradict both the intent and the spirit of the desegregation plan which calls for parental involvement. Dr. Wilhams' continuing actions are comparable to the insensitive public attitudes of former superintendent Ed Kelly. Dr. Kelly's \"controlled choice\" plan and his actions blindly \"rubber stamped\" by a majority of the school board forced over 1,000 students to leave the district and many families to leave the city. Tlrere is a rapidly growing feeling  particularly among those with children in the public schools - that Dr. Williams is taking the district and tire city in the same disastrous direction. Perhaps, however. Dr. Williams' uncaring and arrogant attitude regarding the public does explain why he \"job-hopped\" so much before coming to Little Rock for a lucrative contract with a \"pension for pals\" provision. With tlrat kind of sweetheart deal, he doesn't need the public even thou^r he is head of a public school system. Someday though the district will need to go back to the public for a vote of support and to the Federal Court to explain why it is directly violating the court-approved plan. Good luck. Sincerely, Skip Rutherford SR:sw Enclosure cc: Judge Susan Webber Wright Ms. Ann Brown v Ms. Pat Gee Ms. O.G. Jacovelli Dr. Katherine Mitcliell Arkansas Democrat \"O' (Oazell ARKANSAS NEWSPAPER Copyright  1994, Little Rock Newspapers, Inc. LITTLE ROCK, JUNE 24,1994 108 PAGES 10 SECTIONS Parents input unnecessary, Williams says BY CHRIS REINOLDS Democrat-Gazette Staff Writer Little Rock Superintendent Ileniy Williams angered a roomful of parents Thursday night by suggesting that their involvement wasnt necessary in running a successful school system. That remark followed an angry exchange over parents insistence on being involved in the selection of a new principal at Gibbs Magnet Elementary school. I've read a great deal of literature that suggests schools can be successful without parental involvement, Williams told the parents. 1 just want you to tell it like it is. The audience reacted with an exclamation of disbelief at that comment. He was responding to a complaint by a parent, Alfred Angulo Jr., that he and other parents met with Dr. Williams and were told schools can run without parental involvement. Williams has decided to reassign 17 elementary and junior high principals for the 1994-95 school year, saying he recommended the moves to improve See LRSD,- Page 13A and revitalize the schools involved. The reassignments were presented to the Little Rock School Board for action Thursday, according to the agenda for the meeting. At Gibbs, Williams assembled a committee of parents, staff and district officials to interview candidates and recommend one for the principals position. The committee interviewed five candidates but decided against recommending any of them for the vacancy caused by Donna Davis retirement. Parents said they asked to interview more candidates but were denied. If we did not see an appropriate candidate, then the process should remain open, Angulo told board members. Why go through the sham and pretense of involving us in a process? Angulo asked Williams. We are asking for meaningful participation. Angulos remarks prompted a deafening standing ovation from the packed room of more than 65 people. Theyre asking to make the decision on who the principal should be, Williams said, referring to the parents. I would not put people in positions that would not improve the schools, he said. After that exchange, the board approved several agenda items, then brought up the issue of approving the 17 principal transfers. When Williams said Ed Jack- son, principal of Williams Elementary, would be reassigned to Gibbs, a cry of protest sounded from the audience members with children in the magnet school. Patricia Gee, a board member, made a motion that Gibbs parents be allowed the opportunity to continue interviewing candidates for principal. The motion failed 3-3. Gee, T. Kevin OMalley and O.G. Jacovelli voted for the motion, while Katherine Mitchell, Dorsey Jackson and John A. Riggs IV voted against it. Linda Pondexter had become ill and left the meeting. We ask for parental involvement, and we shouldnt slam the door in their face, Gee said. The board then swiftly moved into executive session. Gee and Jacovelli voted against that move. Both agreed that parents should have a say about the assignment of a principal to Gibbs. When the board returned from behind closed doors and resumed business less than five minutes later, members noted that the reassignments had been completed and a vote was unnecessary, despite the matter.s inclusion on the board agenda. That left no doubt: Jackson is now the principal at Gibb.s Elementary. Another issue that has spurred controversy during the past two months was apparently put to rest earlier Thursday. The board voted 4-3 against using a private company to run the district's school buses. A cheer resounded from bus drivers and others when the board took that action. Gee, Jacovelli, Pondexter and Mitchell cast the majority vote. The board also voted 4-3 to hire a staff attorney at a salary of $60,000 to deal with routine legal matters. The district will still retain the Friday Eldredge \u0026amp; Clark law firm, which has been representing it in the Pulaski County desegregation lawsuit.CTfl iUwxm I I/CO S't-jV'' fbv uAaa?X^ ^'fT^ U^ (J^ i (D-tt (/U4^ r/o ^d~ \\cha  f X.JUN-17-94 FRI 14:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 May 18,1994 Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Matthis\nThe Gibbs School PTA convened yesterday evening for the special purpose of considering how to best engage parents and patrons in the important decision of choosing a new principal for Gibbs Elementary School. Enclosed to this letter are the nomination of five parents of Gibbs students who we believe would positively contribute to the selection decision. We are submitting five names for several reasons. First, we wish to assure a true needs. representation and cross section of Gibbs parents and student You will notice our nominations are balanced among mothers and fathers, black and white parents, and across grade levels. Second, we are aware that one year ago, somewhat larger selection committees were successful in choosing principals for other LRSD schools. At Pulaski Heights Elementary, for example, the larger committee interviewed all applicants, ranked their top three preferences among the candidates,, and the LRSD administration made the final choice from these three. This process seems to capture the right balance of participation and decision-making between parents and the LRSD. Finally', two other suggestions were adopted at our meeting. The PTA wishes to recommend that the Gibbs faculty have the prerogative to appoint five faculty members to the selection committee. Also, Ms. Marie McNeal, the Social Studies Supervisor for the LRSD, is viewed as very knowledgeable of Gibbs since its inception as an International Magnet School since 1988-89. Ms. McNeal has been instrumental in theJUN-17-94 FRI 14:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 12 development of Gibbs international studies curriculum and theme, hope she also will find a place on the selection committee. We We arc very interested in hearing from you about proceeding with the selection of a new Gibbs principal, numbers and address indicated. We can be reached at the telephone Best Regards. Dorothy D. Rhodes Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work (morning only) 324-2330 Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work 569-8572 Enclosure\nGibbs PTA Parent Nominations cc\nExecutive Board Members, Gibbs PTA JUN-17-94 FRI 14:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 11 Gibbs PTA Parent Nominations for Gibbs Principal Selection Committee Mr. Willie Jones Black Male Sth Grade Mr. Dotie Angulo White Male 1st Grade Ms. Easter Tucker Black Female 3rd Grade Ms. Ann Cashion White Female 4th \u0026amp; 6th Grade Mr. Zachary Poiett White Male 1st GradeGibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 ,^}a\u0026gt;^e.d y^U do n  \"'v I i^iki i/k /^.^sb (//AS hoLc \\ MtvCk / IM/[S (if ''yl/^^C II 'flit' \u0026gt; ! I t X^SMAIA JlJt- A:l,lf ^1 /)/t.i- l^- iO t t t e  d\u0026gt;Md (aaA 4/I.C,t^JUN-17-g4 FRI 14:41 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 RECEIVED SUSAN CHAMBERS OF IN - -norr^ WRIGHT Gibbs School PTA MAY 20 1994 1115 West 16th Street, Little Rock, Arkansas lZl22.(12S1 RiCT JUDGE Telephone 324-2490 My /II 0 tx/tl % i/ZA P^^Siix^UT' PVh Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 May 18,1994 Telephone 324-2490 receiwo Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 MAY 2 0 1994 Qfi'iM ot Desegregaiion u. Dear Ms. Matthis: The Gibbs School PTA convened yesterday evening for the special purpose of considering how to best engage parents and patrons in the important decision of choosing a new principal for Gibbs Elementary School. Enclosed to this letter are the nomination of five parents of Gibbs students who we believe would positively contribute to the selection decision. We are submitting five names for several reasons. First, we wish to assure a true representation and cross sectionof Gibbs \"parents and student j\u0026lt;oL's3 needs. You will notice our nominations are balanced among mothers and fathers, black and white parents, and across grade levels. .cV. Second, we are aware that one year ago, somewhat larger selection committees were successful in choosing principals for other LRSD schools. At Pulaski Heights Elementary, for example, the larger committee interviewed all applicants, ranked their top three preferences among the candidates, and the LRSD administration made the final choice from these three. This process seems to capture the right balance of participation and decision-making between parents and the LRSD. Finally, two other suggestions were adopted at our meeting. The PTA wishes to recommend that the Gibbs faculty have the prerogative to appoint five faculty members to the selection committee. Also, Ms. Marie McNeal, the Social Studies Supervisor for the LRSD, is viewed as very knowledgeable of Gibbs since its inception as an International Magnet School since 1988-89. Ms. McNeal has been instrumental in the 331-. X7O ...-ifingdevelopment of Gibbs international studies curriculum and theme, hope she also will find a place on the selection committee. We We are very interested in hearing from you about proceeding with the selection of a new Gibbs principal, numbers and address indicated. We can be reached at the telephone Best Regards. Dorothy D. Rhodes Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work (morning only) 324-2330 \\ im Lynch Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work 569-8572 X\n V ^7  jw odw j oj diiw av/  o! iiffUfi evil 3PIt -516 'sW Enclosure: Gibbs PTA Parent Nominations /O Ef'E .,iSOfr\\ TOitSJ.Tri\n-If tfi '' '!C  :U'I s cc: Executive Board Members, Gibbs PTA - - p n i { Gibbs PTA Parent Nominations for Gibbs Principal Selection Committee Mr. Willie Jones Black Male Sth Grade Mr, Dotie Angulo White Male 1st Grade Ms. Easter Tucker Black Female 3rd Grade Ms. Ann Cashion White Female 4th \u0026amp; 6th Grade Mr. Zachary Polett White Male 1st GradeODM Interoffice Communication Log Date: To: ilkUi From:' (3^ y.' Attachment Subject: kc/p VvLt Jb (jbx . Qa^ZcavI^ , CXto oJiiJLJ u^ST) (fo lA/Ui c k L I'l r Please com, by Date: Attachment Comments on action or results: Cd C/c^- X)//zca^'inMAY-10-94 THU 14:26 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 .-af- .4 0(3 (T\u0026gt; U/VA*/ n - I \u0026lt;-{ t\nAV.c5 0^ a'\nC May 17, 1994 Hon. Susan Webber Wright United States District Judge 600 West Capitol Ave. Little Rock, AR 72201 t. W/iy ig *.u' VV\n^334 S. Cl,'='f''iri'x^,! Cr Dear Judge Wright, I am writing today, net only as an involved parent of Williams Magnet, but also of the Little Rock School District. As the individual with the final authority in all district staffing changes, I am addressing my concerns to you. I am concerned about the transfer of Dr. Ed Jackson from Williams Magnet to another school. This is a concern shared by what I feel is a majority of the parents, teachers, staff at the school. elementary enrolling because schools. My wife both public and and I investigated our of oldest child at Williams. private, prior and many to We chose Williams its discipline, accomplishments. reputation. and the presence and influence of Dr. strict Jackson. I truly believe that his role in the success of Williams Magnet can't be overated. When news of his transfer reached the school, there was an immediate outcry not to do this. The issue was brought to the attention of Dr. Williams, and he met with a group of parents to discuss the change. Dr. Williams prefaced the meeting by explaining that he was moving Dr. Jackson so that his He expertise also made could be used to strengthen a weaker school. justify, s tand-it perfectly in his opinion. clear that unless we could As a business decision another district. changing that decision. it would person, I can understand Dr. Williams to try and use Dr. school. not He is just williams. his seeming indifference. the legitimate at williams. Jacksons abilities to improve superintendent of the entire What I do not understand is and condescending attitude toward concerns of the parents. teachers and staff If Dr. Williams truly feels that the transfer of Dr. Jackson is in the best interest of the district and you and However, the Magnet Review Committee agree, so be it. how can he make that decision without knowing who the replacement will be? I feel we have a right to know. cont. MAY-13-94 THU 14:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 page .2 Hon. Susan Webber Wright It ' decisions would ! and help their if he would be more hesitant to explain justification. Dr. open about his Williams seemed parents of the the changes in detail/ schools involved have a Part rounds. of the problem Some are the rumors say that this Dr. Jackson and some of his superiors. which I believe right to know. that are making the is a personal problem between Another is that this is an attempt to get Dr. Jackson to retire/ thus saving the district his salary which is said to be the highest of any elementary school principal. The most moving Dr. disturbing rumor is that Dr. williams is friend/ a Jackson in order to replace him with a personal These rumors/ neighbor in f act / from outside the district. and Dr. Williams reluctance to either confirm or dispel them, are basic to the conflict. Cne final thought. I Williams as support for keeping Dr. attended the meeting with Dr. Jackson. I could tell from his opening remarks that the decision was made, with no chance However, of reversal/ another Williams decision. so I had decided to remain parent in attendance/ made the were trying to keep Dr. Jackson, quiet. a supporter of Dr. statement that he thought we not for his abilities, but to prevent the placement of a black person as principal. He felt it was all racially motived. I then felt compelled to speak, making it clear that I don't care about the race of a principal, only in the education of my children. I can't speak for all the parents and staff there, but I personally was offended and angry. get two children into Williams, I have camped-out to and I'm planning to do the same for my third, all the while living in a predominately white is, elementary district. Race is not the issue. If it then I suggest making assistant Mitchel the new principal. principal Deborah She is experienced in the Magnet School system, .she knows the Williams Magnet philosophy, and she is respected by the parents. teachers, and staff. We just want some assurance that this change is best interests of the students and not truly in the personal conflicts. I don' t believe this move 1 s based on Standards, but on petty politics. I believe educational it is Dr. Williams flexing his muscles to show the district who's the boas / and he will never change his mind for fear of appearing weak. school board. My wife wrote all of these concerns to the and one member called her at home to let her know she was correct in her nothing that member could do. do. assumptions, but there was There is something you can cont.MAY-19-94 THU 14:27 SUSAN W WRIGHT FAX NO, 5013246576 P.07 page 3 Hon. Susan Webber Wright This is that these important to the district. staff changes/ especially Dr. Please make Jackson's/ sure will benefit William's Magnet as well as the district. Don't let a staring contest between administrators, waiting to see who will blink first/ model to tear down Williams's Magnet. schools. copy/ not a source of material to Make it the patch other Thank you very much for your time. As a taxpayer and a parent/ I believe that it is not only my right but ray duty to question decisions that affect my children. I am a firm believer in the saying and so are my children\"/ decision. \"My heart is in the public schools/ and I want to feel safe in that Sincerely/ 'c Kenny Clark 6 Calais Court Little Rock, AR 72211 (501)821-2983 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 27, 1994 Kenny Clark 6 Calais Court Little Rock, AR 72211 Dear Mr. Clark: I am responding to your letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns community members have about desegregation and other educational issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies on us in her Office of Desegregation Monitoring (ODM) to discuss school matters with individuals and organizations. I am one of the associate monitors working at ODM. As Im sure your aware, the LRSD Board of Directors voted on June 23,1994 to assign Dr. Ed Jackson to iBbs and Ms. Mary Menking to Williams. I understand that the Magnet Review Committee (MRC) intends to discuss the issue of principal assignments at a meeting this afternoon. On several occasions in the past, the MRC has successfully advocated for the magnet schools. While we at ODM are very concerned about all the schools in Pulaski County, we have no direct authority over school operations. Each school district continues to be responsible for their own operations. One of the districts responsibilities is adherence to the court-approved desegregation plans. If we find evidence that a district is not complying with their desegregation obligations, we will bring that situation to the attention of the court. The desegregation plans address staffing issues in a broad general fashion. The plans do not outline requirements for staff transfers. We will continue to monitor staffing changes throughout the summer, looking closely at the process by which staff members are hired or assigned. Thank you for taking the time to convey your concerns to the court. We appreciate your willingness to work for quality education in Pulaski County. Sincerely, Melissa Guldin Associate MonitorJUN-28-94 TUE 14:10 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE\nTO\n5tI-oIoo FROM: NUMBER OF PAGES INCLUDING COVER SHEET 15 JUN-28-94 TUE 14:11 SUSAN W WRIGHT FAX NO, 5013246576 P. 02 PARENT GIBBS ELEMENTARY ' - TEACHER ASSOCIATION June 17, 1994 Dr. Henry P. Williams Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 RE: recssvsd OF SUSAN WEBRFR WW'GiNT JUN 2 0 19S4 U. S OfSTH'C'T JIJDQS HAND DELIVERED Principal Selection Process for Gibbs Magnet School Dear Dr. Williams\nAgain, on behalf of the Committee, I would like to thank you for your time in discussing the selection process with us. think we can all agree that an important component to this I successful functioning of not only an individual school such as Gibbs but of the entire school district is the meaningful and significant involvement of parents and teachers in the decision-making process. As patents and teachers, we observe, on a daily basis, how our schools operate and, therefore, can offer relevant input in the selection of a principal for our school. At the conclusion of our meeting, you indicated that you would review the process and procedures which have taken place to data. You agreed to advise the committee whether or not you would permit us to interview additional candidates for the principal's position. Recognizing that you will be involved in other activities through the end of this week, we ask that you notify us by 2:00 p.m., Monday, June 20, 1994. Although I believe we made it quite apparent during the course of our meeting, I would like to reiterate that our primary concern is with the validity of the procedure by which the next principal of Gibbs is to be determined. has been stated by the administration that this particular Although it procedure had worked\" in prior applications, it has been our experience that the process in this instance is inherently and fatally flawed.JUN-28-94 TUE 14:11 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 Dr. Henry P. Williams June 17, 1994 Page Two When we initially learned that there would be a vacancy, the Gibbs PT.A met and determined that we would like to be involved in the selection process. Subsequently, we undertook efforts to determine what the process would be and what we, the parents and faculty of Gibbs, needed to do in order to become a part of the At no time were we ever given specific or accurate process. information regarding the process and procedures to be employed in the selection of a new principal nor were we told what our role would be. Upon the recommendation of Deputy Superintendent Estelle Matthis, we met and selected a committee to represent Gibbs and drafted communications to the school district requesting involvement in the process. We also requested information regarding the names of applicants for the position but were not provided that information until third party filed a freedom of information request. upon obtaining this information, the committee met and on June 4, 1994, submitted a list of names of candidates that we wished to interview, a list of questions to be posed to the applicants, and after learning by word of mouth some aspects of the selection procedure, a list of proposed procedures that we wished to be included. This letter was hand delivered to both your office and that of Estelle Matthis, Deputy Superintendent by a member of the Gibbs Committee. Eowever, it is apparent that neither you nor any administration representative on the selection committee ever saw this communique prior to the June 7, 1994 interview session. On June 7, 1994, the parents and faculty of Gibbs posed several questions to the administrative representatives on the selection committee. we asked how the five interviewees were selected and were told that all five had been selected based on their expressed interest in the Gibbs position. We are now told It was not until the by you that that was misinformation*, interview session that we were informed as to what the procedure for selection of the principal would be. Both before the interview process and at the conclusion of the interviews, we inquired of the administrative representatives whether, in the event that we were not satisfied with any of the applicants interviewed, could we interview additional applicants. In response to our inquiries, we were told that the answer to our inquiry was unknown but were later told that, yes, if we could not come to a consensus on the applicants to be recommended to you. the process would remain open and we would be able toJUN-28-94 TUE 14:12 SUSAN W WRIGHT FAX NO. 5013246576 P, 04 Dr. Henry P. Williams June 17, 1994 Page Three interview additional candidates. During the course of our meeting of June 15, you indicated that your representatives were 'misinformed*. The parent and faculty members of the selection committee also expressed serious reservations about the utilization of the evaluation forms. Our concerns were the lack of prior input into the questions to be posed to the applicants as well as the use the forms would serve in the selection process. We were assured that it would not simply be a matter of tabulating the scores and then selecting the top three candidates based on simple mathematics. There was substantial reluctance on the part of the faculty and parent members of the committee to fill out the forms until we gained assurances from the administration that those forms would not be used as set forth above. At the conclusion of the interview process, the consensus was that we had not interviewed a candidate that we could recommend to the administration for the Gibbs principal After lengthy discussions, the group agreed not to position. submit any names to the administration and that we would request the opportunity to interview additional candidates. Administration representatives insisted that the forms be filled out and that was done only after again receiving assurances that the forms not be used and the scores tabulated to arrive at three candidates based on the highest scores obtained. We were told that the only reason to fill out those forms was to document the fact that the committee had interviewed the five applicants. Additionally, several members of the committee expressly stated that any recommendation to the administration would not be based solely on the evaluation forms as those forms did not accurately reflect an individual's choices. As a general matter, it is difficult to understand how a principal can be selected based solely on a thirty minute i nterview. Dr. williams, based on the foregoing, we simply ask that you provide us with an opportunity to interview additional candidates and complete what we believe is an incomplete process. I am, under separate cover, sending a copy of this letter to the individual members of the Little Rock School Board as well as to Judge Susan Webber Wright and Donna Creer of the Magnet Review Committee,JUN-28-94 TUE 14:12 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 Dt. Henry P. Williams June 17, 1994 Page Four We look forward to your response. Sincerely, Gibbs Parent-Teacher Principal Selection Committee Easter Tucket Willie Jones Zach Polett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman BY\nAngulo, Jr, AfAjr/jc cc: Dt. Katherine Mitchell Shorter College 604 Locust Street North Little Rock, AR 72114 T. Kevin O'Malley Ark. Board of Review Tower Building, Suita 700 Little Rock, AR 72201 Dorsey Jackson 1400 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 John A, Riggs, IV J. A. Riggs Tractor co. P.O. Box 1399 Little Rock, AR 72203JUN-28-94 TUE 14:13 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 Linda Pondexter Fuller Jr. High P.O. Box 8601 Little Rock, AR 72216 Patricia Gee 8409 Dowan Drive Little Rock, AR 72209 Owa Jacovelli 6622 Gold court Little Rock, AR 72209 V The Honorable Susan Webber Wright U.S. District Judge P.O. Box 3315 Little Rock, AR 72203 Donna Cceer Magnet Review Committee 1920 N. Main North Little Rock, AR 72114 3860dJUN-28-94 TUE 14:13 SUSAN M WRIGHT FAX NO. 5013246576 P. 07 GIBBS ELEMENTARY - TEACHER ASSOCIATION PARENT C-IAHS^S OF SUSAN .VR?SHT JUN 2 0 1334 U. S. DfS-m/CT JfJDGE June 17, 1994 Dr. Katherine Mitchell T. Kevin O'Malley Dorsey Jackson John A. Riggs, IV Linda pondexter Patricia Gee Oma Jacovelli RE: Principal Selection Process for Gibbs Magnet School Dear Members of the Little Rock School Board: Enclosed please find a copy of a letter sent to Or. Henty Williams following out committee's meeting with him on June 15, 1994 . This letter is being provided to each of you so that you will be aware of our concerns regarding the selection process and procedures employed by the district administration which was designed to result in the superintendent's recommendation to you of a new principal for Gibbs Magnet School. We believe that it is important for each of you to know that the parent-teacher members of the committee unanimously believe that the process was inherently and fatally flawed, if for no other reason than it substantially eliminated any significant and meaningful input by the parents and faculty at Gibbs. Additionally, the selection committee did not recommend any names to Dr. Williams for consideration for the principal position at Gibbs.JUN-28-94 TUE 14:14 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 Members of Little Rock School Board June 17, 1994 Page Two As you can see, we have simply asked Dr. Williams to allow us the opportunity to interview additional candidates for the position of Gibbs' principal. sincerely, Gibbs Parent-Tsacher Principal Selection committee Easter Tucker Willie Jones Zach Poiett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman BY: A AFAjr/jc Enclosure 3861d JUN-28-94 TUE 14:14 SUSAN H WRIGHT FAX NO. 5013246576 P, 09 TO*. GIBBS ELEMENTARY PARENT \u0026gt; TEACHER ASSOCIATION MEMORANDUM 6/15/94 Dr. Henry Williams, LRSD Superintendent FROM: Easter TucKer Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee Wilhelmina Lewellen Vickie Oonterman Gibbs Staff Members on Gibbs Principal Selection Committee RE: Follow Up to Our Memorandum of June 4, 1994 As members of the LRSO's Gibbs Principal Selection Committee, we again respectfully request to Interview the following people for the principalship of Gibbs at the earliest convenience: Sharon Davis Sharon Brooks Deborah Mitchell Diane Barksdale Katherine Tweedie Please ask your staff to schedule these interviews as soon as it is feasible. Thank you in advance for your assistance in this matter.JUN-28-94 TUE 14:14 \u0026amp;AUI rwivu SUSAN W WRIGHT FAX NO, 5013246576 P. 10 GIBBS ELEMENTARY PARENT ASSOCIATION MEMORANDUM 6/4/94 TO\nDr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE\nMeeting Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials\n1) A list of questions we intend to ask all applicants at Tuesdays interviews. 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. AttachmentsJUN-28-94 TUE 14:15 SUSAN W WRIGHT FAX NO. 5013246576 P. 11 Partial List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. 2) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) 6) As principal, what can you offer Gibbs? What are your goals for Gibbs? 7) matters? In what ways do you see yourself supporting the staff in disciplinary 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?JUN-28-94 TUE 14:15 r zacn roieu SUSAN W WRIGHT FAX NO, 5013246576 P. 12 Partial List of Applicants We Would Like to Interview on Tuesday, June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussJUN-28-94 TUE 14:16  4acn rwen SUSAN M WRIGHT FAX HO. 5013246576 P. 13 Propcsed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. 2) We understand from discussion with EsteJie Matthis on Friday, May 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next prindpai of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible prindpai for Gibbs Elementary.JUN-27-94 MON 10:26 SUSAN W WRIGHT FAX NO, 5013246576 fcU-l44t n-l-q*! P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE\nJune 27, 1994 TO: Ms. Ann Brow FAX: 371-0100 FROM\nJudge Susan Webber Wright.. JUK-27-94 MON 10:26 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 June 26. 1994 SUSAN WTiSSWi Vf^G/iT District Judge Susan Webber Wright 600 W. Capitol Little Rock, AR 72201 JUN 27 1924 U. SDfSTRfCT JUDGE Dear Judge Wright, I am the mother of a second grader, Jake Tull, at Gibbs Magnet School and am writing to you about some recent events regarding this school that 1 find very troubling. Let me preface my concerns, however, with praise and positive feedback for this wonderful school. Gibbs has been a perfect environment for my child, and one in which he is very happy. The faculty is outstanding and the curriculum is well suited to his need for more than a \"basic skills\" track. He has been enriched by Gibbs excellent art, music, language, and science programs, especially the Dunbar Garden\". As a tactile, kinesthetic child with diagnosed learning differences Jake has blossomed in the two years at this school. More importantly, he has learned respect for individuals of race and religion other than his own, and has been given respect himself. As a parent, I have also been enriched by the association with the children, faculty, and parents of Gibbs school. It is the most amazing and cooperative collection of multi-racial, multi-cultural, and multireligious persons that I have ever had the pleasure to be around. 1 am very concerned for several reasons. First of all, I am distraught with the so-called selection process of a new principal in which I have been involved. This process was misrepresented to us from the very beginning and we were sand-bagged\" every step of the way by Dr. Williams and his immediate staff. Our only intent as parents in this process was to have some input regarding the person whom we thought most appropriate to maintain the level of excellence and professionalism at Gibbs School that we have enjoyed. We by no means wanted complete control over the determination of the new principal. I find it inexcusable that we had to threaten the Little Rock School District with a Freedom of Information lawsuit in order to obtain information regarding principal applicants. Furthermore, I find it appalling that only one out of seven of our requested applicants was present on June 7th to interview. We were not under any circuipstances allowed to interview the candidates that we had wanted to and did not submit three names to Dr. Williams for contention inJUN.-27-94 MON 10:27 SUSAN W WRIGHT FAX NO. 5013246576 P.03 the Gibbs School principal position. As far as we were concerned we had not seen the right person for the job and were promised that the selection process would remain open. This did not happen and it became apparent that we had been set-up\". Secondly, I find it inconceivable that the superintendent of the Little Rock School district would even allude to the fact that parental involvement is unnecessary for strength within the district and individual schools, much less quote this thought three times and have studies to prove it. He obviously needs a history lesson regarding the Little Rock public schools. As far as I am concerned, the parents rank third behind both the students and the faculty in providing strength to a school, 1 have held PTA positions, been a room parent, and tutored individual students at Gibbs school for two years. Nothing, with the exception of my family, holds greater importance to me. Thirdly, I find Dr. Williams arbitrary and fruit basket turnover\" approach of transferring principals very unsettling. If his purpose is to stabilize the school district, he is accomplishing just the opposite. In all honesty, I cannot find the rationale for transferring Dr. Jackson from a strong magnet school\" to another strong magnet school\" with a totally different curriculum and philosophy. 1 think highly of Dr. Jackson and feel that perhaps he is just a pawn in Dr. Williams \"power play\na game in which everyone loses. I am asking you to review these matters and counsel the Gibbs PTA on our next step. We are in the public schools because we believe in them and feel that they provided the best education for Jake. Please continue your efforts in making them the best environment for our children. Thank you. Sincerely, Sue Tull, Gibbs PTA Treasurer and concerned parenti : in iivi I u Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 '(^ZaAF (Xt\u0026lt;z\u0026gt;( cjjjJiAPX iA.iXuz\u0026lt; Kz-\u0026lt;-^x. R)x tejxxii (vr\"^ hJil/CM U^Ji ^C-' ,(A(n\u0026gt;^ d ZZ  ' '^1) IZA w I (/X -f{_ UA' 5  ''\"'''jkj!^^ ^^jrUAyRECEJ^/Szi Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 SUSAN Vi!i JUN 27 1334 u. s, DiSTSiCT JUDGE PtA .cbL(U\u0026lt;-J^ HA- -wj ' , i ^i/QoJl  TW.(3WM p I jy } \u0026lt;^(jCilUx.cJi CA lA I 0ZU)Ci^^ '^wotA- '- J^-UuZ^ b^'^ J. 5 C^tO'^ t4uc.^-t\u0026lt;as^5 irp^JLha ^p SWJlCi- I I'AU' -^ q-tus CAi-\u0026lt; f \u0026lt;JV\u0026lt;1 i F t s i  h' V r: L .' * \"V k -'* * V t l * 4 \\-  \u0026gt; 1 . J t 1 r . 7  J .  J\" 1  ai! *- X^5^S 1 T|? b\n\u0026gt;-o (S*^ 7 '.*1 F^ .-\u0026lt; 1* u A *\"^^j4SJLl *34 WED 11:26 SUSAN W WRIGHT FAX NO, 5013246576 P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE: July 13, 1994 TO: Ms. Ann Brown F.y.l. FROM: Judge Susan Webber Wright NUMBER OF PAGES INCLUDING COVER SHEET lor Tr^JaS?^: - v' ^2- *- \u0026gt;~^z*\u0026lt;',  r. JUL-13-94 WED 11:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 SUSAfe* Hontsrcib/^ Ct Ub^ba*^ U\nJU,\\' /'Tlu Ili\u0026lt;sb?c2n^ c^/t^l( 'T^ /ia,t\u0026gt;\u0026lt; t r J^art,c -i^t^ ^'T/I t\u0026gt;/ ($/bbj: Scb^)/ -y/^c ko^ 4c see '^Ue^ttaM^ noi^ -Tc ajj ^7 ! t i- r 'll f J 7 ckn/efre^ e^^ttca^kea ^thhr, IaJ^. C^Pesj- kou^ co^bk -/. _l7 a^ a. fat y -n ei skrf^^ l^te^rcsk t't^ S6- - ' C(r\u0026gt;U.,r^^J -ho O^ffKUtty -^ho. , 7lAtcA\u0026lt;^ rhe^s/ta^ej fr,c,f,^. -7-^ tS'/U^ ^l\u0026lt;^c//cn 'ra^ -fi^^ \u0026lt;^1^ ^,4/, ~PanC'/(tS\u0026gt;tt^ r:,/ f 'J C)Cf~D ^\u0026lt;J7M/ytC L J / -7%^ J2i^ n Dct^ 'H^ -fojSty a.'tf^r.^B-fg^ -6 g,'i^ 2i-. ce^ f /4t.AeLM-13-94 WED 11:27 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 As . (jJi? \u0026amp;uy) \u0026lt;::Sh-t 'iz. z \u0026gt;^1JUL-13-94 WED 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P, 04 Gibbs School PTA 1115 West 16Lh Street, Little Rock, Arkansas 72202 Telephone 324-2490 ifC'l'i.. 'H (^U-yLi. cC 1 :) a^bC' 'ZCuu ^jJCCCc. / cTc^Ct'^ ^^Cc-fi^i-^ /L't''-LLCC'^^' . b Ly {/ b'C'' .C^. RSCE^VL^O SUSAN CHAMiA^j r t\u0026gt;' ESUb. fi: WRU.\u0026gt;IT JUN 28 WIM LL S. DISTRICT JUDGE cC t..\u0026lt;^i \u0026lt;L,C.^^' Z6 r* -7 . c M-13-94 wed 11:28 SUSAN W WRIGHT FAX NO, 5013246576 P. 05 HAND DELIVERED Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 Juns 28, 1994 TO! Judge Susan Weber Wright From: Chuck and Nancy Hamilton, Co-Presidents/Gibbs PTA Subject: Principal Changes in the Little Rock School District In a school district that must continually be sensitive to the need for stability, why is the LRSD changing principals in more than 25 of its schools, including 4 elementary magnet schools? This question has been repeatedly asked of the administration with contradictory responses being given. responsible or accountable for this decision? Is no one holding the district Patrons are worried, anxious. This leads to instability. and confused. This leads to distrust. The LRSD cannot afford to lose the faith and trust of its patrons. History has proven that parental support brings stability. Please ask the question \"why\", Judge Wright, and expect a responsible answer. Respectfully -mcH ent? Chuck and Nancy Hamilton or -?S t3S4 s. 'OGeJUL-13-94 WED 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 Mary Virginia Mayeux 614 N. Taylor Street Little Rock, Arkansas 72205 June 26. 15S4 Honorable Susan Weber V/right Federal Building 600 W. Capitol Little Rock, Arkansas 72201 SUS,AN WScstJcR WRJGHT JJN 271394 Dear Judge Wright: L'. S. DISTRICT JUDG^ I am writing as a concerned parent of two children at Gibbs Elementary Magnet School concerning the process by which the Little RocK School District administration is attempting to appoint Dr. Ed Jackson as the principal of our school.\"\" * In May, when our previous principal announced her early retirement (under pressure from the district administration to move to another school), a Gibbs PTA representative contacted assistant superintendent Larry Robertson and deputy superintendent Estelle Matthis about what role, if any, parents would play in the selection of a new principal to f Hi this vacancy. We were told that we would follow the same procedure that has been in place in the district for several years in which a committee of parents, teachers and district administrators interview a number of candidates for the position and select their top three preferences, in rank order. The superintendent then chooses one from among these three and recommends that choice to the school board. The district administration appointed such a committee, the Gibbs Elementary Schoo! Principal Selection Committee, and included on it three Gibbs parents, two Gibbs faculty, and three district administrators. Prior to the interviews, the parents and teachers on the committee requested from the administration a list of all applicants for the position and those from that list selected by the administration to be interviewed by the committee. This information was denied to them by Dr. Richard Hurley, the custodian of the records, Estelle Matthis and the office of Dr, Williams, This denial was made even after the district had supplied a copy of this list to an Arkansas citizen not on the committee who hadJUL-13-94 WED 11:29 SUSAN W WRIGHT FAX NO. 5013246576 P, 07 filed an FO! request. Subsequently, the parent and teacher members of the comittee were able to obtain the list from this citizen, and prepared a letter to Dr. Williams and Ms. Matthis asking to interview five of the applicants. This letter was hand-delivered by a member of the selection committee to the offices of Dr. Williams and Ms. Matthis the day before the interviews were to be conducted. The letter was never responded to and the request was eventually effectively denied. This selection committee met on June 7 and interviewed five candidates (selected by district administrators with no input from Gibbs parents or the selection committee). The committee unanimously, by consensus, decided not to recommend to the superintendent any candidates from those interviews, and was assured by the administration-appointed chair of the committee, an assistant superintendent, that the committee would be able to interview additional candidates within a few days. On June 9, this assistant superintendent informed us that Dr, Williams had refused to honor this commitment and that the selection committee portion of the process was over. Thus, the committee met and interviewed, but emphatically iid.nat.select three candidates for consideration as Gibbs principal. Despite many subsequent conversations with administrators and board members and a group meeting with Dr. Williams on June 1 5 in which we made clear the committee's decision that it needed additional interviews, Dr. Williams proceeded to name Ed Jackson as Gibbs principal and to claim that the committee participated in that selection. The problems which have resulted form this procedure are numerous and serious, including: (1) Parents have lost al! confidence in district administrators to speak to them truthfully. Parents are shocked and angered that they have been directly (2) and emphatically told on two occasions by Dr. Williams that their participation in their childrens education is not needed. (3) A principal whose strengths are in basic skills and discipline has been appointed, against his will, to a school where ths emphasis is on international studies, as reflected in reading, writing, art, music, andJUL-13-34 WED 11:30 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 languages. We believe that this is an inappropriate mismatch of principal and school theme and could endanger the vital distinctive character of our magnet program. Prior to the present controversy, Gibbs parents and students loved the warm supportive atmosphere and positive learning environment of our school and had spoken so highly of it to many others that there was a surge in applications for the school this spring resulting in lengthy waiting lists for admission, longer than Carver and other historically popular magnet programs. However, in a few short weeks the Little Rock School District administration has endangered what has taken years of hard work by principal, teachers and parents to create  a successfully integrated, very popular school located in an old building in the middle of central Little Rock. Parents are distressed and angry about being shut out of any meaningful input in deciding the school's future. The prospect of losing a large number of middle class black, white and Asian students from the school is very real. Instead of attracting students and parents as magnet schools are supposed to do, the Little Rock School District is apparently trying to repel them. Please consider directing the Little Rock School District administration to allow the district's Gibbs Elementary School Principal Selection Committee to complete its work by interviewing a group of five (or so) additional suitable candidates and recommending three of them to Dr. Williams so that he can select an appropriate principal to recommend to the school board for the school we love so much. Sincerely, Mary Mayeux P. S.: You may enjoy the enclosed picture of my son and his two best friends, all of whom are Gibbs students. EnclosureJOL-13-^4 WED 11:30 SUSAN W WRIGHT FAX NO, 5013246576 P. 09 GIBBS ELEMENTARY PARENT TEACHER ASSOCIATION SCREENING COMMITTEE June 27, 1994 SUS/fW' lAi '- .J O- .VPJCHT JUN 23 1994 The Honorable Susan Webber Wright U.S. District Judge P.O. Box 3316 Little Rock, AR u, s. District judg\nRE: 122(^3 Principal Selection process Little Rock School District Dear Judge Wright: I just learned some disturbing news regarding the principal selection process employed by the Little Rock School District. It is my understanding that on this date the Magnet Review Committee met in special session to discuss the process by which principals are being reassigned in light of the mRC guidelines. It is my further understanding that the Magnet Review Committee determined that the school district had not complied with those guidelines which require consultation prior to implementing such changes. However, based on the erroneous representations made by district representatives and without any input from our group, the Committee determined that the selection process was followed with integrity and did function as designed. This conclusion was premised, in part, on the assertion by district representatives that the Gibbs' selection committee (consisting of three administrative representatives, two members of the Gibbs' faculty, and three Gibbs' parents) recommended three names to the Superintendent as candidates for the Gibbs principal position. That is simply not true. At the conclusion of the interviews conducted on June 7, the only concensus the selection committee reached was that it could not and would not recommend any names to the superintendent and that the process should continue so that additional candidates could be interviewed. Our group is gravely concerned that the Magnet Review committee has not been given accurate information and that it's determinations are not based on true and complete facts.JUL-13-94 WED 11:31 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 * The Honorable Susan Webber Wright June 27, 1994 Page Two would welcome the opportunity to provide the Court with additional information if the Court deems it appropriate. sincerely, Gibbs Elementary Parent Teacher Association Screening Committee BY: 57 Jr'. Aj/f'red Fz Angal6 ,'~jf. cc: Zach polett Willie Jones Easter Tucker Ann Cashion 3961d 11    et   t Wo  y/^/^Y 0). JO. 0)^ 1 '( /9 If 5015698576 APfiC 288 P01 JUL 18 94 14:54 Date: .FROM: RE- FAX COVER SHEET FAX No. G100 (zWV ___ FAX No. Numb.er of Pages (Including Cover Sheet) Message:5015698576 APAC 288 P03 JUL 18 94 14:56 Dr. Henry Wiiiiams 7/e/94 Make sure that the position is advertised QN: Wilt you let us have a list of the names of the candidates who have applied for elementary principal positions? not give you a list of anything. (shouting) 1 will not give you a list with Jesus Christs name on it. You're being irrational about this. I'm the person who is ultimately responsible for what happens in th* ' building. I 4 I r f H e'-' r 1 V 3 -fU (6 U'P J, i\\A5015698576 APAC 288 P02 JUL 18 94 14:55 Memorandum for the Record July 18. 1994 Re: Availability of Resumes for Gibbs Principal Applicants and Status of Gibbs Principals Position from Deputy Superintendent Estelle Mathis at approximately 1:40 pm and I inquired of her what was meant by the sign inside the Gibbs School door that said was gone and would not be at the school on Monday or Tuesday, the sign was probably prepared by Ed Jackson who although her understanding was that he was still the Principal She said Mathis said she understood was in the building unassigned. Ms. my concern (I already had said that Gibbs School had no principal that I knew about) but that was just Ed Jacksons way. I also said that the Gibbs PTA was requesting the full list and resumes of all applicants for the principals job at Gibbs. LRSD Superintendent, had told another Gibbs I said that Dr. Williams, the information would not be publicly available. parent filing a formal Freedom of Information (FOI) parent 10 days ago that such I noted the necessity of a iuuig a ivuuAi rreeaom or iniormation (FOI) request several weeks ago during the first sequence of screening interviews to obtain applicant resumes. I noted that such resumes were considered a routine part of the public file. She said she would work with Gibbs on this oroblem. The telephone call was concluded. on this problem. The At 1.55 pm., Ms, Mathis called my office a second time and said she had spoken to the Superintendent and that he had agreed that the would be available after the closing of the application date which was Friday, July 22nd. I thanked her for smoothing out this exchange of information and said that r '  resumes someone from Gibbs would be contacting her on Monday, July 25th, to obtain copies of the information. indicated her agreement with this arrangement. The telephone call was concluded. arrangement. Ms. Mathis lAAA, dm Lyn^ jibbs Ele tary School PTAX X X X X X X X LENDER 14:4f o01669oo!O P.Ol TRANSACTION REPORT JUL-18-94 MON 14:49 1 RX TIME PAGES 1' p\nc:.\" 1 00 3 RECE I TYPE NOTE  1 I r. OK )K X X X X X X X XXlx,. f\u0026lt;. M:xxt**Umonxl\nii!\nixii(ilUXX)knx*OXO'XX)|(ti.t|)k':i\n.|ii(XOOI*!i:*.\u0026gt;if.j|!OO*m*)|(**O)i:il#**nxilx*n5015698576 APAC 288 P01 JUL 18 94 14:54 FAX COVER SHEET Date: ! !Ti TO: __fax No. .FROM: J t4A\u0026lt; i YA^C-H________ RE: Number of Pages (Including Cover Sheet) Message:5015698576 APAC 238 P03 JUL 18 94 14:56 Dr. Henry Witiiams 7/8/94 Make sure that the position is adv/ertised QN\nWill you let us have applied for elementary principal positions'^* a list ot the names of the candidates who hsv^ 9ve you a list of anything. (shouting) I will not give you a list with Jesus Christs name on it. being irrational about this. Pson who is ultimately responsible for what happens in th^^t  hili Hinn building. I ... 'I pc ,1 I L  * r rh''\nj f. I , j}-( CH H, I \\ 'A V'-^ i' A' V ..A5 0^ V,.* J, I 01 M A-^5015698576 APAC 288 P02 JUL IS 94 14:55 Memorandum for the Record July 18. 1994 Re: Availability of Resumes for Gibbs Principal Applicants and Status of Gibbs Principals Position Today I received a return telephone call from Deputy Superintendent Estelle Mathis at approximately 1:40 pm and I inquired of her what meant by the sign inside the Gibbs School door that said the was Principal was gone and would not be at the school on Monday or Tuesday. the sign was probably prepared by Ed Jackson who was in the building although her understanding was that he was still unassigned. Mathis said she understood She said Ms. my concern (I already had said that Gibbs School had no principal that I knew about) but that was just Ed Jacksons way. I also said that the Gibbs PTA was requesting the full list and resumes of all applicants lor the principals job at Gibbs. I said that Dr. Williams the (fV LRSD Superintendent, had told another Gibbs parent 10 days aeo thatsuch y information would not be publicly available. parent filing a formal Freedom of Information (FOI) parent 10 days ago that such I noted the necessity of a request several weeks ago during the first sequence of screening interviews to obtain applicant Z resumes. I noted that such resumes were considered a routine part of the public 1,-nrV c-ibbs on this problem. The telephone call was concluded. . file. She said she would work with Gibbs At 1:55 pm., Ms. Mathis called rny office a second time and said she had spoken to the Superintendent and that he had agreed that the would be available after the cIosins resumes of the application date which ---- -J. J-_______ W3S Friday, July 22nd. 1 thanked her for smoothing out this exchange of c* information and said that someone from Gibbs would be contacting her on Monday, July 25th, to obtain copies of the information. indicated her agreement with this arrangement. The telephone call was concluded. arrangement. Ms. Mathis dm Lyn^ jibbs Ele- tary School PTAJuly 18, 1994 Members of the Little Rock School Board 800 West Markham Street Little Rock, Arkansas 72201 Dear Little Rock School Board Members: JUL 1 8 1991 Office of Desegrogaiion Monitoring My name is Sera Vena and I am a parent of children at Gibbs Magnet School. I am active in the Gibbs PTA and I am following the events to screen and choose and new principal for Gibbs. I wish to inform you as our elected representatives that despite your assurances to us on July 7th that the Gibbs selection process would remain open and everyone would try their best for a successful result, the following has happened, much to our sadness and disappointment. First, Mr. Ed Jackson has been housed at Gibbs School and is working out of the Gibbs school building. This decision undermines what we had hoped would be a climate of cooperation between parents and administrators. The process apparently is not open but rather tilted very heavily toward Mr. Jackson. He is already discussing Gibbs plans for next year. There is a sign today at Gibbs School referring to the Gibbs principal which was prepared by Mr. Jackson. Second, the presence of Mr. Jackson unfairly pressures the faculty members of Gibbs who serve on the screening committee and presents a clear ethical and professional conflict of interest. How can any screening process be objective and open when faculty representatives brazenly are confronted by a principals candidate who already is occupying an office at their school building? Other elementary buildings in the District require summer supervision and Mr. Jackson easily could have been assigned to any such school. His assignment to Gibbs was deliberate and can only be interpreted as yet another high-pressure tactic to discourage genuine participation by the screening committee.Third, on July 13th parents from Gibbs met with the Superintendent to discuss the steps of the re-opened screening process. Upon specific inquiry, we were told by the Superintendent that a Central Office Administrator would oversee Gibbs for this interim period. Never were we told that Ed Jackson was the Central Office Administrator. So much for honesty and openess. How would each of you feel if you learned that a previously-rejected principal candidate was being given interim authority over the school under discussion? Gibbs parents have never asked for anything more than a chance to recommend three names from the field of candidates. Yet at every turn we are confronted with pressure, half-truths and outright manipulation. As our elected representatives, we ask you to put the process back on a fair, solid footing. Mr. Jacksons presence at Gibbs is not necessary and undermines your decision of July 7th. Would you please assure us the pressure will stop, the ethical and professional conflicts-of-interest will stop, and parents and community can participate as reasonable, well-motivated persons who care a great deal about quality education in Little Rock? Thank you. Best Regard Sera Vena 3011 Echo ValleyDrive Little Rock, Arkansas 72227 223-9602 July 18, 1994 Members of the Little Rock School Board 800 West Markham Street Little Rock, Arkansas 72201 Dear Little Rock School Board Members: RECEIV^^ JUL 1 8 1994 Office of Dosegrogation Monitoring My name is Sera Vena and 1 am a parent of children at Gibbs Magnet School. I am active in the Gibbs PTA and 1 am following the events to screen and choose and new principal for Gibbs. 1 wish to inform you as our elected representatives that despite your assurances to us on July 7th that the Gibbs selection process would remain open and everyone would try their best for a successful result, the following has happened, much to our sadness and disappointment. First, Mr. Ed Jackson has been housed at Gibbs School and is working out of the Gibbs school building. This decision undermines what we had hoped would be a climate of cooperation between parents and administrators. The process apparently is not open but rather tilted very heavily toward Mr. Jackson. He is already discussing Gibbs plans for next year. There is a sign today at Gibbs School referring to the Gibbs principal which was prepared by Mr. Jackson. Second, the presence of Mr. Jackson unfairly pressures the faculty^ members of Gibbs who serve on the screening committee and presents a clear ethical and professional conflict of interest. How can any screening process be objective and open when faculty representatives brazenly are confronted by a principals candidate who already is occupying an office at their school building? Other elementary buildings in the District require summer supervision and Mr. Jackson easily could have been assigned to any such school. His assignment to Gibbs was deliberate and can only be interpreted as yet another high-pressure tactic to discourage genuine participation by the screening committee.Third, on July 13th parents from Gibbs met with the Superintendent to discuss the steps of the re-opened screening process. Upon specific inquiry, we were told by the Superintendent that a Central Office Administrator would oversee Gibbs for this interim period. Never were we told that Ed Jackson was the Central Office Administrator. So much for honesty and openess. How would each of you feel if you learned that a previously-rejected principal candidate was being given interim authority over the school under discussion? Gibbs parents have never asked for anything more than a chance to recommend three names from the field of candidates. Yet at every turn we are confronted with pressure, half-truths and outright manipulation. As our elected representatives, we ask you to put the process back on a fair, solid footing. Mr. Jacksons presence at Gibbs is not necessary and undermines your decision of July 7th. Would you please assure us the pressure will stop, the ethical and professional conflicts-of-interest will stop, and parents and community can participate as reasonable, well-motivated persons who care a great deal about quality education in Little Rock? Thank you. Best Regard Sera Vena 3011 Echo ValleyDrive Little Rock, Arkansas 72227 223-9602 July 19, 1994 Angelo Coppola 1940 Waterside Drive North Little Rock, Arkansas 72116 receives Mr. Richard E. Hurley Director of Human Resources Little Rock School District JUL 2 0 1994 810 W. Markham Street Little Rock, Arkansas 72201 Office of Desegregaiioii Dear Mr. Hurley: I am writing requesting consideration for the position of principal at Gibbs Magnet School.  ' administrative experience. I have over 15 years of 4-4.  J- - ------ member of the Magnet Review Committee for four years\nI organized the Bi-racial Committee . superintendent of schools at Marked Tree\nand I am a certified trainer in teacher evaluations, PET, Effective Schools classroom management. as TESA, and This along with my many other experiences qualifies me for the position. \u0026gt; R^pectfull Angelo Coppola, Ed.D. AC/lfh Enclosure: Current Vita Resume' Dr. Angelo G. Coppola, Sr. Personal Data Home Address: Business Address: 1940 Waterside Drive North Little Rock, AR 72116 #4 State Capitol Mall Little Rock, AR 72201 Home Phone: (501) 758-3738 Business Phone: (501) 682-4358 Educational Background Doctor of Education Public School Administration 1987 University of Arkansas Fayetteville, Arkansas Master of Social Studies University of Mississippi 1973 Oxford, Mississippi Master of Education Secondary Education 1969 University of Arkansas Fayetteville, Arkansas Bachelor of Science Secondary Education 1966 Arkansas State University Jonesboro, Arkansas Associate of Arts Arkansas State University - Beebe 1964 Beebe, Arkansas Professional Experiences 1992 - Present Arkansas State Department of Education Division of Instruction Responsible for 72 individual schools in the areas of teacher certification, annual school reports. North Central Accreditation, Restnictured Schools, Diamond Schools. Break-the-Mold Schools, Comprehensive Outcomes Evaluation (COE), finances - budget process, school improvement team, and staff development.1990 - 1992 Superintendent of Schools Marked Tree Public Schools Marked Tree, Arkansas Passed a 7.5 Millage which was used to build a new science, physics, chemistry, music and socialstudies complex. With the interest earned from the 1 million dollar bond (S75,000), all remaining structures at both the high school and elementary school were totally renovated. With good fiscal management of school funds including total renovations, the district operating fund balance grew from 580,000 to 5275,000 in just two years. There was also a 593,000 balance in the special funds account. I was able to do the above by utilizing Quality Circles and the Effective Schools Model. An extensive drug abuse program was implemented along with a very effective Parent .Xdvisor Council. 1986- 1990 Arkansas State Depanment of Education Division of Planning and Development Developed the process for evaluating Certified Personnel in Arkansas and Co-authored a book with Dr. Schoppmeyer on the model. The book is being used to train all public school administrators in the State. I also provided all the research and documentation on Magnet Schools for the State of Arkansas in defense of the law suit brought against the State by the Little Rock School District. 1985 - 1986 Graduate Assistant to Dr. Martin Schoppmeyer Doctoral Program University of Arkansas While a graduate assistant I taught classes in public school administration, supervision and finances. I also taught three cycles of the Program for Effective Teaching (PET), Classroom Management. Assertive Discipline and TESA (Teacher Expectation - Student Achievement) 1978 - 1985 Director of Federal Programs North Little Rock Public Schools I was responsible for all state and federal programs for th^ entire school district. I had a budget of 2.1 million dollars. I managed Chapter I, Chapter IL Title VI-B. 89:313. Pass Through Funds, and the State Special Education Funds. 1973 -1978 Principal/Supervisor of Instruction Oxford, Mississippi 1970 - 1973 Graduate Fellow - History Department University of .Mississippi University, Mississippi 1968 - 1970 Assistant Principal/Supervisor of Instruction Des Arc Public Schools De.s Arc, Arkansas1967 - 196S Social Studies Teacher Alternative School Fayetteville Public Schools Fayetteville, Arkansas 1966 - 1967 Social Studies Teacher Junior and Senior High School Des Arc Public Schools Des -Arc, Arkansas Other Educational Experiences 1988 Adjunct Assistant Professor. History -Arkansas State University - Beebe Beebe, Arkansas 1987 -Adjunct Assistant Professor Graduate School University of Arkansa-s Fayetteville, Arkansas 1989 - Present State Advisory Board - Program for Effective Teaching (PET) 1986 - Present Reader for Arkansas State Depanment of Education recognition programs for teachers and students 1992 - Coordinator for Hearst Foundation Youth Senate Program 1991 Selection committee for Milkens Family Foundation Award for four teachers each year to receive a cash award of S30,000. Professional Organizations American -Association of School Administrators -Arkanstis -Association of School Administrators -Arkansa-s -Association\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_278","title":"'Business Cases for Review by Board of Directors (Exhibit 313 on July 6, 1995)","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/1995"],"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","Educational planning","School management and organization"],"dcterms_title":["'Business Cases for Review by Board of Directors (Exhibit 313 on July 6, 1995)"],"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/278"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n1 u p h 11 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION tr 1 Q  BUSINESS CASES FOR REVIEW by BOARD OF DIRECTORS o i 1994-95LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION BUSINESS CASES FOR REVIEW by BOARD OF DIRECTORS 1994-95 1 a rf n J. I T I c IBUSINESS CASES FOR FY 1995-96 BUSINESS CASES RESULTING IN SAVINGS Business Case Name Description Delete, Add, or Modify Plan Modification Cost Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters (HIPPY) Incentive School Plan Staffing McClellan Conmunity Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) Guidance Services Health Services (Nursing Services) Improving Student Transportation Neu Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational Education APIG and Focused Activities deletions School Closing School Closing Eliminate program except at the Incentive _________Schools Eliminate HIPPY program except for parents within Incentive _________SchooIs Revise staff configuration\nimprove staff efficiency Deletion of program, with Business Department delivering _____the program_____ Revision of current elementary music teacher assignments Assign FLE teaching responsibilities to nurses, counselors \u0026amp; science teachers Reduce positions but maintain Arkansas Public School Accreditation Standards Reduction in nursing positions while maintaining services Outsourcing Implement Language Arts Plus in lieu of Learning Foundations\nreturn to 6-period day Implement Connercial Arts I course to expand magnet arts program and satisfy state standards Place a cap on professional leave Eliminate Exploring Industrial Technology Education programs at two Junior High Schools\neliminate low demand courses Delete Delete Delete Modi fy Modify Modify Delete Modify Modi fy Modify Modify Modi fy Modify Add Add Modify Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No S 445,000.00 523,000.00 637,000.00 1,321,520.00 185,828.18 607,250.00 170,000.00 161,000.00 77,000.00 125,268.00 560,000.00 100,000.00 669,900.00 0.00 50,000.00 182,783.90 1BUSINESS CASES REQUIRING ADDITIONAL EXPENDITURES Business Case Name Description Delete, Add, or Modify Plan Modification Additional Costs Alternative Education Pilot Program - Alternative classroom at SUJH and CJHS Modify No 34,965.00 Arkansas Crusades Equipment and teacher training to support the Math, K-4, and Science Crusades Modify No 30,000.00 Beacon School Implement Beacon School Concept at CJKS Add No 12,000.00 Mann Magnet Additional Clerical Position Provide assistance to bookkeeper and assistant principal Add No 3,000.00 New Comers Center Designate selected schools to serve increasing needs of LEP students Modify No 52,117.00 Reading Recovery/Early Literacy Pilot Program Provide early intervention strategies to reduce later remediation Add No 30,000.00 Security Officers to Work on Safety and Security Issues Two additional security officers to deal with security related problems/issues Modi fy No 36,500.00 Social Studies Curriculum Revision Form committee to revise Social Studies curriculun to correlate with new state frameworks\nrevise curriculum guides Modify No 13,200.00 Total Savings S 5,815,550.08 Total Expenditures S 211,782.00 Net Savings $ 5,603,768.08 Business Cases Received but not Recommended as \"DO PASS\" to Superintendent: Cloverdale Junior High School Incentive School Principals Rockefeller Incentive School -- Alternative Room Specialist Seventh Grade Expansion of the Alternative School 1 0 IQ DB I tr X 1 Q H 5 2 o in a (I h 1 c S  2 0 I Business Cases Resulting in Savings Academic Progress Incentive Grant Badgett School Relocation Fair Park School Relocation Four-Year-Old Program Home Instruction Program for Preschool Youngsters m i Cl I Incentive School Plan Staffing McClellan Community Education Program Elementary Music Teacher Staffing Family Life Education (New Futures) 2 0 i Guidance Services Health Services (Nursing Services) Improving Student Transportation New Futures Parkview Commercial Art Class Proposal Substitute Teachers Vocational EducationLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas 72201 January 13, 1995 m X 1 a e  memorandum TO: FROM: Mrs. Estelle Matthis, Deputy Superintendent Sadie Mitchell, Actii^Assistant Superintendent Margaret GremilponfD^sistant Superintendent SUBJECT: Business Case - Academic Progress Incentive Grant 2 0 iBUSINESS CASE ACADEMIC PROGRESS INCENTIVE GRANTS January 13, 1995 A. EXECUTIVE SUMMARY In order to address the concerns of the area school patrons, equity issues regarding adequate resources and an overwhelming percentage of our students attend area schools, the Little Rock School District proposed in the Tri-District Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. The District, in its May 11, 1992, request to modify the settlement plan, proposed to substitute APIG for Focused Activities. The proposal did not clearly explain the Districts intent. The Court approved the continuing of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to schools for application the last five years. It is now time to evaluate and assess the program for continuation. B. BACKGROUND tn CL e 5 2 o i 1990 - 1991 The Academic Progress Incentive Grant (APIG) was first made available to each area school principal in the 1990-91 school year in the sum of $25,000. The process to be followed was for each school principal to write a proposal attached to a budget sheet identifying times and cost as related to the proposal being submitted. The District established two goals that were to be the outcomes of this initiative: (1) to improve the education of all students and (2) to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. The grant proposals were then to be forwarded to the Academic Progress Grant Committee for review and approval. Upon approval, the budget sheet was forwarded to the Financial Services Department, and budget codes were set up for the individual schools to use in purchasing the items requested. The respective assistant superintendent over the area schools who monitored the schools annual plan would review incoming requisitions to see if the purchases requested related to the districts Desegregation Plan.Several schools were successful in receiving early approval in the first semester for the full amount. The majority of schools, however, did not receive grant approval until late January and early February of 1991 and not for the full amount. Even though the money was received on a late timeline, it did enable the schools to purchase needed equipment, materials, supplementary reading materials, enrichment trips, etc. for all students as well as providing funds for some tutoring assistance to their at-nsk groups before the MPT (Minimum Performance Test) and MAT-6 (Metropolitan Achievement Test Edition 6) test dates. Considering the timeline with a week out for Spring Break and two to three weeks scheduled for MPT and MAT-6 testing, the principals were asked only to write a narrative for the grant evaluations that would be no longer than three typed pages describing the status of their grant. The report was to include: 1. 2. 3. Identification of local school grant goals. A description of the results. Identification of any proposed change for the 1991-92 school year, if possible. These narratives were attached to the schools annual report and forwarded to their assistant superintendents. 1991.1992 In the second year of the Academic Progress Incentive Grant, the funds were frozen the first semester of the school year. Once the funds were released, the procedures set forward for application were the same as outlined in the 1990-91 school year. Principals, teachers, and parents worked together to develop tutoring schedules for their at-risk students. During this year a new standardized test, Stanford 8, was given in the place of the MAT-6 test. Principals were asked to use the same reporting format in describing the status of their grant. The narrative was to be attached to their annual school report and forwarded to their assistant superintendent. 1992.1993 In the third year of the APIG, the funds were reduced to $10,000 for which the area schools could apply. Again, many of these grants were not funded until November due to changes in the districts central office staff and a new superintendent. The principals were to use the same format for applying and reporting as was used in the 1991-92 school year. -2- 1c. PROBLEM DEFINITION Current implementation has not resulted in either expected improved achievement or a reduction in the disparity in achievement among students of different racial. socioeconomic, or gender groups. The District continues to cope with many of the problems that are unique to urban school district, including safety and security, urban flight, racial issues, aging buildings, and financial issues. The severity of the financial problems and the need to evaluate the effectiveness of existing programs have caused the District to seek more efficient ways of educating our students. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can and will learn, and broad-based community support. When these ideals are coupled with availability of financial resources and adequate quality instructional time, educational excellence prevails. The District must now redefine the required levels of focus, clarity, and connectivity of our programs if we are to optimize student performance. This plan must allow the District to operate an efficient school district within the boundaries of the revenues it receives on an annual basis. In accordance with the Desegregation Plan, the District has determined, based on the results of Fast Track Evaluations, informal and formal m o. e  1 D. observations, that it is appropriate to seek Court permission to discontinue the implementation of APIG. APIG is a complementary addition to the Plan. ANALYSIS OF ALTERNATIVES Educational excellence, as measured by state testing programs, does prevail in a number of district schools. Achievement disparity still exists. However, data show that some schools utilize the current curriculum (revised July, 1994) with emphasis on the acquisition of basic skills. Thematic and interdisciplinary approaches have been used by the teachers to successfully integrate and ensure designated themes to support the curriculum. Students in these schools tend to perform at or above grade level. I [ 1. 2. 3. 4. Change nothing. Continuing to offer the APIG and Focused Activity Grants to the Area Schools will not aide in the reduction of the budget. The Chapter I Extended Day Program has been considered in order for all schools to continue the quality after school programs. This program is federally funded and is consequently no expense to the district. Grant solicitations from focused activities, private resources and support from some local PTAs where possible could be considered. K-4 Special Summer School programs are funded by the state. -3-E. RECOMMENDATION Evidence from the principals narrative reports and surveys indicate that funds received from the APIG proposal over the three-year period were used to support the school plan as \"it related to the goals of the district.\" The programs and projects were numerous and were targeted to assist groups of students as well as the total school population. The selection of targeted groups are as follows: Students eligible for participation in the Academic Support Program were identified from the District-wide printout of the Stanford 8 results. Identified students were those with total reading and/or mathematics scores falling within the lowest quartile on the Stanford 8 (total NCE of 35.8 or below). Multiple criteria, including student grades, teacher recommendations, and student records, were used to select targeted students form the identified population to participate in the Academic Support Program. At the conclusion of each school year, the principals would then submit in the narrative the names of the projects that were implemented, the list of students who were targeted, and if improvements were made. All of the reporting schools used their funds to provide activities interrelated to the core curriculum. It is also noted that school climate surveys were used to target areas needing improvement. As a result of this data, principals, staff, and parents tried hard to provide a disciplined, structured learning environment for all students. implemented to encourage good behavior. An incentive program was There were reports made by principals, staff, and parents, and program participants of the overall positive results that they could identify as happening for the benefit of the students. However, with all of the favorable behavior changes that were confirmed, achievement data did not reflect that the grants led to the disparity reduction that had been desired. Extended Day was a widely - used activity that was funded by APIG. This activity was in some instances a duplication of efforts already funded through Academic Support Program. It is recommended that the Little Rock School District concentrate on the implementation of its new curriculum that is aligned with the Arkansas Department of Education frameworks and standards. It is also recommended that any extra remediation be supported by the Academic Support Program and the Special Summer School for K-4. -4- IObjective To discontinue the Academic Progress Incentive Grant and the Focused Activities Grant. Evaluation Criteria Summer School Extended Year Program and Academic Support evaluation will be utilized for documentation. A pre and post test will be used in the K-4 program to determine the progress of students. There will be a shift from sole emphasis on the products or outcomes of student learning to a concern for the learning process. Evaluation will include assisting products such as: 1. projects with rating criteria 2. student portfolios with rating criteria 3. student demonstrations/investigations 4. objective tests, where appropriate, perhaps with a section for explaining the answer chosen. Evaluation should reflect the following process-oriented factors: 1. collaboration among students 2. student self-evaluation f \u0026gt; I c c 8 2 c 1 I 3. 4. higher level thinking and problem solving \"learning to learn\" skills Expected Benefits I The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socioeconomic, and gender groups. These benefits will be derived from the establishment of a community of learning that has school/community support as well as a stronger focus and connection between teaching, learning and support program. The focus of Extended Day can be more structured. The K-4 Summer School Program and Regular Summer School will be offered. -5-1 The deletion of the APIG will provide the district in assisting with budget cuts and will enable schools to concentrate and implement a more uniform curriculum across the district. F. IMPACT ANALYSIS The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socioeconomic, and gender groups. The area schools will be viewed communities of learning,\" will continue to provide enrichment opportunities, and will ensure equitable opportunities for participation in area schools. The District will implement programs that are comprehensive, effective, and efficient. Quality equitable desegregated education will be provided in an environment that is attractive and conducive to learning. The District will channel its resources into area schools in a manner that eliminates duplication of efforts. Activities appear to provide a broader range of opportunities in a more comprehensive and focused manner. G. This is the fifth year for the Academic Progress Incentive Grants to be offered to area schools. (90-91 - 94-95) The timeline for implementation of three years will support the Desegregation Plan and address court orders favorably. Funds were available for building administrators to submit applications. Some applications were turned in late which caused a delay in program implementation. RESOURCE ANALYSIS Personnel Human and financial resources can be used in a more meaningful way. Staff, students, and the community can benefit greatly from a more focused and connected program. The District should continue its efforts to adequately provide needed resources for our area schools. Schools should be encouraged to implement innovative practices that build upon effective schooling principles by underwriting demonstration projects through business cases. Students could be introduced to curriculum materials, in exciting and innovative ways, that they might otherwise find difficult. Extensive tutoring could be provided through academic support programs to targeted students. -6-Financial Analysis The District will save a total of $445,000 by discontinuing both grants. (See graph below) APIG $10,000 Focused 5,000 TOTAL Elementary Area Schools (25) $250,000 125,000 Junior High Area Schools (4) $40,000 Senior High Schools (3) $30,000 Total Schools $320,000 125,000 $375,000 $40,000 $30,000 $445,000 B II h Force Field Analysis The primary supporters of this recommendation will be the administrators who are indirectly involved in the decision making process for the 1995-96 budget cuts. The primary detractors will be principals and patrons of the area schools who feel that there are already many inequities between them and the magnet schools. General Implementation Plan I i The grant proposals will not be submitted in the 1995-96 school year budget. The Board will have to agree on this recommendation and the ultimate decision may be made by the federal courts. If this recommendation is approved, the following timeline will be implemented and monitored. January - April, 1995 June, 1995 Continue to read and approve grants as they are submitted from schools Evaluations submitted from principals regarding programs implemented through APIG proposals End of Academic Progress Incentive Grant and Focused Activity submissions Conclusion of programs implementation with APIG and Focused Activity funds K-4 Summer School will start -7-r July, 1995 November - December, 1995 Business Case process reviewed with principals in Principals Institute K-4 Summer School Ends K-4 Summer School Evaluations submitted Information shared with principals regarding Extended Day for the 95-96 school year Compile information from schools in order to organize and implement Extended Day for the 95-96 school year January, 1996 Extended Day will start -8- I 1Little Rock School District B w E X 2. 11 h CL Badgett School Relocation A Business Case January, 1995 z o I I Addition Modification Deletion $523,000 savings 1/9/95Badgett School Relocation Business Case 2 \\ I Executive Summary I For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one timp cuts. A vacant seats. comparison of the district s total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. 1 Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\nI I I 2. The capacity of the school itself (257) is below the district average of 495 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\n3. Enrollment since 1989 has declined steadily from 237 to 177 and is expected to continue\n4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. Successful experience in recruiting has not been achieved for this school. 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\n7. The school is geographically isolated from other populations. The additional population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually\nand, 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. 5Mt wJby O HT r Wdla m/9i/n K ntiocrooc IBadgett School Relocation Business Case 3 By the opening of school for 1995-96, Badgett students Tvill be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. 5. 6. 7. 8, The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\nNew patrons are included in appropriate school correspondence and activities with those who have been enrolled\nLeaders within the community are made aware of the relocation plan and have the opportunity for input\nImmediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school for 1995-96. CD II h 2\na [ Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will Want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. 2. 3. Students and staff will experience some disappointment in being separated from their friends\nCommunity reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\n'\"iilUdb,! 01/W/9S IC.RADCT.DOCBadgett School Relocation Business Case 4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett\n5. Immediate and year-to-year cost savings will be realized of approximately $523,000\n6. The Badgett School facility may be available to the community for use pending court approval. 4 The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.______________________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo *iMfe\u0026gt;nnd by t\u0026gt; P W. \u0026lt;n/9/*5l( ADCTtX\u0026lt; 1Badgett School Relocation Business Case 5 ___________ Milestone______________ 6. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release)_____________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting_____________________ 10. Conduct community information meetings by 11. Notify finance person to include this as a budget reduction strategy 12. File motion with the U. S. Federal Court to relocate students at Badgett School______ 13. Develop letter to parents and students with announcement and reassignment. 14, Inventory building ' ----------------------- 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school 18. Reroute transportation of students 19, Secure building 20, Reassign staff 21. Send final assignment notices \" Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo S! 18 I Background azV I a h For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A vacant seats. comparison of the district's total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used, Badgett Elementary School is a school that must be considered for closing. It is located in the extreme eastern tip of the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. [Pmb/cw Definition Badgett has become expendable as a public school because of its isolation, its declining ^^rollment, and its increasing costs in per pupil expenditure and in building operation. 01/W/9S ir BADCTOCV r T 1 Badgett School Relocation Business Case 6 The following are reasons why Badgett Elementary School closing: is considered for 1. As of October 1,1994, the school was fUled to only 68.87% of its capacity\n2. The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\n3. Enrollment since 1989 has declined steadUy from 237 to 177 and is expected to continue\n4. pie school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257) students must come from elsewhere to fUl the school. Successful recruiting has not been achieved for this school. experience in 6. The per pupU cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\n7. The school is geographically isolated from other populations, population to fill the school must come from other attendance negatively impact other schools\nThe additional zones which will 8. Operational costs for the building have increased enough to make this school the most expensive to operate annually\nand, one on 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Figure 1 illustrates some of these trends. Sobnuiwd by Dt P WtU. 01/W/ Bc 8ADCTOOC IBadgett School Relocation . Business Case 7 Figure 1 Badgett Elementary Enrollment History Criteria Enrollment % Black % Out of Balance Capacity Attnd. Zone TtU AZ % Black 1989-90 1990-92 1991-92 1992-93 1993-94 1994-95 237 76.00 16.00 92.22 220 202 189 177 74.77 14.77 86.38 73.18 13.18 85.60 76.24 16.24 78.60 69.84 75.14 9.84 73.54 135 65.931 15.14 68.87 160 61.25 One intent of desegregation is to bring children of different cultures together for common opportunities. Badgett's location causes it to be difficult to desegregate. To the is the PCSSD boundary line. M-M transfers across that line to Badgett, if permitted, would not help l^ause that area of PCSSD is predominately black. On the north, the south of the attendance zone zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexe\nSee Attachment A. !S. ir CL 777 a h 5 [ ^Analysts of Alternatives Solutions were discussed with a conunittee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were declining enrollment, increasing costs, and location. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below: 1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\n1 2 Enrollments are for October of each year. Attendance zone data is available for two years only. 0I/W/X5 dr RApcTixrr Badgett School Relocation Business Case 8 2. Redraw the attendance zone to increase the number of students attending Badgett School. This reduces the per-pupil costs at Badgett but will increase costs elsewhere since another attendance zone must be reduced to enlarge Badgett's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Badgett to solve the problem. This alternative addresses all three areas of the problem. a) b) c) d) A plan to relocate students will be devised. One possible scenario appears in Attachment C\nAn immediate savings of approximately $523,000 will be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nStaff will be relocated according to the provisions of the negotiated contract. The curriculum offered at Badgett will be offered at other schools under the program for that particular school. 4. Intensify recruitment efforts in LRSD and PCSSD. Badgett's location causes it to be difficult to desegregate. Recruitment has been tried in LRSD. The results have not been significant. If the enrollment of Badgett were increased by this effort, it would have a negative impact . - - on neighboring attendance zones. To the south of the attendance zone is the PCSSD boundary line. M-M transfers across that line to Badgett, if permitted, would not help because that area of PCSSD is predominately black. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexes. See Attachment A. Recommendation ] Alternative 3 is recommended. 3. Relocate students from Badgett to solve the problem. This alternative addresses all of the problem areas. I Objective ] By the opening of school for 1995-96, Badgett students null be relocated, faculty null be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. SufeMtH D H*nn f Wdlt 01/0/ RC RADCTOOr IBadgett School Relocation Business Case 9 Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to  securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. 5. 6. 2. 8. The problem will be considered solved if the following list of criteria is met\nNew attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and unplemented by each new school to make the new students and patrons feel welcomed\nNew patrons are included in appropriate school correspondence and activities with those who have been enrolled\nLeaders within the community are made aware of the relocation plan and have the opportunity for input\nImmediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school for 1995-96. Il' Q. D W E M . h i Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. [iwpact Analysis The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will Want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students equal program in a more economical way. Negatives Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nHtnrt r WJluuM.SupnwMfMtevM DI/(n/9S M BArXTTrXVr Badgett School Relocation Business Case 10 \\ 3. The building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance general area of the city. Positives zones in that 1. Students will receive assignment to schools equal to current programs\n2, Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. 5. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett\nImmediate and year-to-year cost savings will be realized of approximately $523,000\nand. 6. The Badgett School facUity may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of unplementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. SvbMMd Or. Hmrv P SupmMxicM 0l/(RZ5 RT BADcrncc 1Badgett School Relocation Business Case 11 I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Attrition will be used to eliminate positions. Financial A savings of approximately $523,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. S?i, II 0 Revenue Source A source of revenue is urmecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. [force Field Analysis [ Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key conununity people will allow for their questions and an attempt to resolve their concerns. 01/0*/S K* BAOCrOOCr Badgett School Relocation Business Case 12 I General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. ________ Milestone________________ 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contact^ immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. Date 1/13/95 1/25/95 1/31/95 2/10/95 Person Modeste Modeste Williams Modeste I 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance 2/10/95 Mayo zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone._________ 6. Develop notice of relocation and date of community information meeting to send to' a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood_________________ 7 Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release)_________________________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting____________________________ 10. Conduct community information meetings by__________________________ 11. Notify finance person to include this as a budget reduction strategy____________ 12. File motion with the U. S. Federal Court to relocate students at Badgett School______ 13. Develop letter to parents and students with announcement and reassignment._______ 14. Inventory building______________________________________ 15. Design plan for new attendance zones in southwest.___________________ 16. Mail letter to parents and students with announcement and assignment_____________ 17. Remove materials and equipment from school______________________________ 18. Reroute transportation of students 19. Secure building______________________________________________________ 20. Reassign staff_________________________________________________________ 21. Send final assignment notices 2/10/95 2/10/95 2I2QIQ5 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Dr. HawT WiM\u0026gt; Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo BC BADCTIX*' IBadgett School Relocation Business Case 13 Attachment A \n Copy of map of Little Rock, eastern most area, with Badgett Elementary and other schools l**D H.n P WJ], RC BAncTDor Cd s?s.  c. II Q. 5 Ihool ichool' uff SchooI l  -J. ^Student Assignment Office' - -  11 T z:br. kingInteroislnctS^ool fchool iv r High School / 111Tf I [ITL L X L I X I T itSsMagnetS^ool, iRocke ^^IfNorth Little Rock / 7^ I - / i\n^^Ca'rveH^agnet School -fIt /i- jfAMlte'rnaiive Learning Cntr. \\ I eller Incentive School ^htsell In^ntive School t  Booker ftJiagnet School Mitch^Incentive School. lh--rnH 1-^  [X Mann1 MMaaggnneett JH Sc ^^ooW T Wasfcngtoh School. School / / / I ! \\ \\ A / \\ 7 I T 21 \\ / h I I I  I I BADGm SCHOOL CoH^e^St^^i ScEwl (PCS^D) \\ I Little Rock School District- I I I I J I I \\ Badgett School Relocation Business Case 14 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Badgett Elementary School * t\u0026gt; Hwa r W4i\u0026gt; 0l/0*/5 nC BADCTtXr CO ?i. II 11 z o IMl AMI L Unit Func Ob] - Description Little Rock School District Department Budget 0019 BADGETT ELEMENTARY _________1105 FOUR YEAR OLD PROGRAM________ ________________0110 REGULAR CERTIFICATED_______ ________________0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0380 FOOD SERVICES 0410 SUPPLIES ________________0416 SUPPLIES - SUPPLY CENTER 0540 EQUIPMENT-PERSONAL PROPER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0410 SUPPLIES 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES - SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY______________________ 0110 REGULAR CERTIFICATED 0117 STIPENDS 0120 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 0326 REPAIRS-EQUIPMENT _______0342 POSTAGE_____________________ 0360 PRINTING  BINDING-INTERN _______0410 SUPPLIES____________I_________ _______0416 SUPPLIES - SUPPLY CENTER 0418 PRIOR ENCUMBRANCES 0421 TEXTBOOKS - LOCAL SOURCES 0540 EQUIPMENT-PERSONAL PROPER 1120 ELEMENTARY 1124 ELEMENTARY MUSIC 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Date: 8/ 5/94 Vape-. 6t Prog. BUD002 .a. Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 29,078.00 9,960.00 2,966.54 2,935.05 2,510.10 325.76 0.00 0.00 47,795.45 66,968.40 5,123.11 3,118.29 135.41 0.00 0.00 75,345.21 238,811.46 0.00 31,323.81 20,665.95 15,867.18 25.00 86.31 0.00 43.42 987.23 0.00 0.00 500.01 308,330.37 0.00 0.00 0.00 1.00 1.00 2.00 1.00 1.00 8.00 3.00 11.00 30,753.00 9,643.93 2,935.42 2,512.86 103.00 176.85 139.50 0.00 46,264.56 70,319.00 5,014.49 2,633.57 282.95 461.44 0.00 78,711.45 241,781.40 0.00 29,868.37 20,919.72 14,759.75 515.00 257.50 257.50 979.74 1,030.00 3,581.96 257.50 257.50 314,465.94 15,256.00 1,167.00 592.00 34,367.00 10,411.00 3,176.87 2,137.62 2,431.35 35.00 237.47 0.00 52,798.31 40,670.00 3,049.48 1,127.13 145.86 0.00 71.05 45,063.52 215,094.04 0.00 22,217.80 18,030.14 10,238.22 0.00 102.47 21.00 3,221.22 1,365.67 0.00 0.00 0.00 270,290.56 17,233.50 1,318.32 565.96 1.00 1.00 2.00 2.00 2.00 7.50 4.00 11.50 0.50 59,359.00 20,318.00 5,757.61 4,420.00 5,400.00 3,078.00 178.00 3,600.00 102,110.61 40,670.00 2,938.90 1,105.00 240.00 0.00 0.00 44,953.90 206,775.00 300.00 22,893.30 18,018.24 11,602.50 500.00 100.00 0.00 200.00 1,892.00 0.00 0.00 0.00 262,281.04 17,635.00 1,274.34 552.50 2.00 2.00 4.00 1.00 1.00 7.50 3.00 10.50 0.50Unit Func Obj - Description 1124 ELEMENTARY MUSIC 1195 ACADEMIC SUPPORT PROGRAM 0120 REGULAR NON-CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE_________________ 1195 ACADEMIC SUPPORT PROGRAM 1210 ITINERANT INSTRUCTION 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX 0240 INSURANCE 1210 ITINERANT INSTRUCTION 1220 RESOURCE ROOM___________ 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1220 RESOURCE ROOM 1580 ACADEMIC PROGRESS GRANTS 0124 CLERICAL OVERTIME_ _______0210 SOCIAL SECURITY TAX _______0331 PUPIL TRANSPORTATION _______0380 FOOD SERVICES___________ _______0410 SUPPLIES__________________ _______0416 SUPPUES - SUPPLY CENTER _______0418 PRIOR ENCUMBRANCES 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE______ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale: 8/ 5/94 Prog: BUD002 p I....- Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 17,015.00 Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461.84 FTE 94/95 0.50 0.00 0.00 0.00 0.00 1.00 1.00 10,411.00 796.44 1,292.94 12,500.38 4,390.97 336.00 425.11 5,152.08 1.00 1.00 4,164.40 300.93 442.00 4,907.33 0.40 0.40 14,782.56 1,130.89 768.03 16,681.48 34,784.58 2,661.27 2,809.43 40,255.28 3,199.49 244.79 575.76 440.15 165.00 0.00 0.00 4,625.19 11,888.24 909.40 636.56 13,434.20 29,058.00 2,223.10 1,532.64 1.00 1.00 1.00 1.00 0.25 0.25 0.50 posswj JON 15,627.50 1,11442 654.92 17,396.84 15,627.60 1,195.44 561.04 17,384.08 1.00 1.00 16,029.00 1,158.29 552.50 17,739.79 0.50 0.50 24,892.00 1,775.06 1,776.20 28,443.26 33,886.02 2,385.81 2,662.61 38,934.44 1.00 1.00 13,218.50 955.20 552.50 14,726.20 0.50 0.50 0.00 0.00 0.00 0.00 0.00 0.00 172.10 172.10 0.00 0.00 0.00 0.00 9,162.72 11.49 0.00 9,174.21 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 15,095.50 1,076.46 652.55 16,824.51 15,366.50 1,095.79 653.77 31,413.98 2,381.85 1,218.64 35,014.47 15,366.52 1,154.68 563.86 sainjipmdxg swwisna 2.00 2.00 0.50 32,322.80 2,335.70 1,105.00 35,763.50 15,768.00 1,139.42 552.50 1.00 1.00 0.50Little Rock School District Department Budget Unit Func ObJ - Description______ 2120 GUIDANCE SERVICES Actual 92/93 32,813.74 FTE 92/93 0.50 Budget 93/94 17,116.06 Actual 93/84 17,085.06 _____2134 NURSING SERVICES -------------------0130 REGULAR NON-CERTIFICATED 0310 SOCIAL SECURITY TAX ____________P24O INSURANCE 3134 NURSING SERVICES ------ 2222 SCHOOL LIBRARY SERVICES ~ 0110 REGULAR CERTIFICATED ------------ 0130 regular NON-CERTIFICATED _______ 0310 SOCIAL SECURITY TAX_______ _______ 0240 INSURANCE 0410 SUPPLIES 0416 SUPPLIES  SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES--------- _________ 3410 OFFICE OF THE PRINCIPAL __ 0110 regular CERTIFICATED _______ P^30 REGULAR NON-CERTIFICATED _______ 0310 SOCIAL SECURITY TAX 0240 INSURANCE 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL------------ 2542 UPKEEP OF BUILDINGS -------------0130 REGULAR NON-CERTIFICATED -------------0310 SOCIAL SECURITY TAX -------------0330 PUBLIC EMPLOYEES RETIREME _______ 0240 INSURANCE ________0321 UTILITY SERVICES-NATURAL _______ 0322 UTILITY SERVICES-ELECTRIC 0323 UTILITY SER-WATER/SEWAGF/ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU ------------0^16 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU D.-rte\n8/ 5/94 Pave- A'K Prog. BUD002 FTE 93/94 0.50 Budget 94/95 17,459.92 FTE 94/95 0.50 90.62 6.94 0.00 97.56 32,692.33 1,152.12 2,569.07 1,701.25 1,456.63 0.00 39,593.60 54,411.43 24,502.13 6,036.72 4,230.79 0.00 0.00 89,181.07 22,766.15 1,743.24 552.51 2,481.37 6,901.65 18,764.99 2,493.27 55,723.18 893.05 893.05 0.30 0.30 1.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5,139.00 371.35 221.00 5,731.35 0.20 0.20 34,540.67 0.00 1,770.37 1,420.74 176.65 257.50 38,166.13 34,455.67 0.00 2,614.46 1,166.64 1,553.84 0.00 39,790.61 1.00 1.00 35,364.56 0.00 2,555.51 1,105.00 1,607.00 0.00 40,632.09 1.00 1.00 56,104.28 25,304.67 6,099.61 3,769.99 176.85 257.50 93,712.90 57,067.14 15,229.39 5,478.64 2,220.15 0.00 0.00 79,995.52 1.00 2.00 58,150.38 21,275.48 5,739.47 2,652.00 200.00 1.00 1.40 _____________ 200^00 3.00 88.217.33 2.40 21,511.93 1,656.04 573.66 2,421.06 6,400.00 17,500.00 2,700.00 54,762.71 23,571.00 1,803.16 573.60 1,884.73 7,358.75 19,225.15 1,382.67 55,799.26 2.00 2.00 23,106.65 1,669.74 0.00 2,210.00 8,000.00 18,200.00 2,700.00 55,886.59 2.00 2.00 2,000.00 2,000.00 1,253.66 1,253.66 2,000.00 2,000.00 Unit Func Obi * Description 0019 BADGETT ELEMENTARY Dale: 8/ 5/94 Pace- 64 Prog: BUD002 Little Rock School District Department Budget Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 724,769.38 24.05 737,551.84 686,853.56 27.50 711,871.49 24.50 pesswj JON 99Jnjipo9dx3 :saso BsaatsngBadgett School Relocation Business Case 15 Attachment C A possible scenario for relocating students 3 I \u0026lt;iii\u0026lt;iii| bv O Hmy P WUi I m/W/W C JAOCT.OOC Badgett School Relocation Business Case 16 Possible Scenario for Badgett Relocation 1 1. 2. 3. 4. 5. Two four-year-old classes must be relocated intact or a plan modification must be submitted to eliminate these classes. Work with Dr. Kohler, Special Education Dept., to relocate self-contained class of six resource students (5 black and 5 non-black) to another building. Send the twenty-eight black students currently attending Badgett who are not living in Badgett's attendance zone back to their area school. Encourage the thirty-seven non-black students to apply to either Booker Magnet School or to Booker T. Washington Magnet School. For each white student assigned to Washington Magnet School, a black student who is currently attending Badgett because he/ she could not get into their attendance zone school, Washington, can be assigned to Washington if they are on Washington's waiting list. Badgett will lose twenty-seven sixth graders to jr. high school thereby leaving a total of 104 students to reassign (85 black and 37 non-black) if we are unsuccessful in convincing parents to select Booker or Washington. If successful, we are looking at reassigning only about thirty black students. a) PLAN FOR 85 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Enlarge Chicot and reconstruct the attendance zone to include the former Badgett attendance zone. n S? 6. X 2. 18' 0 I 5 b) PLAN FOR 30 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Reassign to Pulaski Heights Elementary School Pulaski Heights currently has 26 vacant seats. iii) Offer Brady as the overflow school 6. Effect of Racial Balance on receiving schools:^ a) b) c) Booker - Will remain the same 53.8% (if 37 non-black students and 37 black students opt to go to Booker). Washington - Will remain the same 57.3% (if 37 non-black students and 37 black students opt to go to Washington). Pulaski Heights' current percentage black is 47.6%, this will increase to 54.8% by including Badgett's thirty black students. 5 Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. oi/o'5 K KAncrni*Little Rock School District n STS 18 o. II Fair Park School Relocation A Business Case January, 1995 I Addition Modification I I / Deletion $637,000 savings 1/9/95Fair Park School Relocation Business Case 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total budding capacity and total enrollment shows many vacant seats. While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buddings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close. Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 10 STS 11 II \u0026gt; 2. 1. 2. 3. 4. 5. As of October 1,1994, the school was filled to only 80.34% of its capacity\nThe capacity of the school itself (351) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the size itself is significantly below the average\nEnrollment since 1989 has declined from 332 to 282 and is expected to continue\nThe school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this\nThe per pupil cost has increased\nI 5 6. Operational costs for the budding have increased to make this school as one on the most expensive to operate annually\n7. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buddings\nBy the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Fulfilling this proposal will require a modification to the LRSD Desegregation Plan. This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met: 1. New attendance zones affected by this relocation will reflect a better racial balance\noi/w/w K- MrwcnrcFair Park School Relocation Business Case 3 2. 3. 4. The community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\nI 5. New pafro^ are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. 8. Immediate cost savings is realized\nand, at will be complete before the opening of school for 1995-96.  Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. Ihese are of paramount concern to many community members. Some wiU want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will u 1 un-'i 1 receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will their friends\nexperience some disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\n3. The building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance zones in that general area of the city. Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto UMUed bt Dr Hnwr P WBi (n// BC.PIPWtDOC 1Pair Park School Relocation Business Case 4 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n5. Immediate and year-to-year cost savings will be realized of approximately $637,000\nand, 6. The Fair Park School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. a II o. h I I Milestone 1  Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval______________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.________________________________________ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone._____ 6. Develop notice of relocation and date of community information meeting to send to\na) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood_________________________________ 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community information meeting to: a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release)__________________________________________________ 3 Deliver fliers, door-to-door, announcing the relocation and date of the information meeting__________________________________________________________________ 10. Conduct community information meetings by_____________________________________ .11. Notify finance person to include this as a budget reduction strategy_________________ _12. File motion with the U. S. Federal Court to relocate students at Fair Park School Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 2/10/95 2/10/95 21201^5 2I22IQ5 2J2ilQ5 3/3/95 3/15/95 Person Modeste Modeste Williams Modeste Mayo Mayo Modeste Mayo Mayo Williams Williams Williams Di Hmn P Wallim. K* ntPXK.ocx'Fair Park School Relocation Business Case 5 1 Nhlestone 13. Develop letter to parents and students with 14, Inventory building announcement and reassignment 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school *---------- 18. Reroute transportation of students 19. Secure building 20, Reassign staff________________ 21. Send final assignment notices Date 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo Background For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strate^es were developed to cut costs, most have been one time cuts. A comparison of the district's total budding capacity and total enrollment shows vacant seats. While a larger than normal number of desegregation, the number of vacant many seats are necessary for seats is significant. Said another way, LRSD has too many school buUdmgs. The financing of any school is a major expense Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy. The savmgs are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing, ecause it is an emotional issue, specific research criteria were used in making the decision about which school to close. Based on the criteria used. Fair Park Elementary School is a school that must be con^dered for closing. It is located north of 1-630 and just west of University Avenue in the City of Little Rock. See Attachment A. Reasons for this conclusion this business case. are explained in Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 1. 2. 3. As of October 1,1994, the school was filled to only 80.34% of its capacity\nThe capacity of the school itself (351) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the size itself is significantly below the average\nEnrollment since 1989 has declined from 332 to 282 and is expected to continue\noi/o*/95 ^^Probl^ Definiti^ SMbBMtM*bv t\u0026gt; Hwm r Wdlt 3Fair Park School Relocation Business Case 6 4. 5. 6. 7. The school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this\nThe per pupil cost has increased\nOperational costs for the building have increased to make this school as one on the most expensive to operate annually\nThe building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings\nFigure 1 illustrates some of these trends. S?1 11 Q. n h Figure 1 Fair Park Elementary Enrollment History Criteria 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 Enrollment % Black_______ % Out of Balance Capacity_______ A.ttnd. Zone Ttl7 AZ % Black 332 72.00 12.00 94.59 345 80.87 20.87 98.29 320 80.31 20.31 91.17 243 79.01 19.01 69.23 263 76.05 16.05 74.93 343 49.27 282 72.34 12.34 80.34 348 53.44 I I ^Analysi^^lternatix^ Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were age of building, increasing costs, and low capacity. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency 1 2 Enrollments are for October of each year. Attendance zone data is available for two years only. WiUiaoa. buprfWMHtdaM I 01//* ir TOTUCCXVFair Park School Relocation Business Case 7 for tax-payers. To be a good alternative, it must address adequately all concern. The alternative solutions considered are listed below: areas of I 1. Change nothing. This will not address any aspect of the problem and will allow to grow annually\n2. Redraw the attendance  costs zone to increase the number of students attending Fair Park School. This reduces the per-pupil costs at Fair Park but wiU increase costs elsewhere since another attendance zone must be reduced to enlarge Fair Park's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all three areas of the problem. a) A plan to relocate students will be devised. Attachment C\nb) An immediate One possible scenario appears in savings of approximately $637,000 wUl be realized by eliminating the need for management staff, food service, building maintenance, and utilities to name a few\nc) Staff WiU be relocated according to the provisions of the negotiated contract. d) The curriculum offered at Fair Park will be offered at other schools under the program for that particular school. 4. fnfeusi^ recruitment efforts. Recruitment has been tried. The results have not been significant. If the enrollment of Fair Park were increased by this effort, it would have a negative impact on neighboring attendance Recommenda tion zones. 3 Alternative 3 is recommended. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all of i the problem areas. Objective 3 By the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed zoith a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met\nSalwillMil b* O. Hmy P Wgli oi/OM/95 nc rnnuDf^ 1Fair Park School Relocation Business Case 8 1. 2. 3. 4. 5. 6. New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\nNew patrons are included in appropriate school correspondence and activities with those who have been enrolled\nLeaders within the community are made aware of the relocation plan and have the opportunity for input\nn w E M 2. II Cl 7. Immediate cost savings is realized\nand, 8. The relocation of students and staff at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. II Impact Analysis ] z a I The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. 2. 3. 4. Students and staff will experience some disappointment in being separated from their friends\nCommunity reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\nThe general community may react to the redrawing of attendance zones in that general area of the city. Wd oi/(n/*s K* ntnuLDcrFflzr Park School Relocation Business Case 9 Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned mmAaKkPe nnoeiAwZ sctfuiiddaennkts and ^p,a,1t_ror*n _si _f eeli welcom, ed\nJO school to 3 included in appropriate school correspondence and activities 1wX71i4t-1h^ those who Th___a__v___e_ 1 been enrolled\n* 4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n5. Immediate and year-to-year cost savings will be realized of and, approximately $637,000\navaUable to the community for use pending court Risks 1 The risks of not implementing this solution is inhibiting the expected goals of desegregation and responsible fiscal increasing district costs thus The risks of implementation of this solution management. , --------------- are several. .S-nojmiiiec cauree curriitnicciissmm lfoorr abandoning another school buUding in the community, inconveniencing the students who walk to school, and the possibility that this solution will benefits exactly as anticipated. not realize all oi the Timing It is critical that the process be complete before the opening of school for 1995-96 If this solution is to be implemented, patrons wiU need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools. transportation, food services, and the relocation of students, staff, and equipment. I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Attrition wiU be used to eliminate positions. nt/o/95 K nrwon 1 1 Fair Park School Relocation Business Case 10 Financial A savings of approximately $637,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. I Force Field Analysis to S B' 5 P 5 I Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. I i I General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval______________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. y Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by. I) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo a 'okoMIted In O r Wt oi/oo/MS (r ntPiutorcFair Park. School Relocation Business Case 11 ______ Milestone 6. Develop notice of relocation and date of a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhnnH /. Conduct informational meetinr ----------- community information meeting to send to: _Date 2/10/95 Person Mayo I ...Jstaff about th?^\n?\n^ aa)) ppaarreennttss \u0026amp;\u0026amp; ssttuuddeennttss\n- community information meeting to: b) community groups and churches\n_ c) media (press release) 9. Deliver fliers, door-to-door, meeting 10. Conduct community informatinn 11. Notify finance announcing the relocation and date of the information meetings by ^rson to include this as a budget reduction strate. 12. File motion with the U. S. Federal Court '13. Develop letter to parents and students 14. Inventory buildinn 15. Design plan for ly to relocate students at FairPari\u0026lt; School with announcement and reassignment new attendance zones in southwest 16. Mail letter to parents and students with an^ .Remove materials and equipment from schooT 18. Reroute transportation of students 19. Secure buildinn -------------------- announcement and assignment 2/10/95 2/20/95 2/22/95 20, Reassign staff 21. Send final assii inment notices 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 0 Hmr. r. W. Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo n/w/w Rc ntPRx.Dnr Fair Park School Relocation Business Case 12 Attachment A Copy of map of Little Rock with Fair Park Elementary and other schools oi/0tzs ar nmiKDoc a 5*1. X s. ii I II I ,  erson School Little School District \\ \\ Ji -L w ZForreesstt PPaark School ^qWil jams Magnet School5ff^ hall'nigh'dchooP I  'AIR PARR SCHOOL H-W-, i.-VU I / .1 ^..LPJ-tu aski Heights J \"School B  t I f r High School^^ T7 i I- 630 T Fran iklin Incentive \\et H \\ T I I I I I I \\ '' \\ \\ ' \\ ' ' \\ \\ \\ \\ chooL - ^ulasIcfWeights School \\ Li Ovoodruff Sch\n. oIol  rr School F le JjStejne^ School ^LRSD Adm r. King Interdistrict School^ ool itibs Magnet^ 1------- 111 , 'ni77rr\nrrrF  Dunbar Junior High School t l-H \\ I ki 1 rr rr-~rr--ti -ti -ir+i- Fair Park School Relocation Business Case 13 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Fair Park Elementary School **^**01 Hwr wii oi// Bc nnKDOc 0 gl. . M. 1! h I iUnit JIM Little Rock School District Department Budget Func ObJ - Description 0023 FAIR PARK ELEMENTARY 1105 FOUR YEAR OLD PROGRAM _______________ 0110 REGULAR CERTIFICATED _______________ 0 i20 REGULAR NON-CERTIFICATED _________ _____ 02i0~ SOCIAL SECURITY TAX _______________0240 INSURANCE _______________ 0380 FOOD SERVICES _______________ 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER _______________ 0540 EQUIPMENT-PERSONAL PROPER _______________ O548_EQUIPMENT - SUPPLY CENTER 1105 FOUR YEAR OLD PROGRAM __________1110 KINDERGARTEN ________________0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX______ ________________ 0240 INSURANCE 0410 SUPPLIES ___ ____________ 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES - SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY 0110 REGULAR CERTIFICATED ~ 0120 REGULAR NON-CERTIFICATED _______ 0210 SOCIAL SECURITY TAX _______ 0240 INSURANCE___________________ 0326 REPAIRS-EQUIPMENT _______ 0342 POSTAGE_________________ ____ _______ 0360 PRINTING A BINDING-INTERN 0410 SUPPLIES _______ 0416 SUPPLIES - SUPPLY CENTER _______0421 TEXTBOOKS - LOCAL SOURCES _______0540 EQUIPMENT-PERSONAL PROPER 0548 EQUIPMENT  SUPPLY CENTER 1120 ELEMENTARY __________1124 ELEMENTARY MUSIC________ --------------------------- 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Date: 8/ 5/94 Vape- 7t Prog: BUD0()2 Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 61,488.31 4,703.86 3,081.67 256.47 0.00 0.00 69,530.31 406,546.70 35,187.90 33,793.04 25,237.13 2.84 282.92 109.00 605.15 3,560.75 239.27 1,347.06 469.90 507,401.66 0.00 0.00 0.00 3.00 3.00 12.00 5.00 17.00 0.00 10,411.00 667.75 1,000.68 0.00 1,977.93 0.00 3,600.00 0.00 17,677.36 68,212.00 4,664.25 2,624.26 212.22 412.00 45.32 76,370.05 421,628.06 33,567.28 35,039.40 23,663.51 515.00 257.50 257.50 1,414.77 1,701.68 257.50 772.50 0.00 519,074.70 15,256.00 1,167.00 592.00 0.00 9,907.00 745.82 997.20 2,572.65 2,849.60 209.03 245.13 918.07 18,444.70 68,212.00 5,188.08 2,229.66 436.68 0.00 0.00 76,066.42 398,563.85 23,948.98 31,403.34 17,078.75 4.05 163.68 302.80 906.46 3,246.82 0.00 472.75 0.00 476,111.48 17,233.50 1,318.32 565.96 1.00 1.00 2.00 2.00 13.50 4.00 17.50 0.50 24,089.00 20,066.00 3,190.73 3,315.00 5,400.00 3,233.00 0.00 3,60000 0.00 62,893.73 69,014.00 4,987.08 2,210.00 200.00 200.00 44.00 76,655.08 352,097.00 28,721.70 31,300.44 17,127.50 300.00 100.00 96.50 1,200.00 1,700.00 257.50 500.00 200.00 1.00 2.00 3.00 2.00 2.00 10.50 3.00 433,600.64 13.50 17,635.00 1,274.34 552.50 0.50 Unit Func ObJ - Description 1124 ELEMENTARY MUSIC 1195 ACADEMIC SUPPORT PROGRAM _______0120 REGULAR NON-CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE_________________ 1195 ACADEMIC SUPPORT PROGRAM 1220 RESOURCE ROOM___________ 0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX 0240 INSURANCE 1220 RESOURCE ROOM Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 17,015.00 Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461.84 FTE 94/95 0.50 0.00 0.00 0.00 0.00 1.00 1.00 10,411.00 796.44 1,292.94 12,500.38 6,246.71 456.12 600.11 7,302.94 1.00 1.00 6,246.60 451.39 663.00 7,360.99 0.60 0.60 14,392.56 1,101.13 765.59 16,259.28 1.50 1.50 15,226.00 1,065.78 653.15 16,964.93 30,452.00 2,046.64 1,117.88 33,616.52 0.50 0.50 25,004.00 1,806.84 1,105.00 27,915.84 1.00 1.00 1580 ACADEMIC PROGRESS GRANTS 0117 STIPENDS _______0210 SOCIAL SECURITY TAX_________ 0331 PUPIL TRANSPORTATION 0380 FOOD SERVICES _______0410 SUPPLIES_____________________ 0540 EQUIPMENT-PERSONAL PROPER 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED 0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES_______ _______0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 2120 GUIDANCE SERVICES 2134 NURSING SERVICES______________ 0 i 20 REGULAR NON-CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE 2134 NURSING SERVICES Date: 8/ 5/94 Pape- 72 Prog: BUD002 4,703.31 751.69 940.37 29.00 2,585.83 1,079.24 10,089.44 18,044.54 1,380.55 845.79 20,270.88 26,719.00 2,043.86 1,518.67 30,281.53 15,144.45 1,158.26 1,273.28 17,575.99 0.50 0.50 0.60 0.60 0.40 0.40 POSSBJ )ON 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 3,222.67 4,428.44 7,651.11 0.00 0.00 0.00 0.00 0.00 0.00 0.00 18,438.00 1,314.83 665.41 20,418.24 14,162.00 1,009.90 648.44 15,820.34 14,803.67 1,139.61 1,089.98 17,033.26 11,043.59 644.81 358.48 12,246.88 25,557.47 1,604.61 933.42 28,095.50 10,950.49 837.66 700.94 12,489.09 S9jn)ipii9dx3 sswuisnff 0.50 0.50 0.60 0.60 0.40 0.40 18,438.00 1,332.37 552.50 20,322.87 32,058.00 2,316.57 1,105.00 35,479.57 15,432.65 1,115.19 331.50 16,879.34 0.50 0.50 1.00 1.00 0.30 0.30Little Rock School District Department Budget Unit Func Obj - Description_______________ 2222 SCHOOL LIBRARY SERVICES 0110 REGULAR CERTIFICATED_____ __________ 0120 REGULAR NON-CERTIFICATED __________ 0210 SOCIAL SECURITY TAX __________0240 INSURANCE ~ __________0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 40,513.26 12,269.00 4,037.91 2,990.07 2,090.60 180.95 62,081.99 1.00 1.00 2.00 41,729.11 6,696.61 2,804.26 2,732.79 176.65 257.50 56,399.12 41,729.11 12,983.00 4,022.20 2,175.10 2,048.39 184.18 63,141.98 1.00 1.00 2.00 41,729.11 5,372.40 3,403.65 1,547.00 1,141.00 1,141.00 54,334.16 1.00 0.40 1.40 2410 OFFICE OF THE PRINCIPAL _______ 0110 REGULAR CERTIFICATED _______ 0120 REGULAR NON-CERTIFICAT^ _______ 0124 CLERICAL OVERTIME_________ 0210 SOCIAL SECURITY TAX _______ 0240 INSURANCE 0410 SUPPLIES ~ _ 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS ------- _______ 0120 REGULAR NON-CERTIFICATED _______0124 CLERICAL OVERTIME _______0210 SOCIAL SECURITY TAX 0230 PUBLIC EMPLOYEES RETIREME _______ 0240 INSURANCE 0321 UTILITY SERVICES-NATURAL _______ 0322 UTILITY SERVICES-ELECTRIC _______ 0323 UTILITY SER-WATER/SEWAGE/ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU _______ 0416 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU 0023 FAIR PARK ELEMENTARY Dale: 8/ 5/94 Page: 7.1 Prog\nBUD002 44,209.33 16,996.66 0.00 4,682.36 3,01054 24.95 0.00 68,925.86 25,945.41 0.00 1,984.69 696.30 1,686.80 7,304.82 28,873.70 2,327.05 69,022.77 1,917.66 1,917.66 873,357.37 1.00 1.00 2.00 3.00 3.00 31.00 47,375.24 16,059.30 0.00 4,621.13 2,566.65 176.85 257.50 71,056.67 21,574.11 0.00 1,660.80 394.30 1,202.79 5,500.00 43,500.00 2,000.00 75,832.00 2,000.00 2,000.00 918,162.05 46,125.49 31,731.99 135.52 5,966.42 3,136.92 0.00 0.00 87,096.34 15,432.56 780.21 1,240.28 187.45 1,064.62 8,606.37 37,247.41 1,662.45 66,241.35 2,395.52 2,395.52 910,017.61 1.00 1.00 2.00 2.00 2.00 30.00 47,631.90 17,194.65 0.00 4,684.49 2,210.00 180.00 260.00 72,161.04 22,982.97 0.00 1,660.80 0.00 2,210.00 9,000.00 37,000.00 2,500.00 75,353.77 2,000.00 2,000.00 904,418.87 1.00 1.00 2.00 2.00 2.00 27.80 Fair Park School Relocation Business Case 14 Attachment C A possible scenario for relocating students m/o/s ir FwtK-Ooc SMkanOMd D t Wii tB II Ii IJ L 11 ':i I T Fflir Park School Relocation Business Case I Possible Scenario for Fair Park Relocation 15 1. One four-year-old class must be relocated intact or a plan modification must be submitted to eliminate this class. 2. 3. 4. 5. 6. 7. 8. Reassign the one hundred and thirty-two students (85 black and 47 non-black) who are not living in Fair Park's attendance zone back to their area school. Fair Park will lose thirty sixth graders to jr. high school (25 blacks and 5 non-blacks) thereby leaving a total of one hundred and twenty-one students (99 blacks and 22 non-blacks) to reassign. Encourage twenty-two non-black students to apply to magnet schools, interdistrict schools. Reassign 22 non-black students to Brady. Offer 99 black students seats in Incentive Schools. or Encourage M-to-M transfers. Reassign zone blocks 511, 512, 513, and 554 to McDermott. McDermott current capacity is 494 however, in past years it has been higher in to warrant an assistant principal. 9. Effect of Racial Balance on receiving schools: 3 a) b) c) Magnet and Interdistrict school's racial balance will remain the same. Brady's racial makeup will improve. Brady is currently 64% black and 32.2% non-black. The new balance will be 62.2% black and 37.8% non-black. McDermott racial balance will shift to 69.3 black if all former Fair Park black students transfer to McDermott. 3 Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. SobMMrd Ot. Hton' I W\u0026gt; 01ZW/W BT FRPUK-CXf r BUSINESS CASE FOUR-YEAR-OLD PROGRAM EXECUTIVE SUMMARY 0 M 2. The four-year-old program addresses the needs of at-risk students, at the earliest possible age, in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and disadvantaged children. The program was established in 1988 as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Volume I of the long-term desegregation plan was drafted and submitted to the federal district court during the first semester of the 1988-89 school year. At that time, the Little Rock School District proposed to have a four-year-old program in all elementary schools by the 1993-94 school year. This goal included the provision that the \"scope of this program may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan.\" The District proposed modifications to the 1989 settlement plan regarding the four-year-old program in 1992. In May, 1992 the court issued an order addressing the proposed changes. The result of this court order is that the District must now \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the District had a four-year-old program\"(720). r 11 z 0 1 5 1 As of this school year, 1994-95, the District is in compliance with this court order. We are currently providing 720 four-year-old seats located in 20 of the 36 elementary schools for a total of 40 four-year-old classes within the District. The District is currently funding the four-year-old program through desegregation money and ABC grant money. The District is facing serious financial problems along with a decrease and discontinuation of desegregation funding sources. To ensure continued implementation of the program, the Little Rock School District must dedicate funds in order for the program to continue. In an effort to assist the District with its financial difficulty, alternative 6 would save the District the most money. Elimmate the program completely in all schools except the five Incentive Schools. This alternative addresses the following areas: a.) A plan to continue the program in the Incentive Schools in an effortFour-Year-Old Program Page 2 to address the needs of at-risk students and as a recruitment tool to improve racial balances at these schools. b.) A plan which would produce an immediate savings of $1,321,520.48 will be realized by eliminating the four year old programs in all schools except in the five Incentive Schools. Prior to implementing any alternative, the District must consider current filings before and court orders from the U.S. Federal Court and the Eighth Circuit Court. Negatives of this alternative: 1. The District would be out of compliance with the May 1, 1992 Court Order which states: The District must \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned\" (720). 2. Potential loss of some or all of the $183,600.00 supplied through the Arkansas Better Chance grant monies. The grant was written for the following schools: Bale Baseline Brady Chicot Cloverdale Fair Park Geyer Springs King Rightsell Romine Watson Wilson Woodruff Positives of this alternative: 1. The program will students. still be available and provide services for 180 2. The District will realize an immediate cost savings. A. BACKGROUND The Little Rock School District four-year-old program was started during the 1988-89 school year as a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Although Rockefeller Elementary School served four-year-old J 1 IFour-Year-Old Program Page 3 students prior to this time, the emphasis on using this program desegregate schools started in the 1988-89 school year. as a tool to Three schools participated in the four-year-old program during the 1988-89 school year: Ish, Rockefeller, and Stephens. In the following year, 1989-90, four-year-old classes were added to Franklin and Washington. In the ly^U-Vl school year Badgett and Garland were added. 1 tt, 1988 through 1991 the class size was twenty (20) students per class, i ne During the time period of n lyoo LUIUUtU VUV V1U.JU -------------------------J , following year 1991-92, in order for the District to be in compliance wi h O J . .4  ____________urOTlTV I /III TO X S. North Central Accreditation, the class size was reduced from twenty (20) to eighteen (18) students per cUss. Mitchell, Rightsell, Romine, and Woodruff were added during the 1991-92 school year. Bale, Cloverdale, Geyer Spring^ II h added during the 1992-93 school year. In 1993-94 Watson, and Wilson were added dunng the scnooi year ru the District closed Ish and classes were expanded at Romine and Cloverdale. Classes were added at Baseline, Brady, Chicot, Fair Park and IGng dunng the During the 1994-95 school year the District closed 1993-94 school year. During the 1994-95 school year me i^i.uiLf Stephens school and classes were expanded at Franklin, Washington, Badgett, Woodruff, Bale, Geyer Springs, and Watson. Mablevale added a four-year- old class during the 1994-95 school year. was drafted and submitted to Volume I of the long-term desegregation plan the federal district court during the first semester of the 1988-89 school year At that time, the Little Rock School District proposed to have a fou^ear-old I XI j 1! program in 'all elementary schools by the 1993-94 school year. Thisi g.^ included the provision that the \"scope of this program may be altered, ... t ____2___________nftncfmpfinn affected and/or enhanced by the proposed assignment and construction proposals made in this plan.\" The Court held hearings on the parties proposed modifications (May submissions) to the 1989 settlement plans on December 18-19,1991\nJanuary 21-23, 27-28 1992\nand February 6-7, 1992. The Court issued an order May 1 1992 addressing the proposed changes. According to the May 1 court 'the Court agrees with the parties that four-year-old programs are both . . __J___ tkori itnnarf ni\u0026lt;inaritv Ol order. II. they impact disparity of compensatory and desegregatory in nature since academic achievement by better preparing children for kindergarten and also acaaciniv auuicvcui^ut MJ ----o act to attract white children to the public schools. The parties convinced the desegregation tool, it is wise to place four-year-old programs ,n scnoors u. areas which have proved difficult to desegregate. Therefore, the Little Rock School District will not be requited to place four-year-old programs in every elementaiy school. However, the parties have made Llemn promises regarding early childhood education, Coud^viewshe Court that, as a in schools or areas four-year-old program \"as a which holds great promise to substantive component of the settlement plan reduce achievement disparity between black andFour-Year-Old Program Page 4 white children and to promote racial balance in the schools.\" Now the District must \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned\"(720), (page 16). As of this school year 1994-95 the District is in compliance with this order. We are currently providing 720 four-year-old seats located in 20 of the 36 elementary schools for a total of 40 four-year-old classes within the District. The expected outcomes of the program are: * To provide Early Childhood Education experiences that will increase the opportunity for success of disadvantaged students. * To improve the racial balance at schools that are difficult to desegregate. * To meet our desegregation obligations and to be in compliance with Court orders. During the 1994-95 school year approximately $2,177,675.64 has been allocated to operate the program. The district is receiving $233,992.00 from the State through the Arkansas Better Chance monies, $183,600.00 of the grant is allocated to the four-year-old program and the remaining $50,392.00 is allocated to the HIPPY program. The balance of $1,943,683.64 is funded through desegregation money. 1 B. PROBLEM DEFINITION The District is facing serious financial problems along with a decrease and discontinuation of desegregation funding. The District does not receive any state reimbursement for the students in the four-year-old program\ntherefor, the district must prepare a plan of action for alternate funding sources to continue the program. Individual schools in the Little Rock School District have limited operating funds\nconsequently, they have a difficult time supporting the current programs in operation. To ensure continued implementation of the program, the Little Rock School District must dedicate funds for the program IFour-Year-Old Program Page 5 continuation and should seek outside funding sources vigorously. The District needs to cut its budget in order to eliminate the deficit it is currently experiencing. C. ANALYSIS OF ALTERNATIVES Possible alternatives for continuation of the four-year-old programs are. CD S?!. 1. Continue funding the program through desegregation funds until the 11 2. 3. Develop a plan of action to seek desegregation money runs out ot scex outside funding sources, such as Goal 2000 money that the state will be receiving. The program should be eligible under the first national education goal set by the President and the 50 governors in 1990. From a cost point of view, this will not assist the District in resolving its current financial problems. in 1990. Explore the feasibility of contractual services with Head Start The draw back of this alternative is that in the May 1 Court Order the Court ordered the District: \"to limit reliance on four-year-old programs that are provided through agencies, such as Head Start, which the District does not contract and the goals of which do not parallel the settlement agreement goals of program scope, racial balance, location. and so forth. While the District is encouraged to continue its Head Start and the City cooperative relationship with agencies such as of Little Rock Day Care Center, the parties may programs the obligation the parties themselves assumed when they wrote the 1989 plan\". Charge a weekly fee for the program based on not shift to such the amount the state allocates for vouchers. Currently this amount is $60.00 per week. This would allow the program to generate the following revenues if the program were filled to capacity: $60.00 a week times 720 = $43,200.00 weekly $43,200.00 times 36 weeks = $1,555,200.00 yearly This alternative would conflict with the cunent grant we are receiving in Arkansas Better Chance monies. We would have to discontinue the not charge a fee in the 13 schools for the children grant monies or not charge a tee in tne u scnoois lui me Arkansas Better Chance eligibility criteria. Approximately who meet Arkansas Better cnance eiigioimy ------ 306 of this years children in the 13 schools meet Arkansas Better Chance eligibility criteria. The District could still take in h o. z a IFour-Year-Old Program Page 6 approximately $894,240.00 in revenues and. continue to receive $183,600.00 in Arkansas Better Chance grant money for a total amount in revenues of $1,128,232.00 and not charge for the children who meet Arkansas Better Chance eligibility criteria. From a cost point of view this is attractive because it gives the District additional revenues which would provide immediate assistance in resolving a part of its financial problems. However, since there is currently a two year waiting list for the voucher system, this would not be meeting the needs of disadvantaged students and this alternative would cater to the more affluent clientele. I I I 4. Reduce the number of certified staff to 1 certified teacher for every site where the programs exist, and add an additional certified teacher for sites that have 3 or more programs. This would reduce the number of certified positions from 40 to 25 certified positions. This number does not take into account the new Stephens school. The District would have to add 15 instructional aides to the programs in order to meet the adult to child ratio required by the Department of Human Services for Licensing. The certified teachers would be the lead teacher. They would be responsible for seeing to it that the curriculum is being properly implemented in every classroom that they are responsible for and the instructional aides would work directly with the certified teacher who would rotate among the rooms daily. One of the Early Childhood Teachers at Rockefeller needs to be placed on a 12 month contract in order to meet the needs of the infant, toddler, and three-year-old classes which operate year-round. This individual would be responsible for administering, planning, managing, and controlling the centers daily activities, and for ensuring that the licensing requirements are met. This would be an additional expenditure of approximately $8792.85 to extend a certified teachers contract at Rockefeller to a 12 month contract. The District is continually being criticized by the Office of Desegregation Monitoring for not employing a certified teacher during the summer months of operation for the program. This was mentioned again this year in the December 21,1994,1993-94 Incentive Schools Monitoring Report page 100. This alternative would be in compliance with licensing standards, and would produce a net savings of $294,188.10 in the operation of the I I program. It would have a negative impact on the quality of the program, however, this would be minor compared to the major impact of totally dissolving all certified teaching positions and operating the program with non-certified personal. This would be a very short term solution if the state approves the new 11 1Four-Year-Old Program Page 7 levels for licensure. In February, three levels of licensure will be presented to the State for approval: Early Childhood, Middle Childhood, and Adolescence/Young Adulthood. Upon approval, the timeline for implementation would be a minimum of one year, therefore we would be out of compliance with State standards within one year. A reduction of 15 certified teachers would provide the District with a immediate short term savings of $294,188.10. a w E M 2, Cost of Certified teachers salary (15) $460,419.75 Cost of 15 additional instructional aides - $157,438.80 Q. Cost of extending 1 teacher to a 12 month contract TOTAL SAVINGS $302,980.95 -$ 8,792.85 $294,188.10 W s. II B 5. Eliminate all 40 certified teaching positions and fill the certified positions with 40 non-certified instructional aides. Hire 4 Early Childhood Specialist to help provide staff development activities and assist in the supervision of curriculum implementation by spending one day a week at each site. I i One of the Early Childhood Specialist needs to be placed on a 12 month contract. The specialist on a 12 month contract would be assigned to Rockefeller during the summer and would be responsible for administering, planning, managing, and controlling the centers daily activities, and for ensuring that the licensing requirements are met. This is necessary because Rockefeller early childhood classes for infants, toddlers, and three-year-olds operate year-round. This will address the concern of the Office of Desegregation Monitoring as previously stated in their 1993-94 Incentive Schools Monitoring Report page 100. This alternative would be in compliance with licensing standards, and would produce a net savings of $676,377.36. The certified instructional aides hired for the schools that are receiving ABC money would need to have a Child Development Associate Degree. Though this may be attractive from a cost point of view, it would definitely take time to provide the necessary training to ensure that quality developmentally appropriate activities are taking place in all forty classes. Cost of Certified teachers salary (40) $1,227,786.75Four-Year-Old Program Page 8 Cost of Non-Cert. instr, aides (40) - $419,836.80 6. $807,949.20 Cost of 3 - 9 1/4 month certified specialist and 1 - 12 month specialist TOTAL SAVINGS - $131,571.84 $676,377.36 Eliminate the program completely except at the five Incentive Schools. This would provide the District with $1,321,520.48 in immediate savings which would assist in reducing the deficit the District is currently experiencing. Item Cost Regular Certified Salaries (40 FTE) Regular Non-Certified Salaries (49.5) Stipends Social Security Tax Insurance $1,227,786.00 519,548.22 2,926.00 127,229.30 98,345.00 Total Salaries + Benefits $1,975,834.52 Food Services Supplies Equipment Control Budget 79,000.00 76,011.12 34,200.00 12,630.00 Total Operating Expenses $ 201,841.12 Total Program Budget Less ABC Grant 4YR Less ABC Grant HIPPY $2,177,675.64 (183,600.00) (50,392.00) Total Desegregation Money $1,943,683.64 Less Operating Costs at 5 Inc. Schools (622,163.16) Total Potential Savings $1,321,520.48 Though this may be attractive from a cost point of view, this alternative would 11Four-Year-Old Program Page 9 receive a negative reaction from the community, principals, teachers, instructional aides, the Court and the Office of Desegregation Monitoring. D. RECOMMENDATION In an effort to assist the District with its financial difficulty, ALTERATIVE 6 is recommended as the alternative which would produce a potential savings of $1,321,520.48. Eliminate the program completely except for the five Incentive\nSchools. Programs at the following schools would be eliminated (30 classes). STS II II X S. Badgett - 2 Bale -1. Baseline - 2 Brady - 1 Chicot - 1 Cloverdale - 3 Fair Park - 2 Geyer Springs - 2 King - 4 Mablevale - 1 Romine - 2 Washington - 3 Watson - 2 Wilson - 1 Woodruff - 2 E. OBJECTIVE z a B I n The objective of this recommendation is to allow the District to reduce the budget deficit while continuing the implementation of the four-year-old programs as an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the Incentive Schools. GOAL SUPPORT The objective supports District goals #1,2, 3,4, 5 and 6. The four-yey-old prograin will ensure that all students grow academically, socially and emotionally while closing disparities in achievement (goal #1). Administrators, teaches, and instructional aides will receive on going training during the year (goal #2). The curriculunrcover strategies that will lead students to demonstrate in their daily behavior at in the community, that they accept each individual as a valued contributor to society and that they view cultural diversity in people as a valued resource (goa Outside funding will be used to help support the program (goal #4) through the ABC (Arkansas Better Chance) Grant. Within the Early Childhood curriculum, skills are Uught which focus on student behavior. The goal is for students to help provide a safS and orderly climate that is conducive to learning for all students (goa #5) Finally the Early Childhood coordinator monitors the programs to ensure thatT Four-Year-Old Program Page 10 equity occurs in all phases of school activities and operations (goal #6) which includes program and technical support. EVALUATION CRITERIA * Familiarize parents with four-year-old program through orientations and parent conferences. * Evaluate effectiveness of four-year-old program by analyzing data to determine if measurable growth in student achievement has occurred and to analyze the impact of the program regarding racial balance. EXPECTED BENEFITS The District will be able to continue to utilize the program as a means to meet its commitment of increasing achievement for students in the five Incentive Schools which will result in a reduction of the disparity between white and black students. The five Incentive Schools will be able to continue to use the four-year-old program as a recruitment tool which will result in an increase in white enrollment The District will expend its funds in a more cost-saving manner which can result in the elimination of deficit spending. F. IMPACT ANALYSIS Program Students in the five Incentive School Programs will still have the opportunity to participate in meaningful learning experiences and the program will continue to be utilized as a recruitment tool to help improve the racial balance at the Incentive Schools. ! The community will have limited access to the four-year-old programs because of the decreasing number of programs which will create limited services and cause a reduction in the number of students who can participate in the programs. \u0026lt; I Four-Year-Old Program Page 11 Desegregation Plan The District will be out of compliance with the Desegregation Plan. T^e four-year-old program - the Districts preschool curriculum model, will be implemented in all Incentive Schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white n S?!. students to the schools.\" Court Order By eliminating the four-year-old program at all but the five Incentive Schools the District would be out of compliance with the May 1, 1992 Court Order which states the District must \"accommodate in four-year-old programs a number of children which equals or exceeds the number which would have been included if all schools in the district had a four-year-old program as originally planned\"(720). Political Factors I I The Early Childhood community in Central Arkansas has been very supportive of this program. Included in the Early Childhood Community are representatives from the Governors office, the Early Childhood Commission, the State Department of Education, U. A.L.R., Headstart, D.H.S., Professional Associations as well as the hundreds of parents whose children have benefited from the program. Risks The risks of implementing this alternative are: 1. Reducing the number of programs from 40 to 10 would lunit the availability of services for students, participants would be reduced from 720 to 180. The number of 2. The differences that exist in the readiness exposure that students are entering school with will continue to exist in a This has a direct affect on the academic larger degree. achievement of the students.Four-Year-Old Program Page 12 Tuning All certified and non-certified personnel must be notified that their contract is being altered 30 days prior to the current contract expiration elate. G. RESOURCE AIWCATION Personnel Analysis Site^Programs Teachers Students Sites Before Modification After Modification Amount of Change (Difference) 20 15 Programs 40 10 30 Certified Non-CerL 40 10 30 49.5 13 36.5 720 180 540 5 Financial Analysis Total Program Budget 1 Before Modification After Modification Amount of Change (Difference) $1,943,683.64 $ 622,163.16 $1,321,520.48 The resulting savings would be $1,321,520.48. H. FORCE FIELD ANALYSIS Primary Supporters Primary supporters of the recommendation will be the financial managers because we are going to save $1,321,522.48. J Four-Year-Old Program Page 13 Forces Against Forces against this alternative would be the community, the parents, the principals, the teachers, the instructional aides, the Court, and the Office of Desegregation Monitoring. I. GENERAL IMPLEMENTATION PLAN n S?1 Activity Completion Date Responsible/Participating Person(s) M. II II Identify the 30 Certified Teachers affected by the program modification Notify the 30 Certified Teachers of the displacement Identify the 36.5 noncertified instructional aides affected by the program modification Notify the 36.5 noncertified instructional aides of the displacement April 1, 1995 May 1, 1995 P. Price, ECE Coordinator Dr. Hurley, HR Director Dr. Hurley, HR Director May 1, 1995 P. Price, ECE Coordinator Dr. Hurley, HR Director I I May 1, 1995 Dr. Hurley, HR Director P. Price, ECE Coordinator Develop Staff Development Plan for monthly in-service Conduct pre-school inservice July 15, 1995 August 15, 1995 P. Price, ECE Coordinator Staff Dev, P. Price, ECE CoordinatorBUSINESS CASE Home Instruction Program for Preschool Youngsters executive summary The Little Rock School District is committed to quality education for all students, reducing the disparity between sub-groups, balancing the budget, and implementation of the current Desegregation Plan. The HIPPY Program is an intervention program that focuses upon the parent as the first teacher of four and five year olds. However, there has been a decline in recent years of the enrollment of five year olds in the HIPPY program due to the mandatory kindergarten program in public schools. The HIPPY USA guidelines advocate teaching a specific curriculum to young participants. The earlier that we begin with an educational program, the sooner students will experience learning that is valued and needed in early schooling. Further, research has proved that early learning impacts a childs motivation and ability to achieve as he/she progresses through school. Restructuring of the HIPPY Program, its staff, and responsibilities will allow the District to continue to provide quality services to designated students, incentive schools, and portions of Southwest Little Rock, as well as reduce and/or realign our spending. to STS II h I 5 [A. BACKGROUND The Little Rock School District was one of the first of four (4) sites to begin implementation in Arkansas in 1986. Those programs included the Little Rock School District, Pulaski County School District, Pine Bluff, and the Early Childhood Development Center in Harrison. The following chart reflects the participation of families in the HIPPY Program since 1986. I 300 -1 250 !I-23 3....... 220 230 ------- 230..... 175 ti II zco -i! ICO - 1' 50 -i. 125 _-140_____  ^112 132~ ^100 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 ENROLLMENT BY AGE GROUP [150 i 125 219 I 4-YEAR OLD FAMILIES .'5-YEAR OLD FAMILIES i! ISO - : 11 I 0 ' 2 1 h B. PROBLEM DEFINITION There exists a need to improve the delivery and quality of the HIPPY Program, as well as reduce the budget. After a study of the decline in five-year-old student participation, high turnover of Home Visitors, delivery ot services, and utilization of resources, it was determined that some problems existed and the District needed to improve the effectiveness of the program at a reduced cost. There has been a decline in the participation of five year olds as a result of mandatory kindergarten. Many parents of five year olds are not participating as they did in earlier years. The quality of Home Visitors services are difficult to maintain as a result of high turnover of staff. There is a need to review the current pay schedule in order for us to attract and maintain highly skilled Home Visitors. This will Further, there is a need to restructure the program, allow the resources, human and financial, to be used in a more efficient and effective manner. Annual reviews for several years of the program indicate a need to reorganize. The HIPPY Program productivity is affected by a high turnover in Stability is lacking when time and effort are being used staff. to train beginners. C. ANALYSIS OF ALTERNATIVES Ideas were generated that were designed to improve the quality of the HIPPY Program. Issues were used as inservice topics, others were assessed for the purpose of developing alternatives i^^^t would be cost effective, saving the district money, and would maintain a high quality program. Weekly staff meetings were held: alternatives were discussed and developed. Parent requests and suggestions were considered. Group meetings and Home Visitor reports during weekly inservices have been helpful in gathering   Some suggested alternatives included: parental input. Q) STS tl h \u0026amp; I I 1. Assignments of Home Visitors to one specific geographical area to save mileage. Each Home Visitor would be allowed several days to recruit the required number of families and would be limited to a specific 32. T location. Most Of the Home Visitors recruit in areas across the city and may not reach the required enrollment number. assignments would be made based upon Additional enrollment. Consequently, the family assignments could be dispersed across the city. Fundraisers were suggested with the emphasis on securing private donations. Initially, not enough donors were identified. This option will be pursued in order to expand services. 3. Salary increases for Home Visitors were discussed. This alternative is in direct conflict with reducing the budget. This alternative was rejected because of the Districts current financial condition. 4. Provide services to HIPPY families in the incentive schools and designated families in southwest Little Rock. D. RECOMMENDATION Given the Districts current financial condition and the need to continue to provide services to designated four year olds, the following recommendations are proposed: Eliminate the HIPPY program except for parents within the incentive schools. Continue to provide service to designated families in southwest Little Rock using Arkansas Better Chance (ABC) funds\nseek funding from the citys Job Training Partnership Act (JTPA)\nand refer families to appropriate city and state agencies for services (Headstart, Children \u0026amp; Family Services private daycare providers etc.) I E. OBJECTIVE The objective of these recommendations is to continue to serve families in our incentive schools and southwest Little Rock, as well as reduce spending to maintain a high quality HIPPY program. 4 1 I Evaluation Criteria 1. Maintenance of enrollment of four year olds in the incentive schools will be evidenced by enrollment numbers for the 1995-96 school year. 2. Restructuring of staff responsibilities will be evidenced by a more efficiently managed office. 3. Align staff development activities as in Pulaski County Special School District and North Little Rock and narrow the focus to be more effective. S! II n 4. The numbers of students entering kindergarten ready to learn will be maintained and/or increased. h The District will be able to meet its commitment of increasing achievement for all students which will result in reducing the disparity between black and white students in our district. F. IMPACT ANALYSIS I [ The recommendations will promote savings for the District and enhance the quality of services provided by the HIPPY Program. Human Resources will be better utilized as a result of restructuring the staffs responsibilities. Spending will be decreased as a result of the reduction of positions. More time will be available for home visits as a result of decreasing the weekly inservice time. Negative Impact Fewer families will be served in the HIPPY Program. Impact on the Desegregation Plan All recommendations will impact the Desegregation Plan in a positive manner. Each recommendation is in harmony with the components of the Desegregation Plan that outlines the expectations of the HIPPY Program. Early intervention can assist in reducing the disparity and provide quality achievement for all students. 5Impact on Court Orders This modified plan will assist in balancing the budget. Further, the plan will improve productivity by maintaining number of families that can be served and adequate utilization of resources. Further, it will assist in meeting the goals of the Desegregation Plan. Political Factors The success of the recommendations will depend upon how well central office and the Board of Directors communicate the programs vision to the community. There are no major risks for implementing the recommendations. against implementing these recommendations could result in the HIPPY Program not improving the quality of services to families as well as assist the district in reducing its spending. G. RESOURCE ANALYSIS Provided is a listing of personnel before and J needed peirmspolennmeenlt ecda.n be?\n.s. elected from^paren.trso m awnnd nn? currently participating in the program. expense for training because the Regional ppovides training at the beginning of each year as part of the program. Additional training will be done weekly by trained central office staff. weeKiy after the The recruiting pool from which There will Program Year 1994-95 Supervisor Home Visitors In-Office Aides Secretary Coordinators 1 20 212 Salary $27,801.00 143,004.00 19,671.35 17,915.00 42,516.00 Fringes Total Salary and Fringes 26 $250,907.35 Materials/Supplies: 5,665.85 28,702.73 4,009.02 3,651.08 8,664.76 33,466.85 171,706.73 23,680.37 21,566.08 51,180.76 I $50,693.44 $301,600.79 296 families x $100 29.600.00 TOTAL Home Visitors working 40 hours per week $331,200.79 NUMBER OF FAMILIES SERVED 1994-95 296 6 I i Program Year 1995-96 (Desegregation Fund) Salary Fringes Total Salary and Fringes Superyisor Home Visitors Secretary Coordinators 1 3 1 0 $29,191.05 23,133.60 18,810.75 44,641.80 5,949.14 4,714.64 3,833.63 9,098.00 35,140.19 27,848.24 22,644.38 53,739.80 5 $115,777.20 $23,595.41 $139,372.61 Materials/Supplies: 70 families x $100 7.000.00 TOTAL $146,372-61 ms II (B o. Home Visitors working 40 hours per week h TOTAL PROJECTED SAVINGS $ 185,828.18 Salary Program Year 1995-96_______________ (Arkansas Better Chance Grant (ABC) Fringes Total Salary and Fringes Supervisor Home Visitors Secretary Coordinators 0 3 0 0 $23,133.60 4,714.64 27,848.24 z o I Materials/Supplies: 60 families x $100 6,000.00 TOTAL $33,848.24 Home Visitors working 40 hours per week PROJECTED NUMBER OF FAMILIES TO SERVE 1995-96 130 7H. FORCE FIELD ANALYSIS The supporters of the recommendations are those who are inclined to promote and advocate early intervention programs. The recommendations are philosophically sound and designed to improve services when reducing the budget for the 1995-96 school year. Among the supporters are: Parents of HIPPY participants Home Visitors Regional HIPPY office HIPPY USA Community Early Childhood Education Task Force Early Prevention Advocates HIPPY Advisory Board The possible detractors may be families of the city. not served in other areas 8 I. GENERAL IMPLEMENTATION PLAN ACTIVITY COMPLETION DATE PERSON(S) RESPONSIBLE 1. Restructure program 03/95 Supervisor 2. Restructure of staff, responsibilities \u0026amp; schedules 03/95 Supervisor/ Deputy Superintendent n II 3. Parents will enroll four year olds 07/95 Supervisor/ Home Visitors h \u0026amp; 4. Reduce Inservice time to accommodate additional families 08/95 Supervisor 5. Maintain or increase the number of families that Home Visitors serve each week 07/95 Supervisor/ Deputy Superintendent I i 6. Monitor on a regular basis the effectiveness of the program 06/96 Supervisor/ Deputy Superintendent 9LITTLE ROCK SCHOOL DISTRICT a STS II ho. TII3 INCENTIVE SCHOOL PLAN STAFFING January 31, 1995 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN - STAFFING BUSINESS CASE EXECUTIVE SUMMARY Incentive Schools were designated to promote and ensure academic excellence in schools that have been difficult to desegregate. 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. remodeled facilities, The D 5*1. 11 h Cl The current staffing configuration at the Incentive Scho\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_670","title":"Project Management tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Project managers--Implements"],"dcterms_title":["Project Management tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/670"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCourt filing, ''Little Rock School District's January Project Management Tool''\nIN THE UNITED STATES DISTRICT EASTERN DISTRICT OF ARKANS. WESTERN DIVISION :t4 ^1^1 JAN 31 04 LITTLE ROCK SCHOOL DISTRICT JAMES W. McCOl^MACK. CLE:1K OEP CLERK VS. No. 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 LRSD^S JANUARY PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD), for its January Project Management Tool, states: 1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending January 31, 1994. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending January 31, 1994. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT BY/ JiCTrryy L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's January Project Management Tool has been mailed by First Class Mail, postage pre-paid on January 31, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Hr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 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 First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 S\u0026amp;CTi L. MaloneId 1 2 3 4 5 6 \\ Z 8 9 10 11 Little Rock School District Prograai Planning and Budgeting Project Hanageannt Report Task Description_____________________________________ Develonaent of \u0026gt; Plennina Oraenizetion and Structure Designate District Planner Hire Plaming Specialist Train Planning Specialist Reassess planning organization and atructure Restructure end aodify, if necessary Define purpose, process, and fonaat Coanunicate to the District and coaautity the purpose, process, and fonaat to be used in the prograai planning and budgeting process Develop and define the Mission statenent and goala for the District Develop preliainary list of issues for needs assessannt X Conp. iZS 100X 100X SOX SOX OX 100X 90X 100X 100X Page 1 start mm 7/27/93 9/9/93 mm inam mm 8/31/93 8/31/93 Date 1/31/94 Finish 4/30/94 7/27/93 9/9/93 4/30/94 krX/Vt 11/4/94 ifsam mm 8/31/93 Reaourcet Board Ingraai.Board Ingraa Natthis,Ui Iliaaa,Ingraa Uilliaaa.Natthis.Board Katthis,IngraB,NiIhollen,Board Matthis, lngraRi,Board Natthis, Ingraai, Board,Cabinet Matth i s, I ngraai. Board, CabinetId 12 Task Description____________________________ Identify data to measure needs of district 13 Study data to aaaaura naeda 15 16 1/ IB 19 2S 21 22 Little Rock School District Progrem Planning and Budgeting Project Hanageawnt Report X Comp. 100X MX \u0026amp;rtn9M Hlnlma Perfonwnce (MPT) lol Banaflaaieot Davalop data col taction plan for ANPT raaulta Aasign responstbilitles for AHPT data collaction Collect data froai AHPT raaulta Analyze data froai AHPTraaulta Report data findinga froai AHPT for Mrge into needs assessment Sini2!:d fi isii dm Boasssa Develop dete collection plan for Stanford B raaulta Asaign raaponaibilitiea for Stanford 8 data collection Pege 2 100X 100X 100X 100X 100X 100X 100X 100X 100X Start 7/2/93 8/2/93 1VW/W 11/10/93 11/12/93 11/12/93 11/17/93 11/23/93 1V10/W 11/10/93 11/12/93 Date 1/31/94 Finish 7/2/93 2/4/94 11/23/93 11/10/93 11/12/93 11/17/93 11/19/93 11/23/93 11/23/93 11/10/93 11/12/93 Resources________________ Hatthis,Ingran,Hilhollen Hatth1a,Ui 11 iaa*, Ingraai.Mi Ihol lan.Nayo lnaraai.Hobbv Ineraa Ingraa Hoijby Hobby Hobby, Ingraai Ingraa IngraaiId 23 Task Description_____________________ Collect dete froa Stenford 8 results 24 Analyze data froai Stanford 8 raeulta 25 26 28 29 30 31 32 33 Little Rock School District Prograa Planning and Budgeting Project Nanagaaant Report X Coap. 100X 100X Report deta findings froa Stanford 8 for aerge into needs assessment BW9flrwti9n Honltorinn Seoorta Audit Assign responsibility for data collection Develop dete collection plen Collect data Request to Progria Managers to coapere with 1st Quarter's Program Budget Document Report findings to PRE for large with Prograa Budget Docunent, where eppropriate Desegregation Plans Audit Assign responsibility for date collection Page 3 100X 100X 100X 100X 90X OX 241 100X Start 11/15/93 11/18/93 11/23/93 10/15/93 10/15/93 10/18/93 10/21/93 12/15/93 2/9/94 10/15/W 10/15/93 Dete 1/31/94 Finish 11/16/93 11/22/93 11/23/93 2/11/% 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 2dlZ2\u0026amp; 10/18/93 Resources Dunber Dunbar Dunbar,Ingraa Nayo Nayo,Hart Mayo,Hart Nayo NayoId 34 Task Description_____________ Develop data collection plan 35 Col tact data 36 37 39 39 40 41 42 43 Little Rock School District Prograa Planning and Budgeting Project Manageaant Report X Coap. 100X 100X Request to Prograa Managers to coapare with 1st Quarter's Prograa Budget Docunents Report findings to. Planning, Research and Evaluation for aerge with Prograa Budget Docunent, where appropriate Court Orders Audit Assign responsibility for data collection Develop data collection plan Collect data Request to Prograa Managers to coapare with 1st Quarter's Prograa Budget Docunent Report findings to Planning, Research and Evaluation for erge with Prograa Budget Docunent, where appropriate Currlculiw Audit Page 4 90X OX 2a 100X 100X 100X 90X OX 2B Start 10/18/93 10/21/93 1/31/94 2/9/94 10/15793 10/15/93 10/18/93 10/21/93 12/15/93 8/2/93 Data 1/31/94 Finish 10/20/93 12/14/93 1/31/94 2/11/94 2/1179* 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 2/4/94 Resources Mayo,Hart Mayo.Hart Mayo Mayo Mayo Mayo,Hart Mayo,Hart Mayo MayoId 45 47 48 50 51 52 53 54 55 Little Rock School District Prograai Planning and Budgeting Project Nanageaunt Report Task Description_________________________________________ Develop plans for data collection for Curriculus Audit Assign responsibtlitiss for colltct\u0026lt;an--Curriculus Audit Collect data for Curriculus Audit Establish procedures for review and assessaunt of Curriculus Audit data Organize and label Curriculus audit data--findings of Monitoring and Status Reports, Curriculus Objectives, achievement Relate/assess the data results back to the Curriculus Audit findings Ans lyze the effectiveness of revised curriculus, polices, etc. Identify factors that facilitated attairasent of curriculus goals Identify obstacles that prevented curriculus goal attainsMnt Nake recoeaendatioins for prograsi add i t i ons/de I et i ons/awd i f i ca t i ons Report data findings fron Curriculus Audit for surge into needs assessaient X Coiap. 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X 85X Psge 5 Start 8/2/93 11/12/93 11/15/93 11/15/93 11/29/93 12/6/93 12/15/93 12/16/93 12/16/93 1/7/94 1/7/94 Date 1/31/94 Finish 11/19/93 11/12/93 11/30/93 11/19/93 12/7/93 12/15/93 12/15/93 12/17/93 12/17/93 1/21/94 2/4/94 Resources Natthis,Curriculus Supervisors Matthis Curriculus Supervisors Natthis,CurriculuB Sifwrvisors Natthis,CurriculuB Supervisors Natthis,CurriculuB Sifiervisors Natthis,Curriculiai Sqiervisors Natthis,Curriculus Supervisors Natthis,Curriculus Sqpervisors Natthis,Curriculus Supervisors Natthis,Curriculus SupervisorsId S6 Task Description_______________________ School CUattZHuWD Heiationa Survey 57 Develop data collection plan for SC/HR 58 Aaaign reaponaibilitiea for SC/HR data collection 59 Collect data froai SC/HR aurvey 60 Analyze data froa SC/HR aurvey 61 62 63 64 65 66 Little Rock School District Prograa Planning and Budgeting Project Managaaant Report X Comp. 100X start Finiah 8/25/93 Resource* 100X 100X 100X 100X 8/16/93 8/17/93 8/18/93 tIZilVi 8/16/93 8/17/93 8/19/93 warn Ingraa Ingraa PannNonaan.Saith PannNoraMn.Snith Report of data findinga froa SC/HR aurvey for aarge into needs assessment Fecilitiea Study Develop data collection plan for Facilitiea Study Aasign responsibilities for Facilities Study Collect data for Facilities Study Prepare report for Facilities Study Page 6 100X SB 100X 100X 100X 75X 8/24/93 PennNorsan.Sai th,Ingraa 9/1/93 9/1/93 9/17/93 9/20/93 1/25/94 Date 1/31/94 2/4/94 9/16/93 9/17/93 1/12/94 2/3/94 HiIhollen,Eaton Nilhollen.Eaton NiIholIan,Eaton Nilhollan,EatonId 67 69 70 71 Ti 7i 74 75 76 77 Little Rock School Diatrict Prograa Planning and Budgeting Project Nanageaant Report Task Description____________________________________________ Report data findings froa Facilities Study for large into needs assessaent Praportiomt Allegation Fonwlw Develop data collection plan for Proportional Allocation Foraulas Assign responsibilities for Proportional Allocation Foraulas Collect data for Proportional Allocation Foraulaa Analyze data froa Proportional Allocation Foraulaa Prepare Proportional Allocation Foraulaa Report Report data findinga froa PropotioneI Allocationa Foraulaa atudy for aarge into needs aaaeaanant Collect and aerge issues froa work session (Aug. 31, 1993) into needs assessaant inforaation ConhKt work aeaaion for data analyaea of all atudiea, surveys, foruaa, dialogues, etc. Coafilete needs asaeaaaant Hating X Coap. OX Start 2/4/94 Finish 2/4/94 Resources______ Nilhollen,Eaton Page 7 23 100X 100X 100X 100X 92X OX 7SX 25X OX 9332 e/2/93 8/20/93 Nilhollan 8/23/93 %/u/n 11/1/93 11/29/93 2/4/94 1/25/94 1/26/94 \\mi96 Date 1/31/94 8/23/93 10/27/93 11/24/93 ini96 2/4/94 2/4/94 2/4/94 2/4/94 Nilhollan Eaton,Bamhouta,Boykina,6a(l\u0026gt;erry,Ni Ihol Ian Ni Ihol lan,Eaton,Bamhouae,Boykina,6adberry Nilhollen Nilhollen Natthia.UiIIiaaa,Ingraa.NiIholIan,Nayo Natthia.UiIIiaaa,Board,Cabinet Ui 11iaae,Natthia,NayoId 78 Tisk Description_________________________ Publish Drsft of Needs Assessaent Report 79 Fimlizi md Publish Nssds Asssssasnt Report 80 Begin 9S-96 needs sssessaent cycle SI Progrea liwentorv 82 Identify DSeg progreas 83 84 85 U 67 88 Little Rock School District Progria Plinning ind Budgeting Project Nenegeeant Report X Coap. OX OX OX 2Q 100X Identify priaery end secondery leeders for DSeg progreas Revise DSeg Progria listings Receive epprovil of OSeg Progrea listing Distribute DSeg Progrea listings to selected resource persons Conduct inservice for DSeg Progria aimgeri end principili Develop Progria Budget Dociannt for DSeg Progran Pige 8 100X 100X 100X 100X 100X 100X Start 2/4/94 2ZU/9* */*/94 7/1/93 7/1/93 7/1/93 7/19/93 7/19/93 9/9/93 9/16/93 8/6/93 Dite 1/31/94 Finish Kesourcet 2/4/M Ui 11 iMS, Ingria 2/U/94 Mstthis,Ui(lisBs,IngriB 11/4/94 6/30/94 7/1/93 7/1/93 9/8/93 7/19/93 9/9/93 9/23/93 Metthis.Uillisas,Ingrea.NiIhollen.Neyo Ingrea Ingria Ingria ! Mitthis,Ingrea Ingria Nitthli.lngria Ingria 'llLittle Rock School Dlatrlct Prograa Planning and Budgeting Project Hanageaent Report Id 89 90 91 92 93 94 95 96 97 98 CosnsJiitv Forum Tesk Description_____________________ Establish a list of Non-DSeg Progrsas Identify priaary and aecondary leaders for Non-DSeg Progrsas Revise Non-DSeg Progrssi listings Receive spprovsl of Non-DSeg Progrssi listing Distribute Non-DSeg Prograa listing to selected resource persons Conduct Inservice for Non-DSeg progrsa asnsgers Develop Progrsa Budget Docusents for Non-DSeg Progrsas Merge DSeg end Non-DSeg Program Into e composite listing Generate a Prograa Inventory Report Conduct 95-96 Prograa Inventory X Coap. 100X lOOX 100X 100X 100X 100X 100X 100X OX 21S Page 9 Start 8/26/93 11/16/93 8/27/93 11/15/93 11/16/93 12/10/93 ntwm 1/18/94 1/20/94 5/2/94 9/U/W Date 1/31/94 Finish Resources 8/26/93 UIllIssa.Natthls.Inarssi 11/29/93 11/15/93 11/15/93 11/16/93 12/10/93 1/18/94 1/20/94 6/30/94 2/4/94 UlllIssv.Hatthls.Ingrsa UI lUssa.Natthls, Ingrssi UlUlssM.Netthls.Ingrssi Ingrssi Ingrssi IngrsB,Non-DSeg Progrsa Nensgers Ingria Ingrsa.Besss Ingraa Id 100 Task Description___________________________________ Develop data collection plen for Coaesmity Foruaa 101 Set locationa end schedule for Coanunity Foruaa. 102 Develop CoaiBunity Forua saafile agenda 103 Develop data collection tool (eetrix) for Coanunity Foruas 104 Conduct Cloverdale Elaanntary Coanmlty Forua IOS 106 107 108 109 110 Little Rock School District Prograai Planning and Budgeting Project Hanagoaent Report X Comp. 100X 100X 100X 100X 100X Gather Cloverdale feedback data for input into aatrix Conduct Parkvieu Coaaunity Forua Gather Perkview Coaesnity Forua feedback data for input into aatrix Conduct Bsle Coanunity Forua Gather Bale Coanunity Forua feedback data for input into matrix Conduct Forest Heights Coanunity Forua 100X lOOS 100X 100X lOOX lOOX Page 10 Start 9/14/93 9/21/93 10/4/93 10/6/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/11/93 11/16/93 Date 1/31/94 Finiah 9/14/93 9/21/95 10/4/93 10/7/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/12/93 11/16/93 Resources_________ Bsssa,Wagner,Mayo Wagner,Hayo Basse Basse,Wagner(Mayo WHUaae Basse WilliaaN Basse Willism Basse WilliaasId 111 112 113 114 115 116 uz 118 119 120 121 Little Rock School Diatrict Prograai Planning and Budgeting Project Nanageaant Report Teak Deacription__________________________________________ Gather Foreat Heighta Coaaaunity Forue feedtack data for input into matrix Conduct Rockefeller Coentrity Forue Gather Rockefeller Coaaaunity Forue feecfcack data for input into aatrix Conduct Gerlend CoaMunity Forue Gather Gerlend Coaaaunity Forue feedback data for ir^t into matrix Finelize end pUtlieh Coaeenlty Forue Matrix PiBtrict Pielofluee Develop data collection plen for Diatrict Dialoguea Set echedule for Diatrict Dialoguea Develop Diatrict Dialogue aaiaple agende Develop data collection tool for Diatrict Dialoguea (matrix) X Comp. 100X 100X 100X 100X 100X 100X SS 100X 100X 100X 100X Page 11 Start 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 12/6/93 10/27/93 10/27/93 10/28/93 11/9/93 11/9/93 Dete 1/31/94 Finiah 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 1/6/94 2/4/94 10/27/93 10/28/93 11/9/93 11/9/93 Reaourcea Baaaa UilUaM Beeee Ullllaie Beeee Beeee Mayo,Baaea,Uagner Uagner,Baaea,UiIIiaaa,Nayo Baaaa BaaaaId 122 123 124 125 126 127 128 129 130 131 122 Little Rock School Dittrlct ProgrtM Planning and Budgeting Project Hanagenent Report Task Detcriptlon__________________________________________ Conduct Central Office Adainistration District Dialogue Gather Central Office Adalnlatratlon feedwek data for Input Into natrix Conduct Teachers District Dialogue Gather Teachera Dittrlct Dialogue feedback data for Input into natrix Conduct Principals District Dialogue Gather Principala Dittrlct Dialogue feedbacl data for Input Into natrix Conduct Clattiflad Staff Dittrlct Dialogue Gather Claaaifiad Staff Dittrlct Dialogue feedbeck data for nerge into awtrix Finalize and publlah Dittrlct DItlogue Mtrix fiofit IQd obiectivet Plwn\u0026lt;na Sssslaa X Conp. 1O0X 100X 100X 100X 100X 100X OX OX OX 100X 100X Page 12 Start 11/23/93 12/1/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 2/3/94 8/2/93 8/2/93 Date 1/31/94 FInIth 11/23/93 12/13/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 ?zia/a wim Retourcet Uilllans Basta uniiaM Bassa Willies* Bataa Ullllaaa BattaId 133 Task Description______________________ Identify process for goal development 134 Detensine date and site for work session 135 Identify snterials for work session 136 Develop aateriels for work session 137 138 122 140 141 142 143 Little Rock School District Progrsa Planning and Budgeting Project Nanagesant Report X Coap. 100X 100X 100X 100X Identify snd notify participants for the work session Conduct work session Conduct Coal Cettinn Work Cession Identify process for goal setting work session Identify perticipents for the goal setting work session Detensine date and site for goal setting work session Distribute beckground aaterials to the perticipants 100X 100X 100X 100X 100X 100X 100X Page 13 Start 8/2/93 8/13/93 8/16/93 8/17/93 8/12/93 8/20/93 8/23/93 8/23/93 8/23/93 8/24/93 8/25/93 Date 1/31/94 Finish Resources 8/17/93 Hatthis.Inerssi.Glssgou 8/13/93 8/16/93 8/18/93 8/12/93 8/20/93 9/3/93 8/24/93 8/23/93 8/24/93 8/25/93 Natthis Matthis, Ingrasi.Glasgou Natthis,Ingraa Natthis Cabinet Natthis,Ingraa,Glasgow Natthis Natthis,Ingrsa NatthisId 144 US U7 148 149 150 151 152 153 154 Little Rock School District Prograa Planning and Budgeting Project Hanageaant Report Task Description___________________________________________ Conduct work session to develop tentative aiasion stateaant, develop tentative goals, and a list of issues that aay enhance or restrict goal attalnaant Prepare Materials for Board work session Con**t Board Mack SsulSQ Establish data and sits for work session Distribute background aaterials to Board laabers Review of preliainary list of issues for needs assesssant by Board Revieu/revise tentstive aission stetaaant and goals Revieu desegregetion prograa inventory Review identified proportionel ellocations Establish written priorities Identify edditional \"fest-track\" prograa evaluation X Caap. 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X Page 14 Start 8/31/93 9/1/93 8/30/93 8/30/93 9/1/93 9/9/93 9/9/93 9/9/93 9/9/93 9/9/93 9/9/93 Dete 1/31/94 Finish 8/31/93 9/3/93 9/9/93 8/30/93 9/1/93 9/9/93 9t9t\u0026lt;n 9l9fVi 9/9/93 Resources Cebinet,Boerd,PTA,CTA,Prin Roundteble,Betty Caldwell Matthis,Ingraa Natthia Natthia,Ingraa Board,Natthis,Ingraa Bosrd Bosrd Bosrd Board BoardId 155 Task Description____________________________ Identify strstegies for funding shortfalls 156 157 158 J52 160 161 162 163 164 165 Little Rock School District Prograai Planning and Budgeting Project Manageaant Report X Coap. 100X Start 9/9/93 Finish 9/9/93 Resources Board Develop coaassiicetion strategy for ission stataaant and goals Distribute Bistion stateeNnt and goals Distribute list of priorities 12ad grtrwt Usdi Detersiina data and site for Board Retreat Identify agenda itea* for Board Retreat Establish agenda for Board Retreat Gather and distribute Mterials for Boerd Retreet Conduct date analysis twrk session for Board Retreat Conduct Board Retreat Page 15 100X 100X 100X SSI 100X 100X 90X 85X OX OX 9/10/93 9/10/93 9/10/93 12/2/93 xuzm 1/12/94 1/12/94 1/12/94 2/1/94 2/4/94 Date 1/31/94 9/10/93 9/10/93 9/10/93 \\znm 1/12/94 2/3/94 2/3/94 InarM.HatthU lngraa,Uagnar Board Uillisaa.Board UilliaaB.Board UilliaiM.Board Ui 11 isR,Matthis, IngraaifNi Ihol lan.Gadberry UilliasM,Cabinet UilliaiRS.BoardId 166 Task Description_________________ Report outcomes of Board Retreat 167 Detenaina the need for an additional Board Retreat 1^ Proaraai Devetooaent 169 170 171 172 in 174 175 176 Little Rock School District Prograai Planning and Budgeting Project Manageaient Report X Coap. OX OX 1\u0026amp; Develop philosophy and/or objectives for prograaa and /or prograa aodifications Schedule and hold iNetinss for organizing the project Seek copies of source docuaents from experts, other school districts Exaaiine trends of experts in the designated fields Organize a coamittee to develop educational specifications Establish fraanuork for: curriculua offerings\nservices and support prograas\npolicies for instructional delivery\noateriats/supplies/equipaient\nstaffing needs and staff development needs\nbudget Relate/rcferance recoomendations froa curriculua audit needs assessawnt results to established aission statement, goals, and DSeg Plan Review recoanendations froai curriculua audit needs assesssKnt in order to identify additional prograias or prograa awdificat ions Psge 16 100X 100X 100X 100X 100X 75X OX 75X Start 2/10/94 2/11/94 11/15/W 11/15/93 11/19/93 11/19/93 11/19/93 11/19/93 1/7/94 1/7/94 Date 1/31/94 Finish 2/11/94 4/30/M ilium 11/19/93 12/15/93 12/15/93 12/15/93 11/26/93 2/18/94 2/7/94 Resources Uilliaas,Board Ui lliMt,Boa rd,Cabinet Hatthit,Curricului Supervisora Natthia,CurriculuR Supervisora Hatth\u0026lt;a,Curricului Sipervisora Matthis,CurriculuR Sigiervisors Hatthis.Curriculus StRiervisors Natthis,Curr1culus Supervisors NatthiSfCurriculua St^iervisors Hatthis.Curriculus SupervisorsId 177 Task Description__________________________________ Develop Business Case for prograa and/or prograa aodifleetions 178 179 180 181 122 183 184 185 186 187 Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report X Coap. OX Start 2/8/94 Finish 2/10/94 Resources______________________ Natthis,Curriculin Supervisors Sufaait Business Case for prograa and/or prograa nodifications to Superintendent and Board of Directors Develop prograa and/or prograai andificationa Review prograa and/or prograa aodificationa with Cabinet Decide to iapleawnt or not to iapleaant progreaa and/or prograa andificationa Prepare initial financial forecasts for coaing year Issue instructions for budget preparation at all levels Develop budget preparation training laterial Conduct budget preparation training sessions Budget aanagers siinit 94-95 budget requests Page 17 OX OX OX OX 223 40X 100X 100X 100X 85X 2/10/94 2/18/94 2/2S/94 2/28/94 12/1/93 11/30/93 11/18/93 12/6/93 1/14/94 Date 1/31/94 2/17/94 2/24/94 2/28/\u0026lt; 2/11/94 12/3/93 11/30/93 12/17/93 2/28/94 Natthis,Currlcului Suparvitors Hatthia.Curricului Superviaora Natthis,CurriculuB Supervisors Natthis,CurriculuB Supervisors NiIhollen Nilhollsn NiIholIan Hi Ihollen NUhollenId 188 Task Description________ Begin budget developawnt 189 Rvit financial forecast for coaling year 190 Sutaait proposed budget to Board 191 Conduct Board work setaione on budget 192 Revise budgets, as needed 193 194 195 196 197 12B Little Rock School District Prograai Plaming and Budgeting Project Nanageaient Report X Coat). 100X OX OX OX OX Notify certified personnel of possible staff reduction Board approval of tentative budget Notify classified personnel of possible staff reduction Board adoption of 94-95 budget Subait 94-95 budget to State Prarw iBet Pocusant UU Quarter:2nd Quartef\n3rd Ousrter:4th Quarter) Page 18 OX OX OX OX OX Start 1/18/94 3/1/94 3/24/94 3/28/94 4/18/94 4/1/94 5/2/94 5/3/94 7/1/94 8/1/94 9/1/93 Date 1/31/94 Finish 1/18/94 3/15/94 3/24/94 4/15/94 4/30/94 4/30/94 irihlVt 5/31/94 7/28/94 8/26/94 8/1/94 Resources Ni Ihollen HiIholIan HiIholIan NiIhollan,Board,Hatthia Milhollen Ni Ihol len,6a(tierry Ni lhoUan,Natthi a, Board, Ingraai Ga(berry,NiIholIan Boerd,Nilhollan,Natthis Board,NfIhollenId 199 Task Description_____________________________________ Develop Program Budget Dociannt Report Plan for all quarters for DSeg Prograan 222 111 aartgf Prwrw udaet Poowent Rggrt 201 Prepare training anterial for principala, program managers and clerical staff 202 Conduct training tettion for principala, prograai managera, and clerical ataff\ndiatribute diakettea 203 Diaseaiinate written program dociannt inatructiona to principala and program managera 204 205 206 207 208 209 Little Rock School Diatrict Prograai Planning and Budgeting Project Hanageacnt Report X Comp. 100X loot loot loot loot Adviae progran managera and principala on Program Budget Dociment Generate diakette management flow inforantion to relative ataff in School Operations and PRE office Plan lat follow-qp training aesaion on the Program Budget Dociisent and WordPerfect Conduct lat follow training aeaaiona on the Prograai Budget Document and WordPerfect DSeg Progrtaw Oiakettes due back to Planner PRE perfortM check-in procedurea and data clean-ig) on diakettea loot loot loot loot loot loot Page 19 Start 9/1/93 9/17/W 9/17/93 9/23/93 9fiatn 9/28/93 10/1/93 10/5/93 10/5/93 10/U/93 10/13/93 Date 1/31/94 Finish 9/21/93 n/i2zg 9/21/93 9/23/93 9/30/93 10/18/93 10/5/93 10/8/93 10/8/93 10/14/93 10/22/93 Reaourcea Ingram,Baaaa IngrM.Hatthit,Basta I nor tai Bataa,Ingraa Bataa,Ineraa Bmm Baata,Glat8ow Batta,Glatgou InoraM,Baasa PRE Clerical Staff,BastaId 210 Task Description_______________________ PRE generates hard copies of diskettes 211 212 213 2U 215 216 217 214 219 220 Little Rock School Diatrict Program Planning and Budgeting Project Management Report X Comp. 100X Start 10/22/93 Finish 10/26/93 Resources PRE Clerlcel Staff PRE developa relative narrative end the Controller provides financial Info for the Program Budget Docuaent Report PRE coabines all relative Info for Program Budget Docuaent Report (let Quarter) PRE dlaaamlnates dreft of report to aelected resource people Revite draft Prepare for ptiillcetlon of Program Budget Docusant Sibmlt publlahad Program Budget Docusant Report to the Court Return DSeg Program dlakettes to amnagert and principala OMirttr frOflrBHI Ooctaent Report Adviae program aanagera and principala on PBO Prepare trelning material for follow-up training sesalona on the PBO and WordPerfect Page 20 100X 100X 100X 100X 100X 100X 100X 4S 100X 100X 10/22/93 yamtvi 10/29/93 11/2/93 11/2/93 11/3/93 11/12/93 11/15/W 11/23/93 11/15/93 Date 1/31/94 10/26/93 10/28/93 10/29/93 11/2/93 11/2/93 11/3/93 11/12/93 2/16/94 1/U/94 11/17/93 BasM, InarM,MI Ihol ln PRE Clerical Staff,Basta,IngraM Ingraa Ingram,Basta Ingram UI 11lama,Ingram PRE Clerical Staff,Baaaa,Ir^ram Ingram,Baaaa,Aaa't Sigjta Bataa,GlaagouId 221 222 223 224 22S 226 227 228 229 230 231 Little Rock School District Prograa Planning and Budgeting Project HanagesKnt Report Task Ducription___________________________________________ Dissuinate standardized inatructiona for coapleting the PBD to principala and prograa aanagera Conduct training ausiona for principala, prograa aanagers, and clerical ataff Diakettu due back to Planner PRE perforaa check-in proceduru and data clean-up on diskettu PRE generatM hard copiea of diakettu PRE developa relative narrative and the controller provides financial info for PBD Report PRE coabinu all relative info for PBD 2nd Quarter Report PRE dissaainatu drafta of report to aelected ruource people Revise draft Prepare for publication of 2nd Quarter Prograa Budget Docuaent Report Subait published 2nd Quarter Prograa Budget Docuaent Report to Court X Coap. 100X 100X 100X 100X 100X 100X 90X 100X OX OX OX Page 21 Start 12/8/93 12/10/93 Mb/9b 1/6/94 1/14/94 1/26/94 2/1/94 1/31/94 2/2/94 2/3/94 Date 1/31/94 Finish Retourcet 12/8/93 Batu 12/14/93 Mb/V, 1/14/94 1/21/94 1/26/94 2/1/94 1/31/94 2/2/94 GlMflOM,BUU Principals,Prograa Hanagara PRE Cleriul Staff,Basu PRE Clerical Staff lngraB,Buaa,PRE Clerical Staff Ingraa,BaaM,PRE Cleriul Staff Ingraa Ingraa PRE Clerical Staff,Busa, Ingraa Uilliaas,lrraaId 232 Tesk Description______________________________________ Return diskettes back to the principels and prograa aanagers 233 Develop instructions for including any additional desegregation obligations to be Included in 3rd Qtr Prograa Budget Docunent Report Si 2d Quarter Prograw Budnet Docwent RtB2rt 235 Advise prograai annagera and principals on tha PBO 236 237 238 239 240 241 242 Little Rock School District Progrsa Planning and Budgeting Project Hanageaent Report X Coap. OX OX SS OX Start 2/8/94 2/11/94 VW/Vt F\u0026lt;nih Rmoutcm 2/8/94 PRE Clerical Staff,Basse 2/16/94 5/10/94 InoraM.Baasa ln0raw,Baaaa,Asa't S(^ts,Heyo Prepare training eaterlal for principals, prograa aanagers, and clerical staff for 3rd follou'up training on UordPerfect and the Prograa Budget Docunent Disseainate raainder Instructions for PBDcoopletion to principals and prograa aanagers Diskettes due beck to Plenner PRE perforas check-In procedures end data clean-is\u0026gt; on diskettes PRE generates hard copies of diskettes PREdevelope relative narretive and the controller provides financial info for 3rd Quarter Prograa Budget Docunent Report PRE coafclnes all relative Info for 3rd Quarter for PBD Report Page 22 OX OX OX OX OX OX OX 3/11/94 3/15/94 Baasa.PRE Clerical Staff 3/21/94 3/21/94 Baaaa, Ingraai 4/8/94 4/8/94 4/15/94 4/15/94 4/20/94 Date 1/31/94 4/15/94 4/20/94 4/20/94 4/25/94 Principals,Prograai Managers PRE Clerical Staff,Basaa PRE Clerical Staff NiIhollen,Bassa,Ingraa Ingraa,Basse,PRE Clerical StaffId 243 2U 245 248 247 2iS 249 250 251 252 253 Little Rock School District Prograai Planning and Budgeting Project Hanageant Report Task Description________________________________________ PRE disseaiinates draft of report to selected resource people Ravisa draft Prepare for publicetion of Prograai Budget Report for the 3rd Quarter Sifaait puli shed 3rd Quarter Prograai Budget Docuant Report to Court Return diskettes to prograai Managers end principels itb Quarter Progrew Budget Pnnmt Report Advise principels end prograai aansgers on tha PBO Diskettes due beck to Planner PRE perfonas check-in procedures snd deta clean-up on diskettes PRE generates hard copies of diskettes PRE develops relative narrative and the controller provides financial info for 4th Quarter PBO Report X Coap. OX OX OX OX OX OX OX OX OX OX Page 23 Stert 4/26/94 4/27/94 4/28/94 5/2/94 5/10/94 5/13/94 5/13/94 7/11/94 7/7/94 7/14/94 7/18/94 Dete 1/31/94 Finish 4/26/94 4/27/94 4/28/94 5/6/94 5/10/94 8/1/94 7/8/94 7/11/94 7/14/94 7/20/94 7/22/94 Resources Ingraai IngrMi.BMM.PRE Clerical Staff Ineraa.PRE Clerical Staff Ingraai.Uillfam PRE Clerical Staff,Baaaa Ingraai,Bassa,Ass*t S(s\u0026gt;ts,Hayo Principels,Progreai Manegers PRE Clerical Staff,Bassa PRE Clerical Staff Mi Ihol len,Bassa, IngraaiId 254 255 256 257 258 259 aa 261 262 263 264 Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report Task Description________ PRE combines all relative Info for 4th Quarter PBO Report PRE disseainates draft of report to selected resource people Revise draft Prepare for piijllcation the 4th Quarter Prograa Budget Document Report to Court Subait (Mill i shed 4th Quarter Prograa Budget Docuaent Report to Court PRE houses diskettes laitil 93-94 school year begins esnitgrina RCd Reporting Develop plenning strategy Prepare monitoring and reporting instructions for all quarters Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data Distribute 1st Quarter PBO Report to Priaary Leaders X Comp. OX OX OX OX OX OX SSI 100X 100X 100X 100X Page 24 Start 7/22/94 im/v, 7/28/94 7/29/94 8/1/94 8/1/94 7/1/93 9/1/93 10/26/93 11/15/93 Date 1/31/94 finish 7/22/94 7/28/94 7/29/94 8/1/94 8/1/94 8/8/94 7/30/93 9/21/93 10/26/93 11/15/93 Resources________________________ PRE Clerical Staff,Bas8a,Ingraa Ingraa Inoraai,Baa8a,PRE Clerical Staff PRE Clerical Staff,Ingraa Ingraa,Uill{aBS PRE Clerical Staff,Sassa Ingraa,Natthis,H1Ihollen lngraa,Natthia Nilhollen IngraaId 265 266 267 268 269 270 271 272 273 274 2S Little Rock School District Prograa Planning and Budgeting Project Menegeaent Report Tesk Description__________________________________________ Provide feedback to principals snd prograa aanagers on 1st quarter report Set up financial pull for 2nd Quarter PBD Report Distribute 2nd Ouerter Progrsa Budget Docuaent Report to Primary Leaders Provide feedback to principals and prograa aanagers on 2nd Quarter Prograa Budget Docuaent Set up financial pull for 3rd Quarter Prograa Budget Docunent Report Disseminete 3rd Quarter Prograa Budget Docuaent Report to Primary Leaders Provide feedbeck to principals and prograa aanagers on 3rd Quarter PBD Report Set up finencial pull for 4th Quarter PBD Report Disseaiinete 4th Quarter PBD Report to the Priaary Leaders Modify process as necessary Prograa Evaluation X Coap. 100X 100X OX OX OX OX OX OX OX OX is Page 25 Start 11/22/93 1/26/94 3/11/94 3/15/94 4/15/94 5/12/94 5/13/94 7/18/94 8/8/94 4/1/94 SZ2SZS Date 1/31/94 Finish 11/30/93 1/26/94 3/11/94 3/18/94 4/15/94 5/12/94 5/17/94 7/18/94 8/8/94 4/30/94 Resources Prisary Lesders Milhollen Ingraai Priaary Leaders Milhollen Ingraai Priaary Leaders Ingrsai IngraaId 276 277 278 279 280 281 282 283 284 285 286 Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report Task Description__________________________________________ Review Desegregation Plan for potential target prograa* Develop progrea evaluation instruaent and procesa Conduct inforaation/oricntation events to infora appropriste staff of activities Identify fast-treck evaluation targets Conduct required training for use of process end evaluation criteria for designated staff Complete fast-treck evaluetion of targeted progrsas Use fest-track evaluation results to detenaine prograa addi tions/deletions/aodif i cations Develop sdditionsl progrsas snd/or progrsa andificatlons Begin prograa evaluation for targeted non-deseg prograas (using established process/criteria) Rsvieu evaluation results for non-deseg prograas Consolidate/aerge results of non-deseg progrsa results into budget developaent X Coap. 100X 100X 100X 100X 100X 100X OX OX OX OX OX Page 26 Start 8/20/93 8/20/93 8/27/93 8/30/93 8/30/93 2/4/94 2/18/94 2/28/94 2/15/94 3/15/94 Date 1/31/94 Finish 8/20/93 8/20/93 8/27/93 8/30/93 8/30/93 1/3/94 2/14/94 2/25/94 2/28/94 3/15/94 4/25/94 Resources Cabinet Cabinet Natthis Natthis Natthis Natthis,Curriculua Supervisors Natthis,CurriculuB Supervisors Natthis,CurriculuB SqMrvisors Natthis,CurriculuB Supervisors Natthis,Curriculua Sipervisors Cabinet Id az Task Description Broad-Based Feedbeck 288 Define input requirenente et Board work aesaion 289 Develop inservice plen on the Prograa Planning and Budgeting Process 290 Begin input process 291 Coafilete input process 292 Plan for internal and external feedback XU Provide internal and external feedback IS6. Prograa Coordination 295 Develop project aanageannt tool 296 Set i4\u0026gt; regular project aanageaient reporting process WL Subeiit ponthlv project aneaeacnt report to Court Little Rock School District Prograa Planning and Budgeting Project Manageaant Report X Coap. ZS 100X 100X 100X OX OX OX 241 45X 90X SI Page 27 Start 8/2/93 9/9/93 9/1/93 8/2/93 2/4/94 2/8/94 3/1/94 8/31/93 10/25/93 12/13/93 M1/W Date 1/31/94 Finish Mi/y4 9/9/93 9/1/93 8/2/93 2/4/94 3/31/94 6/30/4 6/30/94 6/30/94 Rmoutcm Board.Uilliaa* Matthia, Ingriai.Mi Ihol len,Hayo Matthis, Ingraai,Mi Ihollen Ingreai,Bsssa William.Hatthia.Irxiraa UilliaM.liwrMi Bassa,Choate WiIliaaw.Hatthis,Ingraa.Bassa,CabinetId 298 Task Description__________________________________ Submit August annthly annagement report to Court 299 Subait Septeober aonthly manageaient report to Court 300 Subait October annthly management report to Court 301 Subait Noveater annthly manageaient report to Court 302 Subait Decamber aaxithly manageaient report to Court 303 304 Siiaiit February annthly amaiagament report to Court 305 Submit March annthly annagement report to Court 306 Simit April annthly management report to Court 307 Sibait Hey monthly manageaient report to Court 308 Submit June annthly annagement report to Court Little Rock School District Prograa Plenning and Budgeting Project Hanageannt Report X Coap. 100X 100X 100X 100X 100X 100X OX OX OX OX OX Page 28 Start 8/31/93 9/30/93 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 Dete 1/31/94 Finish 8/31/93 9/30/93 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 Resources Ui IIiams,Ingram um\u0026lt; MH, Ingraa UilliMB, Ingram Uilliamt,Ingram Uilliaaa,Ingraa UilliMH,Ingraa Uilliaaa.Ingram Ui I Uema, Ingram Uilliaaa,Ingram Uilliaaa,Ingram Uilliaaa,IngramId 1 Task Description________________________________________ Develocment 211 UenQlng Organization iQj Little Rock School District Progrem Planning and Budgeting Project Hanagenent Report Qtr 1, 1994 Qtr 2, 1994 Jul I Aug I Sep Oct I Mw I Pec Qtr 3, 1994 Jan I I Mar Qtr 4, 1994 Apr I May I Jun Btr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jen I FA I Mar 2 Designate District Planner 3 Hire Planning Specialist 4 Train Planning Specialist 5 Reassess planning organization and structure 6 Restructure and modify, if necessary z Heeds Assessment 8 Define purpose, process, and format 9 Cosmunicate to the District end comnsoity the purpose, process, and format to be used in the program planning and budgeting process 10 \"y/A\\ Develop and define the mission statement and goals for the District Project\nDate: 1/31/94 Critical y/yy/yy/y/y/y/y/y/A Progress * Milestone Simnary  Rolled Up 0 Page 1 Date 1/31/94Id 11 Task Description Develop preliaiinary list of issues for needs assessment 12 Identify data to awasura needs of district 13 IS 16 17 IB 19 2fi Study data to iKasure needs Arkansas Hiniaaas Perfonaance (AHPT) Test dets aanageagnt Develop data collection plan for AHPT results Assign responsibilities for AHPT data collection Collect data froai AHPT results Analyze data froai AiiPTresults Report data findings froai AHPT for arge into neieds sssessaent Stanford S Test data aanaaeaent Project: Date: 1/31/94 Critical Little Rock School District Prograai Planning and Budgeting Project HanageiRent Report Qtr 1, 1994 Jul I Aug I S^ Qtr 2. 1994 Oct I Mw I Dec I I Progress H Hilestone Qtr 3. 1994 Jan j I Har Page 2 Date 1/31/94 Qtr 4, 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Mw I Pee Qtr 3. 1995 Jan I Feb | Her Sueaary  Rolled Up 0Id 21 Task Description_____________________________________ Develop dete collection plen for Stanford 8 results 22 Aaaign reaponaibilitiea for Stanford 8 data collection 23 Collect data frcai Stanford 8 reaulta 24 Analyze deta froai Stanford 8 reaulta 25 Report deta findings from Stanford 8 for awrge into needs assessment 2\u0026amp; Peeeflrefletlon Wooltorina Seporta Audit 27 Aaaign responaibility for data collection 28 Develop data collection plan 29 Collect data Little Rock School Diatrict Prograai Planning and Budgeting Project HanagcaKnt Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Dec I I I I Qtr 3. 1994 Jan I I Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I MOV I Dec Qtr 3. 1995 Jan I I Her 30 Requeat to Progran Managers to compare with lat Quarter's Program Budget Docunent Project: Date: 1/31/94 Critical Progreaa  Mileatone  Sumary \" Rolled Up 0 Page 3 Date 1/31/94Id 31 Task Description________________________________________ Report findings to PRE for merge with Program Budget Docunent, where appropriate 32 Deseareaatlon Plans Audit 33 Assign responsibility for data collection 3* Develop data collection plan 35 Collect data Little Rock School District Prograai Planning and Budgeting Project Hanageaent Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 199* Oct I Nov I Dec Qtr 3. 199* Jan Mar Qtr*, 199* Apr I May I Jun Qtr 1, 1W Jul I Aug I S^ Qtr 2, 1995 Oct I MOV I Dec Qtr 3, 1995 Jan I Feb I Mar 36 I I Request to Program Managers to compare with 1st Quarter's Program Budget Docuarnnts 37 Report findings to Planning, Research and Evaluation for merge with Program Budget Docuaient, where appropriate 3S Court Orders Audit I 39 Assign responsibility for data collection *0 I Develop data collection plan I Project: Date: 1/31/9* Critical Progress Suaaary Rolled Up 0 Page * Date 1/31/9*Id 41 Task Description Collect dete 42 Request to Prograai Hanagers to coepare with let Quarter's Prograai Budget Docuaent 43 a 45 46 47 48 49 50 Little Rock School District Progreai Planning and Budgeting Project Hanegeaent Report Qtr 1. 1994 Jul t Aug I Sep Qtr 2. 1994 Oct I Hot I Dec Qtr 3, 1994 Jan j Feb 1 Her Qtr 4. 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hoy I Dec Qtr 3. 1995 Jan I Feb | Her Report findings to Planning, Research and Evaluation for arge with Prograa Budget Docuaent, where appropriate Eucdaiba Aidii Develop plans for data collection for Curriculua Audit Assign responsibilities for collectionCurriculua Audit Collect date for Curriculua Audit Establish procedures for review and assessaKnt of Curriculua Audit data Organize end label Curriculua audit data--findings of Honitoring and Status Reports, Curriculua Objectives, schieveaient Relate/assess the data results back to the Curriculus Audit findings Project: Dete: 1/31/94 Critical Progresa Noncritical Hileatone \u0026lt; I I Siaaaery Rolled Up 0 Page 5 Date 1/31/94Id 51 Task Description Analyze the effectiveness of revised curriculua, polices, etc. 52 Identify fectora that facilitated attainaent of curriculua goala S3 Identify obstacles that prevented curriculua goal attainment 54 Hake recoamendatioina for prograai add i t i ons/de I et i ons/aod i f i ca t i one 55 57 58 59 60 Report dete findings froai Curriculua Audit for aierge into needs assessaient School Cliete/H\u0026gt;*an Selitlono Survey Develop data collection plan for SC/HR Asaign responsibilities for SC/HR deta collection Collect data froai SC/HR aurvey Analyze data froa SC/HR aurvey Project: Date: 1/31/94 Critical Little Rock School Diatrict Prograai Planning and Budgeting Project Hanageaant Report Qtr 1, 1994 Jul I Aub I Sep I ' I Qtr 2. 1994 Oct I Hov I D^ I I Qtr 3. 1994 Jan j Feb I Har Qtr 4. 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hw I Dec Qtr 3. 1995 Jan I I Har Progress B Hilestone SLaaaary V Rolled Up 0 Page 6 Date 1/31/94Id 61 Task Description_______________________________________ Report of data findings froai SC/HR survey for amrge into needs assessiaent \u0026amp; FoclUtiw Study 63 Develop data collection plan for Facilities Study 64 Assign responsibilities for Facilities Study 65 Collect data for Facilities Study 66 Prepare report for Facilities Study 67 Report data findings froai Facilities Study for aierge into needs assessment W 70 Allocation Forswlaa Develop data collection plan for Proportional Allocation Foraulas Assign responsibilities for Proportional Allocation Forsulas Project: Date: 1/31/94 Critical Little Rock School District Progran Planning and Budgeting Project Manageannt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan [ Feb | Mar A * Progress Noncritical Milestone Page 7 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I S^ Qtr 2. 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb I War Susaiary  Rolled Up 0Id 71 Task Description Collect data for Proportional Allocation Formulas 72 Analyze data from Proportional Allocation Formulas 73 7k 75 76 77 n 79 80 Prepere Proportional Allocation Foraulaa Report Report data findings from Propotlonal Allocations Formulas study for merge into needs assessment Collect and merge issues from work session (Aug. 31, 1993) into needs assessment infoneation Conckjct work session for data analyses of all studies, surveys, foruss, dialogues, etc. Coafilete needs aasessaent listir Pibliah Draft of Needs Assessaant Report Finalize and PiAilish Needs Assessaent Report Begin 95-96 needs assessaant cycle Project: Date: 1/31/94 Critical Little Rock School District Program Planning and Budgeting Project Manageaient Report Qtr 1, 1994 Qtr 2, 1994 Jut I Aug I Sep Oct I Mw | Dec Qtr 3, 1994 Jan j F^ I Mar I I I I I I I I I I I I I I I I I I I I I I I I I 9 ' I I I :i I I I I I I I I I I I I I Progresa Noncritical Milestone Page 8 Date 1/31/94 Qtr 4, 1994 Apr I May | Jin Qtr b Jul I Aug I Sep Qtr2, 1995 Oct I Nov I Pec Suaary Rolled Up 0 Qtr 3, 1995 Jan I Feb | MarId \u0026amp;1 Task Description Prograa Inventory 82 Identify OSes prograM 83 Identify prisary and secondary leaders for DSeg prograsis 84 Revise OSeg Prograa listings 85 Receive approval of DSeg Prograa listing 86 Distribute DSeg Prograa listings to selected resource persons 87 Conduct inservice for DSeg Prograa aanagers and principals 88 Develop Prograa Budget Docuaent for DSeg Prograas 89 Establish a list of Non-DSeg Prograas 90 Identify primary and secondary lesders for Non-DSeg Programs Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progrsa Planning and Budgeting Project Hanageaent Report Qtr 1, 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Mov I D^ Otr 3. 1994 Jan I I Her Qtr 4. 1994 Apr I May I Jun Otr 1. 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Mar I Progress  Milestone Sumary Rolled Up 0 Page 9 Date 1/31/94Id 91 Task Description Revise Non-DSeg Program listings 92 Receive approval of Non-DSeg Prograai listing 93 Distribute Non-DSeg Program listing to selected resource persons 94 Conduct inservice for Non-DSeg prograai aianagers 95 Develop Prograai Budget Docuawnts for Non-DSeg Programs 96 Herge DSeg and Non-DSeg Prograas into a composite listing 97 Generate a Prograai Inventory Report 98 Conduct 95-96 Prograai inventory 2S Co^Jiitv Fonaas Little Rock School District Prograai Planning and Budgeting Project Hanageaient Report Qtr 1. 1994 I Qtr 2, 1994 Jut I Aug I Sep I Oct I Hov I Pec Qtr 3. 1994 Jan j FA I Har Qtr 4, 1994 Apr I Hay I Jun '/////////Z. Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I F^ I Har 100 Develop data collection plan for Coanunity Forums Project: Date: 1/31/94 Critical Noncritical Progress H Hilestone SiaaaMry Rolled Up 0 Page 10 Date 1/31/94Id 101 Task Description__________________________________________ Set locations and schedule for Coansjnity Foruas 102 Develop Coeounfty Foru* saaple egende 103 Develop data collection tool (matrix) for Coonunity Foruas 104 Conduct Cloverdale Eleawntary Coamnity Forua 105 Gather Cloverdale feedback data for input into matrix 106 Conduct Parkvleu Coaaaoity Forua 107 Gather Parkvieu Coanunity Forua feedback data for input into matrix 108 Conduct Bale CoaMuiity Forua 109 Gather Bale Coanunity Forua feedback data for input into matrix 110 Conduct Forest Heights Connunity Forum Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project HanagesKnt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec I I I Progress - Milestone 0 Qtr 3, 1994 Jan [ Feb | Her Qtr 4, 1994 Apr I May | Jun Ctrl, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I F^ I Mar Page 11 Date 1/31/94 Sunaary  Rolled Up 0Id 111 Task Description Gather Forest Heights Coeaunity Forua feedback data for input into aatrix 112 Conduct Rockefellar Coonntty Foru* 113 Gather Rockefeller Coanunity Forua feedback data for input into aatrix 114 Conduct Garland Conaajnity ForiM 115 Gather Garland Coaaxnity Forua feedback data for input into aatrix 116 Flnaliza and putoltah Coanunity Forua Matrix UZ 118 Develop data collection plan for District Dialogues 119 Sat tchedula for Diatrict Dialogues 120 Develop District Dialogue sanple agenda Project\nDate: 1/31/94 Critical Noncritical Little Rock School District Prograa Planning and Budgeting Project Hanageoient Report Qtr 1, 1994 Jul I Aug t Sep Qtr 2, 1994 Oct I Nov I Dec Progresa * Milestone Qtr 3, 1994 Jan j F^ I Mar Page 12 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb I Mar Suaaary  Rolled Up OId 121 Task Description_______________________________________ Develop data collection tool for District Dialogues (matrix) 122 Conduct Central Office Adainistration District Dialogue 123 Gather Central Office Adsinistration feedback data for input into Matrix 124 Conduct Teachers District Dialogue 125 Gather Teachers District Dialogue feedback data for input into matrix 126 Conduct Principals District Dialogue 127 Gather Principals District Dialogue feedbacl data for input into Matrix 128 Conduct Classified Staff District Dialogue 129 Gather Classified Staff District Dialogue feedback data for merge into matrix 130 Finalize and pUilish District Dialogue matrix Project! Date: 1/31/94 Critical Noncritical Little Rock School District PrograM Planning and Budgeting Project HanagesMnt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I D^ Qtr 3, 1994 Jan j Feb | Mar I 1 1 Progress  Hilestone  Page 13 Date 1/31/94 Qtr 4. 1994 Apr I May I Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Otr 3. 1995 Jan I Feb I Her Suamary Rolled Up 0Id 121 Task Description 6osl Ed Objectives IS ConAict Cabinet Plannina Setglon 133 Identify process for goal developaient 134 Detensine date and site for work session 135 Identify Mterials for work session 136 Develop Mterials for work session 137 Identify and notify participants for the work session 138 Conduct work session Little Rock School District Program Planning and Budgeting Project Management Report Otr 1. 1994 Jul I Aug I S^ Otr 2. 1994 Oct I Nov I Dec Otr 3. 1994 Jan jp^l Mar Otr 4. 1994 Apr I May I Jki Otr 1. 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Nov I Dec Otr 3. 1995 Jan I I Mar I 12 ConAjct Coal Settino Work Session 140 Identify process for goal setting work session I Project: Date: 1/31/94 Critical Progress Noncritical Milestone SuMary  Rolled Up 0 Page 14 Date 1/31/94Id 141 Task Description__________________________________________ Identify participants for the goal setting work session 142 OeterMine date and site for goal setting work session 143 Distribute background Mterials to the participants 144 14S Conduct work session to develop tentstive Mission stateaient, develop tentative goels, and a list of issues that My enhance or restrict goal attainment__________________________________ Prepere Mterials for Board work session Conduct Board Work Seaalon 147 Establish data and sits for work session 148 Distribute beckground Mterials to Board nenbers 149 Review of prelininary list of issues for needs assessnent by Board 150 Review/revise tentative Mission statement and goals Project: Date: 1/31/94 Critical Noncritical Little Rock School District Prograai Planning and Budgeting Project HansgesKnt Report Qtr 1, 1994 Jul I Aug I 5^ Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan j I Her Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Her I Progress  Hilestone  Suimary Page 15 Date 1/31/94 Rolled Up 0Id 151 Task Description Review desegregation prograa inventory 152 Review identified proportional ellocations 153 Establish written priorities 154 Identify additional \"fast-track\" prograa evaluation 155 Identify strategies for funding ahortfalls 156 Develop coonunication strategy for aission statesient and goals 157 Distribute aission statement and goals 158 160 Distribute list of priorities IS\u0026gt;d Retreat yoji Sesiion Determine date and site for Board Retreat Project: Date\n1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Hanageaent Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Pec Progress H Milestone Qtr 3, 1994 Jan j Frt I Mar Qtr 4, 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Siaamary Rolled Up 0 Page 16 Date 1/31/94Id 161 Task Description_____________________________ Identify agenda items for Board Retreat Little Rock School District Prograai Planning and Budgeting Project Hanagenent Report Qtr 1, 1W Jul I Aia I Sep Qtr 2, 1994 Oct I Mov I Dec Btr 3. 1994 Jan j Feb I Mar Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I D^ Qtr 3. 1995 Jan I I Mar 162 Eatabliah agenda for Board Retreat 163 Gather and diatribute Baterlala for Board Retreat id 164 Conduct data analysis work session for Board Retreat 165 Conduct Board Retreat 166 Report outcoaiea of Board Retreat I 167 Detenaine the need for an additional Board Retreat y////////////A KS Proflraw Peveloaaent 169 Develop philosophy and/or objectives for prograns and /or prograai modifications I 170 Schedule and hold anetings for organizing the project Project: Date: 1/31/94 Critical Noncritical Progress H Milestone Sunmary ~ Rolled Up 0 Page 17 Date 1/31/94Id 171 Task Description Seek copies of source docunents froa experts, other school districts 172 ExaMine trends of experts in the designated fields 173 Organize a coanittee to develop educetional specifications 174 175 Establish framework for: curriculua offerings\nservices and support prograas\npolicies for instructional delivery\nneterials/supplie8/equipaent\nstaffing needs and Relate/reference recoamendations from curriculua audit needs assessnwnt results to established nission statement, goals, and DSeg Plan 176 Review recoonerxiatiorM froa curriculua audit needs assessaient in order to identify edditionel prograoa or prograa andificatlons 177 Develop Business Csse for prograa and/or prograa nodifications 178 SUxait Business Csse for progrsa and/or prograa nodifications to Superintendent and Board of Directors 179 Develop prograa and/or prograa Modifications 180 Review prograa and/or prograa nodifications with Cabinet Project: Date: 1/31/94 Critical Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report Otr 1. 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Mw I Dec I Progress  Hilestone Qtr 3, 1994 Jan j Feb | Har Qtr 4, 1994 Apr I Hay | Jun Otr 1. 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Hov I Otr 3. 1995 Jan I Feb | Mar I I B Suaaery  Rolled Up 0 Page 18 Date 1/31/94 Id 181 Task Description Decide to inpleaient or not to implement programs and/or program modifications 1S2 Budgetinn 183 164 185 186 187 188 189 190 Prepare Initial financial forecasta for coaling year Issue instructions for budget preparstion at all levels Develop budget preparation training material Conduct budget preparation training sessions Budget managers sUmiit 94-95 budget requests Begin budget development Revise financial forecast for coming year Submit proposed budget to Board Project: Data: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug 1 Sep Otr 2, 1994 Oct I I Dec Qtr 3. 1994 Jan j F^ l Mar  I I I I I I I I I I I I I I I I I I I I I I I I I I I I I CBSZ^EI I I I I: I I I I I I I I I I I I I I Progress  Milestone Page 19 Date 1/31/94 Qtr 4. 1W4 Apr I May | Jun Sunaary  Rolled Up 0 Otr 1, 1995 Jul I Aug I Sep Otr 2. 1995 Oct I iw I Dec Otr 3. 1995 Jan I I MarId 191 Task Description___________________________ Conduct Board work sessions on budget 192 Revise budgets, es needed 193 Notify certified personnel of possible staff reduction 194 Board approval of tentative budget 195 Notify classified personnel of possible staff reduction 196 Board adoption of 94-95 budget 197 Suboilt 94-95 budget to State 128 Proarwi Budget Docuaent ilM 0uarter:2nd OugrtWlM Quarter:4th Quarter) 199 Develop ProgroM Budget Docuaent Report Plan for all quarters for DSeg ProgrsoM 220 1st Quarter ProaroB Budget Docuaent Report Project: Date: 1/31/94 Critical Little Rock School District Progrsn Planning and Budgeting Project Manageaient Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jen j FA I Mar Qtr 4, 1994 Apr I May I Jun 0 Progress Noncritical Milestone  Suosery  Rolled Up 0 Psge 20 Dete 1/31/94 Qtr 1, 1W Jul I Aug I Sep y//A Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jen I Feb I MarId 201 Task Description Prepare training Mterial for principals, program managers and clerical staff 202 Conduct training session for principals, program sianagers, and clerical staff\ndistribute diskettes 203 Disseminate written program docuaent instructions to principsls snd program managers 204 Advise program managers snd principals on Program Budget Docuaent 205 Generate diskette menagement flow infonaation to relative staff in School Operations snd PRE office 206 Plan 1st folloH-up trsining session on the Program Budget Docuaent and WordPerfect 207 Conduct let follow training sessions on the Program Budget Docuaent and UordPerfect 208 DSeg PrograM Diskettes due back to Planner 209 PRE perfonas check-in procedures and data clean-up on diskettes 210 PRE generates hard copies of diskettes Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Hanegement Report Qtr 1. 1994 Jul I Aug I Sep I Qtr 2. 1994 Oct I Nov I Dec r I I I Progress H Hilestone Qtr 3. 1994 Jan j Frt I Her Otr 4. 1994 Apr I Hay | Jun Qtr 1. 1995 Jul I Aug I Sep atr 2, 1995 Oct I Mov I D^ Qtr 3, 1995 Jan I Feb | Har Page 21 Date 1/31/94 Sunsary  Rolled Up 0Id 211 Task Description PRE develops relative narrative and the Controller provides financial info for the Prograa Budget Document Report Little Rock School District Prograai Planning and Budgeting Project Hanageaent Report Otr 1. 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Mw I Dec I Qtr 3. 1994 Jan I Feb | Har Qtr 4. 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Har 212 PRE combines all relative info for Prograa Budget Docuaent Report (1st Quarter) 213 I PRE disseminates draft of report to selected resource people 214 Revise draft 215 Prepare for publication of Prograa Budget Docuaent 216 Sufaait piiilished Prograa Budget Docuaent Report to the Court 217 Return DSeg Program diskettes to managers and principals 21fi Quarter Prograai Budoet Pocueent Report 219 Advise prograai aianagers and principals on PBO 220 Prepare training aaterial for follow-up training sessions on the PBO and UordPerfect I Project: Date: 1/31/94 Critical Noncritical Progress Hilestone Sumary V Rolled Up 0 Page 22 Date 1/31/94Id 221 Task Description Disseminate standardized instructions for completing the PBO to principals and program managers 222 Conduct training sessions for principals, progran Managers, and clerical staff 223 224 225 226 227 228 229 230 Diskette* due back to Planner PRE perfonas check-in procedures and data clean-up on diskettes PRE generate* hard copies of diskettes PRE develops relative narrative and the controller provides financial info for PBO Report PRE canbines all relative info for PBO 2nd Quarter Report PRE disseninates drafts of report to selected resource people Revise draft Prepare for publication of 2nd Quarter Progran Budget Docunent Report Project: Date\n1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Management Report otr 1, 1994 Qtr 2, 1994 Jut I Aua I Sep Oct I Hw I Dec Progress H Milestone I Qtr 3a 1994 Jan j Feb [ Mar I I I I I I I I I I I I I  ' I I I I  : I I I i: I I I I I I I I I I I I I 1 I I I I 3 I I I Page 23 Date 1/31/94 Qtr 4, 1994 Apr I May | Jm Sumnary Rolled Up 0 Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb | MarId 231 Task Description Submit published 2nd Quarter Program Budget Document Report to Court 232 Return diskettes back to the principals and prograa Managers 233 Develop instructions for including any additional desegregation obligations to be included in 3rd Qtr Program Budget Docuaent Report_______________________________________ Quarter Program Budget Docuaent Report 235 Advise prograai unagers and principals on the PBD 236 237 Prepare training siaterial for principals, prograai laanagers, and clerical staff for 3rd follow-up training on WordPerfect and the Prograai Budget Document_______________________ Disseninete raaiinder instructions for PBOcoaftletion to principals and prograai aianagers 238 Diskettes due beck to Planner 239 PRE perfonss check-in procedures and data clean-up on diskettes 240 PRE generates hard copies of diskettes Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Hanagenent Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Mw I Dec Qtr 3. 1994 Jan j Feb I Mar I Progress H Milestone Page 24 Date 1/31/94 Qtr 4. 1994 Apr I Hay | Jun B B Sumary \" Rolled Up Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I I MarId 241 Task Description PREdevelops relative narrative and the controller provides financial info for 3rd Quarter Program Budget Docunent Report Little Rock School District Program Planning and Budgeting Project Hanageaient Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Mw I D^ Qtr 3. 1994 J Frt I Mar Jan Qtr 4. 1994 Apr I May I Jun B Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Frt I Mar 242 PRE coailines all relative info for 3rd Quarter for PBD Report 243 B PRE disseminates draft of report to selected resource people 244 Revise draft 245 Prepare for publication of Program Budget Report for the 3rd Quarter 246 Submit pulished 3rd Quarter Program Budget Docuaent Report to Court B 247 Return diskettes to program aianagers and principals 2*S 11 Quarter Prograai Budget Oocuaent Report 249 Advise principals and program aianagera on the PBD 250 Diskettes due back to Planner Project: Date: 1/31/94 Critical Noncritical Progress H Milestone Sumary Rolled Up 0 Page 25 Date 1/31/94Id 251 Task Description PRE perforas check-in procedures and data clean-up on diskettes 252 PRE generates hard copies of diskettes 253 PRE develops relative narrative and the controller provides financial info for 4th Quarter PBD Report 254 PRE coiabines all relative info for 4th Quarter PBD Report 255 PRE disseninates draft of report to selected resource people 256 Revise draft 257 Prepare for publication the 4th Quarter Prograai Budget Docuaent Report to Court 258 Siiait ptiilished 4th Quarter Prograai Budget Docuaent Report to Court 259 PRE houses diskettes until 93-94 school year begins 260 Bsnitgr^na Retwrtina Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Hanageisent Report Otr 1. 1994 Jul I Aug I Qtr 2. 1994 Oct I Nov I Dec Otr 3. 1994 Jan j F^ I Har Qtr 4. 1994 Apr I Hay | Jun Qtr 1, 1995 Jul I Aug I Sep B 0 B Progress Hilestone Sunnary Rolled Up 0 Page 26 Date 1/31/94 Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | HarId 261 Task Description Develop planning strategy 262 Prepare monitoring and reporting instructions for all quarters 263 Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data 264 Distribute 1st Quarter PBO Report to Primary Leaders 265 Provide feedback to principals and progrmn managers on 1st quarter report 266 Set up financial pull for 2nd Quarter PBO Report 267 Distribute 2nd Quarter Program Budget Docunent Report to Priamry Leaders 268 Provide feedback to principals and program amnagers on 2nd Quarter Program Budget Docunent 269 Set up financial pull for 3rd Quarter Program Budget Document Report 270 Disseminate 3rd Quarter Program Budget Docunent Report to Primary Leaders Project: Date: 1/31/94 Critical Noncritical Little Rock School District Prograai Planning and Budgeting Project Hanageaient Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Dec Qtr 3, 1994 Jan j Feb | Mar I Progress Bi Milestone  Page 27 Date 1/31/94 Qtr 4, 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | War Sumary Rolled Up 0Id 271 Task Description__________________________________________ Provide feedback to principals and program aianagers on 3rd Quarter PBD Report Little Rock School District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3. 1994 Jan j Frt I Mar Qtr 4. 1994 Apr I May I Jun fl Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Har 272 Set up financial pull for 4th Quarter PBO Report 273 Disseminate 4th Quarter PBO Report to the Primary Leaders 274 Modify process as necessary '////, Progrew txtlualion 276 Review Desegregation Plan for potential target programs 277 Develop prograai evaluation instruasnt and process 278 Conduct inforaation/orientation events to inform appropriate staff of activities 279 Identify fast-track evaluation targets 280 Conduct required training for use of process and evaluation criteria for designated staff Project\nDate: 1/31/94 Critical Noncritical Progress H Milestone Suanary  Rolled Up 0 Page 28 Date 1/31/94Id 281 Task Description Complete fast-track evaluation of targeted prograaa 282 Use fast-track evaluation resulta to determine program additions/deletions/andifications 283 Develop additional prograias and/or program modifications 284 Begin program evaluation for targeted non-deseg programs (using established process/criteria) 285 Review evaluation resulta for non-deseg prograeiB 286 288 289 290 Consolidate/awrge results of non-deseg program results into budget development Broad-Baaed Feedback Define input requiroaenta at Board work aeaaion Develop inservice plan on the Program Planning and Budgeting Process Begin input procesa Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1. 1994 Otr 2, 1994 Jul I Aug I Sep Oct I Ww | Dc Progresa Milestone Qtr 3, 1994 Jan j F^ I Mar 0 B Page 29 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I D^ Qtr 3, 1995 Jan I I Mar '//////, Sumary Rolled Up 0Id 291 Task Description__________ Complete input process Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 I Feb I Mar Jan Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I Sep atr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 292 Plan for internal and external feedback 293 Provide internal and external feedback W///, 2Si Prograa Coordination t 295 Develop project management tool 296 Set up regular project manageaient reporting process 2SZ EQXiliX PTPlect manaaement report 12 Csucl 298 Sibmit August monthly manageamnt report to Court 299 Submit Septeaber monthly management report to Court 300 Sibmit October monthly management report to Court Project: Date: 1/31/94 Critical \\y////////////A^^ Noncritical Progress Milestone Sunnary  Rolled Up 0 Page 30 Date 1/31/94Id 301 Task Description______________________________________ Submit November Monthly Manageannt report to Court Little Rock School District PrograM Planning and Budgeting Project Management Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan [ Feb I Ma~ Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nw I Dec Qtr 3. 1995 Jan I Frt I Mar 302 SubMit Deceaber Monthly Manageannt report to Court 303 304 Siimiit February Monthly Management report to Court 305 Siinit March Monthly nanagaannt report to Court 306 Subnit April nonthly nanagenent report to Court 307 SitMit Hay Monthly Manageannt report to Court 308 Submit June Monthly MenageMent report to Court Project\nDate: 1/31/94 Critical Noncritical Progress  Milestone Sinmary Rolled Up 0 Page 31 Date 1/31/94\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_694","title":"Report: ''Little Rock School District 1995-96 First Quarter Status Report, Program Planning and Budget Document for Desegregation Programs,'' Volume II, exhibit 1","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":["1995-11-21"],"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"],"dcterms_title":["Report: ''Little Rock School District 1995-96 First Quarter Status Report, Program Planning and Budget Document for Desegregation Programs,'' Volume II, exhibit 1"],"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/694"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nVOLUME II FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS LITTLE ROCK SCHOOL DISTRICT NOV 2 i IV \u0026gt;5 1995-96 FIRST QUARTER STATUS REPORT JAMES W. McCORMACK, CLERK By\nDhP CLtRK PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT November 21, 1995 EXHIBIT I School Support Cluster * Office of Desegregation/Student Assignment * Staff Development * Library/Media * Computerized Transportation * Data Processing * Minority Teacher Recruitment * Educational Equity Monitoring * Commitment to Desegregation/Leadership * Summer School (Interdistrict) * Summer Learning Program - JTPA * Facilities * Guidance/Counseling Program Leadership * Employment PracticesProgram Seq f: 20 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Page: I Revision Date: November 6. 1995 Program Name\nOffice of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo. Jr. Secondary Leader: Nancy Acre Program Description: The Office of Desegregation is charged with monitoring the implementation of the Desegregation Plan which includes the appropriate assignment of students to schools. The capacities of the elementary area schools are determined in accordartce with Arkansas accreditation standards which have the following limits: Grade: Maximum Number of Snidents Per Class (Average) Maximum Number of Students in Any Class Kirxlerganen 20 25 First-Third n 25 Fourth-Sixth 25 28 The overall racial composition of the elementary area schools and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Inteidistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that at least 600 black LRSD students will attend Interdistrict Schools, District Goal Support: Ensure that equity occurs in all phases of school activities and operations Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan [ Plan References: L 139 ] [FY Program Budget: YTD Expenditures: $500,451.75 $117,897.77 1st Qtr Expend: 2nd Qtr Expend: $117,897.77 3rd Qtr Expend: 4th Qtr Expend: 1 FTE 13.0 I Related Function Codes: I 20, 1 Program Seq *: 20 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Program Goal: Plan Reference Page Number L 139 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr C. Russell Mayo To implement a student assignment process that is consistent with the approved Desegregation Plan Objectives Strategies SecorKlary Leader: Beginning Date Completion Date Page: 2 Revision Date: Nancy Acre Responsibility November 6. 1995 Evaluation Criteria (1.0 To knplement magnet school assignments) (2.0 To implement interdistrict school assignments) 07/01/95 06/30/96 Assoc. Supt. for Desegregation 1.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 1.1 Magnet Schools - The assignment process to (original) magnet schools will not change under this Plan. A. Assignments are being made per the plan. 1.2 Monitor Student Assignment and enroihnent at Magnet Schools. A. Magnet school seats are monitored and filled on a daily basis. 6. Waiting lists are monitored daily to fill vacancies. 2.1 Interdistrict Schools - LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. A. Six interdistrict schools have been established as of 08/01/94 20. 2 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 25% 06/30/96 25% 25% 06/30/96 06/30/96 Assoc. Supt for Desegregation Assoc. Supt. for Desegregation Assoc. Supt for Desegregation Assoc. Supt for Desegregation 2.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment dataPage: 3 Program Seq *: 20 Revision Date\nNovember 6. 1995 Program Name: Office of Desegregation/Student Assignment Program Code\n06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Ot^ectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (3.0 To implement elementary area school assignments). The total capacitv of the elen\u0026gt;entarv area schools is 9.676. 07/01/95 06/30/96 Assoc Supt. for Desegregation 3.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 3.1 Students will be assigned to the elementary area schools by attendance zones. A. Students are assigned to the elen^entary area schools by attendance zones. 3.2 The elementary area school attendance zones are drawn to establish a racial balance at each school of 55 percent black and 45 percent white with a variance of 5 percent The recruitment of white students to elementary area schools may increase the percentage of white students at these schools, but no school shall have a racial composition of greater that 60 percent white. A. The racial balances are monitored daily. 3.3 Students presently assigned to elementary area schools will be given the option to remain in these schools (grandfathered). A. Grandfathered students are monitored. 3.4 After grandfathered students have been assigned, students in the attendance zone will be assigned to the elementary area schools. 20, 3 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 98% 06/30/96 98% 06/30/96 25% 06/30/96 Assoc Supt for Desegregation Assoc Supt for Desegregation Assoc Supt. for Desegregation Assoc SupI for Desegregation 3.1 Enrollment Data 3.3 Student requests to remain in area schools are granted. 3 4 Attendance zone students are assigned based on available seats. Program Seq : 20 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Paa: 4 Revision Date: Nancy Acre November 6, 1995 Plan Reference Page Number L 139 L 148 Directives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Students have been assigned and notified. 3.5 If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, the student will be assigned to the closest school with capacity which meets racial balance requirements. A. Students are reassigned. 3.6 The elementary school zones will provide a feeder pattern for elementary students going to lunior high school students going to high school. A. Feeder patterns are established. This strategy completed in 1992 3.7 Students in elementary area school zones will be given the option to select an incentive school. A. Options are available for selection to incentive schools. Completion date of 1992 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 98% 06/30/96 98% 06/30/96 06/30/96 Assoc. Supt. for Desegregation Assoc Supt. for Desegregation Assoc. Supt- for Desegregation 3.5 Students are reassigned in accordance with Deseg. Plan. 3 6 A feeder pattern is established for the organizational levels. 3.7 Options were granted in accordance to assignment plan. (4.0 To implement incentive school assignments). The capacity of the incentive schools is 2,558. 07/01/95 06/30/96 Assoc. Supt for Desegregation 4.0 Incentive School Assignments are made in accordance with the Desegregation Plan requirements. 4.1 Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). A. Attendance zones established in 1992 20, 4 07/01/95 06/30/96 Assoc. Supt. for Desegregation 4 1 School zone mapsPage: s Program Seq *: 20 Revision Date: November 6. 1995 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria CO 194 CO 194 4.2 Students presently assigned to incentive schools will be given the option to remain in these schools (grandfathered). A. Students are notified of options. 4.3 After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the incentive schools. A. Students are assigned and notified. 4.4 All incentive school students will have the option to be assigned to an elementary area school to be selected by LRSD in accordance with desegregation considerations A. Transfers were allowed as available. 4.5 In order to assist in meeting the desegregation requirements, a certain number of seats for black and white students will be reserved (or each pre-kindergarlen and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for timely, vigorous, and sustained recruitment efforts before filling these seats. A. Seats were reserved until judge released them 4.6 The incentive schools will have a maximum pupit/teacher ratio of 20 to 1 20, 5 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 98% 06/30/96 98% 06/30/96 50% 06/30/96 09/01/95 06/30/96 Assoc Supt for Desegregation Assoc Supt. for Desegregation Assoc. Supt.fbr Desegregation Assoc Supt for Desegregation 4.3 Enrollment data\nschool zone maps. 4.4 Enrollment data 4.5 Reserved seats are available by race for pre* kindergarten and kindergarten studentsPage: 6 Program Seq #: 20 Revision Date: Novembers. 1995 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Or. C. Russell Mayo SecorKlary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Assignments are monitored closely. 07/01/95 25% 4.7 There may be more than 20 students per classroom, however, there will be an aide in each class and possible a second teacher in those classes. 07/01/95 06/30/96 A. Classrooms are monitored 07/01/95 25% 4.6 Assign students with sensitryity to the relationship between placement stabilitv and academic progress as well as the need to measure the impact of incentive programs or student achievement. 07/01/95 06/30/96 A. Assignments are monitored. 07/01/95 25% 4.9 Student assignment process must be the result of carefuHy coordinated decision-making. The incentive school staffs and the LRSD departments responsible for desegregation, student recruitment and assignment, and planning and evaluation must assess the short-and longterm academic and social impact of any anticipated student reassignments 07/01/95 06/30/96 CO 194 A. Assessments are made and studied carefully 4.10 The district must be able to demonstrate that the investment has paid the expected dividends for children, if not, changes must be made guickiv before children are lost along with the settlement money. A. Studies are being carried out. 07/01/95 07/01/95 07/01/95 25% 06/30/96 25% 20, 6 7 Page: Program Seq f: 20 Revision Date: November 6. 1995 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 140 (5.0 To implement Desegregation Transfers) 4.11 When making student assignments, keep in mind that there Is a relationship between double funding and enrollment figures that represents the greatest return on investment The district is bound to keep its pledge to doubte fund each incentive school for six years or as long as the school maintains an enrollment above 60% black. District must also keep in mind that the incentive schools educate only a small portion of the class that prevailed in the desegregation lawsuit. Ensure that a portion of the incentive school funding fulfills the plan's commitment that \"the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities.\" A. The incentive schools are being closely studied and rrtonitored. 5.1 Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is 25 percent below the districtwide percentage of blacks in grades 712. The minimum and maximum black percentages constitute the desegregation requirement (for acceptable range) for a desegregation transfer The desegregation requirements in secondary schools is that all schools will remain within a range of 12 1/2 percent above to 25 percent below the districtwide percentage of black students at each organizational level (i.e., high school and Junior high school). A. Assignments are made according to the plan. 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 25% 06/30/96 25% Assoc Supt for Desegregation 5.1 Racial composition of student enrolhnents are within acceptable ranges. 20, 7Program Seq #\nProgram Name: Program Code: 20 Page: 6 Program Goal: Plan Reference Page Number L 140 L 140 Office of Desegregation/Student Assignment 06 To Implement a student Primary Leader\nDr, C. Russell Mayo assignment process that is consfelent with the approved Desegregatfen Plan Secondary Leader: Revision Date: Nancy Acre Objectives Strategies 5.2 Elementary students may transfer to '-------...w ..,aj uaiisiei IO an incenlive school only K such a transfer enhances ----A  wr.. a . desegregation at the incentive school. Desegregation transfers will be granted elementary area schools that are diflicull Io desegregate A. Desegregation transfers guidelines. to meet acceptable 5.3 A student may make Iwo desegregation tranfAr at Ae.\u0026lt;.k _______. ** sown Kansfers at each organizational level intermediate. Junior or (primary, senior high school) The SI JVd*\", \"S'OBSon transfer la to allow a student to return to his school assignment. A. Transfers are monitored. umrted oenad Onr\u0026gt;A Aak a limited period once each Schools only). or her previous year (Secondary A Desegregation transfers were granted as determined to be appropriate 5.5 LRSD will provide transportation desegregation transfer students effective to do so. for where it is cost Novembers. 1995 (60 To implement Sibling Transfers) lieMgregalion transfers using current routes 20, 8 Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 25% 06/30/96 25% 06/30/96 60% 06/30/96 95% Assoc. Supt for Desegregation Assoc, Supt for Desegregation Assoc, Supt. for Desegregation Assoc. Supt. for Desegregation 5.2 Transfers reflect an Improvement in racial balance. 5.3 Desegregation transfer reports reflect appropriate utilization by students 5.4 Desegregation transfer reports reflect appropriate by students. use 5.5 Maintain records of number of students transported using desegregation transfers.Page: 9 Program Seq #: 20 Revision Date: November 6, 1995 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader\nNancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.1 Sibling transfers do not apply Io magnet schools. (NOTE\nSiblings are brothers/sisters. or half-brothers/sisters. residing at the same address with brothers/sisters. or half-brothers/sisters. who are enrolled in the LRSD.) A. Magnet assignments follow approved guidelines. 6.2 A student entering the LRSD after fee 1991- 92 school year wiH not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. A. Transfers are monitored. 6.3 Any student who makes a sibling preference transfer before fee 1991-92 school year may remain at the school to which the student transferred until graduation to fee next organizational level. A. Transfers are monitored. 6.4 Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. A. Transfers are monitored. 20, 9 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 25% 06/30/96 25% 06/30/96 25% 06/30/96 25% Assoc. Supt for Desegregation Assoc. Supt. for Desegregation Assoc. Supt for Desegregation Assoc Supt for Desegregation 6.1 Publish/distribute procedures regarding sibling transfers. 6.2 Publish/distribute procedures regarding sibling transfers. 6 3 Student transfers reflect acceptance/ rejection of transfer options 6 4 Documentation of sibling transfers meet desegregation requirements.Program Seq : 20 Page: 10 Program Name: Program Code: Office of Desegregation/Student Assignment 06 Revision Date: Novembers. 1995 Program Goal: Plan Reference Page Number L 141 Primary Leader: Dr. C. Russell Mayo To KTiplement a student assignment process that is consistent with the approved Desegregation Plan Secondary Leader: Nancy Acre Objectives Strategies Beginning Date Completion Date Responsibility (7 To implement Transfer of Children of Employees Assignments) 6.5 Sibling transfer applicants must have a sibling currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. A. All transfers are monitored. 7.1 LRSD employees may enroll their children at the schools where they work. A. Transfers are made as requested by employees. 7.2 This provision is not intended to authorize interdistrict transfers (transfers to NLRSO or PCSSD) other than those authorized by the court- approved desegregation plan. A. Rule is observed. 7.3 The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. A. Transfers are monitored. 7.4 LRSD is not obligated to provide transportation. A. Rule is applied. 20, 10 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 25% 06/30/96 06/30/96 90% 06/30/96 25% 06/30/96 25% 06/30/96 25% Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Human Resources Director Assoc Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Evaluation Criteria R 6.5 Sibling transfer requirements fl are in accordance with D established requirements fl 5ois requested In M t Evaluation 7 1 Employees enrolled in schools accordance with established requirements. 7.2 All interdistrict transfers are court approved 7.3 Student transfers are consistent with capacities and desegregation requirements. 7.4 Transportation is provided by patrons of employees.Page: 11 Program Seq *: 20 Revision Date: November 6. 1995 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Or. C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 141-142 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (8 To implement the Reassignment Process) 7.5 This provision does not apply to magnet schools. A. Rule is observed. 7.6 The order of preference for assigning the children of employees is listed below: 7.6.1 First preference\nattendance zone students with siblings 7.6.2 Second preference\nattendance zone students without siblings 7.6.3 Third preference: children of employees 7 6 4 Fourth preference: desegregation transfers 7.6.5 Fifth preference: M-to-M transfers 7 6.6 Sixth preference: Act 609, Act 624, and legal transfers. A. Above guidelines are followed. 20, 11 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 25% 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 25% Assoc. Supt for Desegregation Assoc Supt. for Desegregation Assoc. Supt. for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation Assoc Supt for Desegregation Asso Supt. for Desegregation Assoc Supt for Desegregation 7.6 Documentation of assignments 8.0 The assignment process is consistent with the desegregation requirements.Program Seq *: 20 Page: 12 Revision Date\nProgram Name\nOffice of Desegregation/Student Assignment November 6. 1995 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Program Goal: Secondary Leader: To implement a student assignment process that is consistent with the approved Desegregation Plan Nancy Acre Plan Reference Page Number Objectives . Strategies 8-1 Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level Only if a building cannot be installed, the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for aH reassignments Reassigned students will be placed on the waiting list for the appropriate attendance zone school. A. Waiting lists are established. 8.2 The minimum black percentage for each elementary area school is 40 percent black Any assignment that causes a school to fall below the minimum black percentage will not be granted In such cases, the student wiM be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools In the student's feeder zone, the student will be assigned to a school in a contiguous feeder zone. A. Alternate assignments comply with desegregation guidelines 20, 12 Beginning Date 07/01/95 07/01/95 07/01/95 07/01/95 Completion Date 06/30/96 95% 06/30/96 95% Responsibility Assoc. Supt. for Desegregation Assoc Supt for Desegregation Evaluation Criteria 6.1 Portables are installed in accordance with Deseg. Plan 6 2 Rosters reflect student assignment percentages are within acceptable racial balance. MixPage: 13 Program Sq *: 20 Revision Date: November 6. 1995 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr C. Russell Mayo Secondary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 142 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (9 To establish effective and efficient student assignment procedures) 07/01/95 06/30/96 Assoc. Supt for Desegregation 9 0 Assignment procedures are effective and consistent with the desegregation requirements. 9.1 The Student Assignment Office will\nmonitor new assignments\nprocess all data entry work for elementary schools (data entry tasks decentralized 1992-93 school year)\nprocess inlerdistrict M-to-M transfers and magnet assignments\nreassign students because of over-crowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts (transferred to recruitment program)\nprocess desegregation transfer\nassign all earty childhood and incentive school students\nand process all special transfers (Act 609, Act 624, etc.). A. Assignments are monitored daily. B. Appeals Committee reviews and acts on appeals submitted Io them 9.2 New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. A. Schools may enroll students in attendance zone. 20, 13 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 25% 50% 06/30/96 90% Assoc. Supt. for Desegregation Assoc Supt. for Desegregation 9.1 The student assignment process will be effective in assigning students and process special transfers to assist with racial balance. A Enrollment Data B Roster of committee members Agendas from meetings 9.2 Each area school will have the ability to assign students within their attendance zone.Program Seq : 20 Page: 14 Program Name\nRevlaton Date\nProgram Code\nProgram Goal: Plan Reference Page Number Office of Desegregation/Student Assignment 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader\nNovember 6, 1995 To implement a student assignment process that is consistent with the approved Desegregation Plan Nancy Acre Objectives Strategies 9 3 The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary, to reflect any changes in the procedures for assigning students Changes will be made as needed to include new deadlines and to Improve the implementation of the court-approved student assignment plan. The handbook will be developed by the Student Assignment Office and dist^uted to the schools and the parties each year. A. Handbook is updated as needed (10 To monitor all aspects of the Desegregation Plan) 10.1 Review Program Budget Documents to identify potential probtems A PBD is reviewed. 10.2 Conduct site visits as necessary. A Site visits are conducted 20, 14 Beginning Date 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 Completion Date 06/30/96 25% 06/30/96 06/30/96 25% 06/30/96 25% Responsibility Assoc. Supt. for Desegregation Assoc. Supt for Desegregation Assoc. Supt for Desegregation. Desegregation Facilitator Assoc. Supt for Desegregation. Desegregation Facilitator Evaluation Criteria 9.3 Revised Student Assignment Handbook is published and distributed. 10.0 Identification of implementation and effoctiveness problems as evidence by the Program Budget Document 10 1 Budget Documents are reviewed and problems are listed. 10.2 Site visits are documented 1 JPaoe*. 15 Program Seq *: 20 Revision Date: November 6,1995 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader\nDr. C. Russell Mayo Secorxlary Leader: Nancy Acre Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number CO 166 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.3 Develop and implement improvement plans as needed. A. Improvenwnt plans are being studied. 10.4 Monitor implementation of improvement plans. A. Simple plans are being monitored. 10.16 Before the court will consider approving the construction project at J. A Fair High School, the LRSD must account for the 1,270 square feet difference between the 3,450 square feel of the old space and the 2,160 of new space and specify the exact number of new classrooms that will result from the construction. A So noted. 20, 15 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 25% 06/30/96 25% 06/30/96 25% Assoc Supt. for Desegregation. Desegregation Facilitator Assoc. Supt. for Desegregation. Desegregation Facilitator 10.3 Improvement Plans are developed and implemented. 10 4 Scheduled observations of Improvement Plans are documented. L J Program Seq 21 Program Name: Staff Development Program Code: 09 Primary Leader: Program Description: District Goal Support: Program Goal: [ Plan References: 1 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Sterling Ingram Secondary Leader\nLucy Lyons Page: I Revision Date: November 6. 1995 staff development experiences. Goal No. 1. Implement integrated educational achieventeni. r. Additionally, this department will provide support and resources for site-based programs that will ensure that all students grow academically, socially and emotionally with emphasis Goal No. 2. Develop and maintain a staff that is well-trained and motivated. on bask skills arxl academic ennchment while closing disparities in Goal No. 3. The Little Rock School Board, administration, suff. and students will demonstrate behavior understanding of muliiculniral diversity. and human relations skills that value people as human beings and that are consistent with Goal No. 5. Provide a safe and orderly climate that is conducive to learning for all smdenu final Ua  .1...__\n..._____ .... .....  Goal No. 6. Ensure dial equity occurs in all phases of school activities and operalions. The Staff Development Department will provide activities that will promote the implementation of the desegregation plan resulting in improved academic achievement. In support of the goal of providing onyning staff development and information L 126-128 an appreciation and means: Update skills of all district staff on 3 [ FY Program Budget: YTD Expenditures: $448,983.75 $78,332.41 1st Qtr Expend: 2nd Qtr Expend: $78,332.41 3rd Qtr Expetsd: 4th Qtr Expend: [ Related FurKlion Codes: 21, 1 JProgram Seq 21 Program Name: Staff Development Program Code: 09 Program Goal: Plan Reference Page Number L 126 L 126 LI26 LRSD FY 9S-96 PROGRAM BUDGET tXKUMENT Primary Leader: Sterling Ingram Secondary Leader: To provide staff develo|Mnen( to improve race relations and equity. (To provide suff development activities that will promote the implementation of the desegregation plan resulting in improved acidemic achievement.) Objectives Strategies Beginning Date Completion Date Page: 2 Revision Dale: Lucy Lyons Responsibility November 6. 1995 Evaluation Criteria 1. To provide staff development inservice to improve race relations and equity 1.1 Continue to articulate vision/mlssion of LRSD to community 1.2 Schedule and implement workshops and activities related (o improving race relations for the following groups: a. Board of Directors b. District Administrators c. Certified Staff d. District Support Staff 21, 2 (07/01/95) Fall 1988 (07/01/95) 1988-89 Schoo) Year (07/01/95) (06/30/96) Ongoing (06/30/96) Ongoing (06/30/96) (Superintendent. Staff Development, Central Office Staff) Superintendent (Central Office. Director of Communications) Deseg. Asst. Center (DAC) and Central Office Staff (Staff Development Department. Principals) 10 1.0 1.0 Lt II 1.1 1.2 1.2 1.2 1.2 (Increased minority staff representation in areas needed) (Increased representation of minority students in programs currently under-represented) (Administration of Human Relations Survey will reflect improvement in race relations and equity) Public participation Dissemination of material (Increase in number of students remming to public school) (School District's required Annual Report to Community will include mission/goals for LRSD) Roster of participants (Increased minority staff representation in areas needed) (Increased representation of minority students in programs currently under-represented) (Administration of Human Relations Survey will reflect improvement in race relations and equity) 1 J Program Seq if: 21 Page: 3 Program Name: Staff Development Revision Dale: November 6. 1995 Program Code: 09 Primary Leader: Program Goal: To provide staff development to improve race relations and eouity /Tn ...rr J______ . .... J Sterling Ingram Secondary Leader: Lucy Lyons (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L126 LI26 L 126 2. L 126 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 1.3 1.4 Provide inservice on cooperative learning strategies in a heterogeneous classroom Plan and implement an evening symposium for the community on \"Community Involvement in a Desegregated School Setting\" (Item completed in April and August. 1988, and is not recurring) Monitor implementation of above strategies 2.1 Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson (or other appropriate cooperative learning models) 21. 3 Fail 1988 Fall 1988 (07/01/95) (07/01/95) July 1991 (07/01/95) Fall 1988 Ongoing (06/30/96) (06/30/96) Ongoing (06/30/96) DAC Consultant Assoc Supt for Educational Prog (Superintendent. District Biracial Committee) (Staff Development Department, Content Area Supervisors) Staff Dev Dept Content Area Supvs 1.3 1.3 1.4 1.4 14 2.0 Roster of participants (Symposium was held in April and August. 1988) Meetings held (Anendance at public meetings) (District-wide Biracial Monitoring Repon will reflect improvement in minority representation in all areas needed) (Increased involvement in group activities in the classroom) 2.0 (Improved classroom climate and social interactions among all students) 2.1 Training model 2.1 (Increased involvement in gniup activities in the classroom) 2.1 (Improved classroom climate and social interactions among all students)Wg*. Program Seq *: 21 Revision Dote\nNovember 6. 1995 Program Name: Staff Development Program Code: 09 Primary Leader: Sterling Ingram Secondary Leader: Lucy Lyons Program Goal: To provide staff development to bnprove race relations and equity. (To provide suff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L126 L 126 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 126 2.2 Monitor teachers' use of cooperative learning strategies (07/01/95) (06/30/96) Principal (Staff Development Department. Content Area Supervisors) 2.2 2.2 2.2 2.2 Classroom observation and documentation (Random observation of classrooms where teachers have been trained) (Random survey of cooperative learning participants regarding effects of implementation in (heir classrooms) (PriiKipal will observe cooperative learning strategies during routine classroom visitations) 3.0 Provide inservice on additional strategies to improve instruction in desegregated school setting (To improve instruction through the use of effective teaching strategies in (he school setting) 3.1 Provide inservice opportunities on: a. Effective Schools Model PET b. Teachlng/Leaming Styles c. Teacher Expectations and Student Achievement (itSA) d. Classroom Marugement e. (and/or other appropriate inservice opportunities) A. Classroom Management * J.A. Fair 21, 4 (07/01/95) July 1991 (07/01/95) 08/15/95 (06/30/96) Ongoing (06/30/96) 08/15/95 (Staff Development. Content Area Supervisors) Staff Dev Dept (Content Area Supervisors) 3.0 3.1 3.1 (Increase in achievement of students of teachers in tdentified programs) Roster of participants Workshop evaluations (Number of participanls from a cross-section of district staff involved in the identified programs) Program Seq #: 21 P.|e: 5 Program Name: Staff Development Revision Dale: November 6. 1995 Program Code: 09 Primary Leader: Program Goal: Sterling Ingram Plan RefereiKe Page Number L 127 L127 To provide staff development to improve race relations and equity. (To provide staff development activities that will Secondary Leader: Lucy Lyons Objectives promote die implememaiioo of die desegregaiion plan resulting In improved academic achievement ) Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.0 Provide inservice on \"EITectlve Impkmentation of the LRSD DiscIpUne Management System\" 3J Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. 13 Provide district-wide program of staff development 4.1 Continue to involve counselors, principals, assistant principals, and teachers in discipline management in a desegregated school setting 21, 5 07/01/95 07/01/95 (07/01/95) July 1991 (07/01/95) 06/30/96 06/30/96 (06/30/96) Ongoing (06/30/96) (Director of Pupil Personnel) Director of Pupil Services (Pupil Services Department. Principals. Counselors) 4.0 4.0 4.1 4.1 4.1 (Decrease in the number of students who receive disciplinary sanctions) (Decrease in the dispruportionaie number of minority students who receive disciplinary sanctions) Roster of participants (Building Level Discipline Management Plans established for all schools) (Counseling classes will include orientation to the building level plan and distrkl-wide Rights and Responsibilities Handbook)Pate. 6 Program Seq #: 21 Revision Date: November 6. 1995 Program Name: Staff Development Program Code: 09 Primary Leader: Sterling Ingram Secondary Leader: Lucy Lyons Program Goal: To provide staff development to improve race relations arwl equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan ReferetKe Page Number L127 L 127 L 127 Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 4.2 Monitor use of discipline management system Fall 1988 (07/01/95) Ongoing (06/30/96) PriiKipals Counselors School Teams 4.2 4,-2 4.2 4.2 Documentation (Quarterly Behavior Management Reports) (Building level biracial committee reports will be used to monitor and/or adjust discipline plans) (District-wide Biracial Committee) 5.0 Provide PAL (Academic Support) teachers with strategies for planning and delivering more than one type of instructional grouping (To provide academic support teachers with strategies for planning and delivering more (han one type of instructional grouping) (07/01/95) (06/30/96) (Assoc. Superintendent. Academic Support Supervisors, Content Area Supervisors. Staff Development) 5.0 5.0 5.0 (Increase in achievement for all students in Academic Support Programs) (Decrease in achievement gap in representative population) (Decrease in number of students requiring academic support services) 5.1 Continue to investigate and research sources of strategies, models and activities of successful small artd large group instructional practices within heterogeiwus classes 21. 6 Fall 1988 (07/01/95) Ongoing (06/30/96) Assoc Supt for Educational Prog (Staff Deveiopmeni Department. Content Area Supervisors, Academic Support Supervison) S.l 5.1 Identification of sources (Provide staff with information from current research monthly) Program Seq #: 21 Par: 7 Program Name: Staff Development Revision Date: November 6, 1995 Program Code: 09 Primary Leader: Program Goal: Sterling Ingram Plan Reference Page Number L127 L 127 L 127 To provide staff development to improve race relations and equity. (To provide suff development activities that will Secondary Leader: Lucy Lyons Objectives promote the implementation of the desegregation plan resulting in improved academic achievement.) 6.0 Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.2 Conduct workshop to address the following: a. grouping theory and strategies b. demonstration of strategies for varied instruction Fall 1988 (07/01/95) (07/01/95) A. fi Principals' Institute Nuts and Bolts 6.1 Continue to provide inservice for priiKipak methods for developing their school improvement plan on 07/17/95 07/21/95 FaU 1988 (07/01/95) 21. 7 Fall 1988 (06/30/96) (06/30/96) 07/18/95 08/04/95 Ongoing (06/30/96) Supervisor of Math and English (Content Area Supervisors. Staff Development Depanrrwnt) (Asst. Superintendent. Planning. Research and Evaluation. Suff Development. Content Area Supervison) Div of Schools Eval and Testing IRC Specialists (Asst. Superintendents) S.2 5.2 5.2 5.2 5.2 6.0 6.0 6.1 6.1 6.1 Written evaluation by participants (Increase in achievement for all students in Academic Suppnn Programs) (Decrease in achievement gap in represenutive population) (Decrease in number of students requiring academic support services) (Principal will observe through classroom observations and teacher conferences) (Increase in achievement for ail students) (Decrease in achievement gap in represenutive population) Comprehensive and accurate product (Number of workshops in Integrating the Curriculum. Literature-based Instruction. Authentic Assessment and/or other relevant methodologies) (Better school improvement plans are submitted)PaV: 8 Program Seq f: 21 Revision Date: Novembet 6. 1995 1 Program Name: Staff Development Program Code: 09 Primary Leader: Sterling Ingram Secondary Leader: Lucy Lyons Program Goal: To provide staH development to Improve race relations and equity. (To provide staff development activities that will promote (he implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L127 L127 L 128 LI28 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.2 6.3 6.4 7.0 Form tri-district committee for collaborative procedures Continue to assist principals in revising school improvement |rians through the analysis of disaggregated data Continue to provide special school-based program and content area inservice meetings scheduled on a regular basis with specific sessions on content methodology and interpersonal relations for program implementation in a desegregated setting To provide special assistance for teachers as requested. 7.1 Establish tri-district committee 21, 8 July 1991 (07/01/95) 1991 School Year (07/01/95) 07/01/95 July 1, 1991 (07/01/95) July 1. 1991 Ongoing (06/30/96) Ongoing (06/30/96) 06/30/96 Ongoing (06/30/96) Ongoing Assoc and Asst Su pts Staff Dev Dept Content Area Supervisors Principals (Directors of Staff Development from LRSD. PCSSD. and NLRSD) (Directors of Staff Development from LRSD. PCSSD. and NLRSD) 6.2 6.2 6.2 6.3 6.3 6.3 7.0 7.0 7.1 7.1 Comfdeted plans (Provide written feedback and opportunities for sharing *What Works\" in various building-level plans) (Plans reflect strategies that evolved from disaggregated data) Workshop agendas and evaluations (A computer based compilation of individual employees/school-widc suff development activities will be available) (Student achievement will increase\ndisparity gap in represenutive population will decrease) Ongoing analysis (Tri-districi workshops will be held) Ongoing analysis (Tri-district committee was forTTKd in August. 1991)Program Seq #: 2] Page: 9 Program Name: Staff Development Revision Dale: November 6, 1995 Program Code: 09 Primary Leader: Sterling Ingram Program Goal: Secondary Leader: To provide staff development to improve race relations and equfty. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Lucy Lyons L128 L128 Plan Reference Page Number Objectives Strategies Beginning Date CtHnpletlon Date Responsibility Evaluation Criteria L 128 A. Tri-district-PCSSD B. Tri-district-NLR 7.2 Meet four times per year, Iwo times each semester. The committee functions will be (o identify and implement staff development strategies that will assist the districts in fulfilling expectations of \"maintaining quality\" desegregated school districts. 7.3 Plan any activities appropriate for collaboration, e.g., community meetings, etc. A. Tri-disirici Classroom Management Grant 09/13/95 09/19/95 (07/01/95) 07/01/95 (07/01/95) 09/22/95 09/13/95 09/19/95 (06/30/96) 06/30/96 (06/30/96) 09/22/95 8.0 Provide staff development comporrent for effective staff development in desegregated school setting (07/01/95) (06/30/96) 21. 9 (Directors of Staff Development from LRSD. PCSSD. and NLRSD) (Directors of StaO\" Development from LRSD. PCSSD. and NLRSD) (Board of Directors, Superintendent Director of Staff Development) 7.2 7.3 8.0 (Record of meetings and collaborative nature of areas addressed) (Documentation of number of activities among the three districts) (Gather and analyze data from school district participants on the effectiveness of the staff development activities designed to address their speciftc needs)PCC: 10 Program Seq f: 21 Revision Date: November 6. 1995 Program Name: Staff Development Program Code: 09 Primary Leader: Sterling Ingram Secondary Leader: Lucy Lyons Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L124 L124 LI 24 LI24 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1 8.1 Establish staff development component a. Staff Development Dept Personnel b. Staff Development Office c. Staff Development Catalogue/Calcndar A. Staff Development Professional Library Catalog issued 8.2 Certified staff members (administrators and teachers) shall be trained to teach and counsel black and educationally-advantaged students. 8.3 The Little Rock School District will hire a five-member staff development team for this purpose. 8.4 The Little Rock School District Staff Development Department will be responsible for implementing the staff development services. 8.5 The staff development goals and programs currently used by the District, such as TESA, PET and others, will be continued, but a far more creative and comprehensive staff development program suitable for the needs of all employees and volunteers will be implemented. 21, 10 July 1991 July 1991 July 1991 (07/01/95) 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 Ongoing Ongoing Ongoing 10/07/94 07/21/95 06/30/96 06/30/96 06/30/96 06/30/96 Board of Directors/Supt Human Resources Dir of Staff Dev 8.1 Implementation of Staff Development Dept Employment of Director, four specialists and one secretary 8.1a (Implementation of Staff Development Department in July. 1991) 8.1b Offke is operational 8.1b (Office was established in July. 1991 8.1c Distribution of catalogue/ calendar 8.1c (Staff Development Catalogue/Calendar distributed annually Program Seq #\n21 Page: It Program Name: Suff Development Revision Date: November 6. 1995 Program Code: 09 Primary Leader: Program Goal: Sterling Ingram To provide staff development to improve race rehtions and equity. Secondary Leader: Lucy Lyons (To provide saff developmenl eciivities Ihal will promole the implemenation of the desegregalion plan retiring in improved academic achievemenl.) Plan Reference Page Number L124 L124 LI24 L124 LI24 L124 LI25 L125 Objectives Strategies A. Classroom Management  J.A. Fair 8,6 The districts will cooperate in designing a fresh and extended approach to suff development. Included in the planning will be community resource persons and all district personnel responsible for delivering training to suff, and to parent, volunteer, or student committees or groups, 8,7 Suff development will based upon certain basic principles of hutrun behavior, learning process and change dynamics. 8.8 The diverse training needs of suff at all employment levels will be met. 8,9 The District will esublish resource hanks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through suff development activities, 8.10 Computer data bases will be used to record each employee's suff development history. 8-11 Carefully planned \"training of trainers' events will be actively used to expand in-house training expertise, 8.12 Interdistrict training activities will be frequently offered for groups of employees and LI 3 The District will deal decisively with the issue of racism and will involve all suff, snidents. and parents in a comprehensive preiudice reduction program 21. 11 Beginning Date Compleibn Dale Responsibility Evaluation Criteria 08/15/95 08/15/95 06/30/96 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96Program Seq f: 21 Program Name: Staff Development Ih*ogram Code: 09 Primary Leader\nSterling Ingram Secondary Leader: Pt*: 12 Revision Date: Lucy Lyons November 6, 1995 1 Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of die desegregation plan resulting in improved academic achievement.) Plan Reference Page Number LI25 Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 8,14 Certain areas of training and staff development will be specially emphasized: utilization of volunteer resources, preparation of substitute teachers and aids. and training for parents. 07/01/95 06/30/96 21, 12Program Seq 22 lYogram Name: Library/Media Program Code: 32 Primary Leader: Program Description\nDistrict Goal Support: Program Goal: [ Plan References: FY Program Budget: YTD Expendttures: LRSD FY 95-96 PRCXjRAM BUDGET DOCUMENT Dr. Henry Williams Secondary Leader: Lucy Lyon Page: 1 Revision Dale: November 6, 1995 Each child in the Little Rock School District should be given access to his/her full measure of the instructional resources. Library/media services will be designed to provide for extension and enrichment of bask skills and will also accommodate the varied learning styles of students in different instructional groups. Because students will have opportunities to work and Icam in the library/media center under the direction of a trained teacher-librarian, they will be able to approach learning in a variety of ways, thus accommodating their individual styles and also providing for the additional 'time on task' or ennchment that many students need in order to internalize the material initially presented. The District s plan is to offer a library/media program to serve learners with diverse needs, background and abilities through a comprehensive program designed to better support Disirkt goals and student needs with regard to learning styles, relevance of instruction, support of multkultural school curriculum, and the appikation of learning to real-life situations. Library/media servkes will be designed to provide for extension and enrkhment of bask skills and will also accommodate the varied learning styles of students in different instructiortal groups. Students will have opportunilks to work and learn in the library/media center under the direction of a trained teacher-librariatL.The Little Rock School Distrkt's library/media program will fulfill its potential as an essential contributor to the Distrkt's successful desegregation plan. Upon implementation of the elementary program a revkw of the secondary program will commerKe with special attention being given to meeting the interests and needs of the Distrxi's diverse population. Goal #1 - Implement integrated educatiorul programs that will ensure that all students grow academkally, socially and emotionally with emphasis on basic skills and academk enrkhment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to sockty to sockty and view cultural diversity among students, staff and the community as a valued resource upon whkh our community and nation can draw as we prepare for the 21 st Century. Goal \u0026lt;6 - Ensure that equity occurs in all phases of school activities and operations. The district will provide each student with library/media servkes tn accordance with the essential role outlined in the districts Desegregation Plan. L 106. L 107, L 109, L 110 $409,808.64 $32,881.28 1st Qtr Expend\n$32,881.28 3rd Qtr Expend: FTE 16 2nd Qtr Expend: 4(h Qtr Expend: I Related Function Codes: ] 22, 1LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Paie: 1 1 Program Seq #: 22 Revtston Date: November 6. 1995 Program Name: Library/Media Program Code: 32 Primary Leader: Dr. Henry Williams SecoiMlary Leader: Lucy Lyon Program Goal: The district will provide each student with libraryZmedia services in accordance with the essential role outlined in (he district's Desegregation Plan Plan RefereiKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria LI09 1. Implement (be districts proposed new elementary Ubrary/medla program. (07/01/95) (06/30/96) (Coordinator of Library Services, Principals. Librarians) 1. Comparison of survey results 1988-1993 will show ItKreased use. L106 1. (To provide equitable access to library resources including multicultural and audiovisual resources for all studenb.) 1. Comparison of data collected monthly will show\nStudent vbib will Increase.  Volume of books checked out will increase.  Independent research by students will be documented to show use. Number of classes/groups scheduled by teachers will be documented to show use. L109 L109 L109 1.4 Order equipment and materiab necessary iiKluding AV software. (Determine/purchase core materials needed for each elementary school.) 1.7 Conduct inservice and curriculum development for classes for librarians, principab, and teachers. Library media specialists will provide Inservice training to buiidint-level staff In the use of materlab and equipment. 1.8 Process new material iiKluding cataloging. 1.10 Schedule nims\\videos as possible. (Schedule videos correlated to LRSD curriculum as requested by teachers. Use of 16mm film u outdated.) 22, 2 (07/01/95) 07/01/95 07/01/95 (07/01/95) (06/30/96) 06/30/96 06/30/96 (06/30/96) Supv of Inst Tech, Coor of Lib Services, (Librarians) Consuhant, Supv of Inst Tech, Coor and Advisory Committee Librarians, Media Staff Supv of Inst Tech (Coor Lib Serv) 1.4 Purchase orders (Materials supporting the curriculum will be used in each elementary school.) 1.7 (Agendas and memos) (Agendas and memos on file in Dept, of Instructional Technology.) 1.8 Completion memo 1.10 Schedule (Videos correlated to curriculum will be used in each school.)P\u0026gt;(e: 3 Program Seq #: 22 Revbion Date: November 6. 1995 Program Name: Libra ry/Media Program Code: 32 Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon Ih-ogram Goal: The district will provide each student with library/mcdia services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number LIIO LIIO LIIO LI09 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Videos are scheduled daily and were current on 09/30/95 1.11 Hire full-time librarians and full-time clerks for each elementary school as needed. A. Full-time librarians and clerks staffed based on Little Rock School District formula. 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment irulependent of the time of year. (Maintain procedures for prompt and efficient repair of AV equipment.) A. First quarter repair record\n132 AV machines and 15 computers 1.13 Notify teachers via librarians of the fall schedule (films/videos). (Instructional videos correlated to LRSD curriculum are scheduled. Use of 16mm film is outdated.) 1.14 Supply nims/vtdeos per schedule. A. Videos supplied on weekly basis 22, 3 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 09/01/95 25% 06/30/96 09/30/95 06/30/96 25% 06/30/96 06/30/96 25% Dir of Human Serv, Supv of Inst Tech, Coor Lib Serv, PritKipats Supv of Inst Tech (Coor Lib Serv) Supv of Inst Tech (Coor Lib Serv) Supv of Inst Tech (Coor Lib Serv) 1.11 Contracts (Sufficient staff will be in place to meet state and North Central Standards for librarians. Library clerks will be staffed according to LRSD formula, based on enrollment.) 1.12 Copy of proposal Ninety percent of equipment sent in will be repaired within a week. 1.13 File copy (Videos correlated to the curriculum will be used in each school.)- 1.14 Weekly delivery (Videos correlated to curriculum will showProgram Seq f: 22 Revision Date: November 6, 1995 Program Name: Library/Media Program Code: 32 Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number LUO L106 L107 L107 L107 L107 Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria 2. (To extend and enrich the bask skills in ways that meet students varied learning styles and promote life long learning.) 1.15 Develop a seven to ten year AV equipment purchase jdan based on accepted life spans for equipment and equity considerations. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary platming atKl prevent the necessity for torge one*timc expenditures as is now required 1.17 Conduct inservice for librarians and library clerks. A. Inservice conducted for librarians and library clerks 2.5 Library media specialists will plan with classroom teachers for materials needed for classroom units. 2.6 Library media specialists will plan with classroom building staff for at least one school -wide reading motivation activity each year. 2.7. Library media specialists will plan with classroom teachen for library instruction to be correlated to classroom instruction. 2.8 Library media specialists will instruct students in literary skills and reference/study skills. 22, 4 Sept. 5, 1989 (07/01/95) 07/01/95 08/10/95 07/01/95 07/01/95 07/01/95 07/01/9\nNov. 1, 1989 (06/30/96) 06/30/96 25% 06/30/96 06/30/96 06/30/96 06/30/96 Supv of Inst Tech Coor of Lib Serv Librarians PritKipals, Librarians Principals. Librarians Principals. Librarians Principals. Librarians Principals. Librarians 1.15 Copy of plan (Copy of plan on file in Department of Instructional Technology.) Agertdas (Quarterly data will reflect an increase in library use.) 2. (As a result of increased planning and instruction by LM Specialist, test scores will increase on norm and criterion-referenced lesu.) 2.1 (Improved planning with teachers will irKrease student tests scores.) 2.2 (More books will be checked out in each school.) 2.3 (Improved planning with teachers will result in higher achievement for students.) 2.4 (Abacus assessment will show mastery of reference/study skills.) i Page: 5 Program Seq Ki 22 Revision Dale: November 6. 1995 Program Name: Library/Media Program Code: 32 Primary Leader: Dr. Henry Williams Secondary Leader: Program Goal: Lucy Lyon The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan RefererKe Page Ntonber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 133 1. The selection of malerlals/resources to support the curriculum in desegregated school districts is a multi-district goal of the library media programs. 1.1 Continue hosting Muhl-District, Multicultural Resource Sharing Pair. In the future, the fair site will rotate among (he three districts. A. Tri-district meeting held to discuss fair 1.2' Begin hostint Mulii-Distnct Resource Sharing Fair with book arxl AV materials, vendors, rotating the site among the three districts. 133 2. The inservice training library media staff members to desegregated school districts Is a multidistrict goal of the library media programs. 2.1 Plan to host muHi-dlstrict inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative in April of 1988 to explain the new national guidelines for school library media program planning. A. Planning meeting held for tri-disirkt inservice Annually 07/13/95 07/01/95 Ongoing 07/13/95 Ongoing 07/13/95 06/30/96 Ongoing 07/13/95 2.2 Plan to host inservice training for muHi-district library media specialists using district employees. 07/01/95 Ongoing 134 134 3. Utilization of television technology in desegregated school districts is a multi-district goal of the library media programs. 3.1 Implement utilization of cable chaimel 19 and/or videotapes produced at Metro to teach basis skills, etc. 07/01/95 Tobe established 4. Recruitment of minority Library Media Specialists in desegregated school districts Is a multidistrict goal of library media programs. 4.1 Contact teachers training inslHutions/recruit teachers for training programs In library media ccrtincation. Ongoing Ongoing 22, 5 Library Media Director or responsible person (including NRLSD) Library Media Directors or responsible person (including NLRSD) Library Media Directors or responsible person Library Media Directors or responsible person (including NLRSD Resources will be selected, purchased, and utilized by teachers and students as they leach the curriculum of the desegregated school districts. Inservice training will develop skills for library medial specialists who work in desegregated school districts Students will gain practical vocational experience in running a television studio\nstudents will benefit from instructional units provided over cable system or recorded for later classroom use Hiring and placenteni of minority media specialists will occur6 Program Seq f: 22 Revbion Date: November 6. 1995 1 Program Name: Libra ry/Media Program Code: 32 Primary Leader: Dr. Henry Williams SecoiMlary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan 134 Plan RefereiKe Page Number L108 L108 L108 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5. Multi-district communication for library media program administrators is a goal for the programs. 7. Library media specialist will annuaUy evaluate the collection for adequacy of multicultural materials and will continually evaluate new materials to be coiKidered for purchase. 8. Recommendations for multkuhural materials will be shared with all principals and Ubrariarts and recommended for core purchase for all schools. 9. The 1992-92 school year will be used to establish baseline data for determining progress. 10. Undertake a comparative study of library resources among the incentive schools as well as other schoob of comparable size to bring about parity of holdings through an equitable purchasing policy. 5.1 Copy memos relating staff development opportunities to other district administrators. 5.2 Meet informally for sharing sessions. A. Tri-districi sharing meeting held 22, 6 Ongoing 07/01/95 07/01/95 07/13/95 07/01/95 07/01/95 07/01/95 Ongoing 06/30/96 06/30/96 07/13/95 06/30/96 06/30/96 06/30/96 Library Media Directors or responsible person (including NLRSD) Better communication will be achievedp\u0026gt;e: 7 Program Seq #: 22 Revision Date: November 6. 1995 Program Name: Library/Media Program Code: 32 Primary Leader: Dr. Henry Williams Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Nisnber Objectives Strategies Beginning Dale Completion Dale Responsibility Evatualion Criteria 11. Modify building space to Increase bbrarv capacities at Mitchell arid Garland. Puree the shelves of outdated and well-wom materials. At Mitchell, books most frequently used by the four- year old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed tn structures that are detached from the main building. 07/01/95 06/30/96 22, 7Profratn Seq f: 23 LRSP FY 9S-96 PROGRAM BUDGET DOCUMENT Page: Revision Date: November 6. 1995 Program Name: Computerized Transportation Routing System Program Code: 24 Primary Leader: Fred Smith Secondary Leader: Mary Jane Cheatham Program Description: Transportation system provides the means for students to have access to various school options and educational programs, as well as extracurricular activities. The District will continue to use its automated routing system to make efficient use of district resources in providing transportation to those students eligible for transportation. Students shall be provided transportation in order to attend their assigned schools and its programs and activities. District Goal Support: Ensure that equity occurs in all phases of school activities and operations. Program Goal: To provide safe, efficient, and reliable transportation for the students of the Little Rock School District. [ Plan References: L227 I FY Program Budget: $6,800.00 1st Qtr Expend: $0.00 3rd Qtr Expend: FTEO YTD Expenditures: $0.00 2nd Qtr Expend: 4th Qtr Expend: Related Function Codes: 23, 1 I LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq *: 23 Revbion Date: November 6, 1995 Program Name\nComputerized Transportation Routing System Program Code: 24 Primary Leader: Fred Smith Secondary Leader\nMary Jane Cheatham Program Goal: To provide safe, efficient, and reliable transportation for the students of the Little Rock School District. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibllfty Evaluation Criteria L227 L227 1.0 The Transportation Department will request additional resources to help provide transportation support for evening arKf extertded day programs. 1.1 In 1990-91 the District reduced its ntenber of runs from three to two. 1.2 LRSD has made progress In the utilization of the ECOTRAN MAPNET System...1988-89 school opening. 1.3 There is extensive work to be done In updating dw geographic files, table with the LRSD database. 1.0 Determine resource requirements necessary to support programs and procure them. Provide transportation support as required. A. Resource requirements identified in 1994-95 and ordered. Buses (26) received in September 1995 for immediate use. B. Contract with Laidlaw Transit identified need for 39 additionai buses for 1995-96 school year. Buses (39) provided by Laidlaw to start the school year. 1.1 Procure resources necessary Io support two run system and implement two run system. A. The number of routes are limited by the number of buses available to insure a two run system. 1.2 Student and geographic data loaded in system, and personnel trained and proficient in computerizing routing. A. Item completed 6/90 and is not recurring. 1.3 A cooperative effort between Transportation Department, LR City Engineers, Student Assignment, and ECOTRANS staff will help to ensure that software reflects accurate geographic information. A. An new streets are added Io the map. As new streets are added the map is updated. 23, 2 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 09/18/95 08/21/96 06/30/96 08/21/95 06/30/96 06/30/96 90% Director of Transportation Director of Transportation Director of Transportation Director of Transportation, Director of Information Services 1.0 Adequate service provided in support of programs. Determined by dividing number requested by number provided. 1.1 All buses assigned only two routes 1.2 Students effectively and efficiently routed to facilitate a smooth school opening 1988-69. 1.3 Significant reduction in street address errors introduced by poor/inadequate data entry.Program Seq : 23 Pbq-. 3 Revision Date*. November 6, 1995 Program Name: Computerized Transportation Routing System Program Code: 24 Primary Leader: Fred Smith Secondary Leader: Mary Jane Cheatham Program Goal: To provide safe, efficient, and reliable transportation for the students of the Little Rock School District. Plan RefererKe Page Number L227 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.4 School attendance areas and updated walk zones need to be er\u0026gt;coded into map files. 1.5 (Transportation Safety Policies need to be reviewed and updated property. Changes will be Incorporated from Applicable Board Policies and Administrative Directives). 1.6 (Assignment promotion population region tables need to be created to ensure proper student assignment). 1.4 School attendance areas not initiated. Walk zones encoded Into map for maximum bus utilization. A. Walk zones are reviewed and updated. 1.5 A comprehensive review of all LRSD policies germane Io transportation must be performed and recommendations/changes reduced to writing and incorporated into applicable documents. A. A review of all school board policies, department practices and procedures is conducted. Changes in any policies will be recommended to to the school board 1.6 Information downloaded from mainframe on media format compatible with HP Vectra. A Initial download from Data Processing completed. 23, 3 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 75% 06/30/96 10% 06/30/96 08/01/95 Director of Transportation Director of Transportation Director of Transportation 14 No student required Io exceed four block/six block walk. 1.5 Published policies on student behavior/safety on LRSD buses. Published policies for drhrers/driver aides to assist in communicating the district's position on transportation safety procedures. Frequent meetings to address safety issues and concerns Attendance verified through sign-in sheets. Review of supervisor's monitoring report. 1.6 Routes generated based upon current assignment information. Page: Program Seq *: 23 Revision Date: 1 Novembers. 1995 Program Name: Computerized Transportation Routing System Program Code: 24 Primary Leader: Fred Smith Secondary Leader: Mary Jane Cheatham Program Goal: To provide safe, efficient, and reliable transportation for the students of the Little Rock School District Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.7 All school attendance areas will be encoded Into the geographic tables. Corresporxling walk zones will be generated for schools, all transportation policies will be reviewed and updated. 1.6 An entire new stop network will be gerterated to improve efficiency and most economically utilize District resources. 1.7 Walk zones established in accordance with district policy and software criteria selection. 1.6 Transportation staff will update and revise all routes based upon census data provided by Information Services. A. Additional census information is included when it is available to the Transportation Department 23, 4 07/01/95 07/01/95 08/21/95 06/30/96 06/30/96 10% Director of Transportation 1.7 Two mile list published and distributed to school staff. Add transportation policies and procedures. 1.6 Written request for student data forwarded. Census incremental initiated by routing supervisor Research system error listing to within 5%. Completion of first day routes prior Io registration.Program Seq *: 24 Program Name: Dau Processing Program Code: 17 Program Description: District Goal Support: Program Goal: [ Plan ReferetKes: FY Program Budget: YTD Expenditures: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Henry Williams To provide the resources (Hardware, Software. Training. Programming, Computer Operations, and Hardware and Software Secondary Leader: David Beason Page: I Revidon Date: November 6. 1995 Support) necessary to collect, store and report information on LRSD smdenu. Information ...ill___J .U . .-----------o. --...r -r------------------ ..M JVHwaic ouppun\nlo ana intoi Services will provide the computer resources necessary to collect, store, and report student information in a timely and accurate manner. School and central office-based suff accurate UD-IO-dare inmmufmn nn eti4nte * up-to-date information on students. parents, and studenu will benefit from To implement integrated educational programs to ensure that all studenu will grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. necessary information required by ouUide inieresu. To provide timely response to all requesu for information. s^den. T0.pn,.e sports retired , sdppcn school ce.l ofl-c h.scd fooclioos. To provide all L129. LI30 ] $717,087.08 1st Qtr Expend: $601,721.29 3rd Qtr Expend: $601,721.26 FTE 5 2nd Qtr Expend: 4th Qtr Expend: [ Related Function Codes: ] 24, 1LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq 24 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Hervy Williams Secondary Leader: Psge: 2 Revision Date: David Beason November 6, 1995 Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school aixl central office based functions. To provide all necessary Information required by outside interests. To provide timely response to all requests for Information. Plan Reference Page Number L 129/130 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Data Processing (Information Services Department) wH) provide the necessary support for all school and central office- based furKtions. 07/01/95 06/30/96 Director of Information Services 1.A (Administration has received all required reports for the school year). 1 C (Quality reports are being delivered on time). L 129 L 129 1.1 Programs will be developed and implemented relative to the following areas: (Collect. Store, and Report) Dropout Statistics (to include the abHity to generate data by race, gender, grade on a school by school as wen as District-wide basis). Set up 96 enroll/drops on Enroll History Screen for Henderson Jr High. Produce report showing Drop Select Absence Reason Codes and Change Records for Assistant Superinter\u0026gt;dent. 24. 2 07/01/95 07/01/95 09/14/95 09/19/95 06/30/96 06/30/96 09/25/95 09/26/95 Director of Information Services 1 D (Complaints are no longer being received about information rK\u0026gt;t being available). 1.1 (Reports are available which accurately report dropout statistics).3 Pegs: Program Seq #: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secorxiary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Obiectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.2 (Score. Collect, Store, and Report) Test Scores (to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide). 07/01/95 06/30/96 Director of Information Services 1.2 (Ail test results are stored in the computer and are reflected in pertinent reports). Uploaded Stanford 8 scores to the AS/400 for PRE. Produced 13 copies of Hall Summer School Grade Report for Assistant Superinterrdent. Produced report showing SAT scores of 35.5 and below for 7th graders at Southwest. Produced report showing SAT scores less than 35 for Central High. Produced report showing SAT scores less than and equal to 35.8 for McClellan High. Produced report for PRE of non-hippy students with test scores 1987-1994 for PRE. Printed Standford  Forms for PRE. 07/01/95 07/13/95 07/19/95 07/20/95 07/26/95 OB/23/95 08/29/95 07/19/95 07/13/95 07/19/95 07/21/95 07/27/95 06/23/95 09/01/95 Produced Generic Test Scores Report Pulaski Heights Jr High. 24, 3 09/18/95 09/30/95 i1 I Page: Program Saq *: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason 4 Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number L 129 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 (Collect, Store, and Report) Student Achievement Data (to Include the capacity to monitor test scores, grade distribution and other Identified achievement data by race, gertder. grade, subject, school and district-wide). Printed Grade Transcript Labels for Cloverdale Jr. Resolved problem with Student Request Verification Report SCH.588 for Parkview. Created diskette showing Dunbar Students FAR status. Produced report of students with math or reading scores of less than 35.8 for Federal Programs. Produced report of AP courses by race/sex counts for Pupil Services. Printed Grade Transcript Labels for Southwest Jr. Printed Grade Transcript Labels for Mann Jr. Produced report of Flat File of all Sth grade students for Henderson Jr High. Provided list of all Students by Grade for Southwest Jr High. 24, 4 07/01/95 07/25/95 08/02/95 08/02/95 08/14/95 08/14/95 08/15/95 08/30/95 09/08/95 09/13/95 06/30/96 08/03/96 08/03/95 08/16/95 08/15/95 08/20/95 08/24/95 08/30/95 09/20/95 09/13/95 Director of Information Services 1.3 (All available student achievement data is stored and reported as requested).Program Seq #: 24 Page: Revision Date: November 6. 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason 5 Program Goal: To provide the programs and data bases necessary to collect arxJ sltffe all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response lo all requests for information. Plan Reference Page Number L 130 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.4 (Collect, Store, and Report) Attendance (shall be kept in such a way as to allow data to be gathered for any period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and \u0026lt;8strict-wide). 07/01/95 06/30/96 Director of Information Services 1.4 (Attendance data is accurately stored and reported to the state with minimum manual compilation. Provided list of students at Southwest that reside in a specified area. 07/01/95 07/17/95 Produced PRC Labels for Cloverdale Jr High. Produced mailing labels for Gibbs Magnet. Produced mailing labels for Pulaski Heights Jr. 07/19/95 07/19/95 07/26/95 07/20/95 07/19/95 08/04/95 Produced Summer School Report for Department of Education. 07/27/95 08/11/95 Produced mailing labels for Parkview High. 07/28/95 08/02/95 Produced student mailing labels for Dunbar Jr High. 07/28/95 08/02/95 Produced schedule cards for Hall High. 07/31/95 08/08/95 Produced parent mailing labels for Dunbar Jr High. 08/02/95 08/02/95 Produced parent mailing labels for Fair Park. Produced parent mailing labels for Central High. 24, 5 08/02/95 08/02/95 08/02/95 08/02/95 i 6 Page: Program Seq #\n24 Revision Data: November 6, 1995 I! Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect arxi store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Begirming Date Completion Date Responsibility Evaluation Critaria Produced parent mailirtg labels for Carver Magnet. Produced open house mailing labels for Parkview. Produced schedule cards for Hall High. Produced PRC labels for McClellan High. 08/02/95 08/02/95 08/07/95 08/08/95 08/02/95 08/08/95 08/08/95 08/10/95 Updated records to the Student Attendance Calendar for Student Assignment. 08/10/95 08/10/95 Produced student labels for Hall High. 08/11/95 08/11/95 Produced schedule cards for Cloverdale Jr High. Produced schedule cards for Central High. Produced schedule cards for Parkview High. Produced parent mailing labels for Hall High. Created diskette to update Enrollment for Transportation. Resolved problem with adding new Attendance Codes for Pulaski Heights Jr High. Produced Student ID Labels on Hall and Fair Park for Nurse's Office. Printed Schedule cards for all Secondary Secretaries. 24, 6 08/11/95 08/11/95 08/12/95 08/12/95 08/14/95 08/15/95 08/15/95 08/16/95 08/22/95 08/14/95 08/14/95 08/14/95 08/30/95 09/08/95 08/22/95 08/22/957 Page: Program Seq #: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Produced parent mailing labels for Jefferson. Prodeced parent mailing labels for Hall High. Produced student mailing labels for Hall High. Produced student mailing labels for J A Fair. Produced employee and student labels for IRC. Produced parent mailing labels for Pair Park. Produced parent mailir\u0026gt;g labels for Dunbar Jr. Conducted survey of Attendance Users problems for Information Services. Produced Attendance Report for number of absences on all dates and for all reasons by student and school absences for Assistant Superintendent. Produced parent mailing labels for Hall High. 08/21/95 08/21/95 08/23/95 08/23/95 08/23/95 08/23/95 08/23/95 08/25/95 06/25/95 08/25/95 06/21/95 08/21/95 08/24/95 06/24/95 08/24/95 08/23/95 08/23/95 08/31/95 09/06/95/ 06/25/95 Reprinted attendance scan forms for Cloverdale Jr. 08/25/95 06/25/95 Produced schedules on paper for J A Pair. Produced PRC labels for Parkview High. 08/28/95 08/29/95 08/30/95 08/29/95 Produced name /ID labels for Pulaski Heights Elem. 08/30/95 06/30/95 Produced student mailir\u0026gt;g labels for J A Pair. 09/01/95 09/01/95 24, 7 i8 Page: Program Seq f: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader\nDr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside Interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibiilty Evaluation Criteria Produced Senior High Attendance Office Observation Report for Information Services. 09/01/95 09/07/95 Produced student labels for King Elementary. 09/06/95 09/06/95 Provided memo to schools regarding Attendance Report Updates for Information Services. 09/07/95 09/07/95 Produced scheduled cards for Central High. Produced student mailing labels for Hall High. 09/07/95 09/07/95 09/08/95 09/08/95 Produced PRC labels and parent mailing labels for Southwest Jr High. 09/08/95 09/11/95 Produced PRC labels for Mabelvale Jr High. Produced PRC labels for King Elementary. Produced labels for all students at Mann for PTA. 09/08/95 09/08/95 09/08/95 09/11/95 09/11/95 09/20/95 Produced student mailing labels for Mann Jr High. 09/08/95 09/08/95 Produced schedule cards for Forest Heights Jr. 09/08/95 09/08/95 Produced Attendance Report with Number Input and Date Range absences for Assistant Superintendent. Produced Attendance Report with Number Input and Date Range on all absences for Assistant Superintertdent. 24, 8 09/08/95 09/08/95 09/08/95 09/08/95Pag*: Program Seq #: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason 9 Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Resolved problem with PFC labels to include Student SSN for Central High. Assisted with printing Attendance Letters Report for McDermott Elementary. Format diskettes for Attendance Scsnnir\u0026gt;g and upload programs for Southwest Jr High. Produced Attendance by Race Report for Mabelvale Elementary. Produced list of Junior's and Senior's Name. Address, and Phone for Communications. Produced Zoneblock labels for John A Riggs. Produced PTA mailing labels for Central High. Produced schedule cards lor Dunbar Jr High. Produced schedule cards for Hall High. Produced schedule cards for Forest Heights Jr. Produced schedule cards for J A Fair High. 09/08/95 09/08/95 09/11/95 09/11/95 09/13/95 09/14/95 09/14/95 09/15/95 09/15/95 09/15/95 09/15/95 75% 09/13/95 09/13/95 09/19/95 09/14/95 09/20/95 09/20/95 09/20/95 09/18/95 09/18/95 09/18/95 Produced list of Student information for McDermott. 09/18/95 09/19/95 Produced PRC labels for Dunbar Jr High. Produced student/parent labels for Cloverdale Jr. Produced schedule cards for Cloverdale Jr. 24, 9 09/18/95 09/18/95 09/18/95 09/18/95 09/18/95 09/18/95 i I Page: 10 Program Seq #: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Coda: 17 Primary Leader: Dr. Henry Williams Secorfdary Leader\nDavid Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 130 Produced student mailing labels for Dunbar Jr. Created mailing labels by attendance zorte for McClellan High. Created diskette with Student Addresses for Communications Department. Produced schedule cards for Forest Heights Jr. Trained new Attendance personnel on Atteridance menus for Assistant Superintendent. Distributed memo regarding new Attendance Information to Attendance Secretaries. Produced Year-to-Date Absence Report for Communications. Produced schedule cards for McClellan High. 1.5 (Collect, Store, and Report) Disciplinary Data (by offense, school, teacher, class, subject, race, gender, district-wide, and over any period of tlmel. 09/18/95 09/19/95 09/20/95 09/20/95 09/20/95 09/21/95 09/21/95 09/22/95 07/01/95 09/18/95 50% 09/25/95 09/20/95 50% 09/27/95 09/25/95 09/22/95 06/30/96 Director of Information Services 1.5 (Discipline data is accurately entered and reported as required). Produced original and final Sanction Report for Student Hearing. 24, 10 07/01/95 07/13/95Pag\n11 Program Seq #: 24 Revision Dete: November 6, 1996 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the progrems end data bases necessary to collect and store all pertinent student Information. To provide all necessary reports required to support school and central office based tunctions. lo provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies 8eginnir\u0026gt;g Data ComiMetion Date Responsibility Evaluation Criteria L 130 Produced End-of-Year Discipline Report for Student Hearing. Provided Forest Heights with the ability to run Student Discipline Reports. Researched Truancy Tracking for Judge Watts. Produced Truancy Report for rurmber of absences for Assistant SuperinterKient. Revised Logic data on TRUANT9 for Hall High School. 1.6 (Collect. Store, and Report) Student Assignment Data (by race. age. gender, class, school, grade, level, and district-wide). Provided exchange data on M to M's for PCSSD. Assisted with Master Scheduling for Secondary Schools. Conducted Student End-of-Year Promotion and Cleanup. Crested diskette and labels of M to M students for Transportation. Loaded Pupil Information Forms for Student Assignment. 24, 11 07/11/95 08/01/95 08/18/95 08/25/95 09/21/95 07/01/95 07/01/95 07/01/95 07/09/95 07/18/95 07/20/96 07/13/95 08/11/95 08/25/95 09/06/95 09/21/95 06/30/96 07/12/95 08/14/95 07/09/95 07/24/95 07/27/95 Director of Information Services 1.6 (Student assignment data is stored and all reporting requirements are met|. i Page: 12 Program Seq 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Qod: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Data Responsibility Evaluation Criteria L 130 2.Data Processing Department (Information Services Department Staff) will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify specific students and cohorts of students. Ran mailing labels on Badgett and Fair Park for Student Assignment. Assisted with Master scheduling on all secondary schools. Resolved problem for Student Assignment with Student Number different than Student ID. Rolled over Student Data into ABACUS for Instructional Technology. Restored Student and Family Information from 1994-95 for Student Assignment. Produced Student Address labels for select A/Z for Student Assignment. Produced list of Elementary students assigned to a homeroom teacher for Student Assignment. 24, 12 07/20/95 07/28/95 08/14/95 08/23/95 08/28/95 09/11/95 09/13/95 07/01/95 07/21/95 08/07/95 08/14/95 09/05/95 08/28/95 09/11/95 09/14/95 06/30/96 Director of Information Services 2. (The District requirements for computer resources are beir\u0026gt;g met|.Page: 13 Program Seq #: 24 Revision Date: November 6. 1995 Program Name: Data Processir\u0026gt;g Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all rtecessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.1 (The Information Services Department will maintain adequate computer hardware and support to meet the needs of the district). 07/01/95 06/30/96 Director of Information Services 2.1 (All employees requiring access to student records have access to terminalsl. Installed additional cassette tape drive for AS/400. Setup AS/400 for Job Accounting to track CPU usage. Review new documentation for Student AS/400 update. Resolved problem with diskette drive in PC for Superintendent's Office. Resolved problem with diskette drive in PC for McClellan Hign.. Conducted NS Router File Transfer study for the AS/400. Review computer set-up at Metropolitan to provide additional Attertdance Training. Resolved problem on printer at Pulaski Heights Jr. Resolved problem on printer in Human Resources. Installed new tape drive to the AS/400. Resolved problem on printer at Parkview High. 24, 13 07/01/95 07/05/95 07/21/95 08/02/95 08/02/95 08/18/95 08/22/95 08/25/95 08/30/95 09/05/95 09/06/95 07/21/95 08/24/95 07/31/95 08/08/95 08/07/95 08/31/95 08/24/95 08/25/95 08/30/95 09/11/95 09/07/95 Pag*: 14 Program Seq #: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Hervy Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibilhy Evaluation Criteria Resolved problem on printer at Wakefield Elem.. 09Z06Z95 09Z08Z95 Resolved problem with printer connection for Southwest Jr High. Resolved problem with down Controller at Romine. Resolved problem with Twinaxle Timeout for IRC. Resolved problem with printer at Henderson. Resolved problem with AC that leaked near Computer Equipment at Booker. Resolved problem with voice and data line goirrg down at Booker. 2.2 (The Information Services Department will develop or acquire the software required to support the needs of the districtl. Automate cross check of Teacher Certification for Human Resources. Produced Vendor History Report for Financial Services and Support Services. 24. 14 O9Z13Z95 09Z14Z95 O9Z1SZ9S O9Z18Z95 09Z20Z95 O9Z22Z95 O7ZO1Z95 O7ZO1Z95 O7ZO1Z96 O9Z2OZ95 O9Z2OZ95 09Z19Z95 O9Z29Z95 O9Z22Z95 O9Z29Z95 O6Z3OZ96 O9Z28Z95 O9Z14Z95 Director of Information Services 2.2 (All necessary software is installed arvf functioning properly to collect, store and report information in a timely and accurate manner).Program Seq #: 24 Program Name: Data Processing Page: Revision Date: 16 November 6. 1995 Program Code: 17 Primary Leader\nDr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Created Excel reports of Escrow downloads for Financial Services. Updated Teacher. ADMC12. and ADMCER salaries in the Budget File for Financial Services. Test GUPTA SQL Software for Windows. 07/01/95 07/01/95 07/01/95 07/28/95 07/11/95 09/14/95 Reviewed CIMS Software Updates with Human Resources and Support Services. 07/01/95 09/28/95 Test Powerbuilder Software with Remora EA400. 07/01/95 09/07/95 Provided report Pur,450, PQ's with approval and lookup missir^g approval command for Procurement. Removed all access to FY94/95 for financial users requested by Procurement. Resolved WHS problem on 'Order Quantities on Stock Items Missing' Report for Procurement. Loaded new release of LMS Software for IRC. Resolved problem with entering Teacher ID's st Henderson. Created Bus Driver Termination list and mail merge with letter for Transportation. Removed all non-LRSO employees from financial applications for Financial Services. 24, 15 07/06/95 07/05/95 07/07/95 07/10/95 07/10/95 07/11/95 07/11/95 07/07/96 07/06/95 07/07/95 07/13/96 07/12/95 07/12/95 07/12/95 J Page: 16 Program Saq t: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school arxJ central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date ResponsibHitY Evaluation Criteria Provided Brady Gadberry FOI request on his sick leave. Produced new salary report after salary table changes to the budget for Financial Services. Distributed memo to explain Proposed Master to Master Schedule process. Provided District with copy of Data Processing production calendar for August and September. Created report showing duplicate requisition numbers for Procurement. Resolved problems with Master Scheduling for Forest Heights. Performed Accounts Payable Check Run for Financial Services. Provided Purchase Order Expenditure Report to Procurement. Resolved problems with Master Scheduling for Mann Jr High. Provided 3 copies of Budget Report to Financial Services. Set-up new User 1D for the new Secretary/Bookkeeper for Cloverdale Jr High. 24. 16 07/12/95 07/12/95 07/13/95 07/17/95 07/20/95 07/20/95 07/21/95 07/21/95 07/24/95 07/27/95 07/27/95 07/12/95 07/12/95 07/13/95 07/20/96 07/20/95 07/28/95 07/25/95 08/04/95 07/25/945 07/27/95 07/27/95Program Seq *: 24 Page\nRaviaion Data: November 6. 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason n Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to ail requests for information. Ran Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria State Department Financial Budget Report for Financial Services. Set-up Science work area to Math Department Secretary. Created July Bank Tape and July Bills Paid List for Financial Services. Created July BC/BS Differences Report for Financial Services. Employment Security Division Report for Financial Services. Automated YTDMNTH download for the Courts. Monitored Master Schedule for Southwest Jr. Produced report showing Purchased Orders $300 and below\n$301 and above for Procurement. Crested tape for Commercial Mailers for Pupil Services. Providing additional IBM training for IS Staff. Produced report with Employee Addresses for BC/BS letters for Human Resources. Produced Fixed Asset Report on EIS for Superintendent. 24, 17 07/25/95 07/28/95 08/01/95 08/01/95 06/01/95 08/01/95 08/02/95 08/02/95 08/02/95 08/04/95 08/07/95 08/07/95 08/04/95 07/28/95 08/0195 08/21/95 08/03/95 09/19/95 08/14/95 08/23/95 08/11/95 09/07/95 08/08/95 08/21/95 Page: 16 Program Sag #: 24 Revision Date: November 6, 1995 Program Name: Date Processing Program Coda: 17 Primary Leader: Or. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school arxl central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Begirwdng Date Completion Date Responsibility Evaluation Criteria Produced Vendor labels sorted by zip code for Procurement. Resolved problem with printing and viewing Teacher List for Metropolitan. Assigned new passwords on the AS400 for various departments for school start-up. Created documentation for TEACHERS program. Set-up DFU screen to Update Stock Items for Food Services. Produced 2 sets of Employee by Site labels for Instructional Technology. Produced 1 set of Administration Employee Labels for PRE. F^oduced report of Fund, Function, and Object Codes from Budget file after final close for Financial Services. Created diskette for ODM from Court Submission. Set-up Stipend Report with Stipend Selection on ACS and EIS Systems for Human Resources. Produced Elementary School Secretary Observation Report for Information Services. 24, 18 08/14/95 08/14/95 08/14/95 08/15/95 08/16/95 08/23/95 08/23/95 08/25/95 08/25/95 08/30/95 08/31/95 08/21/95 08/15/95 08/14/95 08/16/95 08/23/95 08/23/95 08/25/95 08/26/95 08/25/95 09/01/95 09/07/95 8 1Psge: 19 Program Seq 24 Revision Date: November 6. 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Or. Henry Williams Secondary Leader: David Beason Program Goal: 1 To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Updated User Assignment Information for Information Services. Resolved security error problem on PC Support for Garland Incentive. Resolved Scanning Report problem for Dunbar Magnet Jr High. Updated Absence Reason Codes as requested by Human Resources. Produced list of Teachers with invalid SSN's for Human Resources. Set-up overview of attaching reports to ACS CIMS menu for Information Services. Produced Budget vs Expenditure report and graph for Information Services. Produced Audit report on Vacation days for Financial Services. Created mailing labels of Vendors with zip codes in specific range for Procurement. Created Excel Spreadsheet on ADMC12 and ADMN12 pay tables for Labor Relations. October 1 State Department Report for State Department of Education. 24, 19 09/05/95 09/07/95 09/12/95 09/13/95 09/13/95 09/14/95 09/14/95 09/14/95 09/14/95 09/14/95 09/15/95 09/07/95 09/08/95 09/13/95 09/13/95 09/14/95 09/18/95 75% 09/27/95 09/14/95 09/15/96 50%Page: 20 Program Seq #: 24 Revision Data: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginrting Date Completion Date Responsibility Evaluation Criteria Provided copies of Absence by Reasons Codes Report for Assistant Superintendent. Provided information on UALR MSOFFICE classes to District employees. Researched report card printing dates for monthly Information Services calendar. Tested 'Forest \u0026amp; Trees Software artd GUI Report Solution. Produced Census Data Reports for Financial Services. Performed programming changes to Quiz: ACCTDIST report for Financial Services. Created Excel Spreadsheet formatted for employees on ADMCR and ADMC12. Created September bank tape and bills paid listing for Financial Services. 2.3 (The Information Services Department will identify and maintain appropriate telecommunication services and equipment to support the needs of the District). 24, 20 09/18/95 09/19/95 09/19/95 09/20/95 09/25/95 09/26/95 09/26/95 09/29/95 07/01/95 09/19/95 09/19/95 09/20/95 09/25/95 09/28/95 75% 75% 09/29/95 06/30/96 Director of Information Services 1.3 Appropriate telecommunications systems are functioning to meet the needs of the District.Page: 21 Program Seq *: 24 Reviekon Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Upgrade telephone system for Transportation and Laidlaw Transit. Ordered phone system for Drug Free School Network and Pupil Services. Ordered phone system for Mabelvale Elementary. Assisted with installation of telephones in all Elementary Cafeterias for CARE Program. Ordered phone line for Math Assistance Program at Cloverdale Jr High. Report pay phone out of order at Plant Services. Assisted with Installation of phone lines at Parkview High. Ordered Modem line to be installed for Counselor at Cloverdale Elementary. Ordered phone tine and set-up line for Pick Group for Human Resources. Add new phone line to 2-line phone and install phone for Human Resources. Relocate telephone system from Transportation to Safety and Security. Relocate telephone system from Safety and Security to Alternative Learning Center. 24, 21 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/13/95 07/13/95 08/16/95 08/16/95 06/21/95 08/04/95 08/21/95 08/16/95 07/14/95 07/14/95 07/13/95 07/13/95 J I 4 Page: 22 Program Seq *: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all nbcessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date ResponsibHIty Evaluation Criteria Order fax line to be installed in Media Center at Pulaski Heights Elementary. Relocate telephone system for Truancy Center as per request from Pupil Services. Conducted meeting with Transportation. Safety \u0026amp; Security, Truancy, Southwestern Bell, and Harper. Resolved problem with phone lines at Henderson. 07/01/95 07/01/95 07/05/96 07/06/95 08/03/95 08/18/95 07/11/95 07/13/95 Resolved problem with receiver cord for Human Resources. 07/10/95 07/10/95 Resolved problem with dial torve at Metropolitian. Resolved problem with in-comir\u0026gt;g calls at Bale. Resolved problem with dial tone at Pulaski Heights Elementary. Resolved problem with dial tone in Pupil Services. Installed dedicated line for modem at Carver. Installed phone line for Procurement. Provided information on TOO equipment to Transportation. Installed additional phone line for modem at Otter Creek for Pupil Services. 24, 22 07/10/95 07/13/95 07/13/95 07/13/95 07/13/95 07/17/95 07/18/95 07/18/95 08/02/95 07/31/95 08/02/95 07/21/95 08/21/95 07/24/95 07/25/95 07/25/95Pag: 23 Program Seq #: 24 Revision Dete: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Adjusted programming on phones at J A Fair. Ordered phone lines lor Henderson Jr High. 07/18/95 07/20/95 07/31/95 08/08/95 Relocate Phone Master line at Henderson Jr High. 07/20/95 07/28/95 Relocate phor\u0026gt;es for Labor Relations new office. Relocate lounge phorw at Watson Elementary. Resolved problem with incoming calls at McClellan. Ordered phone for CBI room at Mabelvale Jr High. Resolved problems with phorras Williams Magnet. Resolved problem will all phones going down at Terry Elementary. Repaired receiver and hand set problem for Human Resources. Ordered long distance service for line at Transportation. Ordered Voice Mail for Laidlaw Transit. 07/20/95 07/20/95 07/24/95 07/24/95 07/26/95 07/26/95 07/26/95 07/27/95 07/28/95 08/10/95 07/31/95 07/26/95 08/31/95 07/27/95 07/27/95 07/28/95 07/31/95 08/24/95 Programmirig changes made to Voice Mail for Information Services. 24, 23 08/01/95 08/08/95 Program Seq #: 24 Page: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide ail necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plart Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Programming changes made to Student Assignment's phone system. 08/02/95 08/18/95 Repaired damaged phone line at Bale Elementary. Resolved problem with dial tone/static at Booker. Resolved problem with dialing out at Dunbar. Resolved problem with second line at Baseline. Resolved problem with dial tone at Quigley. Resolved problem with fieldhouse line st McClellan. Relocated Registrar's phone line at Cloverdale Jr. Resolved problem with in-coming calls at Garland. Installed fax line for Fair Park Elementary. Resolved problem with no dial tone for IS. Installed fax line for Bale Elementary. 08/02/95 08/02/95 08/02/95 08/02/95 08/02/95 08/02/95 08/02/95 08/02/95 08/02/95 08/03/95 08/03/95 08/07/95 08/11/95 08/08/95 08/04/95 08/04/95 08/04/95 08/21/95 08/04/95 08/18/95 08/07/95 08/18/95 Extended fax line with T connector to media center for PC modem at Carver Magnet. 08/03/95 08/18/95 Resolved various phone problems at Parkview. 08/04/95 08/08/95 Install phone for Resource Officer at Pulaski Heights Jr High. 24, 24 08/04/95 08/29/95Page: 25 Program Seq #: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Or. Henry Williams Secondary Leader: David Beason Program Goat: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Resolved problem with line short out in phone system at Dunbar. 08/04/95 08/07/96 Upgrading phones on current system at Brady. Repair phorte set for Baseline Elementary. Resolved problem with phone system going down at Wakefield. Resolved problem with phone system going down at Garlarid Incentive. Resolved problem with dial tone at Williams. Resolved problem with incoming calls at Badgett. 08/04/95 08/04/95 08/08/95 08/08/95 08/08/95 08/08/95 75% 08/08/95 08/08/95 08/10/95 08/10/95 08/10/95 Researching possibility of upgrading data circuits to 19.2 line speed. 08/10/95 08/11/95 Install fax line for Wilson Elementary. 08/10/95 08/18/95 Relocate phone line for Adult Education. Repair phone line supplying data link for Wilson. 08/10/95 08/10/95 09/11/95 08/10/95 Programming changes made to Network lines and Voice Mail box in IS. 08/11/95 08/13/95 Resolved problems with phone lines at Badgett. Order phone line for modem at Williams Magnet. Relocate 4 phone lines for Network Specialists. 24, 25 08/11/95 08/11/95 08/11/95 08/14/95 08/22/95 08/24/95 i Psge: 26 Program Seq #: 24 Revision Date: November 6. 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date ResponsibUity Evaluation Criteria Resolve problem with transfer calls for Garlarxj. 08/12/95 08/15/95 Resolved problems with in-coming calls for Food Services. 08/13/95 08/17/95 Resolved problems with phone lines at Rightsell. Resolved problem with dial tone at Romine. 08/13/95 08/16/95 08/15/95 08/18/95 Programming changes for phone In IS/Applications Developer Manager.. 08/16/95 08/24/95 Repaired phone receiver for Cloverdale Jr High. Programmed long distance block for Southwest. Automate the itemization of LRSD main telephone bill. Relocated Homework Hotline from Channel 7 to Metropolitian. Resolved problem with dial tone at Food Services. Programming changes to phone systems at Gibbs. Remove temporary phone line at Safety \u0026amp; Security. Ordered phone line for Energy Management modem for Plant Services. 24, 26 08/16/95 08/16/95 08/17/95 08/18/95 08/21/95 08/21/95 08/21/95 08/21/95 08/24/95 08/17/95 09/18/95 08/24/95 08/22/95 09/11/95 08/25/95 08/28/95Page: 27 Program Seq #: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Begirming Date Completion Date Responsibility Evaluation Criteria Ordered phone line and phone for CBI room at Mabelvale Jr High. 08/21/95 09/11/95 Relocate phone line for counselor at Bale. Relocate phone line for counselor at Rightsell. Resolved problem with 2 phones at J A Fair. Resolved problem with Data Circuit at J A Fair. Relocate and repair phone at Henderson. Programming changes made to phone at Dunbar. Programming char\u0026gt;ges made to phone at King. Track and report long distance billing for LRSD. Programming changes to Voice Mail for IS. 06/21/95 08/21/95 08/21/95 08/21/95 08/21/95 08/21/95 08/21/95 08/21/95 08/21/95 08/28/95 08/28/95 08/24/95 08/21/95 76% 08/25/95 08/23/95 09/01/95 09/29/95 Repaired broken phone in Superintendent's Office. 08/23/95 08/23/95 Repair console and relocate line at Rockefeller. Install phone and relocate stations at Henderson. Ordered fax line for Baseline. Repaired dial tone and made programming changes for Booker Magnet. Install phone line for Energy Management at Mann. 24, 27 08/23/95 08/23/95 08/23/95 08/24/95 06/24/95 09/01/96 75% 08/24/95 09/29/95 06/28/95 1 Page\n26 Program Seq #: 24 Revision Data\nNovember 6, 1995 Program Name\nData Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Ordered fax line for McDermott. 08/24/95 08/28/95 Install phone line in Music Department at Parkview. 08/24/95 09/15/95 Repaired line 2 on phone at Baseline. 08/25/95 06/28/95 Telephone Support Report for week of August 28-September 1, 1995. 08/28/95 09/01/95 Repair various phone problems at Franklin. Resolved problem hearing on phone for Fulbright. Resolved problem with dial tone at Fair Park. 08/28/95 08/29/95 08/30/95 06/31/95 08/29/95 08/31/95 Programmirrg changes to intercom for Henderson. 08/30/95 09/05/95 Relocate and changes to phone system at IRC. Resolved problems with outside calls at Mann. Programmed phone changes for at Mabelvale Jr. Relocated phone line for McClellan Annex. 08/30/95 08/30/95 08/30/95 08/30/95 09/11/95 09/11/95 09/11/95 09/11/95 Resolved problem with in-coming call at Woodruff. 08/30/95 08/31/95 Repair static on phone line at Booker. 09/01/95 09/05/95 Repair bad receiver for phone at Williams. 09/01/95 09/06/95 24, 28Page: 29 Program Seq #: 24 Revision Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Or. Henry Williams Secondary Leader\nDavid Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Telephone Support Report for week of September 5-8, 1995. Programmed changes and relocated phone at King. Programmed changes made for phone in Assistant Superintendent's office. Programming changes made to phone for IS. Reconrrected 2 phone lines at J A Pair. 09/05/95 09/08/95 09/06/95 09/06/95 09/06/95 09/07/95 09/07/95 09/08/95 09/08/95 09/08/95 Repaired static on phone line in SuperinterxJent's Office. 09/07/95 09/08/95 Developed two memos for 'Phone Request' form. 09/08/95 75% Resolved problem with out going calls on phone line at Williams. 09/08/95 09/08/95 Ordered fax line for Rightsell. 09/06/95 09/13/95 Telephone Support Report for week of September 11-15, 1995. Resolved problem with phone system down at Forest Park. Resolved disconnecting problem on phone at Alternative Learning Center. Resolved problem with static on phone at Central. 24, 29 09/11/95 09/15/95 0913/95 09/13/95 09/13/95 09/13/95 09/14/95 09/14/95 i Page: 30 Program Seq 24 Reviilon Date: November 6, 1995 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader\nDavid Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. - ------------------ ---r - - functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. To provide all necessary reports required to support school and central office based Plan Reference Page Number Objectives Strategiea Beginrting Date Conrpletion Date Responsibility Evaluation Criteria Programming changes made for Mitchell. 09/14/95 09/20/95 Resolved problem with disconrwctirtg phone at IRC. 09/18/95 09/20/95 Connect intercom for Mabelvale Elementary. Resolved problem with static for Food Services. Resolved problem with 3 phone lines at Mabelvale Elementary. Repaired key pad on phone for PRE. Installed Phone Master System at McClellan. Telephone Support Report for week of September 18-22, 1995. Resolved various phone problems at IRC. installed fax line for Student Hearing. Installed answering machine in Network Center. Resolved phone problems st HerxJerson. Telephone Support Report for week of September 25-29, 1995. 24, 30 09/18/95 09/18/95 09/18/95 09/18/95 09/18/95 09/18/95 09/19/95 09/20/95 09/20/95 09/20/95 09/25/95 09/29/95 09/19/95 09/18/95 09/18/95 09/18/95 09/22/96 09/20/95 50% 75% 09/21/95 09/29/95Page: 31 Program Seq 24 Revision Date: November 6, 1995 Program Name\nData Processing Program Code: 17 Primary Leader: Dr. Henry Williams Secondary Leader: David Beason Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginnirtg Date Completion Date Responsibility Evaluation Criteria 2.4 Computerized Data Access- Computerized date access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be rteeded relative to all school program aspects. 07/01/95 06/30/96 Provided Mitchell Incentive with PRC Labels. 08/21/95 08/21/95 Produced Payroll Rooster of Incentive Schools for Financial Services. 09/14/95 09/20/95 24. 31 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq f: 26 Page: I Revision Date: June 30. 1995 Program Name: Minority Teacher Recniitment Program Code: 08 Primary Leader: RkhanJ Hurley Secondary Leader: Robert Robinson Program Description: Primary function is to recruit high quality professional and support personnel to meet the district's goals arid objectives in a wide range of positions in school and the central administration offices. To support linkages between the school district and higher education institutions\nassume responsibility for delegated programs related to staff recruitment to meet EEO and Affirmative Action and Personnel Services hiring standards\nresponsible for assigned tasks artd projects that will enhance the productivity and efficiency of the human resources division. District Goal Support: Develop and maintain a staff that is well-trained and motivated. Program Goal: Developing equity in employees composition that reflects racial and ethnic diversity. Plan ReferetKes: 1 FY Program Budget: $53,469.17 1st Qtr Expend: $13,165.13 3rd Qtr Expend: YTD Expenditures: $13,165.13 2nd Qtr Expend: 4th Qtr Expend: [ Related Function Codes: 1 26, 1Program Seq #: 26 Program Name: Teacher Recruitment Program Code: 08 Program Goal: Plan Reference Page Number L43 L43 144 LRSD FY 95 96 PROGRAM BUDGET DOCUMENT Primary Leader: Richard Hurley Secondary Leader: (To organize recruitment and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) Objectives Strategies Beginning Date Completion Date Pate. 1 Revtekm Date July 14. 1995 Robert Robinson Responsibility Evaluation Criteria 1. Update review of recruiting needs by age. race, sex and seniority in positions in the Districi to ascertain projected needs. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who wilt be retiring to project needs. (Reserve at least 25 percent of the positions for Black applicants.) A. Automated sufTin\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_495","title":"Incentive Schools: ''African/African American History: A Curriculum Program for Incentive Schools''","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":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School improvement programs","Education--Curricula","African Americans--History"],"dcterms_title":["Incentive Schools: ''African/African American History: A Curriculum Program for Incentive Schools''"],"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/495"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nr AFRICAN/AFRICAN AMERICAN HISTORY A CURRICULUM PROGRAM FOR INCENTIVE SCHOOLS I L LITTLE ROCK SCHOOL DISTRICT 1991-92II I AFRICAN/AFRI CAN AMERICAN HISTORY PROGRAM RATIONALE/PURPOSE V The traditional social studies curriculum and most social studies textbooks are void of specific content regarding the study of Africans and II African Americans. The purpose of this content is to fill that void I and give students a more comprehensive view of the geography, history, culture, government, and economics of Africa and African Americans as well as the role{s) they portray in the world. PROGRAM DESCRIPTION I This African/African American Program parallels the themes identified in the Social Studies Arkansas State Course Content Guide, K-6. Ti.cnici for each grade level have been identified with broad skills objectives. Themes I H These skills objectives will guide teachers as they prepare their daily lesson plans. I LESSON ORGANIZATION AND PREPARATION  Lesson organization and preparation would follow the same structural organization as that identified in the social studies basal text: 1. Preparing the Lesson - identifying student objectives 9 2. Teaching the Lesson - this includes new content 3. Closing the Lesson - summary and evaluation RESOURCES I I  The General Resource Guides  The Interdisciplinary Resource Guide  The World Around Us, Levels 1-6  Maps  African American Personalities  Additional resources have been identified. I I Ifl AFRICAN/AFRI CAN AMERICAN HISTORY PROGRAM fl CONTENTS Program Overview/Level s K-6 fl I. Skills fl II. General Resource Guides fl A. Outline B. The Egyptian Achievement fl C. The African Family 0. Roles of Celebration and Ceremonies in African Cultures fl III. Interdisciplinary Resource Guide fl A. Levels - Pre-Kindergarten to Grade 6 fl B. Disciplines 1. Language Arts I 2. Mathematics 3. Science I  4. Social Studies I IV. Maps fl V. Personalities (Grades 3-5) fl VI. Resources fl  9I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I PROGRAM OVERVIEW/LEVELS K-6 LEVEL STATE THEME AFRICAN FOCUS (K-3) LRSD GUIDE AFRICAN/AFRICAN AMERICAN THEME I K The Individual and Group Relations Egypt Introduction to Africa 1 The Family, Today and Long Ago Nigeria People of Africa Today and Long Ago 2 Neighborhoods and Local Communities Tanzania African Communities I 3 Arkansas Communities In a Global Setting Kenya African-Arkansas Connection 4 WoMd of Communities Geography of Africa 5 Our Arkansas and American Heritage 6 African American Leaders History and Geography of the World Ancient Africa Today II  I H AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM 1 J ft' I I I I. SKILLS I I I I   I li. .^rVv.- .V AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II LEVEL K II THEME: INTRODUCTION TO AFRICA II SKILL OBJECTIVES il  Recognize the shape of Africa il  Locate land and water in Africa II  Recognize the African symbols of citizenship H  Describe ancient African civilizations II  Describe the people of Africa  Recognize different animals of Africa II n II il Li ..V'iI AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I LEVEL 1 I THEME: PEOPLE OF AFRICA, TODAY AND LONG AGO SKILL OBJECTIVES  Describe similarities and differences of African people w  Distinguish the ways in which Africans meet basic needs II  Recognize universals of culture in Africa (i.e. food preparation, dress, holidays,- religion, education, play, folklore) v  Describe the different family structures in African societies n  Discuss characteristics/achievements of ancient African families II  Examine various African customs and traditions 11 HI M II n n I Wn AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM fl LEVEL 2 II THEME: AFRICAN COMMUNITIES fl SKILL OBJECTIVES II  Describe the various types of African communities n  Compare and contrast African communities - ancient and contemporary fl  Compare and contrast universals of culture in Africa (i.e. food preparation, dress, holidays, religion, education, play, folklore) fl  Analyze how natural resources impact African communities fl UI fl II II II nnn V AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II V LEVEL 3 V THEME: AFRICAN-ARKANSAS CONNECTION SKILL OBJECTIVES V  Describe African and Arkansas communities (i.e. geography, history, culture, economics government) II  Compare and contrast African and Arkansas communities H  Describe the influences of African and Arkansas ethnic groups on the culture and customs of Africa and Arkansas H n II II II n H I JV AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM V LEVEL 4 i THEME: GEOGRAPHY OF AFRICA I SKILL OBJECTIVES H  Label Africa on a world map   Compare and contrast the geographic regions of Africa II  Recognize the major African geographical features II  Interpret and analyze maps of Africa II  Describe the influence of natural resources/climate on people and animals of Africa II I II II II El ii fl *** \u0026lt; ''\u0026gt;y. I-V' I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I LEVEL 5 V THEME: AFRICAN AMERICAN LEADERS V SKILL OBJECTIVES I  Investigate the African presence in the New World V  Evaluate the impact of Africa's political structure as a result of European invasion   Examine the achievements of African Americans during the Colonial period   Describe the contributions/achievements of African Americans in Arkansas and the United States   Compare and contrast the roles played by African Americans in Arkansas and the United States n n n1 r I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM i LEVEL 6 I THEME: ANCIENT AFRICA TODAY I SKILL OBJECTIVES I I  Describe contributions of ancient African kings, queens, and political leaders 4   Compare and contrast ancient Africa to Africa today (i.e. social institutions: family, religion, government, education, economics) I aI  Analyze the problems of prejudice/discrimination in contemporary Africa I I     n 4 AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II II. General Resource Guides A. Outli ne 4 B. The Egyptian Achievement 4 C. D. The African Family Roles of Celebration and Ceremonies in African Cultures fl fl fl fl fl fl M M II n I * Ar BBS n n AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I H RESOURCE GUIDE OUTLINE q 1. Introduction q A. Africans are the oldest people on the earth. q B. Th. name \"Africa\" was put into common usage by the Romans to identify Ihosc \u0026lt;hi tcX, Lt they ruled ta horth Atric. fl 1. The Greeks ailed Atriea \"Ailhiopi.', which mant the land of the q burnt-face people.' M 2. \"Africa\" was most q The Roman term -------- a Berber people who lived south of Carthage likely derived from the name of\nthe Afarik or Aourigha. C. The cued their l.hd T.\nMeri. encien.  s. .hich wes Kemet). It was M seat of government. 1. q 2. The Hebrews called it Mizraim. The Greeks called it Aegyptus. D. to the south. 1. Of recorded cultural histories, that preserved. of the Egyptians is the best I 2. Some European scholars such as of the World and Count Volney Ignored andTot taken seriously. Egypt: Light Empire were Gerald Massey who wrote Ancient who wrote Ruins of E. Enslavement and colonialism did not Africans who remained in Africa and those who were break the cultural links between forced to migrate to the western world. n. African History. A Factor tn World History A. African history must be viewed in the context history. of Its relationship to world B. Many great civilizations existed in Africa\nEgypt was the most notable. C. Africans were prominent Greece and Rome. in the legend, literature, arts and history of 1. 2. Aesop - author of the fables Memnon - one of the Pharoahs 1II II 3. 4. Terence - playwright who wrote in Latin Cleopatra - a famous queen n D. mistakenly viewed by European scholars as a bawier dividing Africa into two parts with two physicaUy and culturaUy distinct groups of people. The Sahara Desert was II 1. north of the Sahara was described as an yea of hifh The 'iunwy liitabiled by EuropeMriooUni people. culture n 2. The redon south of the Sahara was portrayed as an area of dark skinned people without a history or culture. n E. European to justify the slave traders depicted Africans as established societies in order enslavement and exploitation of Africans. n F. Africans were written out of the respectable commentyy on world history fy auributing African achievements to European people. II G. Historians of African descent are attempting to correct the myhs and Of Airican oes General History of Africa distortions about Africa in an eight sponsored by UNESCO. n 1. In this work, the past peoples and nations : and present cultural continuity among African will be documented. II 2. Egypt and its creation. civilization will be identified as a distinctly African UI. Human Origins in Africa I A. The first two thirds of the exclusively in Africa. fossil record of human development is found B. Leading archaeologists and anthropologists to the conclusion that humans originated in Africa. have found evidence that leads These include: C. 1. 2. 3. 4. Robert Broom Raymond A. Dart Maitland Edey Donald Johanson   D. E. Charles Darwin predicted in Pyeent found to be the origin of the human species. 5. Louis S.B. Leakey 6. Richard E. Leakey 7. Bernard Nyeneo g. Joaephine Salmons of Man (1871) that Africa would be Archaeological evidence indicates that the lived only in Africa until 600,000 ago. human species (Homo sapiens) mitochondrial DHA) puts the onset of The eurrent lenetle to .0.000 yeere .o. human migration out 1. People of the African physical type became of Africa. widely scattered outside 2F I I 2. Environmental differences and isolation produced differing pliyiieal characteristics within the African immigrants. I F.\ndevelooed organized societies within Africa and outside of Africa through migrations to other lands. Africans G. The New Stone Age in Africa was charaetariaed by stable clusters of yiilnges that would later become cities. I 1. 2. 3. metho\u0026lt;k of building and animal husbandry were introduced. Mew methods of buiioing ana aiumu Irrigation made it possible to extend the w of tlw land. * . . t_______aWa a/ f hie ndbFiAtfl. Iron production began toward the end of this period. I H. The 4,000 mile long NUe River, which flows from south to north, became Africa's first cultural highway. 1. Distinctly African people built the nation known as ancient Egypt. I 2. Fv? thousand of years. Africans had neither assistance nor interference from external nations and peoples. For I I. Cultures and civilizations had not yet developed in Europe when these events were unfolding in Africa. fl IV. African Civilization in the Ancient World: The Southern African Origins of EgyBl A. Egypt has been mistakenly considered a non-African nation. fl 1. Egvpt has generally been taught as African continent geographically and culturally. being disconnected from the 2. Western scholarship has concealed and distorted the true nature of the ancient Egyptian experience. I B. The manners, customs, and religion of the ^^nri^Punt^teo^maUa)^ their first homeland was to the south, around Uganda and Punt (SomaUa). fl C. African history is incomplete at as an African civilization. and distorted until ancient Egypt is looked D. of the evidences The Edfu Text, found in the Temple of Horus, is one c. that Egyptian civilization had its origins in the regions south of Egyp . E. Kush and some other inner African nations are older than Egypt. H V. The History of Egypt fl A. The dawn of the Pre-Dynastic period is characterized by the use of chipped B. stone implements. The Pre-Dynastic period, which 1,000 years. ended around 3,200 B.C., may have lasted 1. This period was characterized by competition as and how they would be chosen. to who would rule 3 JI V 2. 3. I 4. The 365 day solar year was determined. According to best evidence, the calendar was introduced in 4241 B.C.E. About this time, the state came to be ruled by a spedfic famUy (a dynasty). I 5. These states grew out of communal sodeties practidng eoUective ownership and the collective distribution of goods. C. The 1. Old Kingdom consisted of Dynasties 1-6. (3200 - 1270 B,CJS.) Numerous temples, tombs, and pyramids were built during this period. I 2. The solrltual structure built during former periods was preserved Airing and would later provide the foundations of three major world this time ( ----------------- , ... . , , religious systems: Judaism, ChrisUanity, and Islam. I 3. Menes or systems B.C.E. and lasted until 2980 B.C.E. Warmer founded the First Dynasty which began in 3200 4. The Pharaoh Zoser was the founder of the Third Dynasty which represented fl 5. an age of intellectual outpouring. Imhotep, the worlds first multiple genius, was Zoser's Prime Minister. a) b) He built the world's first step pyramid at Saqqara. He practiced medicine 2,000 years before the Greek Hippocrates and was the first physician to stand out in antiquity. 6. 7. 8. c) He was the real father of medicine. The most by an Egyptian Dynastic Period. cited ehronologv of Egyotian history during this period was left named Manetho 'who lived through the last part of the Pyramid building continued during the Fourth Dynasty (2723-2563 B.C.E.). of threats from I I During the Fifth and Sixth Dynasties, there were rumors Western Asia, now caUed the Middle East\nat this time, too, the t^ople of the Tigris and Euphrates river valley were laying the foundation of Sumerian civilization. D. Period (2770-2060 B.C.E.) which Included the seventh The First Intermediate Period (2770-2060 B.C.E.) wnicn inciuoeu through eleventh dynasties was a transitional period marked by internal disputes and weaknesses. I 1. fl 2. fl The ability of the ruling famines to decide on who would be Pharaoh brought on a dvU war that ended during the second part of the Eleventh Dynasty (2060 B.C.E.). The Twelfth Dynasty (2000-1785, B.C.E.) is considered to be one of Egypt's most glorious dynasties. a) b) Building started again. Egypt's borders were made secure treaties with Nubia and Libya. from invaders by successful 4/ I I E. The Second Intermediate Trouble.\" Period (13th-17th Dynasties) was Egypt's \"Period of I 1. The first massive invasion from the Hyksos people of Western Asia occurred. a) The Hyksos people adopted many Egyptian customs and assumed I b) driven out by Ahmose. 2. The Hebrews Asia. entered Africa during this period to escape famine In Western I a) which form part of the bible b) Historical accounts other than those which form pari w w indieate that \u0026gt; '\"and'^thar toreisnara, Xli^dVaUjiouals and iataUaituaUy from their atas m F. V 1. n 2. H 3. 4. M 5. n M 6. 7. J (iton 1(191 RCEl Eevpt reached a height in wealth (1580-1341 B.C.E.) was characterized by a strong New Kingdom (1580- The Eighteenth Dynasty central administration. s'* b) c) of the 18th to the 20th dynasties. Thotmose I, Thotmose H, Hatshepsut, Thotmose Hl, Akhenaton, Hatshepsut was one of the^outstanding w rulers of all time. She ruled Egypt for 21 monotheism in Akhenaton introduced _the concept worship proclaimed a new religious Rameses U successfuUy turned faith based on __________1 Egypt and the worship of one god. back invading Syrian and Hittite armies. The Twentieth Dynasty Rameses III through Rameses XI, a line of the state. ruled by the pharoahs \u0026lt;1500-1085 B.C.E.) was ruled by tne pnarwM of rulers who maintained the unity weak. The Twenty- TM Twenty-flrs. first Dynasty was referred to as me K.MU. (or HubLds) from th. South led h, KMhu In 751 fo'*'' the a) b) c) Twenty-fifth Dynasty. The FlanUhl (7-n2^^.od SSaJJ d Kushite Kings who helped to restore Egypt's Egypt's last purely \u0026lt;^ty. The Assyrian invasion of At was once Egypt, and began the destruction of the and began Twenty-Sixth Dynasty was referred to as the \"Static Period\" because no progress was made. of the Twenty-ninth Dy^sty The most important pharaoh of th was Achoris. often called Hagar, who repeUea (398-378 B.C.E.) 1 { i 5Ha aA VI. VU. 8. 9. 10. 11. 12. The Thirtieth Dynasty (378-341 B.C.E.) was founded by Hectanebo 1, one of Egypt's last great rulers. Alexander the Great of Macedonia invaded Egypt in 332 B.C.E. a) b) c) the first purely European invasion of Africa. This was the first purely nuropean mTuiwu Alexander the Great appointed Ptoleay. one of hia fenerali, as ruler ^dMcendents of Ptolemy became increaaely African in appearance t result of their IntermingUng with the Egyptians. The I as a Cleopatra VII. born in 69 B.C.. ascended Egypts throne with her brother Ptolemy XU at the age of 18. , a) b) c) of mixed African and Greek parentage and in ancient times She was ..................... was deoicted as a distinctly African woman. This African queen's alUances with Ca^r and Mwk Airthony were motivated by polities to save Egypt from the worst aspects of Roman domination. turned traitor against Rome to save Cleopatra VU s Mark Anthony t------------------------------- . .. Egypt. After his death, Cleopatra committed suicide. Rome ruled Egypt for six centuries. Internal conflicts and domination led Africans and Western Asians to ___idess and turn to new ones. This led to the formation question old religious ideas and turn to new ones, of Christianity. a) b) c) Three African popes Pontificate (189-199 Victor, who contributed to Christianity were: C.E.), Militiades, Pontificate (311-314 C.E.), Pontificate (492-496 C.E.). . . and Gelasius, v.t.i. _ entertained themselves by killing Christians in Rome and in Romans ---------- the amphitheatres of North Africa. Internal disputes among groups confidence in Christianity on the eve of worshippers destroyed some of the emergence of Islam. Islamic Egypt A. B. C. The Muslims under Amr-ibn-al-As conquered Egypt in 642 C.E. Islamic reUgion swept across northern Africa and into Southern Europe through Spain and Portugal. Islamic influence remains strong in Egypt today. Islam in West Africa A. Islamic forces of Africans. moved into West Africa in 711 C.E. and converted Basses H B. Africans joined Islamic forces and were of Spain. instrumental in the African conquest K C. Islamic power drove Europeans out and ended the last phase of the Roman Empire. years of the Mediterranean for the next 800 6 H ID. Islamic influence may .have ^n into what they caU the \"Middle Ages . the underlying cause of Europeans going E. The power of Islam was not partly broken until the Crusades, during the F. Eleventh Century. Portugal freed itself of Moorish became free in 1450 C.E. (African) domination in 1140 Spai G. After the decline in power _  African (Sudan) brought into being great western region of rtf Cffvot oeoples of the western region oi of Egypt. that lasted I for 1,000 years. vm. West A. Africa's Golden Ages Ancient Ghana was the first great empire of the Western Sudan. 1. Ghana was renowned for its gold. 2. 11 reached its height in 1062 C.E. under King Tenkamenin. 3. The state has a military force of 200,000 men. 4. Abu Bekr of the Sosso Empire invaded Ghana in 1076 C.E. ending 5. its prosperity and cultural development. regained its independence, but without its  --------- , Ghana became the a 6. B. Mali 1. 2. 3. 4. C. Tn 1087 C.E., Ghana i- former grandeur. The empire once known as kingdoms of Diara and Sosso. GMoa's pro,ioo.s Mean,. . Pl ot th. Mali Empir. aod ..r. Ltar absorbed into the Songhay Empire. Mansa Musa, emperor of Mali, visited Timbuctoo in 1324 during his famous pilgrimage to Mecca. He conquered the territory that Uter and rebuilt the University of Sankore. became the Songhay Empire Mansa Musa was the most colorful of the African kings of the Fourteenth century. The Empire of Mali declined in power after Mansa Musas death. Songhay 1. Askia the ------- into the most powerful state In 1493 and built 2. Songhay Tour.)-me SudT. The cities of Gao, andUterature developed, centers at which many books were written ano 7*4 a 3. African scholarship was Africa and in parts of Europe. known and repeeted throughout aost of 4. Scholars from North Africa and Europe studied in this African empire. 5. The University q 6. of the western Sudan. of Sankose at Timbuctoo was the educational capital Golden Age entered a period of decline after invasions West Africa's --------------- by Arabs, Berbers, Tuaregs, and Moroccans from the North. 4 7. European colonization was decline of West Africa's Golden Age. also Instrumental in bringing about the IX. The African Presence in the Western Hemisphere A. The Portuguese established their first settlement in West Africa at Elmina li 1 lie r ws -------------- in 1482 in the territory now known as Ghana. B. n C. The Portuguese came as ... and as dealer in the enslavement of Africans. traders at first but then remained as conquerors nationalism led to an expansion European and manufactured goods. of traffic in captive Africans H D. Spain competed with Portugal in the traffic in African captives. The E. X. Kpe^, AlXder. the ^ixth, defined their spheres of influence. A? a eonseauence of the Reformation and the rise of Protestantism in Eurooe the kings of England, France, Holland and Denmark felt free to Sng. th. Pope's .ut'orlty to divide Alriee. S.th Amer,.., .hd th. Caribbean. 1. 2. These countries insisted they had a right -to the forced Ubor they needed in lino ------------ --a order to build plantations in the New Worio. introduced by the Europeans was dehumanizing .nd wu supported and extended Py both the Ch-istlan chure.and psuedo-seientitie writers of the seventeenth td eijhteentn centuries. The slave trade as of the ( 4 The African Presence in the Americas A. Africans participated in some of the in the Americas. earliest expeditions of the Spanish 1. Estevanico accompanied Alvar Nunez He was responsible for exploring in 1527. Cabeza de Vaca to America the New Mexico and 2. Arizona territories.  Pedro Alonso Nino, an Columbus' ships. African, helped to navigate one of Christopher 1 7 fl 8II II 3. Thirty Africans helped Balboa explore the Pacific in 15S1. M B. Africans were major contributors in the Americas one hundred years before they reappeared in bondage in 1619. 1. A considerable II presence in the and growing body of scholarship lndi\u0026lt;tM an Mriean Americas long before the arrival of Cotemboe. 2. II Africans brought many skills to leather working, and carpentry. the Americas, such as iron working, c. H There existed in Africa prior to the beginning of the trade a culture that ms equal, if not superior, to European eivihxauoos. D. The greatest destroyer unpaid labor in the plantation system of African culture was the European demand for established in the Americas. II E. Myths were created that II 1. The African was displaced Africa and Africans out of human history, classified as a lesser being. 2. The Church justified enslavement as under the guidance of Christianity. necessary to bring the African II F. There were some differences between the slave systems as they operated in the Americas. II 1. In South America ornamentations were and the Caribbean, African music, religion and thAt resulted in a form of cultural continuity that did not exist in permitted that resulted in a  the United States. I M 2. In the Portuguese together, making it easier dominated .S to retain the same basic culture and II language. 3. the United States, every attempt was II In the United States, every and humanity of the enslaved Africans. made to destroy the culture The African's personality G. was denied and his family torn apart. II In Europe the attempt to justify the a already begun. enslavement of poor Europeans had 1. used for the enslavement of II tX\" \"rln eS^nie. d pe.lel W and Native America people. fl 2. Th. wteMAtt ot Zrohn. .nd in its attempt to provide labor in the Americas. H. 1. used extreme forms of torture Chrisjtianii Actions to broA* tno sp  r Slave owners i------------------- forms of psychological actions break Christianity and various rebellious Africans. Q iMmmm n II 2. II 3. n I. II n M XI. II II II II II II II n II 11 EnsUved Africans did not hesiute to risk their lives in their attempt to gain their freedom. Because of attacks by the enslaved Africans, a comprehensive plan utilizing various forms of psychological eoercism was devised to break the spirit of the reb^ous Africans. The Church played a major role In producing and sustaining racism in the United States. 1. 2. Scripture was interpreted in such a way to promote notions of the natural inferiority of Africans. According to one authority, the practice of separation began in the church before it spread to other areas of society. According to one Resistance to Slavery A. B. C. D. African resistance to slavery and colonialism existed throughout the seventeenth and eighteenth centuries. 1. 2. As early as 1663, a group indentured servants planned a rebellion. of enslaved Africans and European In 1880, Gabriel Prosser led a revolt of 40,000 enslaved Africans in Virginia. The best organized resistance to slavery occurred in the nineteenth century. 1. 2. The entire nineteenth century can Resistance.\" Concurrent with slave revolts in Africa. be called \"The Century of revolts in the United States were anti-colonial There were two distinct during the first part of the nineteenth century. 1. 2. 3. Many 1. 2. One movement was freedom movements among African Americans characterised by continuous slave revolts. Involved \"free\" African men and women who The other movement ---------- worked to free their enslaved brothers and sisters. In 1788, Prince Hall, a free man, of Boston Massachusetts Legislature to protest the kidnapping of free Africans. other Africans aided In the cause of Abolition. Frederick Douglass's civil rights views are as were a century ago. valid today as they Samuel E. Cornish and John B. Russwurm started a t Af Afriean Americans from their point of recount the experiences of African Americaris view. 10II n 3. 4. n 5. Henry Highland Garnet led the militant abolitionist group. Sojourner Truth was the first African American woman to become an anti-slavery lecturer. She was also a leader in the nineteenth century feminist movement. Harriet Tubman was a pioneer rebel and activist who served as a q nurse and, scout in the Civil War. 6. q 7. q E. q q q F. q q q XII. q II q John Brown was the first European American martyr to e for the freedom of African -Americans. Wendell Phillips and William Lloyd Garrison were noUble European American abolitionists. In 1856, the Dred Scott Decision opened all territories to slavery. 1. 2. 3. After the Civil War began. Congress prohibited slavery in the territories in 1862. 186,000 African Americans fought in 198 battles and suffered 68,000 casualties. President Lincoln acknowledged that the war could not have been won Immediately and national politics. 1. 2. without the African troops. - after the Civil War, African Americans participated in state By 1875 the tide had turned against the Africans throughout America. Republican Party bargained away the political rights of African Americans in order to placate the South. The The Struggle Against Racism A. The period in African American history from 1877-1901 is often referred to the Nadir, the lowest point. 1. 2. 3. Africans lost the right to participate in the government of this country. Lynchir\u0026lt; became the order of the day. Jim Crow Laws came into being (hiring these years. 1 i' B. q In spite of opposition, by the early twentieth century African Aminns had produced an intelligentsia that revolted against the second class citizenship that had been forced upon their people. 1. W.E.B. DuBois, the eminent scholar, led this revolt and became the intellectual father of African American liberationist thought. 11n I I II 2. II 3. Northern European American philanthropists and European^^erican poUticians s^ed Booker T. Washington of Tuskegee Institute to be the leader of African people. Dr DuBois sowed the seeds of \"The BUek Revolution\" wd the continuing struggle against racism and for Afncan redemption. I II 4. leader of the beck to Africa\" oveaent. in ptft Marcus Garvey--------- , . DuBois' inteUectual conclusions. drew on H Xin. The Education of African Americans A. Th. Btrueele within African educational Institutions has center^ T?* riaverv and orepare African Americans to demand II to remove the stigma of slavery and prepare full citizenship status. II B. to the stiU unresolved eAieatlonal Carter G. Woodson called attention problems of the nineteenth century in of the Negro Prior to 1861 and The Miseducation of the Negro. two classic works, The Education of the Negro Prior to II C. During the first quarter of the nineteenth century, education was prohibited for most African people. H 1. After the Civil War, ------ - replicas of European American schools. Africans built schools which later became 2. Education in churches H supplement n cnur:.. Community centers and in homes began to the education in the schools. 3. In these independent u search for the African heritage. institutions, lay historians began the formal D. The Niagara Movement in 1905. under W.E.B. DuBois and Monroe Trotter was born II 1. Some of the ideas of the NAACP in 1909. of the Niagara Movement went into the making II 2. In 1918 as founder - editor of the NAACP's \"Crisis\" magazine, DuBois urged African Americans to forget and to \"**'__ with our fellow citizens. As II \"stand shoulder-to-shoulder feUow cltiiwns._ discrimination against African Americans escalated, DuBois unjust ________ regretted having made this statement. n E. During the years before the first World War. over a haJtf-mlUlon Africans migrated north In search of better Jobs, schools, and housing. H P. Race riots in St. Louis and post-war Chicago awakened these new settlers to the fact of northern oppression. G. President Woodrow Wilson together with some Southern Democrates had wooorow mnuu lugciiic, w.... --- . r^ntroduced segregation in federal faculties that had long been integrated. H. African Americans today are taking pride in their history and becoming aware of how to use it as an instrument for Uberation and nationhood. 121H H H Mn THE EGYPTIAN ACHIEVEMENT nH by MH Keith E. Baird, Ph.D. II Professor Emeritus of Anthropology State University of New York 1 II HH nn H M 1 n  THK EGYPTIAN 4CHTF.VF.MENT  i Egypt is, and has always been, an African country. It was the most renowned of the Nile River civilizations. An admiring Greek, the historian Herodotus, noted that the soil of Egypt was brought down-river by the Nile from the lands to the south and declared that Egypt was 'the gift of the Nile\". The nam^ Egypt is from AIGUPTOS, the Greek rendering of the Egyptian name HEKA PT AH which means \"temple of Ptah,\" and refers to the magnificent structure at Memphis dedicated to the city's patron divinity. The name Egypt therefore means Tand of the temple of Ptah.\" I II II fl fl H H M fl fl I The ancient Egyptians called their land KMT (Kemit or Kamitl meaning \"the black land\", that is, the fertile land, and themselves KMJTW (Kemites or KamiXES). The Senegalew scholar Cheikh Anta Diop maintains that the Egyptians also by using the terms \"Kemites\" or \"Kamites' distinguished themselves by the color reference from ''foreigners\", that is, non-Aftcan peoples. There has been much scholarly discussion on the physical appearance of the ancient Egyptians. Cheikh Anu Diop has demonstrated on the basis of considerable evidence that the Egyptians were an African people. He cites a number of Greek and Roman writers who saw, visited, and lived among the Egyptians. He himself analyzed the skins of Egyptian mummies and found them \"to show a Melanin level which is non-existent in the white-skinned races.\" Diop quotes from the Hebrew accounts found in the Bible \"The sons of Ham [were] Cush, and Mizraim (i.e.Egypt), and Phut and Canaan. And the sons of Cush\nSeba, and H.vilah, and Sabtah, and Raamah, and Sabtechah.' (Genesis 10\n6-7). He comments\nThe importance of these depositions cannot be ignored, for these are peoples (the Jews) which lived side by side with the ancient Egyptians and sometimes in symbiosis with them and have nothing to gain by presenting a false ethnic picture of them. Nor is the notion of an erroneous interpretation of the facts any more tenable. It is necessary to establish clearly and unquestionably the generic as well as the cultural identity of the ancient Egyptians as an African people. Professor Immanuel Wallerstein states straightforwardly\nIt perhaps would not matter who the Eg^rians were, had such an issue not been made of it during the period of European colonizarion..Suffice it to say now, for the pu^se of discussing the African past, that the very best evidence of today seems to indicate a very great racial intermingling in Africa as elsewhere, over the past five thousand years, and that the \"Egyptians\" or \"Hamites\" of yesteryear might well find themselves classified as 'Negroes'for 'blacks'] today, in precisely those countries where such classifications matter. Suffice it further to note that many of the archaeological remains... at first credited to \"Arabs\" or \"Harrutes\", have on closer, or less biased, inspection turned out to be unmistakably African in origin. The fact that the ancient Egyptians were Africans was concealed by slaveholding European nations because this knowledge could disprove assertions that African peoples were congenitally backward, and incapable of great achievement and self-determination\naccordingly European imperialists could the more easily persuade their compatriots and justify themselves in the enslaving of Africans in the Americas and in taking possession of African lands and resources. In addition. Africans enslaved in the Americas, removed as they were from their own ancestral culture and deprived of evidence or memory of past African achievement, might more readily, it was calculated, be demoralized and conditioned into acceptance of the abuse and dehumanization inflicted on them. I I IB fl I fl 2 fl fl fl fl As it happens, knowledge of ancient Egypt was avAlablc to Europeans as early as Ac accounts provid^by Herodotus A Ac fifth centry B.C.E. When Ae C^k Ptolemes d^g the fourA century B.C.E. became Ae rulers of Egypt Aey were surprised by the wcalA of Egyptian culture In Ac century foUowAg, some members of Ais family commissioned an Eptian, ManeAo, to compile a Astory of Ac political, social and religious development of Ac E^nan civilization. Unfortunately, As massive work was lost m Ac fire Aat desmiycd Ac Ubrap at Alexandria A 389 C.E. As it is, MancAo's list of Ae Egyptian dynasties, wAch survived only as excerpted A various oAer works, remaA Ac basis for what is known today of Ac comparative dating of events A Egyptian Astory. A 1822, however, Ae decipherment of Ac Roseoa Stone by Jean Francois Champollion made it possible to read documents and msOTpaons wntten in AcroglypAc characters wAch had ceased to be used or understood following Ae closing of Ac last Egyptian temples by Ae Roman emperor Justinian A Ac sAA century C.E. i fl II H It is most convenient here to Ascuss Ae achievement of Ac ancient Egyptians through reference to some of Egypt's outstanding historical figures. Perhaps Ac most re^kable AAvidual in Ae history of ancient Egypt was Imhotep, This man wm cAef counsellor to Ae Pharoah (KAg) Zoser of the TArd Dynasty (2980-2900 B.C.E). Imhotep was also pnnapd physician to the King, Chief Lector Priest, architect (and builder of Ae first step pyramid which scp/cd as a model for oAer pyramids), and astronomer. So great was As renown as a physician that Ac ancient Greeks and Romans after his deaA regarded Am as a Aviruty. He was called Asklepios by Ae Greeks, Aesculapius by Ae Romans. His symbol, a staff wA two snakes entwined around it, has come down to our times as Ae symbol of Ae medic A profession. H II Queen Hatshepsut of Ae EighA Dynasty is Ae most outstandAg woman ruler of all time. (The Eightceen Dynasty 4567 - 4320 B.C.E. was an outstandAg lAe of rulers wAch included Ae Pharoahs Akhenaten and Tutankhamun.) Hatshepsut assisted her faAer, ThoAmes I, to administer the kingdom, and on his deaA seized power, Asplacing her broACT Thothmes, and ruled for twenty-one years. It was only upon her deaA, possibly cngAeered by ThoAmes, Aat Ae latter attaAed Ae Aronc. A temple she commissioned may still be seen today. II II The pharoah Amenhotep IV is better known as Akhenaten Ae name he chose when he embarked upon a scries of religious reforms by wAch he consolidated Ae wor^p of Ae many AviAtics of Egypt Ato Aat of one divAity Ac symbol of whom was Ae sun. On his deaA, As son-A-law, Tutankhamen, succeeded Am and proceeded to restore Ac former religious practices, suporessAg Ae reforms made by Akhenaten A follower of Akhenaten, Moses, identified 1^ Ae Eevntian Astorian ManeAo as an Egyptian priest, led a group of his fellow \"hcreacs out of Egypt Ato Palestine. AccordAg to Ae Greek geographer, Strabo, \"Moses, who was one of Ac Eppnan son-m-i nriests taught his followers that it was an egregious error to represent the Deity under the form of __- J2J \u0026gt;1.- !.* wac th* nrarficft nr the Greeks and animals as Ae Egyptians Ad, or in Ae shape of man, as was Ae practice of Africans . In this account we recognize Ae event wAch is m Judaic tramuon referred to as Ae Exodus. n n The ancient Egyptians interacted closely wiA Acir souAem neighbors, Ae KusAtes, from whom Aey received Ac base boA of Aeir primordial population md of Aeir beUef system \"^e . .   1  V..* Awpf hoiT z\\t tn* *icrntn **nni^/ K I H the Egyptians extended their rule into Kush, but during the first half of the eighth rentury B.C E., the Kushite king Kashta, began an invasion of Egypt which was completed by his son Kashta in _ _ __CknUAL*i\u0026gt;\\ CkKiflni anH TamiJifamiin 150 B.C.E, -5 5 C E \"Kashta Kankhi, and Aeir successors Shabako, Shebitku, Taharka and Tanuatamun are Ae KusAte (or EtAopian) pharoahs who constitute Ac Twenty-fifA Dynasty of Egypt which ruled Egypt from 750 to 656 B.C.E.M I I 3  was I i In 525 B.C.E. Egypt became pan of the Persian empire, and subsequently, in 332 B.C.E., was conquered by Alexander the Great of Macedon who left Egypt under the governance of his general, Ptolemy. Alexander died young, and his four year old son and heir was promptly murdered and his empire divided among his father's generals. In 305 B.C.E., the general Ptolemy became the ruler of Egypt and the first of a line of Greek pharoahs which included the famous Cleopatra. The Roman,Octavius, conquered Egypt in 30 B.C. E. and it became part of the Roman Empire. This was the end of splendor and greamess that were Egypt. M Over its long existence as a major world civilization, Egypt has contributed to the development of science, of medicine, of writing, and of religious thought, especially Judaism and Christianity. H H II II II fl fl M M Mr aaa THE AFRICAN FAMILY IDATAFARI I a I  aaa Discussion of the African family is difficult to grasp in terms of accepted Eurocentric social theory, and because of this the study of African, Caribbean, or African American kinship and the family assumes a wider significance. In the writings on African kinship in the Americas ,the issues have been theoretical and not factual. There is general agreement that illegitimacy rates are high, marriage unstable, and that women play an unusually prominent role in the domestic and kinship domains. The pathological and dysfunctional view of the African Family in North America has been primarily related to the cultural ethnocentric (Eurocentric) approach and associated with the work of E. Franklin Frazier (1939) and Daniel P. Moynihan (1965). The works of these scholars have culminated in the adaptation of social policies predicated on the assumption that the African American family is unstable, disorganize, and unable to provide its members with the social and psychological support and development ne^ed to assimilate fully into American society. The cultural relativity school, on the other hand, begins with the assumption that African American culture and family patterns possess a degree of cultural integrity that is neither related to nor modeled on European American norms. Most members of this school trace the origins of these cultural differences back to the African cultural heritage, and all tend to focus on the \"strengths\" of African families rather than their presumed \"weaknesses.\" a M The cultural relativistic view, developed primarily as a reaction to the deficit view, maintains that the African American family is a functional entity. This conceptualization is designed to challenge the theories and social policies emanating from the Eurocentric approach. Underlying the theoretical and empirical arguments of the two schools is the common assumption that African American families and European American families are qualitatively different culturally. The schools diverge from each other, however, in their interpretation and explanation of the causes of these differences. Those defending the Eurocentric approach place a negative value judgement on the fact that African American families deviate from the American norm. II n a The cultural relativity school, on the other hand, assumes that America is a multicultural society and concludes that differences are largely accounted for by the variation in the cultural backgrounds and experiences of African Americans and European Americans. One of Fraziers major concerns was understanding the process through which the African American family became culturally assimilated into American life. It is important to note that Frazier's works, according to Lyman (1972), were influenced by his determination to (a) re^te the ar^ment advanced by Melville Herskovits (and Dubois) that much of African American life is a continuation of African cultural forms and (b) empirically denaonstrate Robert E. Park's race relations cycle. Frazier believed that African American marriage and family patterns, customs, and structures were the consequence of enslavement and American culture, not African cultural transfers. He did not accept Herskovits' conclusion that African American family structure, marital customs, and sexual practices were derived from African cultures. Rather, for example,Frazier (1939) interpreted \"indiscriminate\" and extramarital sexual behavior among blacks as'being a I fl product of slavery and unrelated to customs cultures. and practices in traditional polygamous Afirican fl fl Researchers attempting to discover possible African cultur^ transferrenccs to the AmericS fS Sthe period of enslavement of Africans in Amenca. At the nme Fr^er beg^ hiXorkleSrauthorities on the history of African Amencans snared E. Fr^in Frazier s U  T Herslcovits' position Frazier's assertion that as a result of the manner in rather then Melville J. Herskovits^sinc^n. n^nrirallv no effect on the nCToKUVllO uuoluwu. * -------------------------------- .  enslaved, e African cultural hentage has had pracncally no effect on me fl th,. African was enslaved, the Atncan cultural ncniagc u\u0026lt;ia nau hie famUv in the United States\" (1939:66) reflected the views of both U.B. Phillips (1929) XdsubsSntly, Stanley Elkins (1959). Both concluded that whUe significant African i^rZi^ite eSh as names arid folklore, did survive ininaUy, they were eventuaUy lost or SSSdrXJ^gly. if the culture of the Africans was destroyed, then it is hopeiess to p^t oistoneo. Accoruuis*/. .___.__inn,.nz',.d hv that culture. And SO begins and initially, eventually fl that the evolution of th^ African American famUy was influenced by that culture. And so begins the logic of the cultural ethnocentric school. fl controlled by the planution owner, that African families were Attencans accepted ^d attempted to conform to the social norms of the majonty society. H The line of research as pursued by Frazier was followed by a number of investigators ^d culmina^ for serial poUcy In 1965, the Office of Policy Planning and Research of cuinunaicu ui piu^ r , nnnnr(*d hv the ansistant .secretarv. of Labor issued a 78 page document prepared by the assistant Sf^etary, 11 fl the U S Department of Labor issued a /s page J. D^iei p Moynihan, under the title, Be Ncgro FamUy: Thg Cascfor Nanpn^ AgoamThis repon SSdiv ciii Frailer as support for its conclusions that the Afncan Amencan community was diSScXed by broken famitiS, legitimacy, matriarchy econonuc dependency failure to p^s anned forces entrance tests, delinquency, and crime. Moynihan placed the cause of these Problems aiLucu luivw _ . . , PnIlAu/inff this trftnn. other broken and unstable African Amencan family. Followmg this trend, other on a suDposedly broken and unstable Atncan Amencan lamny. x-vuuwu.s hivcsSawrs began to concentrate on the pathologies of African Amencan families and label us culturally deviant fl fl II Now there are reasons why people, at various times in history did not ^low for a theory which expressed continuities. Anthropologists became very impormt ^r colonialism and tend^ m aXbrne cause and effect relationships to all human behavior based on wological approaches and/or economic ones, but culture as an entity has taken a backseat. There historically, political reasons for breaking the continuity between Tilacks and Africa. These S wUl beVresented later in this discussion, but for now let me y, these assumptions often came out of the ethnocentrism within the disciplines iri the west Be social anthro^lo^st, for has always stressed the particularity of expcnence, and this has tended to highlight the ____1_ ___________A Kac TTinct rnftanineful tncm. oO II example, has always stressed tne parncuianty or cxpcncnec,^iu. \u0026amp; Sffrrences between peoples. \"Otherness\" as a concept has been most meaningful to them. So central is the focus on 'otherness' that anthropologists actively seek out those dSSSXiyS uniuwt^^ag^\\ Fo/ex wlc, raihCT than e educat^ d ^e^ oftin they do not include sufficient comparative or contextual materials. The matn-foetd or single parent famUy may appear as a problem if presented in an ethnographic rather than comparative framework, which includes details about, say, white lower working class famUy patterns. There may be no information relating to the political situation. very uiicu uivj \u0026lt;*v *** ------------------------------------------ * * j  single parent famUy may appear as a problem if presented in d The cultural relativity view, primarily in reaction to the Euro-centric view, advocates that the African American famUy is a functional entity. Bis concepm^ton is l^ge Y Virginia Young (1970). Robert HUI (1972), Wade wnoorted bv Andrew Bilmgsley (1^08), Virginia loung   Nobl (1974), and others. The perspective has been buttressed with old and ne^ invesngaaons ... _K C-:____A diffe.renf from that of Europeans (Valentine, 1968, which see 74), and omens, me ptraywuTv lioc ----------------- ---- African Americans' culture as different from that of Europeans (Valentine, IoS, - -  1975J977). Although not all proponents of the cultural relanvisac schTOl Ynnng 1974- Dodson, 1975,1977). Although not all proponents oi me cuitunu agree on the degree to which African culture influenced the culture of Afncan Amencans, they do )I I concur that African Americans' cultural orientation encourages family patterns that are instrumental in combatting the oppressive racial conditions of American society. Melville J. Herskovits (1885-1963) was one of the first scholars to recognize similarities I in African cultural patterns and those of African descendants Uving in the U.S., the West Indies, m z\\iriu\u0026lt;ui ----------- , _ and Brazil. Herskovits (1966) found what he considered to be authenuc African culniral pat^s reflected in language, music, art, house structure, dance, traditional religion, and healing polices. a a Herskovits' rewarch raises the possibUity that other aspects of \"Africana\" could have influenced the nature of the black family in the U.S. Herskovits works deal only limite^ly wi such oossible relations. One of his major contributions was a truer conceptualization of family life in ^ditional African societies, which are characterized by unity, subility, and security. (Herskovits, 1938). In examining the African American family, proponents of cultural relativism in North a a America ooint out tiiat slavery did not totally destroy the traditional African base of African iSSS.fflStoSKxto*'siaingan,e,1972\nNobles, 1974\nTurnbull. 1976) To these scholars, the African American family represents a continuing fountain of strength and endurance built on, and issuing from, its African cultural heritage. fl fl fl fl fl fl fl fl fla a B EFERENCES CITED IdaTafari a 1. a 2. 3. a 4. I 5. a 6.  7. 8. fl 9. fl 10. 11. 12. HI 13. II 14. 15. d 16. d 17. 18. 19. Frazier, E J. Thi Netro Fan\\ily in the United States. Chicago: University of Chicago Press, 1939. PhiUups,U.B. lifLamLLator in the Qld South- Boston: Little Brown, 1929. Klimins, S.W. Sliiven. , Chiicago\nUniversity of Chicago Press, 1959. Moynihan, DarjelP. The ffcgro Family - The Case for National Afljon. Washington, D.C.: Office of Policy Planning and Research, United States Department of Labor, 1965. Licbow, Elliot. Tally's Comer - A Study of Negro Streetcomer Men. Boston: Little Brown, 1967. Rainwater, Lee- Crucible of Identitv - The Negro Lower-Class Family. Daedalus 95: 258- 264, 1968. Parker, S. and Kleiner, R. \"Characteristics of Negro Mothers in Single. .-Headed Households\". Journal of Marriage and the Family 28: 507-513, 1966. Jessie, Bernard. Marriage and Family Among Negroes. Englewood Cliffs, NJ.: Prentice Hail, 1966. Blood, R. and Wolfe, D. \"Negro-'White Differences in Blue Collar Marriages InA Northern Metropolis\". Social Forces 48:59-63,1969. Duncan, B. and Duncan, O.D. \"Family Stability and Occupational Success\". Social Problems 16: 273-285. 1969. Bracey, J.H., Meier, A. and Rudwick, E.(eds). Black Matriarchy: Myth as Reality. Belmont, CA: Wadsworth, 1971. Yancy, W. \"Going Down Home: Family Structure and the Urban Trap\". Social Science Quarterly 52:893-906,1972. Staples, R.E. The Black FamUv : A Review and A Preview. Journal of Social and Behavior Sciences. Spring 65-77, 1974. Tenhouten, W. The Black Family: Mvth and Reality. Psychiatry 33:145-173,1970. King, K. \"A Comparision of the Negro and White Family PowerStructure In Lpw: Income Families\". Child and Family 6:65-74,1967. Mack, Delores. 1971 Rainwater, L. Family Design. 1965 Rodman,H. 'Tamily and Social Pathology in the Ghetto\". Science 161:756-762,1968. Billingsley, A. Black Families in White America. Englewood Cliffs, New Jersey: Prentice Hall, 1968.I I 20. I 21. I 22. I 23. 24. I 25.  26.  27. 28.  29. fl 30.. fl 31. 32. fl 33. Young. Virginia. \"Family and Childhood in an Southern Negro Community\". American Anthropologists 72:269-288, 1970. Hill, Robert The Strengths of Black Families. Emerson-Hall, 1972. Nobles, Wade W. \"Africanitv: Its Role in Black Families\". The Black Scholars 5:10-17, 1974. Valentine, C.A. Culture and Poverty. Chicago: University of Chicago Press, 1968. Young, V.H. \"A Black American Socialization Pattern\". American Ethnologist 1:405- 413, 1974. Dodson, J. Black Sylization and Implications for Child Welfare Final Report (OCD-CB- 422-C2). Washington D.C., Office of Child Development, 1975. Herskovits, M.J. Dahomev: An Ancient African Kingdom. New York, 1938. Augusten, J.J. The Myth of the Negro Past. New York: Harper and Row, 1941. Blassingame, J.W. The Slave Community: Plantation Life in Antebellum. New York: Oxford, 1972. Turnbull, C.M. Man in Africa. Garden City, New York: Doubleday, 1976. Nobles, W.W. A Formulative and Empirical Study of Black Families. Publication No. OCD-9b-C255, San Franciso: Westside Community Mental Health Center, 1975. Hayes, W. and Mendel, C.H. \"Extended Kinship in Black and White Families^. Journal of Marriage and the Family 35:51-57,1973. Dubey, S.N. \"Powerlessness and Orientation Toward Family and Children: A Study in Deviance\". Indian Journal of Social Work 32:35-43,1971. Stack, C.B. All Our Kin. New York: Harper and Row, 1974. fl II Fl I II I i aaaa I ROLES OF CELEBRATION AND CEREMONIES IN AFRICAN CULTURES RH I fl by fl fl Mary Arnold Twining, Ph.D. Lecturer Clark Atlanta University II la la II M I I Roles of Celebration and Ceremonies in African Cultures Mary Arnold Twining, Ph.D. I I I  M I fl fl fl II II d d All humans travel the life cycle in much the same way. It is how we meet, cope with and signalize these life crises that make the wonderful variety of human cultures. Naming customs and the celebrations attending the birth of a child begin the cultural rites of passage in the physical life cycle for one individual. The arrival of puberty is greeted with celebration in Aftican societies, as elsewhere, because the menarche (first menstruation) in young women and the onset of the sexual capacities of young men ensure the continuation of the group. In some African societies, both boys and girls undergo circumcision, bodily scarification and other rituals which demonstrate their ability to withstand pain. Beyond that the young people must demonstrate their ability to do a day's work and undertake ail the tasks an adult must do. At that point they could marry and start rhejr families. The joining of families is cause for great celebrations and sometimes they continue over an extended period. There are happy rituals of re-enforcement which celebrate the unity of the group, its identity, history and togetherness. The Ijele mask of the Igbo of Southeastern Nigeria is the symbol of one such unifying celebration. S^der rituals such as funerary rites, not only dispatch the fallen member of the group but also help to establish the reunification of the group who must re-order themselves to life without the departed member. As most of the cultural life in African societies has heretofore been driven by a strong sense of the powers that make life possible, religious and spiritual observances permeate the activities an a daily basis. Some of the ceremonials surrounding the secret societies give rise to festive occasions which are not always celebrations in the joyous sense of the word. The functions of secret sociteties have to do with the governance of the ethnic group. Their rituals and rites can be quite solemn, though festive, in the necessary performance of their duties as judges and governors which ensures the continuation of the round of life. A great deal of preparation goes into these festivals. Masks are carved of special woods, ceremonial dress is prepared with cloth and raffia, significant decorations are painted or otherwise attached such as cowrie shells or metal sheathing. Certain groups known as \"secret societies\" have regular meetings to fulfil their normal purposes such as white ot black or good and evil witches, judicial functions, social control, execution of malefactors, social and ethnic unity, education or indoctrination of young members of the society and healing among others. The festive ceremonial occasions are only the outward show of the inner (hence the name \"secret\") workings of each of the societal groups which contribute to the fabric of daily and holiday life. Occasionally the leader of a group will die and the selection and investiture of the new ruler occasions a great celebration which could last for days. African societies do not necessarily follow the rule of primogeniture (eldest child succeeds the father) but choose the one of the children they feel to be the best qualified. That person is then crowned and invested with the rights, privileges and responsibilities there unto appataining. Weddings are enthusiastically celebrated around the world and Africa is no exception, go-betweens begin the process in some Afiican societies, determining whether the family of the young woman or man would look with favor on both the family and person of the young woman/man. Should the finding be positive, negotiations follow. The marriages are arranged if the young people pass each other's inspection. In some societies, however, the young woman may not be consulted if the parents are trying to push through an advantageous marriage with an older, possibly wealthy, man. JI I The so-called bride price guarantees the bride's family some compensation for the loss of her and I her children's labor. Money, cowries or manillas (form of West Africa money) or ^ast Africa) cows (their form of currency) are given to the young woman or her family. Difficulties may arise later on if the money has been spent and the couple wishes to divorce - how to pay back the bnde wealth?! I The wedding itself is a ceremony of unification between two families and requires mutual ____________t_____________________*1.^ AMB tklA CYt^ I  obligatory gift exchange. Goats, cow or sheep, part of the food for the feast, are walked to the site and prepared during the ensuing several day long parties that foUow. Special cloths and g^ents arc prepared and worn while the old and young dance, sing and drum in great excitement. Ele^or Smith Bowen (pseud, Laura Bohannon), an anthropologist, recounts in her Return W LaUW\u0026gt; the instructions of the senior wife who was organizing a wedding ceremony. The elder wife of the leader of the village told her, in answer to her request to take part, that she better be prepared to dance all day once she committed herself to the activity.   The birth of a child which, it is hoped, will follow in due course after the wedding, is celebrated although mother and child are often isolated from the rest of the group to help insure their sunnval. They are brought out to attendant celebrations for the naming of the child, once it is deteimined mat it will live Fear of the ogbanii spirits, which come and leave, causing the death of the babies, governs activities at this point. A child will often be named for a relative who has recently died. Among the Yoruba such a child might be called babatunde meaning\" father returns. Other names might memorialize the conditions the day the child was bom or its position m the family line-up (e.g. the first after twins) among other things.  Babics represent the hope of biological immortality in Afaca as they do in our society. They also  comprise the labor force and old age insurance. Infertility in a woman is regarded as a di^saster She does not add to the riches of the group and so is an object of pity, somctuncs scorn. Special shrines exist where women make pilgrimage in hopes of increasing their fertility. Traveling troups perform dramas in village squares or dancing grounds to add to the festivities for fl fun and purposes of social control. Bright costumes, stilt dancers and dramatic performances liven fl If If If If up village life. Taking of titles is another occasion of joyous celebration as a woman or man will celebrate their achievements and change of status. Special jewelry and attire will be worn thereafter as^ outward sign of the elevated stams of the wearer. The jewelry might consist of arm or ankle bracelets, pectoral decorations or earrings. In addition to rites of passage and occasional ceremonies, there is also an ongoing round of festival activity which recognizes the various times of the agricultural or seasonal year. In Chinua Achebe's Arrow of God, there is a protracted discussion of the celebration of New Yam Day This festival begins the year and its new food supply among the Igbo of Southeastern Nigeria, but until the priest eats the first harvested yam, the festivities may not begin. The acuon of the novel revolves around this point It is the third book of the trilogy which bc^ns wim Things Fall Aoan. New Yam Day is a harvest celebration but there is also the recogmaon of the filling of the bams, a good crop, the end of the hard work of the harvest ^d the feast that follows the cooperative labor which has brought in the harvest These annual festivals arc a reguto future of life such as the Yam Festival of the Ewe, the Homowo of the Ga and the Bakatue of the Edena in addition to the New Yam Day of the Igbo among many others. Other annual festivals are memorial days to remember the dead such as the Adae of (of the Twi) or Egungun of the Yoruba.1 I I I I I       n M II II Fl There are certain personnel who may officiate at such ceremonies. These are members of a family, officials or other privileged people who may participate directly in the preparation, emergence of the masif or the close escorting of the niaskcd dancers. In the E^ngun ceremonies, men surround the sacred area wielding whips in order to discourage unauthorized person from approaching the dancers too closely. Eunoto is. a ceremony of passage among the Maasaii of Kenya (East Affica) which moves the young warriors from their young adult status toward that of an elder with its increased dignity and responsibility. Various proverbs such as, \"Now that you are an elder drop your weapons and use your head and wisdom instead\" or \"Master the art of the tongue and the wisdom of the mind\" or \"Family responsibilities rest on your shoulders,\" derive their meaning from these ceremonial passages. Some festivals have outlived their original purpose. An example is \"Akwamubo\" in Ghana. \"Akwamubo\" means path clearing. Now that the old paths have given way to paved roads, no one literally performs the ancient task, but the festival is still called \"Akwamubo.\" Arrivals returning from the city to their home village to the Ga harvest festival were formerly escorted by friends and relatives from the outskirts of their area to their homes. Now that the towns have spread, this procedure has become impractical so the celebrants arrive together in trucks singing and making merry as they approach. Rulers, high officials, and dignitaries are greeted with praise songs and drumming. These people then offer sacrifices of food to the ancestors. These memorial day rituals last one day in Akwapem. When they celebrate the ninth one, it is a state festival also. The week of Odwira in September in Akwapem goes something like this: Monday is path clearing, Tuesday, eating of the New Yam to begin the year offically, Wednesday is a mourning day, Thursday is feasting and making offerings to the dead, after parading to the shrine everyone may participate. That evening, gongs warn people to stay indoors while the procession of the dead passes by and the stools are taken to the stream for an annual cleansing\ngunfire signals the end of that ceremony. Friday the ruler hears praise from the leaders under him. They ail parade through the town in their festive regalia. They all pay tribute to the high ruler and the celebration of unity and identification with the continuity of this group continues into the evening. Festivals may include the consideration of law questions or problems, a round of praise and/or blame for those deserving of either and occasions such as the birthday of the prophet in Muslim areas. These events have serious and joyful aspects, ail of which contribute to the ongoing structure of the people's life. A festival which is held in Mali near the Bandiagara cliffs, is a religious one which begins wi the carving of a mask. The carver thanks the tree for its sacrifice and retreats to his workshop in the lee of the cliffs. He fashions the mask and grinds (with apprentice help) the plant and earth materials to make the paint He paints it and inscribes it with symbols of life and cosmic representations of man in the universe. The mask is donned and is worn in a dance performed by a long line of similarly caparisoned dancers who regularly strike the ground with the tip of the mask which is a foot or so above their heads. This action renews their contact with the earth, their mother, and rekindles the internal vibration of all matter. The dancers have a serious purpose in recreating the balance of the cosmos following the death of a member. This rebalancing is crucial as the imbalance created by the absence of that members energy is considered quite dangerous. The dancers come armed with the knowledge that they alone can set right the world, its people, plants, animals, and the stars. It lends their dancing a certain intensity. Other masks besides the Kanaga and Sirige among the Dogon of Mali include more ordinary types of characters in the neighborhood such as: blacksmith, shoemaker, etc. They also include the foreigners such as the Peul (Fulani) or Bamana woman\nmissus, the European woman and a humerous poke at Dokotor, the anthropologistI I I These festivals and their appurtenances are not fixed and unmoving. The peoples of Africa respond to modem times and outside influences. The ceremonial behavior reflects their ability to fit into a complex world Ind to take their places in the whole cosmic order. They have a strong sense of the cycles of life, death and rebirth of which the rituals and cermonies are outward symbols. The re-enactment of the yearly and longer cycles are reassuring as they seek to gain some measure of control in an unpredictable world. They renew themselves psychologically and insure their survival according to the ways their culture has taught them. I I I      n II II n- - I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I ill. Interdisciplinary Resource Guide A. Levels - Pre-Kindergarten to Grade 6 B. Disciplines I 1. Language Arts 2. Mathemati cs I 3. Science  4. Social Studies I a a a a a a aI a PKBdDMOBBQAKTEM I Language Arts 1. I I 2. I 3. The people of Africa speak many different languages. One language which is spoken by many African people is Swahili. (Kiswahili) Feelings, Muriel. Jamoo Means Hello\na Swahili Alphabet Book. In Africa people enjoy telling and listening to folktales, poetry, fables and ayths. Some favorite stories are about Anansi the Spider and Kwaku (Kwa Ku'} Aaanse. McDermott, Gerald. Anansi the Spider, a Tate from the Ashanti. Today there are many stories and books written for children by African Assericans. Some of the Days of Everett Anderson, First Pink Light, and Stevie are examples. a Math 1. African children learn to count by playing counting games. Counting in Swahili from one to five is fun for us to learn. (For example, see Math, Grade One.) a 2. a 3. African symools (pyramids, drums, stools, double bells)- can be used tor counting. Geometric shapes (circles, squares, rectangles and triangles) can be found in Africa. These shapes can be found in buildings, art wora, aesigns on cloth. pyramids, etc. ZaslavsKy, Claudia. Africa Counts. a a a a a a a I aI I PRE-UHOERGARTEH I Social Studies 1. Africa is a land that is far away from where we live. a 2. Just as the people of America have many skin colors, the people of Africa have auny skin colors. I 3. Many African names have meanings. 4. (higeria). African people use the fruit of many plants for food. Example: Chrisara \u0026gt; God knows best I I dates from palm tree bananas from banana tree cocoa from cocoa tree peanuts from peanut plant Science I 1. African animals live on the plains (grasslands), in the water, in thick forests (rainforests), on farms ano deserts.   Some animals that live on the plains are elephants, antelopes, teoras, giraffes, rhinoceros, lions, leopards, and hyenas. Some animals that live in forests are monkeys, chimpanzees, gorillas, and birds. 2. fl Banana, palm and cocoa Africa has many kinds of flowers, bushes, and trees. The fruits of these trees are trees can be be found in some parts of Airica. used for food. 3. African Americans made important contributions to science and invented many useful things. fl Among the African American scientists and inventors that may be presented to students are Garrett Morgan ano J.L. Love. Garrett Morgan invented he sold the patent rights to the fl the first automatfc stop signal in 1923. General Electric Company for $4U,0uu. sharpener in 1897. J.L. Love invented the pencil Resource oooks for stories about other African Americans: fl Adams, RusseU L.. Editor. Great Negroes Past and Present. Activity Books. Black science horKiny Easier. fl Black Science i........_______, ------- - Dakin, Eli, Black Achievers In Space, W.A.S.A. Johnson, Glendell. Black Inventors and Scientists Aho Had A riano In The Activity Book, vol. 111. Shaping of America.a a a . 1. a I I I  a a a a KIMDEKQAKTBN fnguige Arts 2. 3. Many of the folktales of Africans and African Americans are about important events in their lives. Many of their folktales have animals as their main characters. (The African American tales about Brer Rabbit are the same as some of the Ahansi tales). The rabbit is an animal who appears in many West African tales where he is famous for his quick thinking. Lester, Julius. Black Folktales. The people of Africa speak many different languages. Swahili (Kiswahili) is an important language. It is spoken in many parts of Africa. Feelings, Muriel. Moja Means One. Some African people painted pictures about their life on rocss and stones. Davidson, Basil. African Kingdoms. Math 1. Finger signs are used oy some Africans to make sure the listener unoerstanos the numoer they are saying, Zaslavsky, Clauoia. Africa Counts. 2. A way to tell time was invented by the Africans, first to invent the calendar that we use today. Ancient Egyptians were the 3. 4. African children learn counting games that help to develop their counting skills. All people have words in their language to name numbers. Swahili words for the numoers 1-10 are easy to learn. (See Math, Grade One.) S. Science Many geometric shapes can be founa in Africa, buildings, art work, cloth, pyramids, etc. These shapes are I'ouno in 1. a a African animals live on the plains (grasslands), in the water, in thick forests (rainforests), on farms and in aeserts. a 2. a - Some animals that live on the plains are elephants, antelopes, te\u0026amp;ras. giraffes, rhinoceros, lions, leopards, and hyenas. Animals that live on farms are pigs, sheep, chickens, goats ano cattle. Africa has many kinds of flowers, bushes, and trees. The ancient Africans used plants to make paper. This Egyptian paper was made from papyrus, a reed plant that grew along the Nile River. a aI I UMUBBUAKam I Science (con'l) 3. Africans grow crops America. and raise tarm animals that are similar to those found in 4. I African Americans have maoe important eontrioutions to science ana invented many useful things. These are suggestions of African Americans who may be presented to students: I He helped to I Beniamin Banneker was born a free man in 1731 in Baltimore. MaryUnd. He was a gifted astronomer, mathematician, and surveyor. P- design and lay out the city of Washington, O.C. The first wooden movable parts clock in America was built by Benjamin Banneker. I I Lewis H. Latimer, a Diack draftsman, made the drawings for Alexander Graham Bells telephone. He also invented a technique for maxing carbon 1-r-* in Al** Edison asked Lewis Latimer to work with him on a cotton filament for the electric light oulb. filaments for lamps. Lewis Latimer's inexpensive cotton filament made the light oulo practical lor homes. I Resource books for stories about other African Americans in the field of science:  Adams. Russell L. Great Negroes Past and Present. Hayden. Robert C.. A lalute To Black Scientists and Inventors. AifAn F The Hidoen Contributors\nBlack Scientists and Klein, Aaron .. Contributors? Inventors in America.  Social Studies 1. Africa is the second largest continent. it is far away from where we live. II 2. People in Africa wear clotnes that fit the climate in which they live. In the desert, people wear loose, flowing robes\nin the rainforest, people oo not wear  F r .... ____1. likA UAliWC much clothing. M McLeod. M.D. The Ashante. Some African people wear clothes like yours. 3. d in Africa different kinds of houses are found where there are different climates. Flat rools are founo in cry areas. In rainy areas the roofs are steep so that the rial _______ Amn Ka Mil l tlUiekK rain runs off. Nomaos need portaole houses or houses that can De built quickly. I e.g. tents and wooa and grass houses. d 4. Africa has many different people, light to very darx. They have different skin colors, from very dfl \u0026lt; GBADE 1 Language Arts fl X. fl fl 2. fl fl s. Folktales are stories that are told by people in a community. The eharaeten in these stories teach people how to be friendly, honest, kind and fair to each other. The West African stories about Anansi the Spider are stories that arc fun to hear and tell but also teach some vary important lessons about getting along with ethers. Another type of story, known as a fable was told by an African named Aesop. Example: \"The Tortoise and the Bare,\" Baley, Gail E. A Story, A Story. Bistory was passed from parents to their ehOAwn or grandchildren in an oral form bl Africa. Oral literature is still respected. An African storyteller (known in seme places in Africa as the griot) tells stories about things but happened long ago and about events that happen from day to day in the village. The people of Africa apeak many different languages. One of the most important languages in Africa is Kswahlli. It is spoken by people on the east coast, in countries in the middle part of Africa, and in Nigeria. R 4. Some African people painted pictures about their life on large rocks. Egyptians added a kind of writing called hierogyphies to their art. TXie R Math 1. R Arabic numerals (1, 2, 3, 4, 5, 6, 7, 8, 9, 0) were used by Morth Africans before they were introduced to Europeans. 2. R All people have words in their language to name numbers. Swahili words for the numbers 1-10 are: one - moja (mojah) two - mbili (m-bee-leel three - tatu (ta-too) four - nne (n-nay) five - tano (lah-no) six - Sita (aee*tah) seven - saba (sah-bah) eight - nane (nah-nay) nine - tisa (tee-sahl ten - kumi (koo-mee) M 3. II 4. d Peelings, MurieL Moja Means One, a Swahili Counting Book. The ancient Egyptians were the first to use fractions. Accurate measurements were needed to build pyramids and other objects. In Africa many different objects such as cattle, iron goods, beads and cowrie shells were used at one time or another for money. Today Africans use coins and bills. 5. II 6. 7. African and African Americans have made contributions to mathematics. - A professor of mathematics and science at Harvard University, J. Ernest Wilkins, worked for the American Optical Company in ftiffalo. He also worked on the atomic bomb project. - David R. Hedgley works in computer graphics. He developed a code for making S-dimensional shapes. Some of our basic units of time come from Egypt. Example: the 365-\u0026gt;day year and the 24-hour day. The ancient Egyptians were the first to use a written measurement of area.I I GBADE 1 Science I 1. I I 2. I African animals live on the plains (savannas), In the water or near the water, in thick forests (rainforests). In the desert, and on the mounUlns (highlands). Gazelles, foxes, rabbits, camels, bullfrogs and other animals live in the desert. Crocodiles, fish, hippopotamuses, storks, egrets, flamingoes and other animals live In the water or near the water. Africa has farm areas. Crops need good son and sufficient water. Good farmlands are found in the highlands. S. The Nile River I nje Nile River in Africa is the longest river In the world. provides fertile soil and enough water for farming In Egypt and the Sudan. 4. M 5. In some dry areas of Africa, farming is possible because the people have Irrigated the land. The Egyptian system of writing was a picture writing system called hieroglyphics! I M Resource books to use: - Johnson, Sylvia A. The Wildlife Atlas. - Lewin, Hugh- Jafta,. McBride, Angus and Thomas, Erie. Ancient Egypt. Pine, Tilles S. and Levine, Joseph. The Egyptians Knew. I 6. African Americans have made important contributions to science and have These are suggestions of African Americans who Invented many useful things. II may be presented to students: - Dr. George Washington Carver, scientist, discovered over 200 uses for the peanut. He also made products from the sweet potato, wood shavings and other plants. - W. Johnson invented the egg beater, February 5, 1884. M Resource books for stories about other African Americans: II Black Science Activity Books. Black Science Working Easier. Black Pioneers In Science and Inventions. American Black Scientists and Haber, Louis. , , , ___ National Science Teachers Association. Inventors. d MI  Orade 1 * Social Studies I 1. I I 2. I s. I 4. I H 5. H M fl African families have a variety of ouftoraa end traditiona. Oiara (eheh*-rdt) (^lildren of East Africa are brought up with other children of the same age and aex. These ehUdren work, play and go (o school together, h a special earemeny the children become adults. For tills eeremony the ehOdren wear traditional dress and paint their faces. Musgrove, Muriel, Ashanti to Zulu. Africa is the second largest continent in the world. The United States could fit Inside Africa three times and there would be room to spare. African Americans have many different Jobs. Some of these are firefighters, police officers, doctors, politicians, business people, teachers, tradesmen, etc. . The Afro-American Encyclopedia. Vol. 7. The people of Africa have manv kinds of Jobs. Most of the people are farmers. Some people herd animals. People who live In the cities are doctors, lawyers, teachers, carpenters, miners, business people, etc. African Americans have made important contributions to the growth of the United States. A few of these people were Langston Hughes, Crispus Attacks, Charles White, Madame C.J. Walker, and Jane M. Bolin. Langston Hughes (1902-1967) was an essayist, playwright and poet. Crispus Attucks ( -1770) was the first colonist to die in the American Revolution. Madame C.J. Walker (1867-1919) was the first African American millionaire businesswoman. Jane M. Bolin (1908 -) was the first African American Judge. Charles White (1918-1981) was a graphic artist and educator. (Adams, RusseU. Great Negroes Past and Present.) I fl fl 1 fl ri ri * R QUADS I I Language Arts R I 1. 2. Although the people who live In Africa apeak their own language, Kswahfli is a common langue^which many Africans understand. Ksw^ili is spoken in ^ml SriStTaW Se east coast of Africa and In Nigeria. It Is one of languages silken in Africa. Borne other languagw ^an by many Africana are Arable. Hausa. Pranch and English. _ Kunjufu, Jawanza. Lessons From Kstory: A Oalabratlon in Blacknag. stories that teach people how to fat al\u0026lt; with oad) R PoBctales are stories that teaen people now w get wun wa to be honest, kind and fair. Kwaku Anansi the Spidw is a POP1\" \u0026lt;0' West Africa.  bi the Carribbean he is known as \"Aunt Nancy. Aesop, who lived long ago, wrote simlllar stories called fables: Example: ^nie Lion R and the Mouse.\" Beckwith, Martha. Black Roadways, Jamaican Anansi Btorles. I I I 3. walking encyclopedias of West Africa. They teU the history of their ~ _______________vtiean^ MARV Ai QHotS Btt WSDcinC cnCyClOp^QlAS OI WCSX /lincB* mvy ACAI uic \u0026gt;i* J p^ple in songs and stories. Their songs can be happy, sad or funny. Many of .t__ ________________Af{AA. their stories tell about great leaders of Africa. Kerina, Jane. African Crafts. 4. Ancient Africans made paper. grew along the Nile River. ... n Mokhtar, G., ed. General History of Africa u. . Egyptians made paper from papyus, a plant that They used the ends of thin papyus reeds as pens. Mokhtar, G., ed. 5. used I Egyptians Invented a type of writing caUed ^fj*^***. J^tehZb^t^Rebus pictures in a way similar to the way we use lettere of the aWbet t^bus writing). The writing on the walls of the temples tell about the history and bfe of the Egyptians. n II Math 1. 2. 3. 4. 5. The early Africans had a system for measuring height and weight. The ancient Egyptians were the first people to use fractions. The ancient Egyptians were the first people to divide a day into 2 parts of 12 hours. created several calendars. One was based on changes in We still use their annual calendar The ancient Egyptians the moon\nanother was based on the sun. which has 12 months of 30 days with a total of 3S5 days. The ancient Egyptians were the first people to uae a written system for measuring M M II 6. area. African and African Americans have mathematics. made algnlficant contributions to mathematician, surveyor and Inventor. He helped Beniamin Banneker was a - to design the city of Washington, D.C. . (Pine, Tillie S. and Levine, Joseph. The Egyptians Knew.)I GRADES I Science I 1. M some dry areas of Africa, farming is possible because the people have irrigated the land. Pine, Tillie S. The Africans Knew. I 2. I Africans of long ago knew how to make medicines from herbs and plants to cure sickness. They made their own form of aspirin and thousands of other nedieines. Adams, Hunter Ravelin, HL \"African and African-American ContrfcotioRS to Science and Technology.\" s. I The ancient Africans knew how to work iron and copper. They used Iron and copper to make cooking utensils, weapons, statues and other objects. Pine, Tillie S. The Africans Knew. 4. a The ancient Egyptians knew how to protect their eyes from the sun by putting kohl around their eyes. Today football players use black grease paint for the same purpose. a 5. Imhotep, an African physician, was considered to be the real \"Father of Medicine.\" This Eg^tian lived in 2300 B.C. 6. The oldest ship in the world was found Inside the Great Pyramid of Cheops In a Giza, Egypt in October, 1987. discovered the 4,600 year old boat inside the tomb. Men of science, using space-age technology, a 7. El-Baz, Farouk, \"Finding a Pharaoh's Funeral Bark\". Hational Geographic, April, 1988. a African Americans have made important contributions to science and have invented many useful things. These are suggestions of African Americans who may be presented to students: a Dr. Charles R. Drew founded the blood bank program. He directed the first American Red Cross blood bank program. J. Ernest Wilkins assisted in the development of the first atomic bomb. a Resource books for stories about other African Americans: a CIBA - GEIGY Corporation. Exceptional Black Scientists. Posters are available. Diggs, Irene. BUck Innovators. Adams, RussellTT Great N^oes Past and Present. a a aI I Grade S Social Studies . . ... \"Some At rican families consist of a mother, father and ehildrtii. other tamilies are extended and may include grandparents, parents, children, aunts, uncles, and  1. I I 2. eousins. The African extended family home includes a house for each indivioual family. I 3. There have been many outslanoitig African leaders. Examples: Mansa Musa. I I I Queen Nxingha (Ne'xin ga). and Bishop Tutu. Green, Richard, ed. A Salute to Historic African gings and Queens. Mansa Musa (Man'-*a Moo'-aa) was the ruler of the Mandingo empire of Mali from 1312 - 1337. The empire of Mali was one of the three great African empires. Queen Hzingha (N-tin-gah) was a warrior queen of the country that is known today as Angola. She fought against European domination of her country for many years. She lived from 1623 - 1663. Bishop Tutu is an outspoken African leaner against apartheid in South Africa today, tie is an Anglican Bishop. I 4. There have oeen many outstanoing African American leaoers. Examples: Jordan, Shirley Chisholm, and Jesse Jackson. BarDara I I I Barbara Jordan is a former U.S. Representative and presently a Professor at the University of Texas at Austin. She made the nominating speech for the vice-president candidate at the Democratic National Convention. Shirley Chisholm (1924 - present) - She is a politician, educator, the first oiacK female elected to the United States Congress ana in 19'2 the first biact\nperson to seek the presidency of the U.S. Jesse Jacxson (1941 - present) - He is the minister, community activist, and organizer, who was a presidential candidate in 1964 ana 198a. 5. Alrican American men and women helped to seitle the western Unitea Slates. I Some of them were: DicK\" Love, and the Buffalo Solaiers. Durham, Philip. The Negro Cowboy. Mary Fields, Bill Piexett, Jim Becxworth. Mat \"Ueaowooa II 6. Africa has many different kinds of land. There are mountains, valleys, and plains^. Some places have little or no rain and are called deserts, r-- xy-  lot of rain, and they are called ram forests. In the places called savannahs, it Other places have a  lot of rain, and they are called ram forests. fl rains from lime to time. A New True Book: Africa. George, D.V. fl fl flI arade  I Language Arts I 1. The strong oral tradition of foDc tales, songs, riddles, and myths by African people was followed by written literature. I 2. Aesop, an African who lived in the sixth century, B.C. to famous for hb fables, which Uught common serwe truths with a touch of humor. Aesop (Greek name Esop\" b the same as Ethlop). The Boy Scouts' motto: - ------- Be Prepared\" b I s. I 4. I I attributed to Aesop. ki toe 54 countries on toe continent of Africa, there are ever 2,080 African dialects and languages spoken. Many people of Africa are fluent in many different languages. Language is the oral expression of a people's culture and value system. Folktales\nCooper, Joyce. The Adventures of Spider Guy, Rosa. Mother Crocodile. Ardema, Verna. Whv Mosquitoes Buzz in People's Ears. a I Proverbs\nThe day on which one starts out is not the time to start one's preparations. (Nigeria). He who learns, teaches (Ethiopia). I a Riddles\nYou dont need to call him to foUow you. (Your shadow) Ghana. My father built me a house without windows. (An egg) Ghana. Woodson, Carter G. The Story of the Negro Retold. a 5. a Talking Drums\nPrice, Christine. Talking Drums of Africa Rock paintings related facts about the lifestyles, migration and survival of ancient Africans. Frobenius, Leo. African Genesis a 1 a a a J,I ana* * I Mathematics 1. I Vw thousands of years, Africa was the eenter of mathematics. The first written numerals were developed by the people of ancient Egypt. 2. I s. I 4.  I a 5. a 6. a Multiplication is a short cut for addition. Ancient Egyptians developed a method for multiplication that was easy to use and onderatand. The Ethiopian ealendar had 12 months of SO days each and a ISth month of S days (or 6 days in leap year). People use money to make it easier to buy and sen things. Many different thirds can be used as money as long as people agree on its value, bi Africa people have used salt, lengths of cloth, sea shells, beads, objects made of iron or eopoer, and gold dust as money. Not all of these things served as money everywhere and frequently a combination ot them oompoaed a currency system. Examples: In East Africa, cattle, sheep and goats\niron goods\nbeads and cowrie shells in that order of value, made up the system. Zaslavsky, Claudia. African Counts. Some African countries use minted coins. Coins were made and used along the east coast of Africa beginning In the early fourteenth century. Gold coins were made in Timbuktu in the ISth century. Leo Africanus, Hakluyt. The History and Diaeovery of Africa. The United States one doUar bill carries the Egyptian symbols of a pyramid and an open eye as aekowledgement of our link with the Egyptian past. Connah, Graham. African Civilixations. a a a a ! a aI Grade S I 1 I Science II 1. , . 11.11 avM* TOO eeee ko had a modern view of our solar T^ilmiverie ofttie stars was Important to I They were who In th. 2. I dlnnUon by miiemml Oie Bm. would flood Hs 3. I African Americans have \"\"J* and invented many useful things. Important contributions to the field of Science 4. Resource books for stories about other African Americans in the field of acience: I Afro-Americans in Science and Exploration^ Burrell, William F. ---------------- American Scientists and Inventors. The I Ploski, Harry A. and Williams, James. Work on the Afro-American. I I I S. an African American mathematician, inventor, and enabled him to predict the solar eclipse 1 I I g and patented the fountain pen In 1390. I Social Studies g 1. Africa is the birthplace of man. bones of man were w.* AU of mankind b^an in Africa, found in the Olduvai Gorge in Africa. The oldest g 2. n 3. 4. n n 5.  It is a land of many second largest continent In the  forms (topography) and types of animals. A Child's Walk Through Africa. Africa is the _ contrasts: temperatures, land Levin, Bobbie and Lichter, Carolyn. Egypt is in Africa. Egyptian civilixation is African. manv kinds of communities in Airica. wiub who farm, herd animals, fish, or work In cities. interests. There are made up of people Some scholars assert that African communities Bring on the made very early transatlantic eross^ to th* ^wSrt?iKi^i?e- time of Christopher Columbus. Ward, W.1. Mrlca Befy the W^e Mm \u0026gt; Woodton, Carter G. The African nieu.rv af America: von Wuthenau, Alexander, gnexpeettd .,acL-lU the nkaoverv of America\nvon Wuthenau, Alexai^r. Ancient America\nVan S^ma, Ivan. They Came Before Columbuj.I I Grade 4 Social Studies I I I I 1. Cities have been part of life in African Kingdoms for l*UMnos of years. first cities were cities grew up c along the Nile, in Kush and Egypt, 5,000 years ago. along the northern coast about 3,000 years ago. The Other 2. The ruins of the Cities developed in West Africa more than 2.000 years ago. ftrit citj of^enne on the Niger River dates back to the third century B.C. A^ the east coast, city Ufe became important about 0O-W0 years ago. Mel^osh Susan Recent j**-~\u0026gt;~**** ana Dates fram West Af Archaeologieal Research ano from Africa. 3. Some archaeologists have estimated that in the year 1200 there were 21 cities on the continent, each with a population of 20,000 or wore. Connah, Graham. African Civilizations.- I Language Arts I 1. 2. I I I I 3. 4. I The ancient Egyptians communicated by using hieroglyphics (picture/rebus writing) to send messages and to record their history. Hieroglyphic writings were done on papyrus paper, temple walls, and in ether places. African proverbs and myths preserve the history and cultural beliefs ot its people. The proverbs stress courage, sense and iosight. \u0026gt; An ignorant nan is a slave. Whoever works without knowledge works uselessly. \u0026gt; Not to know is bad\nnot to wish to know is worse. \u0026gt; The dawn does not come twice to wake a sun. Lies, however numerous, will be caught by truth when it rises. Woodson, Carter G. and Wesley. Charles H. The Story of the Negro Retold. African American writers like Julius Lester (Blaeit Folktales) and Virginia Hamilton (The People Could Fly) told folstales in natural, easy to reao language. Two 188u folktale colleciions nelped to popularise Anansi (a Ghanahan folk hero) in America: The Aoventure of Spider ano More Aoventures of Spioer, oy Joyce Copper Arkhursi. n n I Onrte 4 I Mathematigs I 1. EGYPTIAN FRACTIONS Ancient Egyptian fractions were usually expressed as unit fractions, 1/3, 1/12. I The numerator was usually 1, but the denominator was dtanfeable. This tYp of thinking would Uke the fraction 7/B and express It es the turn of i  4  1/8\nafter thinking about It as 4/8  2/8  1/8. Modern-day activities with money and maki{\u0026lt; change arc diraetly related to tttte type of thinking. I I I 2. 3. The University of the State of New York/State Education Department, Division of Intercultural Relations in Educatlon/ABany, New York 12224. The What and How of Teaching Afro-American Culture and History in the Klemontarv Sohools. The Ahmes Papyrus, the eldest recognized mathematical document, was written in E^t. This papyrus contained the correct formulas for the area of a triangle, rectangle, trapezoid and a good approximation for the area of a circle and the volume of a cylinder. g g g The University of the Sute of New York/SU te Education Department, Division of Intercultural Relations in Education/Albany, New York 12224. The t^at and How of Teaching Afro-American Culture and History in the Elementary Schools. The Ethiopian calendar year consists of 12 months of 80 days each and a 13th month of 5 days (or 6 for leap year). This is much like the old Egyptian calendar which dates back to 4236 B.C. The Ethiopian year begins during the 9th month of the Western calendar. Western year Western month Ethiopian month Ethiopian year 1969 II Sept. - 11-Oct. 10 Oct. - 11-Nov. 9 Nov. - 10-Dec. 9 Dec. - 10-Jan. 8 Jan. - 9-Feb. 7 Feb. - 8-Mar. 9 Mar. - 10-Apr. 8 Apr. - 9-June 7 May - 9-June 7 June - 8-July 7 July - S-Aug. 6 Aug. - 7'*Sept. 5 Sept. - 6-*8ept. 10 Maskaram Tikimt Hidar Tehsas Tir Yakatit Masgabit Miyazya Ginbot Sane Ramie Nahase Pagumen 1962 n H H M The University of the State of New York/State Education Department, Division of Intercultural Relations in Education/Albany, New York 12224. The What and How of Teaching Afro-American Culture and History in the Elementary Schools.I I Grade 4 Science I 1. I Pottery was first used in the central region of the Sahara, at the time when the Sahara had lots of water and many plants and people. It orougnt about a change in how food was prepared because the invention of pottery made it easier to transport water and other liquids. Previously, eontainers had to be made from dried gourds or wood. With more convenient eontainers for transporting water, people could settle further from sources of water. I McIntosh, Susan and Roderick. Recent Archeological Research and Oates from West Africa, \"Journal of African History\". I 2. Sutton, J.E.G. \"The Aquatic Civilization of Middle Africa,\" Journal of African History. The first lunar and solar ealendar was invented in Africa by the Egyptians. a 3. Africans learned how to grow sorghum and millet and sesame, about 3,000 B.C. I 4. Ancient African plant medicine was more oeveloped than any other plant medicine in the world. Africans had their own herbal pain relievers ano an effective cure for diarrhea. The Zulus, alone, know the medicinal uses of 7U0 plants. I African Americans made important contributions to and are responsioile for many useful scientific inventions. I T.J. Marshall invented and patented a fire extinguisher in 1872. Resource books for stories about other African Americans in the field of science. I Calkins, V. The Man Who Stopped Traffic. CIBA-GEIGY Corporation. Exceptional Black Scientists. 1 Hayden, Robert C. A Salute to Historic Black Scientists and Inventors. n Schraft, A.E, The Real Mr. McCoy. fl fl fl flI I. Grade S I Language Arts I 1. I I 2. Oral history in some parts of Africa is kept oy historians whose only work is to know and narrate history. In West Africa these apeeiaiisu are called jriots. One of the earliest long works of oral history is the Epic of SundiaU, the founder of the Mali empire. This great story is known by many west Airican griots, it Ims been recorded several times by other historians. The exchange between Sundiata and his enemy Sumanguru sounds much like the boasting that we bear today in our culture. Proverbs are one form of literature found throughout Africa. They express the same kind of common sense, often in humorous form, that we value in our culture. The selfish man is told: if you'love yourself, others will hate you. If II II 3. 4. II 6. you huraole yourself, others will love you. - A buiierfly that brushes against thorns will tear his wings. . When the fox dies, fowls oo not mourn. He who goes wiih a wolf will learn to howl. Woodson. Carter G. and Wesley. Cnarles H. The Story of the Negro Retold. Oral literature is still respected ana enjoyed in African countries, ana the folktale is its most common form. There are typical themes in African ano African American myths ano stories. Some repealeo themes include: creation, the gods, the separation of man from God, the origin and characteristics of death, human imperfeetioii, problems in human relationships, ana male/female similarities ano differences. African languages have influenced the vocaoulary, structure and grammar of American English. There are examples in the southern United States that show features of African languages. Some of these woros are: Nana - grandmother tola to tote II Nyamol - yam Nguoa - goooer {peanut Duller) ishinnji - chincn (Dug) gumDo-KingumDo - otcra II M d II I Science I I 1. 2. 3. An astronomical ooservation, uncovered in Kenya, oateo Mu years before Christ. We know from the stone monoliths that they left standing that the people who lived near Lake Turxana in Kenya understood tne movement of the stars about SOU B.C. Their huge upright stones have been found to oorraspond to the aaimuths of imporunt rising stars or constellations. The local people named this place Mamoratunga, which means stone people. They used the stooes to sight the stars. I I Cornell, James. The First Stargaxers. A group of people in West Africa known as the Oogon had a Modem view of our solar system ana of the universe. They knew the Moon was barren and could identify details about a star that can only be seen by a powerful telescope. n These I\u0026gt;ogon people of Mali have been plotting the eroits of stars, ie. Sirius \u0026gt; for at least 70u years. They had very extensive knowledge of astronomy. Knowledge of the stars was very important to people who travelled across the desert, just as I it was to navigators on tne ocean. Keeping trecK of the passage of tine with changes in stars and the moon was also important to farmers. They needeo to a know when to expect the beginning of the season of rains so they could prepare to plant. A numoer of other African peoples are said to have great knowledge of the stars. There are many African Americans involved in space technology and research. I Lt. Colonel Guy Bluford became the first African American to be sent into space on August 3u, 19(13. I I 1 Colonel Frederick D. Gregory, a research test pilot for the Air Force, was ioaneo to NASA three years ago to fly research missions, cockpits for commercial planes. Ue redesigned and built I Issac Gillam, IV is the highest ranging operations officer at MASA. n 1 n a Mr I Grade B I Social Studies 1. I I I Four important slates grew up across the middle of West Africa. They were Ghana, Mali, Songhay and Kanem - Bornu. Mali is the best known among European scholars. \u0026gt; Mali is the best known of these states to Europeans because of the extraordinary trip made by its ruler Manaa Musa to Arabia. Mansa Musa practiced Islam, and traveled to Mecca, as required by his religion. Be was enormously wealthy and spent so much gold in Egypt that he eaused the economy to decline. (He traveled with *0,000 attendants and 12,000 alavcsj Songhay place in and Gao. is known for the development of learning and science that took the Muslim communities of the leading cities of Timouktu, Jenne 2. From the 14th century until the Moorish invasion, the city of Timbuktu and the University of Sanxore in the Songhay Empire were the intellectual centers of Africa. Jackson, John G. Introduction to African Civilization. I 3. I I Hl 4. M HI IN M When Africans explored the \"New Worlds\" they traveled alone, as well as with other peoples. They left traces of their culture everywhere. Van Sertima, Ivan. They Came Before Columbus. Jeffreys, M.D.W. Pre-Columbian Negros in Amwiea. Gibb, H.A-R. (translator). Travels tn ^ia and Africa. The What and How of Teaching Afro-Amerietui Culture and History In the Elementary Schools. The University of the 8ute o/ New York, The State Education Department Division of Intercultural Relations in Education, Albany, New'York, 1972. Throughout history, slavery was practiced in some form by many people such as the Greeks, the Romans and ancient Egyptians. The worst slavery was practiced upon Black Africans and has had a lasting effect on Blaca people today. Some historians have recorded an African presence in the European explorations of the New World. - Thirty Africans were with Balboa when he discovered the Pacific Ocean. - Cortez carried Africans with him to Mexico, and one oi them planted ano harvested the first wheat crop in the Hew World. - Africans accompanied Pizarro on his Peruvian expedition and earned him to the cathedral after he was murdered. - Africans were with Coronado in the Spanish conquest of Hew Mexica and Africans were with the French in their exploration of Canada and the Ohio Valley. Jean Baptiste Point Ou Saole, a French-speaking Olack, ouiit the first ouilding in the settlement that became Chicago. IN M Mr 9 OnKte S 9 Languare Arts 1. 9 The African peoples apeak many languages\never 2,000 languages and dialects are spoken on the continent of Africa today. The most commonly used language tn eantral Bast and South Africa is Ktsarahlli. 2. 9 s. The ancient Khoi- Khoi er Khoisan (\u0026amp;ahman) of southern Africa related facts about their lifestyles, religion, and mythology by painting on rocks. 9 Around 4,000 B.C., the Egyptians began to develop a writing system based on pictographs called hieroglyi^ies. This African writing system employs characters in the form of pictures (rebus writing). 4. 9 The Egyptians added written inscriptions or hieroglyphics to their rock art. These hieroglyphics were found on the rocks, walls and columns of temples and tombs, of these people. They tell of history, daily life, religion, and mythology 9 5. The Rosetta Stone identical messages was found in 1799 in Rosetta, Egypt. It contained in Egyptian hieroglyphics, the Greek alphabet, and 9 demotic characters. The French scholar, Champolion, was able to use the Greek and the demotic alphabet to decipher the hieroglyphics opening to the world the wealth of ancient Egyptian history, literature, and culture. 9 6. The manufacture of papyrus and reed pens made record-keeping common and available to the educated classes.  9 9 9 fl fl flr  OMbte t I MtW I 1. Africans I 2.  3.  4.  developed the mathematical sciences of arithmetic, algebra, They used these sciences to become great ! Vnd anginws\nbuUdlng pyramids, temples, and statuary that are feometry and trigonometry. architects stlU standing today.  The Yoruba numbers (Higeria) are a complex ^system teatwM for the purpose of counting large anmben of oowries \u0026lt;W\u0026gt;ells). aMltion,*^ltiplIcation, and irtjtraction. M cur system, we w Mltlon- Ter Simple\n131 b one hundred, pte W . plua 1. We al multiplication, twenty is ^o tens, 500 te 5 times 100, etc. Torub numbers would illustrate 50 as tO x 3 - 10. numbers The Egyptian method of multiplication is a natural way to Illustrate the distributive property. eg. 13 X 27  (1 * 4 + 8) (27) 1 (27)  (4) (27)  (8) (27) of the earth accurately. numbers. Lumpkin, Beatrice. Mathematics, Baseline Essay.\" \"African and African American Contributions to H a  B  M H K V GBADE I I Seitnee 1. V 2. I 1 3. I 1 I 4.  s. I 6. African natiens/peoples ca* the world many acientlfle Imrentiona and diacoveries in the areas of madieinar arehitaeture* astronomy, and dentistry* One of the (reat aeiantists ot ancient Africa was Imhotep. Be was a philosopher, architect, mathematician, and priest. He is known as the Father of Medicine, this African cenius te oaually regarded as the first physician in history and the architect of the step pyramid. During several mlllenla. Blacks bi ancient Egypt made numerous contributions to medicine and were acknowledged as the inventors of the art of medicine. They produced the earliest physicians, medical knowi^e, and medical literature. They contributed to the development of m^ieme in ancient Greece. The development of Greek medicine was strongly influenced by Eg^tian medicine. Pythagorus, who studied in Egypt, was a major link through which blacks influenced Hippocrates and Greek medicine. The Egyptians were writing medical textbooks as early as 5000 years ago. Van Sertima, Ivan. Blacks in Science. The Egyptians produced large scale systems for controlling water through Irrigation and dams and also the smaller devices of shaduf, saqiya and water screw to lift water from one level to the next. Egyptians were responsible for mummification, the beginnings of surveying, and time systems (sand, hour glass, calibrated candles and calendar). An African American, L R. Johnson, Invented the bicycle frame in 1899. Resource books for stories about other Black Americans:  Adams, Russell Carwell, Hattie. II CIBA-GEIGY Corporation. L.,( Editor^ Great Negroes Past and P^ent. . Blacks in Science\nistrophysieist to Zoologist. Exceptional Black Scientist M n flAFRICAN/AFRICAN AMERICAN HISTORY PROGRAM R IV. Maps R I R R R \\ f H R R 9 OS M M Ek n R H 0 4 - i/P'' ssaBSMiBia SBnBHMSHII I a a aaaaaa aa aa a AFRICA a p I I w aa a I I a I I OUINEA-BISSAU MAURITANIA ] I MAU IHEUJv-------J NIGER CHAD ^LUnUNX / .J f FASO GUmEAS^^ J NIGERIA ETHIOPIA BENIN LIBERIA TOGO J abon'I/J iS'' ZAIRE BURUNDI TANZANIA  SIERRA LEONE CENTRAL s AFRICAN REPUBLIC EQUATORIAL-GUINEA - )- jvORY i* \\ I / ^ioAST A W GAMBIA Ac* M fl AIMWr/C OCEAN SAO TOME AND PRINCIPE \\ I K ^MALAWI ANGOLA fl I Z--A--M---B-I1A -*''^11 I J y fl fl Zimbabwe NAMIBIA I \\ } ( ) BOTSWANA''^ , \\ I ,11 J SOUTH AFRICA 'SWAZILAND LESOTHO AFRICA INDIAN OCEAN COMOROS u Cl The United States of America f. 1- f THE WORLD I CT AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I I V. AFRICAN AMERICAN PERSONALITIES I I I I ri ri ri ri  \u0026lt;.-r.I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 3 I Abbott, Robert Newspaper editor\nCivil Rights activist I Anderson, Marian Opera singer Banneker, Benjamin I Mathematician\nastronomer\nalmanac publisher\ndesigned capital, Washington, D.C.: built first clock in the United States Bethune, Mary McLeod Educator\nCivil Rights activist M Bluford, Guion Stewart Pilot\nastronaut Bunche, Ralph Diplomat\nstatesman\nfirst black to win Nobel peace prize (for arranging 1949 armistice in Middle East) ri Carver, George Washington Agricultural scientist Chisholm, Shirley ri New York Congresswoman\nthe United States ran for President of Coleman, Bessie First African American woman pilot ri Derham, James First African American doctor in the United States ri DuSable, Jean Baptiste Pointe Frontier trader\nfur trader\nentrepreneur\nset up trading post in Chicago ri Jackson, Jesse Minister\nU.S. President Civil Rights leader\nran for t ri Jones, Frederick McKinley Inventor and manufacturer of air-conditioners and refrigerator units for trucks, trains, airplanes, and ships ri King, Martin Luther, Jr. Mini ster\nCivil Rights leader Latimer, Lewis Howard ri Inventor who worked with Alexander G. Bell\nmade drawings for Bell's telephone\npatent for electric lamp Marshall, Thurgood First African American Supreme Court Justice Morgan, Garrett Inventor of street lights Rudolph, Wilma Athlete\nteacher\ncoach Walker, Madame C. J. Cosmetics manufacturer\nhumanitarian ri I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 3 (cent.) Washington, Booker T. Educator\nstatesman I Washington, George Pioneer\ncity founder (Centralia, Washington) I Williams, Daniel Hale Physician (performed world's first successful heart operation)\neducator I Woods, Granville Inventor (the Black Edison)\nmanufactured the telephone, telegraph, and electrical equipment I I I I I I fl fl flI AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 4 I Allen, Richard ' Beckwourth, Tames Bishop\nabolitionist Frontiersman\ncowboy\nscout\nexplorer of the West I Cuffee, Paul Mariner\nmerchant\nhumanitarian I Drew, Charles Surgeon\nscientist\neducator (blood plasma doctor) Dunbar, Paul Lawrence Poet I Estevanico Southwest explorer during American Exploration period  Freeman, Elizabeth Abolitionist from Massachusetts I Garcia Soldier\nmilitary leader of Ft. Negro, Florida, during Dacksonian era Gray, William H.  Henson, Matthew Elected Arkansas state representative, 1861\nfirst state leader of Black Masons Explorer\nfirst to reach the North Pole  Howard, George, Budge Arkansas's first African American state judge I Dames, Daniel Chappie, Dr. Pilot\nfour star general Dewel1, Derry Arkansas state senator fl Dohnson, Dames Weldon Poet of \"Lift Every Voice II Love, Nat (Deadwood Dick) Cowboy\nrange rider fl McCoy, Elijah Inventor\nmanufacturer of steam engine 1ubricator fl Parks, Rosa Civil Rights activist Randolph, Asa Philip Union organizer\nCivil Rights leader Robinson, Dackie Major league baseball player Scott, Dred Slave\npetitioned the Supreme Court for his freedom Terrell, Mary Church Women's Rights advocate\neducator I AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 I Grade 4 (cent.) I Townsend, William, Dr. Arkansas state representative Wilkins, Henry, III Arkansas state representative, deceased I York Explorer of Louisiana Territory\nscout\ni nterpreter I III II I I I c AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 Grade 5 I Armistead, James American Revolutionary War spy I Bates, Daisy Arkansas Civil Rights leader I Black Seminole Indians: Abraham John Caesar John Horse Actively involved as leaders in the Seminole Indian Wars I Cinque, Joseph African patriot Corlun, J. C. I Long-time principal of Branch Normal College (University of Arkansas at Pine Bluff) Davis, Benjamin, Jr. I Davis, Benjamin, Sr. First African American general in the United States Air Force First African American general in the United States military (Army) I DuBois, W.E.B. Author\neditor\nCivil Rights activist I Forten, James Abolitionist\nbusinessman Gibbs, Mifflin I Hall, Prince Little Rock attorney\noperator of African American owned bank\ncontributed to education Founded the Negro Masons I Hansberry, Lorraine Playwright\nfirst African American woman to have a play produced on Broadway Johnson, Henry World War I military hero Johnson, John Jones, Wiley Owner and publisher of Ebony and Jet magazines Arkansas businessman in the 1880's Malcolm X Civil Rights leader Pinchback, P.B.S. Louisiana congressman during Reconstruction Prince, Lucy Terry First poet of African descent, lived in colonial New England (Vermont) Prosser, Gabriel Slave insurrectionist Safpho, C.P. Owner of weekly pilot newspaper in Wynne, Arkansas 75 r H AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM II AFRICAN AMERICAN PERSONALITIES - GRADES 3-5 Grade (cont.) if Smalls, Robert Civil War hero\nCongressman I Truth, Sojourner Slave insurrectionist Turner, Nat Slave insurrectionist M Vesey, Denmark Slave insurrectionist Wheatley, Phyllis if Poet\nnoted for the development of Black American literature aaaa a aa v~ AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM I VI. Resources I I ri ri ri ri ri ri ri .V5*K:5II AFRICAN/AFRICAN AMERICAN HISTORY PROGRAM RESOURCES STUDENT (These books can be used by all students in grades 2-6 and by teachers.) African American Chronicle, Ruth Love Enterprises, Ltd., 1366 Turk St., Suite 120, San Francisco, CA 94115. Classroom subscription (set of 30) Price: $150.00 plus $41.00 postage (with teacher's guide) Black History Educational Series (booklets), Empak Publishing Co., Dept.C, 520 N. Michigan Ave., Suite 1004, Chicago, IL 60611. ISBN's vary per booklet Suggested place to purchase: Price: $1.49 each Empak Publishing Co. Genesis Bookstore Haskins, dim. Count Your Way Through Africa, Carolrhoda Books, Minneapolis, I 1989. ISBN 0-87614-514-4 Price: $4.95 I Suggested place to purchase: B. Dalton Bookstore WaldenBooks Bookstore Our Multiethnic Heritage: _A_f_ri_c_a_n_-_A_m__e_r_ic_a_n__ _S_t_u_d_i_e_s (Levels One and Two), Childrens Press, 5440 N. Cumberland Ave., Chicago, IL 60656. ISBN 0-516-06915-2 Price: $254.95 Suggested place to purchase: Childrens Press TEACHER (These resources are for all teachers of grades K through 6.) Africa: History, Culture, Geography, Globe, Englewood Cliff, N.O., 1989. ISBN 1-55675-522-8 I Price: $6.95 (State Textbook List 7-12) Suggested place to purchase: Educators Book Depository Globe Book Company I Blacks in American History, Vol. I and II, Globe Book Co., Englewood Cliff, I N.J., 1989. ISBN 1-55675-590-2 Vol. I ISBN 1-55675-589-9 Vol. II Suggested place to purchase: Price $6.55 (State Textbook List 7-12) Price $6.55 (State Textbook List 7-12) Educators Book Depository Globe Book Company I Murry, Oocelyn, Africa: New York, 1990. ISBN 0-8160-2209-7 Cuitural Atlas for Young People, Facts on Fi1e. Price: $17.95 Suggested place to purchase: Genesis Bookstore r a  a a African ^ntcrtcan Cliruntcii' SUBSCRIPTION ORDER FORPJl To\nRuth Love Enterprises. Ltd.. 1366 Turk St.. Suite 120 San Franci.sco, CA 94115 Please send___classroom subscriptions (sets of 30) @ $150.00peryearplus $41.00 postage (with Teacher's Guide.) TOTAL: $191.00 Name School or District Address City, State. Zip a Telephone. Amount Enclosed $ Grade Levels Tr.-i^L-Ar\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_777","title":"Report: ''Little Rock School District 1995-96 First Quarter Status Report, Program Planning and Budget Document for Desegregation Programs,'' Volume 1, exhibit 1","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":["1995-11-21"],"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"],"dcterms_title":["Report: ''Little Rock School District 1995-96 First Quarter Status Report, Program Planning and Budget Document for Desegregation Programs,'' Volume 1, exhibit 1"],"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/777"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nVOLUME I LITTLE ROCK SCHOOL DISTRICT FILED district ARSaksAS 1995-96 FIRST QUARTER STATUS REPORT NOV 2 'I 1995 JAMiS V/. MCCORMACK, PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS By: CLERK DcP CtERK PLANNING, RESEARCH, AND EVALUATION DEPARTMENT November 21, 1995 EXHIBIT 1 TABLE OF CONTENTS SEQUENCE tt PAGE# SEQUENCE tt PAGE ft Preface 1 SCHOOL OPERATIONS CLUSTER (BUFF) 09A,l - 18,2 Mission 3 Goals 4 District Financial Summary 5 Definitions 6 Organization of the Report 9 Cluster Budget Documents 11 09A 09B 10 11 12 13 14 15 16 17 18 School Operations (Principals) School Operations (Central Off. Adm.) Extracurricular Participation Smdent Hearing Officer In-School Suspension New Futures Academic Incentive Grants/Focused Activities McClellan Community School Unassigned Testing Assistance - Disadvantaged Job Fair 09A,l-82 09B,l-59 10,1-14 11,1-3 12,1-55 13,1-4 14,1-8 15,1-8 17,1-3 18,1-2 CURRICULUM CLUSTER (PINK) 01,1 -08,15 SCHOOL SUPPORT CLUSTER (BLUE) 20,1 - 35,3 01 02 03 04 05 06 07 08 HIPPY 4 Year Old Program/City Wide Early Childhood Education Program Academic Support Program (PAL) Multicultural Curriculum Special Education Gifted Education Federal Programs Vocational Education 01,1-7 02,1-8 03,1-10 04,1-23 05,1-36 06,1-7 07,1-7 08,1-15 19 20 21 22 23 24 25 26 27 28 29 30 Unassigned Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Unassigned Minority Teacher Recruilment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA 20,1-15 21,1-12 22,1-7 23,1-4 24,1-31 26,1-6 27,1-3 28,1-3 29,1-8 30,1-9 ISEQUENCE  PAGE# SEQUENCE H PAGE# 31 32 33 34 35 36 Unassigned Unassigned Facilities Guidance/Counseling Program Leadership Employment Practices Unassigned 33,1-4 34,1-9 35,1-3 RECRUITMENT CLUSTER (PURPLE) 37,1 - 39,10 56 57 58 59 60 61 62 63 64 37 38 39 40 Parent Involvement - Recruitment VIPS - Recruitment Public Relations Unassigned 37,1-18 38,1-10 39,1-10 INCENTIVE SCHQQLS CLUSTER (YELLQW) 41,1 - 72,13 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 Qffice of Incentive Schools Writing to Read Science Labs Unassigned Foreign Language Program Unassigned Extended Day/Week Field Trips Unassigned Tranportation Unassigned Unassigned Instructional Aides Extended Year Recognition Program 41,1-10 42,1-2 43,1-3 45,1-2 47,1-9 48,1-4 50,1-2 53,1-5 54,1-4 55,1-3 Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends/lnservice Qther Incentive Schools Academic Programs  Peer Tutors/Retired Teacher Mentors  Themes  Kindergarten  Reading Across the Curriculum  Qral Expression Across Curriculum  Learning 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 56,1-2 57,1-11 61,1-10 62,1-18 63,1-3 64,1-19 iiSEQUENCE H PAGE  SEQUENCE H PAGE# 65 Social Skills  Family Folklore  Positive Imaging  Interpersonal Skills  Rites of Passage  Mentoring Program 65,1-5 71 Counseling/Social Work  Community Services Access  College/Post Graduate Awareness ~ Study Skills  Home/Neighborhood Meet ~ Wellness Program 71,1-15 66 Special Activities  Peer Tutoring Program  Academic Reinforcement Clubs  Special Interest Clubs 66,1-5 72 73 74 School Policies and Procedures - Qther Unassigned Unassigned 72,1-13 67 68 69 Latin Enrichment Program Unassigned Career Skills Development 67,1-6 STUDENT CHQICES/QPTIQNS CLUSTER (GREEN) 75,1 - 82,3 70 69,1-2 Incentive Schools Qperations  Support Services 70,1-5  Community Access/Field Trip  Community Involvement  Special Skills Program  Special Training  Parental Involvement - Learning Time Schedule  Home/School Community  Extracurricular Program - Attendance and Behavior - Subject Related Extracurriculum 75 76 77 78 79 80 81 82 Student Choices/Qptions Unassigned Unassigned Unassigned Unassigned Qriginal Magnets Unassigned M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) QRGANIZATIQNAL CHART Hi 75,1-2 80,1-7 82,1-3PREFACE The mission statement and goals for the Little Rock School District are the guidelines for all decision making. The Program Budget Document provides additional direction for quality, interim and summative decision-making for the district. The Program Budget Document is a monitoring instrument used by the Little Rock School District to assist with the planning and budgeting process. The PBD provides an overview of all district programs. This reporting method allows the district to monitor the performance and expenditures of each program and take corrective measures throughout the year rather than at the end of the year. The 1995-96 First Quarter Status Report Program Budget Document for Desegregation Plan Programs list achievements and expenditures occurring during the first quarter (July 1, 1995 - September 30, 1995). Several reporting practices should be noted as follows: The first quarters report consist of two volumes for desegregation program reporting: Volume I (Seq fl's 1-18) and Volume II (Seq#s 19-82). 09A is the designated sequence number for reporting achievements by Principals, and 09B is the number relative to achievements of Central Office Administrators. Desegregation Monitoring Audits are conducted annually resulting in the inclusion of additional desegregation obligations in the Program Budget Document. The first desegregation audit was completed during the fourth quarter of the 1993-94 fiscal year. This years audit will be conducted according to schedule. All court orders, hearing transcripts, monitoring reports and stipulations will be reviewed. As a result of the ongoing audits and the refinement process some obligations and/or strategies have been deleted from the following programs: Four Year Old, Multicultural Curriculum, Library/Media, Educational Equity Monitoring, Commitment to Desegregation Leadership, VIPS Recruiting, Public Relations, Office of Incentive Schools, Incentive Schools Staffing, Office of Incentive School Academic Activities, Counseling and Social Work, School Policy and Procedures, Student Choices \u0026amp; Options, Office of Desegregation/Student Assignment, School Operations 9A, Tri-District Summer School, Facilities, Parent Involvement, Original Magnets, HIPPY and M-to-M Magnets. Programs that have been removed because all of their objectives and strategies were dropped from the PBD include: Bidding Practices, Rockefeller Early Childhood, Romine Interdistrict School, Computer Loan Program, Computer Lab Program, King Interdistrict School and Contingencies. ]The First 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. 9 JLITTLE 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 acadendc sLial, and emotional development. To that end. the students in the Little Rock School D strict will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District s cuniculum. 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. 31. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS 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. The LRSD will develop and maintain a staff that is well-trained and motivated. 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. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 4 Little Rock School District Quarterly Desegregation Expenses Page 1 of 2 Program Code 01 02 05 06 07 08 09 10 12 13 14 15 17 18 19 22 24 25 26 27 28 29 32 33 34 35 49 51 52 53 54 Program Name HIPPY_________________________________ 4-YEAR OLD PROGRAM________________ STUDENT HEARING OFFICER___________ OFFICE OF DESEGREGATION___________ EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER STAFF DEVELOPMENT_________________ ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS__________ ACADEMIC INC GRANTS/FOCUSED ACT ORIGINAL MAGNETS___________________ SPECIAL EDUCATION @ WASHINGTON D/P SYSTEM STUDENT INFORMATION M TO-M MAGNET SCHOOLS___________ KING INTERDISTRICT SCHOOL EDUCATIONAL EQUITY MONITORING COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME________ McClellan community school IN-SCHOOL SUSPENSION job fair TESTING ASSISTANCE_________________ LIBRARY SERVICES____________________ PARENT RECRUITING___________________ VIPS RECRUITING______________________ COMMITMENT TO DESEGREGATION CONTINGENCY FUND OFFICE OF INCENTIVE SCHOOLS WRITING TO READ_____________________ SCIENCE LABS COMPUTER LABS Budget 95-96 233,228.63 2,082,112.79 94,826.02 500,451.75 82,400.00 53,469.17 448,983.75 1,592,924.90 123,868.60 183,900.00 4,336,650.00 56,846.12 717,087.08 359,648.82 1,510,533.27 478,054.39 6,800.00 67,151.00 40,000.00 773,598.00 _______929.00 4,307.00 409,808.64 34,000.00 36,943.36 5,000.00 _________0.00 _________0.00 _________0.00 _________0.00 0.00 FTEs 20.50 88.00 2.00 13.00 0.00 1.00 7.00 75.60 5.00 0.00 0.00 1.00 5.00 7.40 58.50 6.00 0.00 0.00 0.00 23.10 0.00 0.00 16.00 0.00  2.00 ' 0.00  0.00 ' 0.00  0.00  0.00 ' 0.00 \" YTD Expense 23,352.90 204,721.39 23,067.57 117,897.77 0.00 13,165.13 78,332.41 132,025.63 11,354.76 2,278.62 __________0.00 8,944.07 601,721.26 28,464.69 151,406.29 161,918.28 __________0.00 53,029.12 __________0.00 87,680.06 __________0.00 __________0.00 32,881.28 298,48 2,945.76 0.00 __________0.00 __________0.00 _______aoo_ 0.00 0.00 1st Quarter 23,352.90 204,721.39 23,067.57 117,897.77 0.00 13,165.13 78,332.41 132,025.63 11,354.76 2,278.62 0.00 8,944.07 601,721.26 28,464.69 151,406.29 161,918.28 ________0.00 53,029.12 0.00 87,680.06 ________0.00 _______0.00 32,881.28 298.48 2,945.76 0.00 0.00 _______0_00^ 0.00 0.00 0.00 2nd Quarter 3rd Quarter 4th Quarter % Budget Spent 10.01% 9.83% 24.33% 23.56% 0.00% 24.62% 17.45% 8.29% 9.17% 1.24% 0.00% 15.73% 83.91% 7.91% 10.02% 33.87% 0.00% 78.97% 0.00% 11.33% 0.00% 0.00% 8.02% 0.88% 7.97% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 5Little Rock School District Quarterly Desegregation Expenses Page 2 of 2 Program Code 56 57 59 61 64 65 66 72 73 74 75 Program Name COMPUTER LOAN PROGRAM EXTENDED DAY FIELD TRIPS TRANSPORTATION (ADD'LJ INSTRUCTIONAL AIDES________________ EXTENDED YEAR INCENTIVE/RECOGNITION______________ RECOMMENDED STAFFING REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL Budget 95-96 0.00 440,719.00 31,500.00 0.00 313,763.93 38,678.00 6,893.00 581,135.13 27,696.00 27,176.00 36,663.00 15,737,746.35 FTEs 0.00 0.00 0.00 0.00 28.00 0.00 0.00 19.34 0.00 0.00 0.00 378.44 YTD Expense __________0.00 9,751.30 1,305.42 __________0.00 31,176.71 38,942.04 __________0.00 51,226.85 __________0.00 __________0.00 __________0.00 1,867,887.79 Ist Quarter _________0.00 9,751.30 1,305.42 _________0.00 31,176.71 38,942.04 0.00 51,226.85 _________0.00 _________0.00 _________0.00 1,867,887.79 2nd Quarter 3rd Quarter 4th Quarter % Budget Spent 0.00% 2.21% 4.14% 0.00% 9.94% 100.68% 0.00% 8.81% 0.00% 0.00% 0.00% 11.87% 6DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an need. established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified Program Description: A program description includes a purpose, scope and content, and participants/beneficianes 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 performance of the product. Page: Each Program Budget Document uses one of two formatted pages. or strategy and establish measurable and observable levels of Program Sequence H (Seq. #): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: 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. 7Definitions 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 back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). District Goal Support: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L(LR) = LRSD Desegregation Plan\nI(ID) = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC(CO)= Court Orders\nT (HT) = 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\nSource 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 Date. 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. ORGANIZATION OF THE REPORT This section provides guiding information about the text of the First Quarter Status Report Program Planning and Budget Document for Desegregation Programs. Pagination. Pages in the text are numbered using Arabic numerals. Pages are consecutively numbered at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. Program areas are numbered according to their sequence number followed by the page number within that program (e.g., 02,5 refers to page 5 of the program with a sequence number of 02). Print. The report employs two kinds of print density. Bold Print denotes original language of the desegregation document(s). Lighter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s). The parenthetical statements of lighter 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. 12/09/93 MR *. Denotes additional desegregation obligations language which was inserted as a result of the 1994-95 desegregation audit. 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 Operations 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\" nOrganization of the Report (continued) column are 07/01/95 and 06/30/96, respectively. These inclusionary dates represent the boundaries for the first quarter. The generic dates of 07/01/95 and 06/30/96 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. As a final note, the School Operations Program (09A) classifies the area, interdistrict, and magnet schools into three organizational levels: elementary iiinmr hiok anzi cona/At* kink '  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 JCLUSTER BUDGET DOCUMENTS 11Curriculum Cluster   * HIPPY A-Year Old Program/City Wide Early Childhood Education Program Academic Support Program Multicultural Curriculum Special Education Gifted Programs Federal Programs Vocational Education af\nILRSD FY 95-96 PROGRAM BUDGET DOCUMENT Program Seq #: 01 Page: 1 Revision Date: November 6, 1995 Program Name: HIPPY (Home Instruction Program For Preschool Youngsters) Program Code: 01 Primary Leader: Steriing Ingram Secondary Leader: Marian Shead Program Description: HIPPY is a home based developmental program which recognizes the mother as the first significant teacher of the child. HIPPY assists the mother in preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between black and white students. HIPPYS major focus is in the shadow areas of major incentive schools and in the Southwest Little Rock area. HIPPY serves primarily economical and educational disadvantaged families. District Goal Support: Program Goal: Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be successful\nand to improve the educational outcomes of studenu. particularly black students as it relates to the achievement disparity between black and white students. Plan References: Page L-5. L-14, IS. 16 ] FY Program Budget: $233,228.63 1st Qtr Expend: $23,352.90 3rd Qtr Expend: FTE 22.0 YTD Expenditures: $23,352.90 2nd Qtr Expend: 4th Qtr Expend: Related Function Codes: 01. 1Program Seq f: 01 Program Name: HIPPY Program Code\n01 Program Goal: Plan Reference Page Number LI4 L14 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Sterling Ingram Secondary Leader: Page: 2 Revision Date: Marian Shead November 6, 1995 To prepare economically disadvanugcd children to enter kindergarten with the necessary skills to be success: and to Improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black aixl white students. Objectives Strategies Beginniirg Dale Completion Date Responsibility Evaluation Criteria 1. 2. 3. To promote the HIPPY program To select HIPPY aides Initial (raining of aides and suff 07/01/95 06/30/96 Staff Mailed letters (Documenution of PSA) 1.1 To compose and mail Public Service Announcement for local radio sutions and Channels 14 and 16 \u0026amp; distribute flyers A. Distributed flyers to Watershed Community Development B. Mailed PSA to LRSD Communication Department C. Distributed flyers to day care centers, health department, and local businesses D. Had information booth at University Mall 2.1 Interview and select ten (10) Home Visitors A. Interview and select Home Visitors B. Printed and mailed flyers to area churches C. Ran classified ad in two local newspapers 01, 2 08/01/95 08/21/95 O8\\OI\\95 08/16/95 07/01/95 08/19/95 07/01/95 08/29/95 09/11/95 08/06/95 08/01/95 08/21/95 08/01/95 09/29/95 06/30/96 08/19/95 06/30/96 06/30/96 09/11/95 09/13/95 Suff Staff Staff Suff Suff Suff Suff Coordinators Suff Suff Pay the bill (requisition paid) JPage: 3 Program Seq #: 01 Revision Date\nNovember 6, 1995 Program Name: HIPPY Program Code: 01 Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and while students. LI4 LI4 L14 LI4 LI4 L14 L14 Pbn Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. To enroll families into program. 6. To determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. 9. To familiarize aides of the HIPPY implementation in LRSD. 10. Obtain material for program 11. To orientate enrolled families to the HIPPY program. 3.1 Arrange logistics with State Regional Office for the initial training 4.1 Conduct home interview and enroll families into program. 5.1 Compose and mail correspondence to community churches to recruit families and instructional aide trainees. 6.1 Identify families to be served by each coordinator 7.1 Identify families to be served by each aide 8.1 Print curriculum material. 9.1 Conduct two (2) day workshop 01, 3 07/01/95 07/01/95 08/28/95 09/11/95 07/01/95 07/01/95 07/01/95 07/01/95 09/13/95 07/01/95 07/01/95 06/30/96 06/30/96 08/29/95 09/11/95 06/30/96 06/30/96 06/30/96 06/30/96 09/14/95 06/30/96 06/30/96 Supervisor Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Pay the bill (Documentation of family enrollment) Assignment of families to aides Families enrolled in program (documentation of parent orientation)Page: 4 Program Seq #: 01 Revision Date: November 6, 1995 Program Name: HIPPY Program Code\n01 Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. L15 Plan RefererKe Page Number Objectives Strategies Beginning Dale Comf^etion Date Responsibility Evaluation Criteria 13. To schedule implementation of HIPPY curriculum. 11.1 Conduct orientation meeting. A. Secured space for orientation (Adult Education Auditorium from Paulette Martin, Adult Education director B. C. D. 09/25/95 09/25/95 09/11/95 09/11/95 Staff Invited LRSD Personnel to Orientation Prepared program agenda for orientation Orientation conducted 12.1 Secure meeting sites for group meeting, (mailed letters Io building principals) 12.2 Mail out notification of meeting sites. 13.1 To schedule aides weekly home visits 13.2 To schedule area group meetings  print flyers 13.3 To schedule weekly Inservice Training for aides 01, 4 09/19/95 09/22/95 09/25/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 09/19/95 09/22/95 09/25/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Staff Staff Staff Coordinators CooRlinators Supervisor CoordinatorsPage: 5 Program Seq 9\n01 Revision Date: November 6, 1995 Program Name: HIPPY Program Code: 01 Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. LI5 Plan Reference Page Number Objectives Strategies 13.4 Schedule aides first teaching (with own child). Beginning Date 07/01/95 Comfdetion Date 06/30/96 Responsibility Evaluation Criteria 14. To provide parents with information that will assist them with their children. 07/01/95 06/30/96 Supervisor Coordinators Received materials 14.1 Schedule workshop for parents and aides, mail out and print materials. 07/01/95 06/30/96 Supervisor Coordinators 14.2 Include enrichments for parents at monthly Group Meetings 07/01/95 06/30/96 L15 16. To determine program success 09/01/94 06/30/96 Completion of survey Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be corxlucted on the HIPPY participants as they enter and exit the kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. L6 16.1 Conduct survey of parents - print materials 07/01/95 06/30/96 16.2 Telephone survey conducted 07/01/95 06/30/96 Supervisor Coordinators Coordinators 01, 5r Page: 6 Program Seq 9: 01 Revision Date: November 6. 1995 Program Name: HIPPY Program Code: 01 Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: To prepare econonrieally disadvaniaged children Io enter kindergarten with the necessary skills to he success\nand to improve the educational oulcoines of students, pattioularly black sludenis as it relates to the achievement disparity between black arwl white students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria LI6 LI6 L16 L16 LI6 L16 19. Provide parents with information to be successful with their children 20. Build the aides children self esteem. 21. Graduation of HIPPY children and aides reception 23. Suff in place. 24. Mainuin regular suff. 25. To assist in traveling expense. 07/01/95 06/30/96 Supervisor Consultant fee paid 19.1 Obuin a site and speaker and schedule a lecture for parents 19.2 Hold Parent Appreciation/Motivational Program 20.1 Activities throughout program year with involvement for children\ni.e. fall carnival, holiday party, black history program, group meetings, graduation \u0026amp; recognition ceremony 21.1 Staff will organize 23.1 To begin implemenution of HIPPY program. 24.1 Secreury 01, 6 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Supervisor Staff Staff Coordinator Coordinator Supervisor Aides Consultant fee paid Suff began implemenution of program To assist in the implementation of program Pay stipend E IPage: 7 Program Seq *: 01 Revision Date: November 6, 1995 Program Name: HIPPY Program Code: 01 Primary Leader: Sterling Ingram Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and while students. L6 L6 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 25.1 Aides made home visit. 07/01/95 06/30/96 26. The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. 27. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-eoine implementation of the HIPPY Program. 01, 7 07/01/95 07/01/95 06/30/96 06/30/96Program Seq f: 02 Program Name: Program Code: Program Description: District Goal Support: Program Goal: [ Plan ReferciKes: FY Program Budget: YTD Expenditures: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Four-Year Old Program/City-Wide Early Childhood Program 02 Primary Leader: Sterling Ingram Secondary Leader: Pat Price Page: I RevisioD Date: November 20, 1995 The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance al schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementary schools. The program provides eaperiences for young children which meet their needs and stimulate learning in all developmental areas - physical SMial. emononal. a^ inlellecmal^non^ r identification of program sites will be given to areas that have a very high concentration of low income students and in schools that are difficult to desegregate. The Distncl s preschool cumculum rnojelwilljs^ implemented in all incentive schools and other selected schools in the Lillie Kock School Dislrict Efleclive the 1990-91 school year, this model vvill be an integral pan of effort ici improve of minority and economically disadvantaged children and to attract white students to the schools,________________________________ use the four-vear-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate, L8 A long-range (four-year-old) plan will address demographic, instructional, and structuiil needs. LRSD will conlinuejg Goal *1 - Implement integrated educational programs drat will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in \"  - ......... .wa .a arm ana._ I t..i_ ___ .j_:iww.ai/an cniHantc u/ill rl^mnnciraM dav tni achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock School Board, administration. sUff, and students will demonstrate in their day to day behavior that they accept each diversity among students, staff and the community as resources that are necessary to fully support our in all phases of school activities and operations. -mincu aiMj iiiuuvaicu. irj  buuw ixwgu uu..uu. -------------------------------------------- - -  . j .i._, he comuiuniry as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Goal #4 - Solicit and secure financial and other schools, including our desegregation plan. Goal 5 - Provide a safe and orderiy climate that is conducive to learning for all students. Goal #6 - Ensure that equity occurs The District will implement the Four-Year.Old Program by the 1994-95 school year according to the provisions of a long-tinge implemenulion plan developed for additional four-year^ild classes and approved by the Court (720 seats). L7. LIO, L17. 18, 19 $2,082,112.79 $204,721.39 1st Qtr Expend: Ind Qtr Expend: $204,721.39 3rd Qtr Expend: 4th Qtr Expend: FTE 20.50 [ Related Function Codes: ] 02, 1 JProgram Seq f: 02 Program Name: Four-Year Old Program Program Code: Program Goal\nPlan RefereiKe Page Number LI7 L17 L17 L17 L17 L17 LI7 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Sterling Ingram To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Objectives Strategies 2. Recruit teachers and aides as needed. 3. Obtain curriculum materials, supplies, and furniture as needed. 4. Train teachers and aides in the implementation of E.C.E. curriculum.) 5. Familiarize parents with Four-Year Old Program. 2 1 A. Interview interested teachers and aides as needed. Teachers and aides hired for every classroom. 3.1 A. Page: 2 Revision Date\nNovember 6, 1995 Complete and send orders to vendors. Materials, supplies and equipment available in classrooms. 4.1 Conduct orientation and inservices. A. B. C. Principals training Teachers training Instructional Aides training 02, 2 Secondary Leader: Beginning Date Completion Date Pat Price Responsibility Evaluation Criteria 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 08/18/95 06/30/96 06/30/96 06/30/96 09/22/95 06/30/96 25% 25% 25% 06/30/96 Supervisors, Human Resources Director, Principals Supervisors. Human Resources Director. Principals (Purchasing Dept. Supervisors) Principals Supervisors Supv/Staff Dev Supv/Staff Dev Classroom teachers 2. (A list of qualified applicants.) 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.) 3. (Confirmation of purchase orders.) 3.1 Materials available 4. (Documentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) 5. (Documentation of meetings and evaluations.)Page: 3 Program Seq f: 02 Revision Date: November 6. 1995 Program Name: Four-Year Old Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To implement (he Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan RefereiKC Page Number L17 L17 L18 L18 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6. Evaluate effectiveness of Four-Year Old Program. 5.1 Conduct parent orientation meeting and parent conference. A. Parent orientation 5.2 IfKlude four-year old children in Master Schedule students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. A. Master schedule reflects services children received. 5.3 Ensure key experiences occurring in the classroom. A. Twenty-one classroom visitations 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 08/16/95 07/01/95 06/30/96 25% 06/30/96 09/30/95 06/30/96 25% 06/30/96 Classroom teachers Principals Principals Classroom Teachers Supervisors 5.1 Number of parents attending Parent/Teachcr Conferences 5.2 Master schedules 5.3 Curriculum checklist (Principals Classroom Teachers Supervisors Planning. Research, and Evaluation, Assoc. Supt.) 6. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) (Comparisons of the progress of children who did and did not participate in the program.) (Standardize achievement tests will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the Early Childhood Program as an intervention strategy.) 02, 3Program Seq 02 Program Name: Four-Year Old Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difftcult to desegregate.) Page: 4 Revision Date: November 6, 1995 Pat Price Plan Reference Page Number Llg LIS LIS Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.1 Administer appropriate evaluation to four-year- olds. 6.1 (Maintaining portfolio assessments on four-year- olds.) A.' Portfolio began on all children 6.2 Analyze student assessment test data and prepare report for LRSD Board of Directors. A. Began analyzing student assessment data 6.3 Utilize results for program improvement. A. Results of assessment \u0026amp; parent surveys were utilized to make program improvements. 07/01/95 07/01/95 08/21/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 25% 06/30/96 25% 06/30/96 25% Classroom teachers (Classroom teachers) Assoc Supt Supervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) 6:1 Evaluation results 6.1 (Documentation of portfolios recording the work which children do and what they know.) 6.2 Evaluation report 6.3 (Areas targeted for improvement.) 7. Support the continued work of the LRSD Early Childhood Task Force as a valuable avenue for parent, teacher, and community input. 07/01/95 06/30/96 7,1 Conduct monthly Task Force meetings A. Task Force formed and meetings scheduled 02, 4 07/01/95 07/01/95 06/30/96 25%LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Page: 5 Program Seq #: 02 Revision Dale: November 6, 1995 Program Name: Four-Year Old Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To combine the efforts of the LRSD. PC.SSD. NLR.SD, Head Start and other entities to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock. L19 LI9 L19 Plan Reference Page Number LI9 L19 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. To develop a plan for planning a city-wide early childhood program. 3. To initiate the planning for the implementation of a city wide early childhood program. 1.4 To receive a letter of support from each agency desiring to participate. 2.1 To establish planning procedures and identify key committees and chairpersons needed for the planning process. 2.2 To identify appropriate additional representatives from each participating agency for each committee. 2.3 To delineate the goals to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. 3.1 To conduct periodic meetings to review progress of each committee. 3.2 To identify resources needed by identified by each committee, including monetary. 02, 5 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Key representatives from each agency Key representatives from each agency Key represenutives from each agency Key representatives from each agency Key representatives from each agency Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs File record letters Structured plan for planning on file. Record of committee members Record of committee members Minutes of meetings Identification of committee Page: 6 Program Seq f: 02 Revision Dale: November 6, 1995 Program Name: Four-Year Old Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To combine the efforts of the L.R.S.D.. P.C.S.S.D., N.L.R.S.D., Head Stan and other entities to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock. L19 LI9 Plan RefereiKe Page Number L7 (N) LIO(N) LIO(N) LIO(N) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.3 To review the first draft of the comprehensive plan and to make recommendations for refinement. 3.4 To submit the final draft for approval to all participant Boards of Directors (where applicable). 07/01/95 07/01/95 06/30/96 06/30/96 Assoc Supt for Educational Programs Assoc Supt for Educational Programs Submission of first draft Draft submitted to Board 1. (To collaborate with HIPPY. P.C.S.S.C.. N.L.R.S.D., Head Start, and other entities in order to fulfill the district's expecutions for a quality Early Childhood Education Program.) (N) I.l (To establish a schedule of regular meetings of representatives of the various entities.) (N) 1.2 (Supervisors meet to discuss individual program needs and to determine if resources can be shared.XN) A. Group met to di.scuss individual program needs and if resources could be shared. 1.3 (To plan joint inservices for administrators, teachers arxl instructional assistants.)(N) 02. 6 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 25% 06/30/96 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.1 (Schedule and minutes of all meetings) 1.2 (Roster of participants and minutes of meetings) 1.3 (Roster of participants and evaluations of inservices)Page: 7 Program Seq f: 02 Revision Date: November 6, 1995 Program Name: Four-Year OW Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To combine the efforts of the L.R.S.D.. P.C.S.S.D.. N.L.R.S.D.. Head Start and other entities to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock. Plan Reference Page Number LIO(N) L1O (N) L11 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Planning for joint inservices for administrators, teachers and instructional aides. 1.4 (To plan joint parent involvement activkies-XN) A. Planning for joint parent involvement activities. 1.5 (To use a student referral system allowing parents on a waiting list to know about vacanc i es.)(N) A. Referrals will be made between agenc i es 1.6 A representative from the Little Rock School Oistrict Student Assignment Office will meet each year with parents from both programs to review the kirxlergarten assignment process. The anrxjal sessions on kindergarten registration will also be used to provide information on magnet school opportunities. A. Parent recruiter coordinators from the student assignment office did presentations for various groups. 02, 7 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 25% 06/30/96 25X 06/30/96 25X 06/30/96 07/29/95 (LRSD Supervisors and PCSSD/NLRSD and Headstart St^rvisors of ECE programs) (LRSD Supervisors and PCSSO/KLRSD and Headstart Supervisors of ECE programs) 1.4 (Roster of participants and evaluations of inservices) 1.5 (List of vacancies each entity has.) Page: 8 Program Seq *: 02 Revision Date: November 6. 1995 Program Name: Four-Year Old Program Program Code: Primary Leader: Sterling Ingram Secondary Leader: Pat Price Program Goal: To combine (he efforts of the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock. Plan Reference Page Number Objectives Strategies Beginning Date Comi^etion Date Responsibility Evaluation Criteria L11 1.7 Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. A. Rock. List received from city of Little 07/01/95 25X 02, 8 1.7 At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criter ion-reference tests, EPSF screening, or any other academic measures that ere available and applicable. The entities Mill review these results on an annual basis, prior to the beginning of the fol lowing school year, and make prograwnatic changes, individualIv and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs.Program Seq f: 03 Program Name: Academic Support Program Program Code: 10 Program Description: District Goal Support: Program Goal: Plan References: Program Budget: YTD Expeiwlitures: Related Function Codes: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Secondary Leader: Page: 1 Revision Date: Adams/Parker/Glasgow November 6, 1995 except Metropolitan Nam, and Location of Academic Support Programs  The name of all district remediation programs will be Academic Support Programs^ All school Vocational-Technical Education Center. Purpose - Ilie purpose of the Academic Support Program is Io provide support for participating students in grades one through twelve in me areas ol reading, languag vocational Technical Mucmm^C_^^^ certified reading specialists additional classes, and labs. Scope and Content - The Academic Support Program offers a variety of options to the individual schools for providing .cce^^taad annual smdent assessment. Multiple criteria, including student grades, teacher recommendations, and smdent records ate used to select smdents from the eligible population to participate tn the Academic Suppo mathematics. The program classrooms, experiences Program. (1) Implement integrated educational programs that will ensure (2) Develop and maintain a suff that is well-trained and motivated. that all studettls grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. LZCVCIup dllM iiiaiiiwaiaa a jwiii wim* aw  ------------------------------------ , (3) Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. (4) Provide a safe and orderly climate that is conducive to learning for all students. S :ni s=\ndl d=te m their day Io day behavior that they accept each individual as a valued contributor to society and view culnital diversity among students, staff and the community as a valued resource upon which our community can draw as we prepare for the 21 st Century. (6) Ensure that equity occurs in all phases of school activities and operations. The goal of the Academic Support Program is Io provide equilable language arts and mathemalics learning eaperiences for all students in the mainstream sening by supporting them with the instructional and technical assistance needed to reduce the learning disparity. LP 1-20 $1,592,924.90 $132,025.63 I 1st Qtr Expend: 2nd Qtr Expend: $132,025.63 3rd Qtr Expend: 4th Qtr Expend: FTE 75.60 03, 1Program Seq f: 03 Program Name:  Academic Support Program Program Code: Program Goal: Plan Reference Page Number March 19, 1993 Revised Academic Support Program P I p4.13 LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Primary Leader: Henry Williams Secondary Leader: Page: 2 Revision Date: November 6, 1995 Adams/Parker/Glasgow The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistaiKe needed to reduce the learning disparity. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To identify and serve students who are at-risk in language arts arul mathematics. 1.1 Explain the Academic Support Program options to local school administrators. A. Language Arts Plus and Math Plus and traditional in-class support. 1.2 Provide an overview of how all the Individual Academic Support Progranu will be coordinated for continuity of services to children and efficient use of resources. -All schools will implement the Board-approved uniform curriculum. 03, 2 07/01/95 07/01/95 07/31/95 07/01/95 06/30/96 06/30/96 09/29/95 06/30/96 Local school teams Associate Supt. for Curriculum Associate Supt. for Curriculum, Director of Federal Programs, Curriculum Supervisors 1. (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) 1.1 (Schedule of meeting.) 1.2 (Observation reports and staff development activities records are on file.)Page: 3 Program Seq #: 03 Revision Date: November 6. 1995 Program Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nimber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria p7.10 The established critical attributes of the Academic Support Program will be evident in each school. The revised curriculum (K-I2) has been sequentially developed and the objectives have been correlated to the skills in Arkansas Minimum Performance Test, Stanford Achievement Test-Eighth Edition, and existing computer-assisted instructional software. Tb provide for continuous improvement of teachers, records will be maintained on staff development activities. -New staff members will be targeted for appropriate staff development activities as well as participation in the districts \"New Teacher Initiative.\" A. Principals Meeting 07/17/95 08/04/95 B. Title I Specialists Meeting 08/15/95 08/15/95 p 13 p 11.13 1.3 Select the local schools appropriate Academic Support Program. (Indirect/direct/extended services) 1.4 Identify students selected for participation in each program by school/grade level. A. Students identified and selected. 03, 3 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 75% Local school administrators Local school teams 1.3 (Selection on File at buildinglevel and in office of Director of Federal Programs.) 1.4 (Print-out of eligible students is provided tn local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) JPage: 4 Program Seq \u0026gt;: 03 Revision Date: November 6, 1995 Program Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies Beginning Date Comfrfetion Date Responsibility Evaluation Criteria P 12.13 p 12,13 p 13 1.5 Select staff (Identify by position) responsible for delivering Academic Support Program. A. Staff selected for 1995'96 school year. 1.6 Schedule the academic teams staff. A. Schedules on file at Office of Federal Programs B. Schedules posted in classroom 1.7 Implement selected school options at local level. A. Program options implemented 03, 4 07/01/95 08/01/95 07/01/95 08/22/95 08/22/95 08/21/95 07/01/95 06/30/96 09/29/95 06/30/96 75% 75% 06/30/96 06/30/96 Principal PriiKipal Principal and staff 1.5 (Staff assignments are determined at the building level and assignments filed at the Office of Federal Programs.) 1.6 (Schedules are developed listing team's contact time, number of students served, and other variables associated with the teams responsibilities.) 1.7 (Schedules of targeted students reflect implementation of the selected school option(s).)Program Seq #: 03 Program Name: Academic Support Program Program Code: Primary Leader\nHenry Williams SecoiMlary Leader: Program Goal: Plan Reference Page Number P 7.8,20 P 1 p 14 pl4 Page: 5 Revision Date: November 6, 1995 Adams/Parker/Glasgow The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Objectives Strategies Beginning Date Comfrfetion Date Responsibility Evaluation Criteria 2. To prescribe a personalized intervention plan for eligible students. 2. (To prescribe a personal education plan for targeted students.) 1.8 Utilize resources invested in PAL remediation approach by reallocating staff positions, computer hardware, software programs, and other equipment and materials toward the new approach to remediation. 2.1 Cluster schools and develop a staff development schedule for curriculum clusters. 2.2 Begin training staff responsible for delivering each Academic Support Program. 03, 5 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 (Principal. Coordinator of Media Services. Director of Federal Programs, and Curriculum Supervisors) Principal and staff Directors of Staff Development and Reading\nSupervisors of Language Arts and Mathematics Directors of Staff Development and Reading: Supervisors of Language Arts, Mathematics and IRC Specialists, Director of Federal Programs 1.8 (Technology Department's inventory and schedules of staffing reflect reallocations of resources.) 2. (Personal education plans of targeted students reflect implementation of the selected school opiion(s).) 2.1 (Staff development schedule on file.) 2.2 (Staff training for participants will include program administration (student selection process, recordkeeping. progress reports) instructional strategies, parental involvement, and others.)Page: 6 Program Seq #\n03 Revision Date: Program Name: November 6, 1995 Program Code: Program Goal\nPlan Reference Page Number Academic Support Program Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow The goal of Ihe Academic Suppon Program is lo provide eqoilable language arts and madiemalics learning experiences for all students in the mainstreamed selling by supporting them with the instructional and technical accictunr^ r/\\ re1llAA ikaa lAmmanau ajMOva assistarKC needed to reduce (he learning disparity. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Workshops -Principal's meeting 08/04/95 08/04/95 p 14 -Principals meeting Title I Specialist Inservice Title 1 Specialist Inservice -Preschool Secondary Math Teachers -Math Plus Inservice Math Plus Inservice -Secondary Math Council 2.3 Monitor the implementation of above. A. On site visits made to elementary and secondary schools by staff 2.3 (Monitor the implementation of the Academic Support Program options. These programs may vary from year-to-year.) 2.4 Monitor instruction and learning in Academic Support Program settings on a regular basis and observe to determine: -Teachers involving students in a variety of classroom activities (hat address learning styles and cultural diversity. 03, 6 08/15/95 09/11/95 08/14/95 09/19/95 09/20/95 09/12/95 07/01/95 08/22/95 07/01/95 08/15/95 09/11/95 08/14/95 09/19/95 09/20/95 09/12/95 06/30/96 20% 06/30/96 Principals, districtwide staff development team, and computer specialists Principals 2.3 (School visits/observations are made to provide feedback (oral/wrillen) to trained staff.) Teacher observations and evaluations on record.Page: 7 Program Seq 9: 03 Revision Date: November 6, 1995 Program Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria p 7.9.10.19 -Teachers selecting methods and strategies that capitalize on students interests and experiences. -Teachers demonstrating creativity and resourcefulness tn delivering instruction. -Teachers utilizing effective classroom strategies, such as tutors, small-group Instruction, and extended day/week programs, to maintain the gains students have made. -Teachers interacting with students in a caring manner. -Teachers recording of students data that shows increased student achievement and social skills (letter and citizenship grades, standardized test scores, attendance). p7,15 2.5 Provide technical assistance and maintenance workshops as needed in the above staff development areas. A. Technical assistance has been provided to elementary arxl secondary schools. B. Title I Specialist Inservice C. Title I Specialist Inservice 03, 7 07/01/95 08/22/95 09/11/95 09/19/95 00/30/96 15% 09/11/95 09/19/95 Principals, districtwide staff development team, and computer specialists, Office of Fed. Programs (Principals, districtwide staff development team, curriculum supervisors, IRC specialists) 2.4 (Requests for technical assistance are documented and evaluated. Feedback related to improvement or change is recorded.)Page: 8 Program Seq #: 03 Revision Date: November 6. 1995 Ih-ogram Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathemalics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Number p 7,10,1$ p 10,15 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.6 Schedule school based meetings to assess program effectiveness. 07/01/95 06/30/96 Principal 2.5 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.) 3. To reduce or eliminate pull-out academic support programs. 3.1 Collect appropriate data for end of school program evaluation, including pre and post staitdardized test scores, student grades and atlendaiKe, samples of student work, and parent/tcacher/student recommendations. 3.2 Analyze the above data to evaluate program effectiveness in meeting its particular programmatic goals and objectives of remediating student achievement and contributing to the overall reduction of disparity between Mack and white students. 03, 8 07/01/95 07/01/95 06/30/96 06/30/96 Principal and staff\nDir. of Federal Programs Associate Supt. for Curriculum, Assistant Supts., Curriculum Supervisors, and Principals, Office of Fed. Programs 3.1 (Individual student folders that include a systematic collection of student work, pre and post standardized lest scores, grades, and recommendations to provide individual/group/school progress are mainuined for continuous student and program progress.) 3.2 Academic Support Programs will be successfully operating in all district schools as evidenced by: -Increased student achievement. Improvement on standardized test scores. Increased numbers of students moving to the next quartile. Increased number of students moving above the 50(h percentile.Page: 9 Program Seq f: 03 Revision Date: November 6. 1995 Program Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader: Adams/Parker/Glasgow Program Goal: The goal of the Academic Suppon Program is to provide equitable language arts and mathematics learning experiences for ail students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. pis P5 Plan Reference Page Nianber P 1.20 P9 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.3 Identify modification for (be Academic Support Program for 1995-96. A. Math Plus initiated in regular math, pre-algebra, algebra 3.4 Support and extend learning opportunities for students by making available to targeted students before-school, at lunch, after-school, ar*d periodic exteiwled weeks computer lab instruction. 07/01/95 07/01/95 07/01/95 06/30/96 75% 06/30/96 4. To provide parents the knowledge and skills needed to promote the education of their children at home and at school. 07/01/95 06/30/96 Associate Supt. for Curriculum, Assistant Supts., Curriculum Supervisors, PritKipals and Office of Federal Programs Director of Federal Programs, Principals (Principal and staff. Director of Federal Programs. Curriculum Supervisors) 3.3 (The 1995-96 school year will reflect modifications.) 3.4 (Schedules will reflect additional instructional services.) 4. Parental involvement will show an increase in the numbers of parents attending parent confereiKes and parent training sessions and visiting schools. 4.1 Assist parents in obtaining the knowledge and skills needed to promote the education of their children at home and at school through: providing timely information regarding students' achievement and behavior. -involving them in informative and effective conferences concerning their childs education, -involving parents as partners in their childs educational process. 07/01/95 06/30/96 (Principal and staff. Director of Federal Programs, Curriculum Supervisors) 4.1 (Records of parental involvement activities on file.) 03, 9Program Seq #: 03 Program Name: Academic Support Program Program Code: Primary Leader: Henry Williams Secondary Leader: Page: 10 Revision Date: November 6. 1995 Adams/Parker/Glasgow Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Provided parent/teacher support at schools\ncortducted parent meetings B. Parent Involvement meetings with Key Facilitators and/or Executive Council C. Title I Parent Kick-Off (200) 07/05/95 07/12/95 09/16/95 20% 10% 09/16/95 03, 10Program Seq 04 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Page: Revision Date: November 6. 1995 Sterling Ingram Secondary Leader: Marie McNeal I Program Description: 1. The Multiculhiral Curriculum Program is designed to provide equity and excellence in all curricular and program areas in the Little Rock School District. (6) The program is further designed to reduce the disparity that exists between black and white students in academic performances and the low representation of black students in advanced placement courses as well as in special activities and programs. (1.6) 2. In order to achieve the components klentified in the Multicultural Curriculum Program, multicultural curriculum guides will be used in all schools. Teachers will receive extensive and ongoing staff development in the use of the guides as well as training in the implementation of strategies, techniques, and activities to use to ensure that instruction meets the cultural, academic and social needs of all children. (1,3,6) To supplement existing instructional materials focusing on cultural diversity from a multicultural perspective materials will be purchased for use in all schools and programs. 3. The participants in the Multicultural Program consists of all teachers, K-12. in core area subjects in addition to music and art teachers. Students of all social, cultural, and ethnic backgrounds will be affected the greatest by activities outlined in the Multiculniral Curriculum Program. 4. Smdents will be provided oopoitunities to develop better self-esteem, 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. District Goal Support: Goal No. I. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 4. Solicit and secure finarKial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal No. 3. The Little Rock School 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 studenu. staff and the conununity as a valued resource upon which our community and nation can draw as we prepare for the 2Ist Century. Program Goal\nTo ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2, 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1, 2, 3, 4.) E Plan References: L66 - 80 ] FY Program Budget: $123,868.60 YTD Expenditures: $11,354.76 I 1st Qtr Expend: 2nd Qtr Expend: $11,354.76 3rd Qtr Expend: 4th Qtr Expend: FTE 5 Related Function Codes: 04, 1 1r LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq iC: 04 Revision Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal\nTo ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3. 4.) To collaborate with the PCSSD and the NLRSD (o promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1. 2, 3. 4.) L 66 Plan RefereiKe Page Number L66 L66 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To provide teacher learning opportunities through formal course training 1.1 Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991 1.1 (LRSD will receive announcements from local colleges/universities on proposed multicultural courses) A. Original obligation completed. Learning opportunities disseminated as received. 1.2 Receive and advertise course offerings to all certified staff, including opportunities for tuition reimbursement and/or salary credit A. Original obligation completed. Learning opportunities disseminated as received. 04, 2 (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (Director of Staff Development. Subject Area Supervisors. Principals) Assoc Supt.-Educ. Programs Dean of Grad. Sch. Academic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc Supt  Educ Programs Office of Human Resources 1. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) l.I List of college offerings 1.1 (The number of teachers who have received multicultural training will increase.) 1.2 Copy of information providedPage: 3 Program Seq f\n04 Revision Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elemenury and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives I. 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) L66 Plan Reference Page Number L66 L66 L66 L66 L 66 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Identify participants in summer and fall courses (07/01/95) (06/30/96) Employees (Director of Human Resources) 1.3 Copy of academic course completion on tile in Personnel office (Office of Human Resources) 2. To develop a district-wide multicultural audio/visual resource catalogue 2. (To maintain district-wide multicultural audio/visual resource catalogue) 2.1 Review and catalogue present audio/visual materials related to multicultural curriculum 2.2 Purchase additional audio/visual materials from the 1988-89 budget 2.3 Identify and catalogue other resources for multicultural audio/visual maleriab, i.e., AR Dept of Education, LR Public Library, AR Library Commission 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for the LRSD 04, 3 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (Subject area supervisors) Supv of Media Services (Subject area supervisors) Supv of Media Services (Subject area supervisors, principals) Supv of Media Services Superv of Media Services 2. (Multicultural resources will be used for classroom instruction) 2.1 Current catalogue listing 2.1 (Copies of updated multicultural audio/visual catalogue will be distributed) 2.1 (Multicultural materials will be checked out arxl used by instructional staff in the schools) 2.2 Requisition material 2.2 (Materials ordered, received, and catalogued for distribution/use) 2.3 2.4 2.4 Completed catalogue Distribution of catalogue (Multicultural materials will be checked out by schools)Page: 4 I Program Seq f: 04 Revision Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I, 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) L66 Plan RefererKe Page Number L 67 L67 L67 L67 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.5 Place initial supi^emental order for muHicuttural audio/visual materials from the 1989- 90 budget (07/01/95) (06/30/96) Media Specialists 2.5 Requisitions submitted 2.5 (Materials are available for check-out/use) 3. To plan and implement Ihe Instructional Materials Fair (Mullicuilural) 3. (To supply information about multicultural materials for purchase lo teachers, parents atKl the community) 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dales, time, place and format-to be held as a component of 1988-89 pre-school confereiKe 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current term) A. Tri-District meeting held lo plan Multicultural Materials Fair. Fair date set for October 26. 1995. 3.2 Identify lutional and local vendors of multicultural instructional materials 3.3 Establish pre-school confereiKe dales and extend invitation to vendors 3.3 (Establish date for Fair) A. Date Established - October 26. 1995. 04, 4 (07/01/95) (07/01/95) 07/13/95 07/01/95 (07/01/95) (07/01/95) 07/13/95 07/01/95 (06/30/96) (06/30/96) 07/13/95 09/30/95 (06/30/96) (06/30/96) 07/13/95 09/30/95 (Assoc Supt for Educational Programs) (Supv of Media Services) Assoc Supt for Educational Programs (Supv of Media Services) Assoc Supt for Educational Programs Executive Staff Assoc Supt for Educational Programs 3. (Multicultural materials will he used by instructional staff in all schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 3.1 Implementation Plan 3.1 (Involved input from parents, community, and teachers) 3.2 Completion ol mailing list 3.2 (Major suppliers of multicuftural materials will be invited to exhibit al the Fair) 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) Program Seq #: 04 Page: 5 Revision Date: November 6, 1995 Program Name: Muiticulniral Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal\nTo ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I. 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multiculniral activities and curriculum development. (Applies only to page 76, objectives 1.2, 3, 4.) L67 L67 Plan RefereiKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L67 L67 L68 L68 L68 L 68 3.4 Confirm Fair participants 3.S Acquaint principals and central office staff with iMans and Fair relationship to desegregation efforts A. Fair date listed on LRSD calendar. 3.6 Conduct media campaign for Fair to staff and parents 3.7 Host tri-district \"Instructional Materials Fair\" 3.7 (Host the Multiculniral Fair rotating the site among the three districts) 4.1 Revise Board policy for textbook adoption 4.2 Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members) 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on the approved Arkansas State Department of Education's textbook list are free of sex/race bias) 4.4 Submit revised policy and criteria to the Board of Directors for first reading 04, 5 07/01/95 (07/01/95) 07/13/95 (07/01/95) (07-01-95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) 35'' 06/30/96 (06/30/96) 07/28/95 (06/30/96) (6/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) Supv of Media Services Assoc Supt for Deseg and Schoob Supv of Media Services, Dir of Communications Assoc Supt of Educational Programs working with committee Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs (Arkansas State Dept, of Education) Superintendent Assoc Supt for Ed Progs 3.4 3.4 3.S 3.5 ConTirmation (List of participating vendors) Staff agenda (Staff can relate Fair to the District's desegregation efforts) 3.6 Publicity 3.6 (Fair is advertised to the public) 3.7 3.7 4.1 4.2 Validate Fair participation (Materials ordered/purchased) Approved criteria Roster of committee members 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will be free of sex/race bias) 4.4 Board agenda Page: 6 Program Seq #: 04 Revision Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2, 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 68 L68 Plan Reference Page Number L68 L69 L69 L69 L69 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.5 Adopt policy on textbooks 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks\" 4.7 Select and recommend Io Board for adoption of textbooks (elementary and secondary) based on criteria for adoption (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) LRSD Board of Directors Assoc Supt for Educational Programs (Curriculum Supervisors) Assoc Supt for Educational Programs (Curriculum Specialists) 4.5 4.6 4.6 Board agenda Monitoring (Textbooks are free of sex/race stereotypes) 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection) 5. To develop and implement a multicultural curriculum for pre-klndergarlen through grade 6 5. (To implement the LRSD curriculum. K-6. which is multicultural) 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be iiKluded in a multicultural curriculum 5.2 Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). 5.3 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion 04, 6 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (Principals. Teachers, Asst. Supts., Curriculum Supervisors) Assoc Supt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educatioital Programs Lead Consultant Assoc Supt for Educational Programs 5. (Observation of curriculum implementation during classroom visits/teacher conferences) 5. (Improvement in student performance and assessment of attitude regarding learning) 5.1 5.2 the Transcript of suggestions Contractual commitment for 1988-89 school year (Dr. James A. Banks was used) 5.3 Timeline/checklist (Timeline included in this document 5.5  5.17)Page: 7 Program Seq 04 Revision Dale: November 6. 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1, 2. 3. 4.) L 69 L69 L69 L 70 L70 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.4 Develop expectations for members participating on multicultural curriculum committee 5.5 Identify curriculum committee members and coittract for services: 8 - Hcahh/Science 5 - Musk 14 * Reading/Language Arts 3-Art 4 - Social Studies 4  Libraries 38 5.5 (Ail core curriculum areas were involved in the development of guides) 5.5 (Curriculum areas revised were: Reading. Language Arts. Social Studies. Math, and Science) 5.6 Obtain multicultural curriculum units from models used in other cities 5.7 Develop expectations for use of local resource consultant tn multicultural curriculum development 5.8 Secure the services of six (6) local resource consultants to serve on the district wide curriculum development committee 04, 7 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) Lead Consultant Assoc Supt for Educ Programs Assoc Supt for Educatioiul Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs 5,4 Expectations 5.4 (Contractual agreements with curriculum writers) 5.5 Identification of committee members 5.6 Copies of multicultural materials distributed to committee members 5.7 List of expectations 5.8 Contract services of consultants Jr Page: 8 Program Seq f: 04 Revision Date: November 6, 1995 I Isogram Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1. 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L70 L 70 L 70 L 70 L70 5.9 Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding Ihe rationale, trends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum A. Preschool science inservice included a component about multicultural contributors in science. 5.10 Conduct task completion monitoring as idenlifted in limeline 5.11 Operatiorulize the curriculum development limeline (monthly meetings with specific dates developed in cooperation with committee members) 5.12 Review and edit the comprehensive guides In each content area at each grade level 5.13 Type and print all guides 04, 8 (07/01/95) 08/21/95 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) 08/22/95 (06/30/96) (06/30/96) (06/30/96) (06/30/96) Assoc Supt for Educational Programs (Curriculum Supervisors) Div of Educational Programs (Assoc Supt for Educational Programs) Assoc Supt for Educational Programs Assoc Supt for Educatiorul Programs Assoc Supt for Educational Programs 5.9 Participants written evaluation 5.9 (Original inservice completed\nongoing inservice will be documented and evaluated by participants) 5.10 Implementation of monitoring instrument 5.11 5.12 5.13 5.13 Agenda of each meeting Implementation of guides Guides completed (Guides delivered to schools)Page: 9 Program Seq 04 Revbiion Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader\nMarie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1,2.3, 4.) To collaborate with the PCSSD and the NLRSD to promote multiculniral activities and curriculum development. (Applies only to page 76. objectives I. 2. 3. 4.) L 70 Plan Reference Page Number L70 L70 L70 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.14 Conduct inservice for all elementary principab and teachers A. Inservice in multicultural science curriculum at principals' institute. B. Inservice in multicultural science curriculum at preschool conference for teachers. 5.15 Involve principals and teachers in ordering multicultural materials from local building budgets\n5.16 Extend Inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, art, and music) 5.17 Host three (3) education meetings for parents of elementary children Io provide an overview of (he comprehensive multicultural curriculum 04, 9 (07/01/95) 07/18/95 08/21/95 (07/01/95) (07/01/95) (07/01/95) (06/30/96) 07/18/95 08/22/95 (06/30/96) (06/30/96) (06/30/96) Assoc Supt for Educational Programs (Curriculum Supervisors) Assoc Supt for Educational Prog Elem Teachers I^incipals Principals Assoc Supt for Eklucational Programs Division of Educational Programs 5.14 Agenda 5.14 (Curriculum implementation) 5.14 (Inservice on revised curriculum is ongoing) 5.IS Acquisition of materials 5.15 (Instructionalmalerials representing diverse groups will be present in all schools) 5.16 (Inservice on revised curriculum is being offered through minicourses and building meetings during the 1993-94 school year) 5.17 Program and roster of participants 5.17 (Assessment of multicultural education during parent conferences) Page: 10 Program Seq f: 04 Revision Date: November 6. 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: Plan RefereiKe Page Number L72 L74 L74 L75 (Applies to entire document except for page 76, objectives 1. 2. 3. 4.) 10 ensure euucaiionai cquuy in uic cichkuuii\nri svwiiwai/ , . -0-------------  r. ------ - t -y 1 a \\ To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development, (Applies only to page 76, ob|ecttves I, z, 4. 4.j To ensure educational equity In the elementary and secondary curriculum and program Objectives 6. To develop and implement a multicultural curriculum for grades 7*12 (To implement the revised curriculum 7-12, which is multicultural) areas. Strategies 6.16 Involve principals and teachers in ordering multicultural materials from local building budgets: 6.17 Monitor the use of curriculum guides A. Curriculum Directors. Supervisors. Coordinators, and Specialisu monitor teachers' implementation of the curriculum guide. 6.18 Extend inservice through scheduled district level regular council meetings (reading, English, social studies, scieiKe, art, and music for the secondary level) 04, 10 Beginning Date Completion Dale Responsibility Evaluation Criteria (07/01/95) (07/01/95) (07/01/95) 07/01/95 (07/01/95) (06/30/96) (06/30/96) (06/30/96) 25% (06/30/96) (Principals. Teachers, Asst. Supts.. Subject Area Supervisors) Assoc Supt for Educational Programs PrirKipals Area Supervisors Assoc Supt and Staff for Educational Programs 6. (Observation of curriculum implementation during classroom visits/teacher conferences) 6. (Improvement in student academic performance and assessment of attitude regarding learning) 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 6.17 Schedule/Documenlation 6.17 (Observation of curriculum implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning) 6.18 Agenda of meetings, roster of participants 6.18 Additional inservice will occur through minicourses and council meetings during 1993-94)Page 11 Program Seq f: 04 Revision Date: November 6. 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I, 2. 3. 4.) . ............................. ..... J_______ /i__:____1.. ____ It. I 1 1 A \\ To ensure tuuLdUUim  mv wiwiii.iii.\n...... ----------------------r-- v--------- ... ' To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2. 3^4.) L75 Plan RefercrKe Page Number Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria L76 1. To provide staff development in the area of multicultural education L 76 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum (07/01/95) (06/30/96) Assoc. Supt. for Educational Programs (Content Area Supervisor, Principals) 07/01/95 (06/30/96) (Director of Suff Development, Subject Area Supervisors, PritKipals) 6.19 Program aiHl roster of participants 1. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 1. (Academic achievement of students will improve as evidenced by report cards and standardized tests) 1.1 Jointly negotiate for consultants to provide inservice for the districts 1.1 (Conduct staff development in the area of multicultural education) (07/01/95) (06/30/96) LRSD Assoc. Supt for Educ Programs (Director of Staff Development) i.l 1.1 11 Contractual agreement (Roster of participants) (Multicultural strategies will be implemented in LRSD classrooms as determined by classroom observations and teacher conferences) 04, 11 iPage: 12 Program Seq 9: 04 Revision Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2, 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1. 2. 3, 4.) L 76 Plan Reference Page Number L76 L76 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. To provide access lo and information about multicultural materials to teachers, parents, community 3. To provide information to staff members on the availability of graduate course work in multicultural education (07/01/95) (06/30/96) (PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs. Supv of Media Serv NLRSD - Coor of Instructional Materials) 2. (Teachers, parents, community will have the opportunity to attend Multicultural Materials Fair) 2.1 Share responsibility for Multicultural Materials Fair to be held annually A. Tri-District meeting held to plan Multicultural Materials Fair. Fair date set for October 26. 1995. 04, 12 (07/01/95) 07/13/95 (07/01/95) (06/30/96) 07/13/95 (06/30/96) PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs Supv of Media Serv NLRSD - Coor of Instructional Materials (Director of Staff Development. Subject Area Supervisors. PritKipals) 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be jointly planned by LRSD. NLRSD and PCSSD) 3. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) Page: 13 Program Seq 04 Revision Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1. 2. 3. 4.) L76 Plan Reference Page Number L76 L 76 Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria 3.1 Write letters to institutions of higher education in the area concerning (he need for such courses 3.1 Promote such courses to (he staffs of each school district 3.2 (Duplication of number) (07/01/95) (07/01/95) (06/30/96) (06/30/96) 4. To investigate the possibilities of cooperating on strategies Io acquaint staff and corrununities with muhicullural education (07/01/95) (06/30/96) 04, 13 PCSSD  Coor of Instructional Materials LRSD - Assoc Supt for Educational Programs NLRSD - Coor of Instructional Materials PCSSD Coord of Multicultural NLRSD Coord of Instructional Materials (LRSD Director of Staff Development, Supervisor of Social Studies) (PCSSD Coor of Multicultural LRSD Assoc Supt for Educational Programs NLRSD Coord of Instructional Materials) 3.1 letters on file 3.1 (The number of teachers enrolled in multicultural courses will increase) 3.1 Promotional instruments file 3.2 (Duplication of number) 3.2 (The number of teachers enrolled in multiculniral courses will increase) 4. (Multicultural education strategies will be used in LRSD classrooms as determined by classroom observations and teacher conferences) 4. (Assessment of community discussion/conferences, feedback from debriefing of multicultural education)Page: 14 Program Seq f: 04 Revision Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the clemenury and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L76 Plan Reference Page Number L77 L77 L77 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To enhance educational equity in instructional methodology and teacher/student Interaction 4.1 Meet to discuss possibilities of seminars, symposiums, or other activities to promote multicultural education among the three districts 4.1 (Plan, schedule, advertise and implement strategies) 1.1 Research and share effective instructioiuil strategies at regularly scheduled council and program area meetings A. Research/effective instructional strategies shared/demonstrated at preschool/cluster/council meetings in all content areas. 1.2 Purchase science supplies for teachers to facilitate the hands-on science approach 04, 14 (07/01/95) (07/01/95) (07/01/95) 07/01/95 (07/01/95) (06/30/96) (06/30/96) (06/30/96) 25% (06/30/96) PCSSD Coor of Multicultural LRSD Assoc. Supt for Educational Programs NLRSD Coord of Instructional Materials (Director of Communications, Director of Staff Development) (Curriculum Supervisors. Curriculum Specialists, Principals) Content Area Supervisors Supvs of Specific Content Areas 4,1 Minutes of meeting 4.1 (Three collaborative activities will be held to inform staff and community about multicultural activities) I. (Assessment of instruction/teacher student interaction during classroom/school observation and conference) I. (Increase in student achievement) 1.1 Documentation within the Division of Educational Programs l.I (Assessment of implementation of instructional strategies through classroom observations and teacher conferences) 1.2 Materials purchased 1.2 (Hands-on science activities used in District classrooms)Page: 15 Program Seq #: 04 Revision Date: November 6. 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1, 2, 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1. 2, 3, 4.) L77 L77 Plan Reference Page Number L77 L77 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. A box of scierKe equipment and supplies was sent to each elementary school. 1.3 Purchase math manipulative for teachers to facilitate hands-on math instruction A. Math manipulatives and supplies were provided for Math Plus teachers. 1.4 Purchase sets of trade books for teachers to facilitate the emphasis on literature and (he wholeness of language approach A. Tradebooks purchased I.S Provide inservice for using materials identified in 1.2, 1.3, 1.4 A. Provided 18 inservices to assist teachers in use of materials 1.6 Identify needs of teachers for improved delivery of instruction using student data, principal recommendation, school improvement plans, and teacher questionnaires as the basis for decision making. (Resource: LRSD Resource Staff Development Guide) A. Visitation report forms are provided to principals after classroom observations. The comments can be used by principals to identify needs for staff development. 04, 15 09/01/95 (07/01/95) 09/19/95 (07/01/95) 07/01/95 07/01/95 07/01/95 (07/01/95) 09/01/95 09/15/95 (06/30/96) 09/20/95 (06/30/96) 25% 06/30/96 25% (06/30/96) 25% Supvs of Specific Content Areas Supvs of Specific Content Areas Supervisors of Specific Areas (Curriculum Specialists, Principals) PrirKipals, Teachers, and Content Area Supervisors 1.3 Materials purchased 1.3 (Manipulative are used in District math classrooms) 1.4 Materials purchased 1.4 (Whole language is used in District classrooms) 1.5 Documentation of participants 1.5 (Desired instructional strategies are being implemented in District classrooms as assessed through classroom observations and teacher confereiKes) 1.6 Observation of instruction 1.6 Disaggregation of data 1.6 (Individual Improvement Plans, HPs, reflect identified needs of teachers) Page: 16 Program Seq f: 04 Revision Date: November 6. 1995 Program Name: Mullicuilural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives I, 2, 3, 4.) L77 L78 Plan Reference Page Number L78 L78 L 78 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. To incorporate multicultural materials into Ihe instructional programs 1.7 Submit the inservice needs to the Staff Development Department 1.8 Schedule teachers as IdentiRed for the appropriate inservice A. District wide workshops have been planned. B. Eight (8) workshops conducted to improve delivery of instruction. 1.9 Monitor the teachers use of effective instruclioruil and classroom management strategies A. Classroom visitations by curriculum staff are ongoing. 2.1 Review and assess appropriate multicultural materials 04, 16 (07/01/95) (07/01/95) 07/01/95 08/09/95 07/01/95 07/01/95 (07/01/95) (07/01/95) (06/30/96) (06/30/96) 25% 25% 06/30/96 25% (06/30/96) (06/30/96) PritKipals Staff Development Department Supervisors of speciRc areas (Principals) (Supervisors of SpeciRc Areas. Curriculum Specialists. Principals) Supervisors of specific areas (Curriculum Specialists. Principals) 1.7 Staff development documentation (Needs identified in school improvement plans) 1.8 Staff development documentation 1.8 (Inservice will be provided that addresses the needs of teachers as identified in Ihe school improvement plan) 1.9 (Assessment of implementation of strategies through classroom observations and teacher conferences) 2. (Observe implementation of materials at teacher conferences and during classroom visits) 2.1 (Multicultural materials used in District classrooms)Page: 17 Program Seq 04 Revision Dale\nNovember 6. 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document eaccE! for page 76. ob^ctives 1.2. 3. 4 ) To ensure ewuva\u0026lt;rai  u.w ...v.......m....------   To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3^.4.) L 78 Plan Reference Page Number L78 L 78 L78 L78 L78 L78 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. To implement organizational practices that will enharKe educational equity 2.2 Identify and suggest multicultural material to be purchased at local school level by content and grade 2.3 Schedule workshops on use of materials (where appropriate) 2.4 Monitor the use of appropriate multicultural materials 3.1 Provide teachers with training for effective in- class grouping 3.2 Monitor implementation of strategies through classroom visitations and feedback in follow-up workshops 3.3 Review placement criteria for enrichment/ hoimrs and advanced placement classes 04, 17 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) Supervisors of specific areas (Curriculum Specialists. Principals) Supervisors of specific areas (Curriculum Specialists, Principals) Supervisors of specific areas (Curriculum Specialists. Principals) (Assoc. Supt.. Assist. Supt.. Principals, Teachers) Supervisors of specific areas Supervisors of specific areas Assoc Supt of Educational Programs 2.2 (Titles/descripiion of materials forwarded to schools) 2.3 (Catalogue listings) 2.3 (Multicultural materials used in District classrooms) 2.4 (Classroom observations/ teacher conferences reflect use of multicultural materials) (3. Educational programs in LRSD have equitable participation and success by all students) 3.1 (Grouping practices are equitable in LRSD classrooms) 3.2 (Assessment of classroom observation) ' 3.3 (Placement practices in LRSD classrooms will increase participation of black students in GT/Honors/AP classes)Page: 18 Program Seq f: 04 Revision Date: November 6. 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I. 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1.2, 3. 4.) L 78 Plan Reference Page Number L79 L 79 L79 L79 L79 L79 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. AP Committee is reviewing placement criteria. 3.4 Provide support Io principals in monitoring the distribution of students in higher level courses to assess gender and race equity 07/01/95 (07/01/95) 25% (06/30/96) Assoc and Asst Supts 3.4 (Classroom observation of student enrollment and enrollment reports to central office will reflect equitable distribution of gender and race) 4. To ensure increased educational equity throt^h inservice training 5. To ensure equity in the selection and use of textbooks (07/01/95) (06/30/96) 4. (Educational programs in LRSD have equitable participation and success by all students) 1 4.1 Refer to activities outlined in items 1.2 - 1.4 above 4.1 (Purchase science supplies, math manipulative, iradebooks) 5.1 Inventory and assess current textbooks for multicultural presence 5.2 Identify the deficiencies existing in current textbooks 5.3 Select and purchase resource materials to replace or supplement areas of deficiency 04, 18 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) Supervisor of speciflc areas (Assoc Supt of Curr., Subject Area Supervisors. Teachers. Principals) Supervisor of specific areas (Curriculum supervisors. Teachers) (Curriculum supervisors) (Media specialists) (Principals) 4.1 (Updated multicultural materials in schools) 4.1 (Enrollment/implemen-tation of staff development courses) 5. (Criteria checklist that includes multicultural and sex/race bias-free factors is used to select textbooks) 5.1 (Criteria checklist for textbook selection) 5.2 (Deficiencies are identified) 5.3 (Curriculum resource guides are used to provide updates) Page: 19 Program Seq 04 Revision Dale: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1, 2, 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2. 3. 4.) L79 Plan RefererKe Page Number L79 L79 L79 L 79 L 80 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6. To achieve equity in (he implementation of special activities 5.4 Provide training for use of supplemental materials 5.5 Monitor teacher implementation of the use of multicultural texts/materials in the curricula 5.6 Develop a checklist for selection of rKw textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes 6.1 Ensure that student participation in special events is multicultural and that the quality of participation is equitable 6.2 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology 04, 19 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (06/30/96) (Curriculum supervisors) Principals and Content Area Supervisors Content Area Supervisors (Assoc. Supt. for Educational Programs) (Assoc. Supt.. Assist. Supt.. Principals. Teachers. Content Area Supervisors) Principals and Teachers Supervisor of specific area 5.4 (Training is provided during cluster meetings, building meetings, minicourses and/or council meetings) 5.5 Schedule/Documentation 5.5 (Assess implementation through classroom observation) 5.5 (Improvement in snident achievement) 5.6 Textbook checklist 5.6 (Textbook checklist implemented to ensure bias-free textbooks) 6. (Increased representation of black smdents in activities currently under- represented) 6.1 Participation data 6.1 (Increased representation of black students in activities currently under-represented)  6.2 (Implemenution of revised curriculum guides)Page: 20 Program Seq iF: 04 Revision Date: November 6. 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the cicmenury and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives I, 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives I. 2. 3. 4.) L80 Plan Reference Page Number L80 L 80 L80 L80 L80 L80 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criterto 6.3 Monitor the use of the curriculum guide A. Classroom visitation by curriculum staff are ongoing. (07/01/95) 07/01/95 (06/30/96) 25% (Principals, Subject Area Supervisors) 6.3 (Guide usage is monitored through classroom observations teacher conferences and abacus assessment) 7. To ensure the maintenance of challenging ami relevant course offerings 7.1 Review research and recommended practices for each content/program area A. Research and practices shared by curriculum staff are ongoing. B. Draft Science Standards and State Science Framework were used in revising the science curriculum and providing inservice for teachers. 7.2 Assess (he LRSD course content lo identify needs for changes 7.3 Submit recommendation ami rationale for any new courses to the Assoc Supt for Ed Prog 7.4 Develop curriculum guides for approved courses 7.S Provide inservice for staff on implementation of courses 04, 20 (07/01/95) (07/01/95) 07/01/95 07/01/95 (07/01/95) (07/01/95) (07/01/95) (07/01/95) (06/30/96) (06/30/96) 25% 25% (06/30/96) (06/30/96) (06/30/96) (06/30/96) (Assoc. Supt. for Curr., Subject Area Supervisors) (Curriculum supervisors) (Curriculum supervisors) (Curriculum supervisors) (Curriculum supervisors) Content Area Supervisors 7. (Comparison of student achievement with state/ national level) 7.1 (Documentation of research and practices reviewed) 7.2 (Documented comparison with state, national curriculum standards) 7.3 (Documentation of recommendation and rationale submitted) 7.4 (Implementation of guides) 7.S Documentation of inservice Page\n21 Program Seq f: 04 Revision Date: November 6. 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in (he elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1. 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives I, 2. 3. 4.) Plan Reference Page Number L 80 L 80 Objectives Srategies Begiiuiing Date Completion Date Responsibility Evaluation Criteria 7.5 (Conduct staff development on implementation of new courses) 7.6 Conduct workshops (o appropriate staff on new course offerings 7.7 Monitor implementation of the courses, including equity In assignment of students (07/01/95) (07/01/95) (07/01/95) 06/30/96 (06/30/96) (06/30/96) Content Area Supervisors Principals (Curriculum supervisors) 7.6 Documentation of workshop 7.7 (Moniior/implementation through classroom observations and teacher conferences) L80 L80 L64 L64 7.8 Review placement criteria for enriched/ honors and advanced placement courses A. AP Comminee is reviewing placement criteria. 7.9 Monitor enrollment in courses to ensure equity in assigrunent/participation of students 7.10 (Monitor) staffing 7.11 A speaker's bureau will be developed to promote a better undersanding of multicultural education in the schools and throughout the community. A. Original obligation completed. Aniculation through PTA and Parent-Teacher conferences allows the community to develop an ongoing and better understanding of Multiculniral Education. 04, 21 (07/01/95) 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 (06/30/96) 25% 06/30/96 06/30/96 06/30/96 25% Assoc Supt for Educational Prog Assoc Supt for Ed Prog \u0026amp; Principals 7.8 Replacement criteria reviewed 7.8 (Participation of black students in GT/Honors/AP courses will increase) 7.9 Data on file 7.9 (Assessment of enrollment in courses currently under-represented by race (blacks) and sex) 7.11 Parents and community will articulate a positive and knowledgeable understanding of multicultural education. Page: 22 Program Seq #: 04 Revision Date: November 6, 1995 Program Name: Muhicutniral Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal Program Goal\nTo ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I, 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1. 2, 3, 4.) Plan RefererKe Page Number Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 17 9.0 A committee with at least one represenutive from each party in the desegregation case will be established to review the curriculum requirements and programs for the three Pulaski County school districts. 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. 10.0 Develop and submit to the Board of Directors for adoption a definition and policy regarding multicultural education that provides a rationale and clearly defined  goals. 11.0 Initiate a procedure to field-test new curriculum as it is being developed, providing an opportunity to evaluate the program strengths and weaknesses prior to district wide usage. 07/01/95 06/30/96 9.1 (Meetings with parties from all three Pulaski county districts will meet and discuss curriculum/program offerings and make reccomendaiions where applicable.) 9.2 Recommended curriculum changes will be reviewed and submitted to appropriate administrative department level for appropriate action 10.1 Align state and district approved learner outcome goals with all district curriculum guides submitted for Board approval. 11.1 Field testing of new curriculum designed and evaluated by ASDE 04, 22 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 07/01/95 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 06/30/96 Deputy Supt. Deputy Supt. Curriculum Supervisors Ark. State Dept, of Ed.. Deputy Supt., Curriculum Supervisors 9.1 Implementation of curriculum changes 10.1 District multicultural curriculum reflects learner outcome rationale and goals. 11.1 Implementation and revisions of Held tested curriculum. Page: 23 Program Seq #: 04 Revision Date: November 6, 1995 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Sterling Ingram Secondary Leader: Marie McNeal t Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 11.1 (ASDE provides guidelines and structure for the development and piloting of new curriculum. A. Social Studies framework currently being piloted by ADE. 04, 23 07/01/95 07/01/95 06/30/96 50%LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq 05 Page: 1 Revision Date: November 6, 1995 Program Name: Special Education Program Code: 15 Primary Leader: Brady Gadberry Secondary Leader: Dr. Patty Kohler Program Description: PUIPOS. special cducalion is specially designed inslnicion. a.cos. .o parent, lo mee. die unique ,eds of siudenis wilb Xca^X'nM.m aIZhs inslihliions. odier senings: inslnichon m Ac. (IDEA) to. .esuhs in an adverse effec. on educa.ional performance and to A fid, coniinuum of services is provided which toludes mu,iiples oprions f' institutions, and in other settings: and instruction in . --- determined eligible for special education services when a disability is present as defined in ccoorrrreessppoonndoiinnge needu floorr sspueccvikali ceduucvatioun saewrvoiicwess.. r. ----- ------ -- -------------- -- r , .. hme ten idemified as having diaabililies defined by die IDEA. During the 1992 93 school year. 8.13% of the d.stnct s population or 2,026 students received special education services (Dec. 1. 1992 count). District Goal Support: Program Goal: Goa, , - ,mp,emen. iniegramd educa.iona, progmms to, wil, ensure to, a snidenB grow aodemtofiy socMy a-i T^al'^.^'smdeto wd^dT -hey 21s, Cenniiy. Goa, 4  So,ici, and secum financia, and otor resources to, are necessary ,o fidly suppon our schoo,s. mCudmg our desegregahon p,an. Goa, ,ean,ing for a snidenB. Goa, 6  Ensure to, equi^r occurs in a phases of schoo, aciviries and operaiions. snidenu enrobed ,o reficc, to Disfric, racia, composifion and ,o be comparabie ,0 su,c/na,iona, smlisiics in provision of free The goal of the special education program is to reduce the disparate number of minority appropriate public education to studenu with disabilities. Plan References: LI13 - 123 FY Program Budget: $56,846.12 1st Qtr Expend: $8,944.07 3rd Qtr Expend: YTD Expenditures: $8,944.07 2nd Qtr Expend: 4th Qtr Expend: Related Function Codes: 05, 1 J LRSD FY 95-96 PROGRAM BUDGET DOCUMENT Page: 2 I I Program Seq iti 05 Revision Date: November 6, 1995 Program Name: Special Education Program Code: 15 Primary Leader: Brady Gadbcrry Secondary Leader: Dr. Patty Kohler Program Goal: To ensure equity in representation of black males in special education through comprehensive staff development. (To reduce the disparate number of minority students cru-oUed in special education to reflect the District racial composition and to be comparable to state/nalional statistics in provision of FAPE to students with disabilities.) I Plan Reference Page Number L 113 - 114 L 114 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide Inservice (hat focuses on teacher behavior toward a disproportion of minority students especially black males in special education. (A minimum of 80 percent of the Districts staff will utilize strategies derived from the District's staff development program that will assist black males in improving academic and social skills.) Participate in a tri-district assessment committte with a planned agenda and stated direction, 1.2 Identify teachers with high referral rales of black males to special education. A. Special Education classrolls due B. Enrollment data compiled C. Adjustments made regarding teacher placement 05, 2 07/01/95 07/01/95 09/15/95 09/15/95 09/15/95 06/30/96 06/30/96 09/15/95 09/30/95 09/30/95 Director, Div. of Exceptional Children\nSupv/Coor. of Spec. Ed. Principals 1. ( List of inservice topics, personnel involved, and dates, survey results re: inservice effectiveness will reflect increased implementation of appropriate strategies, data re: learning center effectiveness will reflect increase in successful placement in less restrictive settings. 80% of (he District's staff will utilize strategies derived from the Districts staff development program that will assist black males in improving academic and social skills.) 1.2 (Data compiled yearly, re: over representation will reflect decrease in over representation in targeted schools)Page: 3 Program Seq iV: 05 Revision Date: November 6, 1995 Program Name: Special Education Program Code: 15 Primary Leader: Brady Gadberry Secondary Leader: Dr. Patty Kohler Program Goal: To ensure equity in representation of black males in special education through comprehensive staff development. (To reduce the disparate number of minority students enrolled in special education to reflect the District racial composition and to be comparable to state/national statistics in provision of FAPE to students with disabilities.) Plan Reference Page Ntanber L 114 L 114 Objectives Strategies Beginning Date Completion Dale Responsibility Evaluation Criteria 1.3 Schedule inservice. A. LRSD cosponsored state conference on Inclusion B. Preschool Inservice for all special education teachers C. D. E 07/01/95 08/10/95 08/15/95 06/30/96 08/11/95 08/15/95 (Supv. Spec. Ed) 1.3 Rates of dismissal out of Spec Ed of black males/other students will be increased (List of inservice topics, personnel involved, and dates, survey results rerinservice effectiveness will reflect increased implementation of appropriate strategies, data re\nlearning center effectiveness will reflect increase in successful placement in less restrictive senings) Panicipation in Race/Culniral Diversity Conference Inservice at King on Modifications Request made to all schools to schedule inservice on modifications F. 0. H. 08/15/95 08/16/95 08/23/95 08/15/95 08/16/95 08/23/95 Presentation to NLRSD examiners on SLD Transition Inservice for Secondary LRSD cosponsored State conference on literacy 1.4 Arrange substitutes for regular teachers. 05, 3 09/20/95 09/28/95 09/29/95 07/01/95 09/20/95 09/28/95 09/29/95 06/30/96 SOS 1.4 (Data re: placement in learning center will reflect increased successful placement in less restrictive senings) Page: 4 Program Seq f: 05 Revision Date: November 6, 1995 Program Name: Special Education Program Code: 15 Primary Leader: Brady Gadberry Secondary Leader: Dr. Patty Kohler Program Goal: To ensure equity in representation of black males in special education through comprehensive staff development. (To reduce the disparate number of minority students enrolled in special education to reflect the District racial composition and to be comparable to state/national statistics in provision of FAPE to students with disabilities.) i I 1 :i Plan Reference Page Number L 114 L 114 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior, b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/ dialect, student ways of reacting/ behaving, and value systems. A. LRSD cosponsored state conference on Inclusion B. Preschool Inservice for all special education teachers C. D. E. 07/01/95 08/10/95 08/15/95 06/30/96 08/11/95 08/15/95 Participation in Race/Cultural Diversity Conference Inservice at King on Modifications Request made to all schools to schedule inservice on modifications F. G. H. 08/15/95 08/16/95 08/23/95 08/15/95 08/16/95 08/23/95 Presentation to NLRSD examiners on SLD Transition Inservice for Secondary LRSD cosponsored Sute conference on literacy 1.6 Apply skills at center with students. A. Learning Center programs serve students in two classes 05, 4 09/20/95 09/28/95 09/29/95 07/01/95 08/21/95 09/20/95 09/28/95 09/29/95 06/30/96 09/30/95 Director, Div of Exceptional Children\nLearning Center Staff Regular teachers 1.5 Decrease in discipline referrals (List of inservice topics, personnel involved, and dates, survey results re\ninservice effectiveness will reHecl increased implementation of appropriate strategies, dau re: learning center effectiveness will reflect increased successful placement in less restrictive settings) 1.6 (Data re\nshident placement will reflect increased success of students returning to schools from center.)Page: 5 Program Seq f: 05 Revision Date: November 6, 1995 Program Name: Special Education Program Code: 15 Primary Leader: Brady Gadbeny Secondary Leader: Dr. Patty Kohler ih'ogram Goal: equity In representation of black males In special education through comprehensl.e staff development. (To reduce Ihe disparate number of minority students enrolled in special education lo renect Ihe To ensure ~ *' ... ~ ----------------- -- ----------- ---.- -.-.-.-.-.-.-..-.-.-. ..... ........ e_.-_____1-t___r ri m? JSe-AUISdime \\ District racial composition and to be comparable to state/national statistics in provision of FAPE lo students with disabilities.) Plan RefererKe Page Number L 114 L 114 149 149 149 149 149 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.7 Return to school. A. Students in regular classes monitored 1.8 Monitor teacher eflectiveness. A. Students in regular classes monitored 1.9 Determine agenda meeting 1.10 Establish consistency in areas of assessment 1.11 Screening A. Examiner meeting D. Mental Reurdation Identification revised C. Presentation to NLRSD examiners re: SLD 1.12 Evaluation instruments A. Examiner meeting B. Mental Retardation Identificaiion revised C. Presentation to NLRSD examiners re: SLD 1,13 Eligibility criteria 05, 5 07/01/95 08/21/95 07/01/95 08/21/95 08/16/95 08/10/95 09/20/95 08/16/95 08/10/95 09/20/95 06/30/96 09/30/95 06/30/96 09/30/95 08/16/95 08/10/95 09/20/95 08/16/95 08/10/95 09/20/95 Regular teachers Supervisors Principals 1.7 (Data re: student placement will reflec\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":15,"first_page?":true,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"online exhibitions","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":15},{"value":"StillImage","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Little Rock School District","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"Education--Arkansas","hits":13},{"value":"Little Rock (Ark.)--History--20th century","hits":13},{"value":"Little Rock School District","hits":12},{"value":"Education--Finance","hits":7},{"value":"Education--Evaluation","hits":6},{"value":"Educational law and legislation","hits":4},{"value":"Educational planning","hits":3},{"value":"School facilities","hits":3},{"value":"School improvement programs","hits":3},{"value":"School integration","hits":3},{"value":"African Americans--Violence against--Mississippi","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Cowan, Polly, 1913-1976","hits":2},{"value":"Goodwillie, Susan, 1941-","hits":2},{"value":"Height, Dorothy I. 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