{"response":{"docs":[{"id":"bcas_bcmss0837_1423","title":"Report: \"Monitoring Report Response: Pulaski County Special School District School Racial Balance,\" Pulaski County Special School District, Office of Desegregation Selected 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":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1993-10-08"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School integration","School management and organization"],"dcterms_title":["Report: \"Monitoring Report Response: Pulaski County Special School District School Racial Balance,\" Pulaski County Special School District, Office of Desegregation Selected 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/1423"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["14 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1022","title":"\"A Marketing Plan to Recruit Students to Incentive, Area and Interdistrict Schools of the Little Rock School District,'' Write Ideas","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-10-04"],"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 enrollment","Students"],"dcterms_title":["\"A Marketing Plan to Recruit Students to Incentive, Area and Interdistrict Schools of the Little Rock School District,'' Write Ideas"],"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/1022"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nREC A MARKETING PLAN TO RECRUIT STUDENTS OCT 4 1993 TO INCENTIVE, AREA AND INTERDISTRICT SCHOOLS OF THE LITTLE ROCK SCHOOL DISTRICT Prepared By Write Ideas October 4, 1993 OBSERVATIONS According to information found in the Little Rock School District Desegregation Plan (April 1992), the Little Rock School District \"has developed and will continue to develop special programs for meeting the needs of its students.\" Area, Incentive and Interdistrict schools dearly fall within this area of special programming. However, while the concepts of these schools are definitely with merit, the marketing and promotion of these schools and their curricula have not been as aggressive as necessary. The same document also indicates that ''business, civic, professional and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences.\" This is a valid concept and it is suggested that it should be included in any marketing/ promotional plans which the District chooses to initiate. The desegregation plan further indicates that \"the use of multicultural curricula is an important factor for effective school desegregation ... multicultural curriculum and a multicultural approach to education will be in place in each school...students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups.\" It is vital to these schools that the public be made aware of these commitments by the District. Page 215 of this document lists a number of marketing techniques to recruit students/parents to District Incentive Schools. These techniques could also be applied to the recruitment of students to Area and Interdistrict schools as well. The necessity of promotional techniques is well indicated in the 2 document... \"aggressive marketing and recruitment are essential to the overall success of the incentive school program. Careful marketing of the incentive school program is the first step toward an effective recruitment program. The marketing phase of the parent recruitment program will focus on providing general information to the community ... \" The Interdistrict Desegregation Plan (April 1992) also speaks to recruitment. In particular, the plan states on page four that, \"PCSSD and LRSD will engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict schools.\" 3 STRATEGIES All of the previous statements and concepts are crucial to effectively recruiting students-particularly white students-to the LRSD. Many of the marketing techniques listed on page 215 of the desegregation plan document are worthy of enlistment in the effort to attract these students to the schools. Among those worthwhile techniques are: providing information to churches, conducting information sessions with special audiences and securing media coverage from local newspapers and radio stations. However, following thorough examination of available documents, it is recommended that additional approaches be taken in the recruitment of students to the Area, Incentive and Interdistrict schools. Much of the documentation previously written indicates a great determination to attract parents to the schools, with little emphasis placed on targeting students, the greatest beneficiaries of these schools' offerings. Obviously, parents must be involved in this recruitment process, particularly with younger children (pre-K through elementary). However, children (meaning pre-teens through teens) are now more than ever becoming more involved in making decisions which affect their lives. And unfortunately, in many cases, there are children in homes where there is a parental deficit. These children deserve to receive appropriate information affecting their futures, since often they must make many decisions for themselves. 4 Consequently, it is recommended that the marketing techniques which were recommended in the April 1992 desegregation plan be implemented, but with fresh ideas and more finely targeted strategies. In implementing a new marketing and promotions strategy, the optimum word should be \"simple.\" However, the words appealing, entertaining, interesting, and of course, informative, should not be overlooked. With these observations and strategies in mind, following is a list of marketing techniques, in rough outline form, which could be utilized to attract the targeted students and parents to LRSD Area, Incentive and Interdistrict schools. 5 MARKETING AND PROMOTIONS PLAN TO RECRUIT STUDENTS TO LRSD ALTERNATIVE SCHOOLS  NEW RECRUITMENT VIDEO(S) Who would be involved: Film production students at Metropolitan VoTech\nSelected Students at Area, Incentive and Interdistrict schools. Time frame: Production to begin immediately and to be completed in three to six months in order to produce a thorough, professional and informative product. Benefit: Videos are a familiar information vehicle. Many who would not read or make a phone call to seek information would watch an entertaining and informative 15-minute video. Goal: Students and parents would receive information about the three types of \"specialty\" schools, what they offer, how students who attend the schools feel about them, and how non-participating students can enroll. Because of the more easily accessible format-video-more parents and students-especially those who are illiterate or unmotivated to seek information about the schools-will be reached. 6 It is recommended that at least one new video be produced which would promote the Area, Incentive and Interdistrict schools of the LRSD. If only one video is produced, that video would contain three segments, each devoted to one of the three types of schools. However, it is strongly recommended that three videos be produced, each one describing the benefits of the Area, Incentive or Interdistrict schools. In order to receive a two-fold benefit from the videos, it is suggested that they be taped and produced by students at Metropolitan Vo-Tech. The two-fold benefit would be: (1) An opportunity to promote and explain the concepts behind the Area, Incentive and Interdistrict schools and, (2) An opportunity to showcase not only the talents and skills of students at Metro, but to also introduce to the public the vocational and technical classes-particularly video production-available to students. This would be of great benefit to Metropolitan, which is currently experiencing a downward turn in enrollment. The video should be no longer than 20 minutes in length, preferably 15 minutes, and would feature students who are successfully attending the three types of schools. The video should be taped in a contemporary \"MTV-style\" format using both color and black and white formats, with candid, unrehearsed sound bites from students initiated by an unseen, offcamera interviewer. School curriculum should be the focus, emphasizing those options and attractions available to students at each type of school. Contemporary music with which the targeted students can identify should be used in the background. It is recommended that Write Ideas be involved in directing and producing the video. 7 In order to reach as many students and parents as possible, the video should be distributed through a variety of methods, including:  School libraries  School guidance counselors  Public libraries  Special showings of the video during classes with particular significance to these specialty schools, such as language, business, science and other classes, which may correlate to the more enriched programs at the Area, Interdistrict or Incentive schools. The key to successful implementation of this plan is a well-produced video which honestly portrays Area, Interdistrict and Incentive schools in an attractive and enticing manner. Teachers and guidance counselors can be important to targeting students who could benefit from a transfer to, or enrollment in, one of these schools.  DEVELOP AN ALLIANCE WITH LOCAL MEDIA Who would be involved: The LRSD Communications Department. Time frame: To be implemented immediately. Benefits: Positive feature and even news stories placed in the media by the LRSD Communications Department would ensure that the District would receive coverage which would offset the negative news stories, 8 which more than likely will at some point in time, be the focus of local news media. Goals: To take advantage of the media's and the District's \"low seasons.\" The media's low season would be those times when news and feature stories are slow. The District's low season would be those times during which schools and district activities are at their lowest point. During these times, the media could be \"fed\" feature articles or feature article ideas to use for print or broadcast. Historically, the media have tended to focus on negative activities within the District and its schools, thereby omitting the many positive stories there are to tell about the LRSD and its varied curricula. Although the media may be viewed by some as \"the enemy,\" they can become a very useful ally if approached properly. The first step toward establishing an alliance with the media is to form a working relationship with the media and the LRSD Communications Department. Communications Department personnel will be the points persons directly involved in writing news releases, distributing them, sending out media alerts, and making phone calls when news is breaking. But more importantly, the Department will be essential to establishing a direct line from the District to the media in drawing attention to more \"featurey\" stories, such as those which could be produced about the three schools which this document targets. 9 It is suggested that the Communications Department be organized in such a way that it become an effective tool for disseminating and receiving information of value to the school district. At times, the Department may require the services of a freelance writer to write stories to be sent directly to the media, such as the Arkansas Democrat-Gazette, Little Rock Free Press, Arkansas State Press, Arkansas Times and Arkansas Business. An education column or special section would be an ideal vehicle to provide information to the general public concerning the Area, Interdistrict and Incentive schools. Some community papers, such as Arkansas State Press welcome ready-written articles which can simply be dropped into their formats. This should be investigated by the Communications Department. The student-produced video could also be used as a \"Video News Release (VNR).\" A video news release is the broadcast counterpart to a written news release, except it is distributed to radio and televisions stations. The VNR could be sent to the major local television stations, as well as AETN and cable access channels for airing. Where the Communications Department is unable to execute the previouslymentioned tasks as outlined, it is recommended that the District secure the services of an outside agent, such as Write Ideas, to assist with the proper execution of these tasks, or the training of the LRSD Communications Department staff to do so. 10  DEVELOP A NEW CATCH-ALL PHRASE, THEME OR LOGO FOR THE THREE TYPES OF SCHOOLS. Who would be involved: Write Ideas, students of the LRSD, LRSD Communications Department. Time frame: To be implemented immediately. Benefits: The concepts of the three schools would become more top of mind to school district parents and students. Goal: If the concept of Area, Interdistrict and Incentive schools is familiar to District patrons, they will be more likely to consider enrollment in these schools when a new semester opens. A central theme for the schools would make marketing the concepts and opportunities offered by these schools simpler, providing parents and students with a familiar \"hook\" to remember and consider. This new theme or logo would create the concept of a fresh, new package of educational opportunities available to students. Some suggestions for the new theme are \"Educational Power Package\n\" \"Power Ed3\nand \"Super Schools.\" Another suggestion is to conduct a District-wide schools contest in which students would attempt to create a theme and/ or logo for the three-school \"package.\"  FORM AN INTENSIVE SPEAKERS BUREAU. 11 Who would be involved: LRSD Communications Department, PT A, Write Ideas (if needed), LRSD partners in education. Time frame: To be implemented immediately. Benefits: By keeping the LRSD constantly \"in front of\" the public, and having representatives of the District readily available to describe and \"sell\" the District and its commodities to influential groups, i.e., those with school-age children, and those with a strong political, social, educational or professional base, it becomes easier to introduce the schools and their benefits to the public. Goals: By forming a speakers bureau, the District reaches more influential people (such as Rotarians, Junior Leagues, professional societies, etc.), and can potentially produce a new group of speakers from those who targeted organizations. Parents and officials of the LRSD, as well as representatives of the Area, Incentive and Interdistrict schools could be used as speakers to target organizations which are comprised of members of the market which the District is targeting for enrollment at these schools. It is important that students from the Area, Interdistrict and Incentive schools be used as speakers to reach out to students at other schools. Students could present classroom talks, speak to church youth groups and school clubs, among other organizations, describing their personal, positive experiences at 12 these specialty schools. It is recommended that the new video(s) be a part of any presentation made on behalf of the LRSD.  SET UP INFORMATIONAL BOOTHS Who Would be involved: The LRSD Communications Department, Write Ideas (if needed). Time Frame: Following production of new video(s), with emphasis on peak recruitment times for alternative schools. Benefits: With the proper tools for enticement, information booths can be successful. These information centers provide great opportunities to dispense information to large groups of prospects for the LRSD at one time. Goals: To devise a tried and true method of attracting both parents and students to learn more about the LRSD as well as its specialty schools. Although the use of information booths for information dissemination has been attempted in the past, it is probable that the proper tools were not in place to make the booth a successful venture. It is recommended that an attractive booth-consisting of more than tables, chairs and pamphlets-be constructed to provide valuable information concerning the LRSD to the 13 public. It is suggested that the new video(s) produced by Metro be run a loop and shown on a video screen in the booth. It is also recommended that officials from the LRSD who are authorized to sign students up on the spot, if necessary, be stationed in the booths to offer correct and definitive information when requested. Although the price range of display booths varies widely depending upon size, number of panels, fabric used and other variables, following are some typical price ranges for portable tabletop booths.  George Fixture (Chuck Gates) - $500- $2000 for tabletops.  Arkansas Display Systems (Ken or June McClellan) - $250-$2000 for tabletops\n$1500 for backdrops. Purchase orders accepted from municipal agencies.  Ace Signs (DiGi) - $225-$660 for tabletops. It is also suggested that Metropolitan be contacted about the possibility of constructing a display booth, rather than investing more dollars into purchasing one. Again, this would be a great opportunity to market Metro, the skills of its students, and the various vo-tech courses it offers. The booths could be set up in the usual locales, such as malls, school and church carnivals, professional and educational fairs, as well as some unorthodox locations such as company breakrooms or other rooms provided by companies for this purpose.  SMALL GROUP PRESENTATIONS 14 Who wou]d be involved: PTA, LRSD Communications Department, LRSD Board Members, LRSD Officials, Write Ideas (if needed), other school support groups. Time frame: Immediately following development of a general presentation by the Communications Department and/ or Write Ideas, which can be used repeatedly, and/ or the production of the new video. Benefits: Small groups, carefully selected by the PTA or other friends of the LRSD would be naturals to receive the information available to them concerning the Area, Interdistrict and Incentive schools. Because the small groups are carefully selected, it can safely be assumed that these groups are members of the larger targeted group of parents and students. Goals: To target highly specific groups of parents and students in an informative and personal manner to recruit them to the LRSD and its specialty schools. By carefully selecting small groups of potential LRSD patrons, PT A members or other District support groups can conduct personal, small-group drop-ins, parties, receptions or other functions inviting potential LRSD patrons to consider LRSD schools. It is suggested that LRSD officials and/ or Board Members participate in these small group socials by making personal appearances when possible. Again, the video(s) will be a useful recruitment tool in this setting. 15  FORM PARTNERSHIPS WITH LOCAL BUSINESS AND THE GREATER LITTLE ROCK CHAMBER OF COMMERCE. Who would be involved: LRSD officials, LRSD Communications Department, Write Ideas (if needed). Time frame: To be implemented immediately. Benefits: Partners could help to defray costs incurred by the school district for special projects, as well as participate in promotional tasks. Goals: To increase the number of Business Partners in order to widen the scope of support being given to public schools in Little Rock by the business community. Community support of public schools must be an integral part of a successful plan to recruit students to the schools. Local businesses-whether locally-or nationally-based-can be of great benefit to the LRSD, financially through sponsorships of special programs, or through marketing and promotional support within their ranks. LRSD officials must certainly play a crucial role in soliciting the support of these businesses.  INCREASE PARTNERSHIP IN AND STRENGTHEN SCHOOL (PARENT) SUPPORT GROUPS: Who Would Be Involved: LRSD Communications Department, PTA. 16 Time Frame: To be implemented immediately. Benefit: A strong support group with concerned parents as the foundation can help to generate more support for the LRSD from other parents who might otherwise not be aware of the benefits of enrolling their children in the LRSD. Goal: To create a parent ombudsmen program to support the LRSD. It is imperative that this become a top priority with the PTA. Together with the LRSD Communications Department, parents should be fervently recruited to become active supporters of the schools in an effort to \"pass on the word.\"  ENLIST THE ASSISTANCE OF A MARKETING RESEARCH FIRM TO SET UP A TRACKING SYSTEM FOR THE LRSD. Who Would Be Involved: LRSD officials, LRSD Board. Time Frame: Consultation with marketing research firm to begin immediately. Benefit: A market research firm can offer guidance in setting up an effective tracking system to assist manpower already in place in gathering and organizing data. 17 Goal: To establish an efficient and effective tracking system which can be used year after year with few alterations. After conducting a blind poll (the market research firms were unaware that the LRSD was the potential dient), of several (nine) Little Rock marketing research firms, it was determined that not all firms possess the capability to work on a consultation only basis. However, at least two of the firms, Marketsearch, represented by Yvonne McLaughlin, and Opinion Research Associates, Inc., represented by Eamie Oakleaf, said that they were willing to consult with the LRSD at no cost to the District to determine the fee for setting up a tracking system. Again, none of the marketing research firms was aware that the LRSD was the potential client. However, they were each asked if they could set up systems for educational institutions.  INDIVIDUALIZED RECRUITMENT PLANS FOR EACH SCHOOL Who would be involved: Principals from each school (Area, Interdistrict, Incentive, etc.), PTA, school parent groups, school business partners, VIPS. Time Frame: Following production of new video(s) and assessment of each school's recruitment needs, coinciding with peak student recruitment times. Benefits: By utilizing the LRSD's master recruitment plan and tailoring it to each school's individual needs, a more effective recruitment plan can be implemented to match the needs of each school based on its student racial population and other needs. 18 Goal: To provide each school within the LRSD a specialized plan of action with which to recruit students to each school. Although this document-the master student recruitment plan for the LRSD-provides numerous marketing tools to promote the specialty schools of the district, each school will inevitably be faced with its own special recruitment needs. Consequently, this document allows enough flexibility for individual schools to select those marketing and promotion techniques which will best serve their recruitment needs. Some schools might implement each technique outlined\nfor others, it might only be necessary to utilize one or two of the strategies. By allowing each school the ability to assess its own recruitment needs, the recruitment process becomes more effective.  COMMUNICATIONS DEPARTMENT TRAINING Who would be involved: LRSD Communications Department, School Recruiters, Write Ideas. Time Frame: To be implemented immediately following reorganization of the LRSD Communications Department. Benefits: A well-trained Communications Department and recruitment team will be better able to provide information to parents, students, the media and the community in general. 19 The succussful implementation of many of the recommendations outlined in this document are directly related to the development of a strong Communications Department within the LRSD. As indicated earlier in this document, the LRSD Communications Department should be instrurnentai in the recruitment process, particularly in the areas of information dissemination, crisis intervention, LRSD-parentstudent relations and other areas. A strong Communications Department will serve to assist in making the entire LRSD system a more finely-tuned machine. 20 LITTLE ROCK SCHOOL DISTRICT RECRUITMENT/MARKETING PLAN ADDENDUM  NEW RECRUITMENT VIDEO(S) Objective: To provide students and parents with easily accesible information concerning the methods for enrolling in Area, Interdistrict and Incentive schools. Strategies: Produce from one to three videos focusing on the three targeted schools. The video(s) would be produced by students at Metropolitan Vocational Technical School and would feature students from the Area, Interdistrict and Incentive schools. Responsible Persons: Film production students at Metropolitan Vo-Tech\nselected students from Area, Interdistrict and Incentive schools\nWrite Ideas for technical, directing and production assistance.  DEVELOP AN ALLIANCE WITH LOCAL MEDIA Objectives: To take advantage of opportunities to place positive news and feature stories about the LRSD in the local media. To develop a positive, familiar and on-going relationship between the LRSD Communications Department and the local media. Strategies: Form a working relationship with the local media by communicating with the media during \"low seasons\" for both the District and the media, when the media are most likely to provide coverage of feature stories concerning the LRSD. Responsible Persons: LRSD Communications Department.  DEVELOP NEW THEME OR LOGO FOR THE THREE TARGETED SCHOOlS Objectives: To provide parents and students who may be candidates for the three targeted schools with a catch phrase which will breed familiarity with these schools. Strategies: Create a new theme, either through a freelance agent (Write Ideas), or through a District-wide student contest. A Responsible Persons: Write Ideas, students of the LRSD, LRSD Communications Department.  FORM AN INTENSIVE SPEAKERS BUREAU Objectives: To reach influential groups of people who can \"spread the word\" about the benefits of attending the LRSD and its alternative schools. Strategies: Utilize parents, officials of the LRSD and representatives of the Area, Incentive and Interdistrict schools as speakers to target those organizations who could influence educational choices. Responsible Persons: LRSD Communications Department, PTA, Write Ideas (if needed), LRSD partners in education.  SET UP INFORMATION BOOTHS Objectives: To devise an informative and entertaining method of attracting attention, in public settings, to disseminate information pertaining to the LRSD. Strategies: Purchase a tabletop display and backdrop to be used at fairs, conventions and other appropriate events where students and parents would be targeted. Alternatively, students at Metropolitan Vo-Tech could construct the display booth, saving the District money, and promoting the courses available at Metro and the talents of its students. Responsible Persons: LRSD Communications Department, Metropolitan VoTech students, Write Ideas (if needed).  SMALL GROUP PRESENTATIONS Objectives: To target highly specific groups of parents and students in an informaive and personal manner to recruit them to the LRSD and its alternative schools. Strategies: Hand-select small groups of potential LRSD patrons through the PT A or other District support groups. Host small social/ recruitment gatherings for these groups. B Responsible Persons: PT A, LRSD Communications Department, LRSD Board Members, LRSD Officials, Write Ideas (if needed).  FORM PARTNERSHIPS WITH LOCAL BUSINESSES AND THE GREATER LITTLE ROCK CHAMBER OF COMMERCE. Objectives: To increase the number of Business Partners in order to widen the scope of support being given to public schools in Little Rock by the business community. Strategies: LRSD officials should target local businesses, who could become financial and promotional partners with LRSD, through personal contacts. Responsible Persons: LRSD officials, LRSD Communications Department, Write Ideas (if needed).  INCREASE P ARTNERSHlPS AND STRENGTHEN SCHOOL (PARENT) SUPPORT GROUPS Objectives: To create a parent ombudsmen program to help support the LRSD and its programs. Strategies: The PTA should fervently recruit more parents to become involved in parent organizations. Responsible Persons: PT A, LRSD Communications Department.  ENUST THE ASSISTANCE OF A MARKETING RESEARCH FIRM TO ESTABLISH A TRACKING SYSTEM FOR THE LRSD. Objectives: To establish an efficent and efffective system of tracking the recruitment process. The system should be one which can be used year after year with few alterations. Strategies: Consult with a marketing research firm to set up an effective plan. Responsible Persons: LRSD officials, LRSD Board. C  INDIVIDUALIZED RECRUITMENT PLANS FOR EACH SCHOOL. Objectives: To allow each school to create a recruitment plan based on the LRSD's master recruitment plan which would match each school's special needs. Strategies: Each school would assess its recruitment needs and then use only those recruitment strategies which would help satisfy their recruitment requirements. Responsible Persons: School principals, PT A, school parent groups, school business partners, VIPS. COMMUNICATIONS DEPARTMENT TRAINING Objectives: To create a communications department which serves the needs of students, parents, media and the community at large. Strategies: Upgrade the LRSD communications department through increased personnel and specialized training, which would allow it to operate more effectively. Responsible Persons: LRSD Communications Department, School Recruiters, Write Ideas. D M0NTII October October October November November/December RECRUITMENT PLAN CALENDAR ACTIVITY RESPONSIBLE PERS0N(S) Reorganization of Districtwide Recruitment Team (DRT)  Describe new functions related to recruitment plan  Identify roles and responsibilities Superintendent Cabinet Conduct work session for DRT Recruiters/ Communications to design delivery system for overview/ charge to Local Recruitment Teams (LRT) Conduct work session Recruiters/ Communications (overview) for principals Identify Local Recruitment Districtwide Recruitment Teams (LRT) for recruitment Team training  Elementary Cluster (Gremillion)  Elementary Ouster (Robertson)  Incentive /lnterdistrict Schools  Secondary Ouster  Bi-racial Committee Local schools develop individualized recruitment plans utilizing LRSD Recruitment Plan Strategies I Principals/ Assoc. Supt. for Desegregation November/December November/December November/December  Conduct assessment of local school needs and resources to include at least the following: -Student enrollment -Ethnicity -Gender -Achievement data -Attendance data -Citizenship -Other Conduct assessment of local school staff to include at least the following: -Ethnicity -Gender -Degrees Held (BA./BS., MA./ MS, Ph.D., other degrees) -Staff Achievement Conduct assessment of schools to include at least the following: -Special Awards -Special offerings/ unique features -Partners -VIPS -Parent Involvement -Attendance zones (eligible area of attendance for students) II Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Principals/Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. November/December December January 1994 April 1994 June1994 June1994 July 1994-June 1995  Utilize program budget document format -Develop goals/ objectives/ strategies, i.e. percent of student needed to racially balance schools\ntargets (number and grade level)\nretention of student population -Identify person(s) responsible -Evaluation/ assessment criteria (include a tracking system) Send copy of local school plan to DRT (12/ 15/93)  Implementation of LRT / Districtwide recruitment strategies (concentrated effort) annual kick-off Annual evaluation efforts (Districtwide/ Local School Recruitment Teams) Principals/ Local Recruitment Teams/Teachers/ Planning, Research and E val./ Assoc. Supt. Deseg. Principals/ Local Recruitment Teams/Teachers/ Planning, Research and Eval./ Assoc. Supt. Deseg. Local Recruitment Teams LRT/DRT/PRE Review and revise, ii needed, LRT /DRT /PRE recruitment strategies Implement revised plan LRT/DRT III\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1555","title":"Court filings concerning school constriction, educational law, and court proceedings.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1993-10"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School buildings","School facilities","School management and organization","School improvement programs","Stephens Elementary School (Little Rock, Ark.)","Arkansas. Department of Education"],"dcterms_title":["Court filings concerning school constriction, educational law, and court proceedings."],"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/1555"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["50 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_231","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1993-10-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School districts--Arkansas--North Little Rock","Little Rock School District","School districts--Arkansas--Pulaski County","School attendance"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/231"],"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\nREC V LITTLE ROCK SCHOOL DISTRICT OCT t 9 lYYj ANNUAL FALL ENROLLMENT SURVEY c\n?.'00 October 1, 1993 Officeo f DeseoregatiQMno nitoring SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. CENTRAL 1228 618 33 1879 65 1891 FAIR 596 314 8 918 65 904 HALL 586 362 28 976 60 1216 MCCLELL 666 213 7 886 75 1085 PARKVIEW 463 315 10 788 59 991 SR HIGH TOTAL 3539 1822 86 5447 64 CLOVERDALE 566 130 5 701 81 857 DUNBAR 439 251 11 701 63 751 FOREST HEIGHTS 575 195 18 788 73 733 HENDERSON 678 210 27 915 74 959 MABELVALE 453 197 4 654 69 594 MANN 494 341 16 851 58 935 PULASKI HEIGHTS 434 351 5 790 55 692 SOUTHWEST 524 141 14 679 77 702 JR HIGH TOTAL 4163 1816 100 6079 69 BADGETT 132 57 0 189 70 257 BALE 225 68 10 303 74 401 BASELINE 265 76 2 343 77 390 BOOKER 321 265 9 595 54 656 BRADY 263 122 12 397 66 467 CARVER 325 263 7 595 55 613 CHICOT 356 147 6 509 70 558 CLOVERDALE 304 75 7 386 79 492 DODD 189 97 6 292 65 328 FAIR PARK 200 60 3 263 76 351 FOREST PARK 200 253 5 458 44 376 FRANKLIN 300 40 5 345 87 544 FULBRIGHT 233 272 15 520 45 540 GARLAND 181 3 21 205 88 346 GEYER SPRINGS 208 78 2 288 72 328 GIBBS 170 121 8 299 57 353 JEFFERSON 213 287 4 504 42 492 KING 357 189 7 553 65 728 MABELVALE 311 174 3 488 64 515 MCDERMOTT 262 232 15 509 51 517 MEADOWCLIFF 306 127 1 434 71 442 MITCHELL 215 12 3 230 93 346 OTTER CREEK 141 195 5 341 41 351 PULASKI HEIGHTS 190 197- 11 398 48 351 RIGHT SELL 184 4 1 189 97 346 ROCKEFELLER 240 93 7 340 71 425 - ... . ,. - . ~ SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. ROMINE 247 73 14 334 74 487 STEPHENS 141 3 1 145 97 298 TERRY 243 292 26 561 43 492 WAKEFIELD 337 106 4 447 75 492 WASHINGTON 451 260 10 721 63 939 WATSON 353 89 0 442 80 492 WESTERN HILLS 215 114 3 332 65 328 WILLIAMS 257 207 8 472 11 54 517 WILSON 263 87 4 354 394 WOODRUFF 147 84 5 236 62 324 ELEM. TOTAL 8945 4822 250 14,017 64 ~- SPECIAL SCHOOLS: 27 23 1 51 53 DIST. TOTAL 16,674 8483 437 25,594 65 o?7 613 I ~J\n/3.~M\u0026gt; 1t1 c.,..\n7 8~~'0 ,1/.3(.. ,,,?5,\n33 - (1\n)-,t.1\u0026lt;:! ~eJ C\u0026gt; () ~a /00~ /4./t:. /? ~ 0 19 ~--\n/~ 1/41/ ~ I/ I 1f cf:~~ 4eiel/4.~ If ('.) c\n:\n)-0 fd?b ~iKVfr) a 0 di:) /O\"l:'~ d\u0026lt;J --\n:\nA\n/10 /~ I /d)7 tf?,/d Little Rock 11- ~1 LEA Number 10/21/93 Qunrter Ending Date l 1/12/93 Date Submitted Quarter Number ---==l .9. Q...._.3-_9cc4.__SchYoeoal r H to M TRAflSFERS SUPERINTENDENT'QS UARTERLAYT TENDANCREE PORT, GRADESK -12 ADT - ADA - ADM )rp ttJ ~ c, ignatu{eofSuperintenden t Tele~hone Number~3~2~4_-=22=8=5~----- SEP 11 1998 OFFIOCFE DESEGREMGAOTNIIOTNO RING This 11!port is due within fifteen (15) days after the end of each quarter (Ark. Code Ann. 6-18-213, Supp. 1991). Keep one copy to the office of stati.ruc.s and Local Fi.seal Services, 114 State capitol Hall, Reem 202-A, Little Rock, Arkansas 72201 and one copy to the County Board at Educatioo. Each q,.\u0026gt;arter is to he no less than 40 and no more than 50 davs 1 2 3 4 5 6 7 8 9 I K I N ll E R GAR T E N G RA fl E S 1 - I Uays in Attendance Days ADM Days in Attendance Jigures in columns 2 Days T I Absent Total T I NT I Total\nI ,th..-u 14 should be to the in l Total Total Col. 4+5 Co,lurnns  nP.:nre~t whole nurnber. Ortr NT Col. 2 \u0026gt;3 T + NT -s- Col. 1 7+8 C. Resident pupils sent to other district(s) under 11M11 to \"M\" tninsfers. flis:trict(s) LEA ff Pulaski Countv 43 3?04 1?04 1Q7 70 'l l A 1\u0026lt;: 31 435 ltJnrt-h I i++ln n--~ 41 Q1 Ql 'l ? 1, 1,:n 11 1,:n ID- 'l'otal C of colwnns 12, 13, 14. These will be u:se\u0026lt;l for MFP/'rram\np A.i\u0026lt;l purposes. , i::. Non-residenl pupils ,eceived from olhtar dic,trict ( s) undeL 11M11 to 11Mn Lninsfers. District:(,.\n) T.E/1 # .. - Pul~di r,-,,,nh, 41 ,nc\n7 ,nr\n7 0 ?c\nh\"Q7R l\" 07Q tJ,-~+h I 'Hl o n--~ I 43 ?11 ?11 ? r\n1101 1 101 PCSSD - P4 43 1343 1343 27 32 ,, '1\\,1 t1l E 41 l2ZO 1270 ll 3Q )9369 19 369 II. :!wntxr uf klri\u0026lt;lcrg..,r-te:np upils tinrollcd this qu.:irter: full-Time----lJ.___i l!d!f-'ril'fk._! __ AJ\u0026lt;lilional 1n~lruct ious on b.lck 10 12 Days Absent Total T + NT 1 go1 . Al 1 \"1\" 1 c\n7 693 11 12 13 j,\\ C 0 H 8 I N E D TO T A L G R A D E S K - 12 1'ota1 ADT j Col. 9+10 ~al. 2+ ~alA. fJA4+ - ~ Col.I ID4M+5 \u0026lt; + Col. 1 ~ Col. \"Col. 1 9+10~1 77., Ani\nAf11'. Q\"A ?Al ?/:,/\n?/\n/\n?O\u0026lt;: 384 101\n 4nfl Al QA AA 31 32 4n7 4An A07 f l)j-OY-!JIJ-UUS '\u0026gt;hi H/P4 511 529 ~ SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. ROMINE 247 73 14 334 74 487 STEPHENS 141 3 1 145 97 298 TERRY 243 292 26 561 43 492 WAKEFIELD 337 106 4 447 75 492 WASHINGTON 451 260 10 721 63 939 WATSON 353 89 0 442 80 492 WESTERN HILLS 215 114 3 332 65 328 WILLIAMS 257 207 8 472 ~ 54 517 WILSON 263 87 4 354 7 --9-1 394 WOODRUFF 147 84 5 236 62 324 ELEM. TOTAL 8945 4822 250 14,017 64 ~ SPECIAL SCHOOLS: 27 23 1 51 53 DIST. TOTAL 16,674 8483 437 25,594 65 .. , . ~ t RECEIVED 1~ LITTLE ROCK SCHOOL DISTRICT OCTl 9 l~~j (\\\\ ANNUAL FALL ENROLLMENT SURVEY\n.\n?:CO October 1, 1993 Of/iceo f DeseoregatioMno nitoring SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. CENTRAL //lf 1228 t:if 618 ~~ 33 I J,\n)J 18 79 e,y' 65 1891 FAIR ~80 596 ~I/ 314 g 8 8'99 918 C,~ 65 904 HALL ..580 586 ~51 362 d1 28 15'15 976 C,/ 60 1216 MCCLELL ~~g' 666 d}I/ 213 1 7 gt\n\u0026lt;, 886 7~ 75 1085 PARKVIEW -'l-'13 463 g15 315 /b 10 74,g 788 ~~ 59 991 SR HIGH TOTAL 3539 1822 86 5447 \u0026lt;.,../ 64 afd)\nJiC~ gs ~3\n)D CLOVERDALE 566 130 5 701 81 857 DUNBAR 439 251 11 701 63 751 FOREST HEIGHTS 575 195 18 788 73 733 HENDERSON 678 210 27 915 74 959 MABELVALE 453 197 4 654 69 594 MANN 494 341 16 851 58 935 PULASKI HEIGHTS 434 351 5 790 55 692 SOUTHWEST 524 141 14 679 77 702 ., JR HIGH TOTAL 4163 1816 100 6079 69 BADGETT 132 57 0 189 70 257 BALE 225 68 10 303 74 401 BASELINE 265 76 2 343 77 390 BOOKER 321 265 9 595 54 656 BRADY 263 122 12 397 66 467 CARVER 325 263 7 595 55 613 CHICOT 356 147 6 509 70 558 CLOVERDALE 304 75 7 386 79 492 DODD 189 97 6 292 65 328 FAIR PARK 200 60 3 263 76 351 FOREST PARK 200 253 5 458 44 376 FRANKLIN 300 40 5 345 87 544 FULBRIGHT 233 272 15 520 45 540 GARLAND 181 3 21 205 88 346 GEYER SPRINGS 208 78 2 288 72 328 GIBBS 170 121 8 299 57 353 JEFFERSON 213 287 4 504 42 492 KING 357 189 7 .. 553 65 728 MABELVALE 311 174 3 ' 488 64 515 MCDERMOTT 262 232 15 509 51 517 MEADOWCLIFF 306 127 1 434 71 442 MITCHELL 215 12 3 230 93 346 OTTE_R CREEK 141 195 5 341 41 351 PULASKI HEIGHTS 190 197 11 398 48 351 RIGHT SELL 184 4 1 189 97 346 ROCKEFELLER 240 93 7 340 71 425 OCTOBE1R E NROLLMENT 1993-94 SCHOOYLE AR October 1, 1993 WHITE BLACK HISPANIC ASIAN/PACI. SLND AMER. IND/ESK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE TOTAL %BL~ CENTRAL UNGRADED 642 72 10 83 87 236 226 1 1 8 321 321 11 108 112 164 213 1 6 8 279 333 612 62 12 103 125 135 204 2 2 2 1 1 243 332 575 59 SUBTOTAL 294 324 535 643 4 9 18 1 1 843 986 1829 64 KIND. 23 27 23 27 50 lDO TOTAL 294 324 558 670 4 9 18 1 1 866 1013 1879 65 FAIR UNGRADED 5 4 9 10 14 14 28 68 10 64 47 117 105 181 152 333 67 11 49 57 89 91 2 1 1 139 151 290 62 12 47 38 81 78 2 1 1 130 118 248 64 SUBTOTAL 165 146 296 284 4 2 1 1 464 435 899 65 KIND. 1 2 5 11 6 13 19 84 TOTAL 166 148 301 295 4 2 1 1 470 I' 448 918 65 HALL UNGRADED 10 53 63 113 105 1 1 2 1 170 169 339 64 11 58 44 98 99 3 3 2 1 1 163 146 309 64 12 48 85 84 81 1 6 5 138 172 310 53 SUBT')TAL 159 192 295 285 4 2 11 7 2 1 471 487 958 61 KIND. 7 4 3 3 1  - 10 8 Hl 33 TOTAL 166 196 298 288 4 3 11 7 2 1 481 495 976 60 MCCLELLAN UNGRADED 5 2 12 5 17 7 24 71 10 31 34 145 133 1 176 168 344 81 11 29 39 85 115 1 2 115 156 271 74 12 37 34 71 82 1 2 109 118 227 67 SUBTOTAL 102 109 313 335 2 5 417 449 866 75 KIND. 1 1 7 11 8 12 20 90 TOTAL 103 110 320 346 2 5 425 461 886 75 WHITE BLACK HISPANIC ASIAN/PACI.S L!D AMER. IND/ESK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEf-\\ALE MALE FU1ALE MALI:. FEMALE TOTAL %8LAC PARKVIEW UNGRADED 10 42 68 62 81 1 1 3 105 153 258 55 11 49 55 72 89 1 121 145 266 61 12 41 60 44 95 1 2 1 85 159 244 57 SUBTOTAL 132 183 178 265 3 1 5 1 311 457 768 58 KIND. 11 9 11 9 20 100 TOTAL 132 183 189 274 3 1 5 1 322 466 788 59 SUBTOTAL UNGRADED 10 6 21 15 31 21 52 69 10 273 299 673 650 2 2 4 12 1 953 963 1916 69 11 293 307 508 607 4 3 11 12 2 1 818 930 1748 64 12 2Z6 342 415 540 2 4 10 11 2 2 705 899 1604 60 KIND. 9 7 49 61 1 58 69 127 87 SR. HIGH TOTAL 861 961 1666 1873 8 10 25 ~- .,J!f/ 3 2565 / 2882 5447 65 3, SR. HIGH TOTAL W/0 KINDERGARTE8N5 2 954 1617 1812 8 9 25 X 4 3 2507. 2813 _? 5320 64 ~ WHITE BLACK HISPANIC AS!AiU?AC!.S L',:J .AMER. I t.0/~SK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MAL:: FEMALE MALE FUlALE MALI:. FEMALE TOTAL ~~D~\n. CLOVERDALE UNGRADED 7 25 15 98 93 123 108 231 83 .8 30 18 94 108 2 126 127 253 80 9 21 21 83 90 2 106 111 217 81 TOTAL 76 54 275 291 4 1 355 346 701 81 DUNBAR UNGRADED 7 43 45 104 80 2 149 125 274 67 8 35 43 55 62 . 2 92 105 197 59 9 43 42 69 69 1 2 4 ll5 ll5 230 60 TOTAL 121 130 228 2ll 1 6 4 356 345 701 63 FORESTH EIGHTS UNGRADED 7 34 30 103 92 1 1 I' 1 4 139 127 266 73 8 29 35 83 106 2 2 ll4 143 257 74 9 30 37 95 96 1 5 1 131 134 265 72 TOTAL 93 102 281 294 2 1 8 7 384 404 788 73 HENDERSON UNGRADED 7 46 50 137 ll9 5 4 188 173 361 71 8 37 31 120 94 4 4 161 129 290 74 9 23 23 101 107 5 5 129 135 264 79 TOTAL 106 104 358 320 14 13 478 437 915 74 . \\ MABEVLA LE UNGRADED 3 3 7 5 10 8 18 67 7 26 28 82 63 108 91 199 73 8 24 50 91 71 2 1 ll8 121 239 68 9 31 32 67 67 1 98 100 198 68 TOTAL 84 113 247 206 2 1 334 320 654 69 \\lh!TE 8LAC:'. \"IS?fli.IC ASIA~/PACI.S L~~ A\u0026gt;iER. U,\n/~SK TOTAL ,CHOC~/GRADE MALE FEMALE MALE FEi\nALE MALE FE,.ALE l'.ALE FEl'.ALE :-:ALE F::\"ALE MAL~ FE:'.ALE TOTAL\n3L\n. '-1ANN JNGRADED 7 60 66 81 93 1 3 2 145 161 306 57 8 54 56 67 103 2 3 124 161 285 60 9 45 60 72 78 2 3 119 141 260 58 TOTAL 159 182 220 274 1 2 8 5 388 463 851 58 PULASKHI GTS. UNGRADED 8 2 8 2 10 100 7 73 60 67 76 1 2 141 138 279 51 8 74 58 74 54 148 112 260 49 9 34 52 70 83 1 1 105 136 241 63 TOTAL 181 170 219 215 2 3 402 388 790 55 SOUTHWEST UNGRADED 7 20 18 95 91 3 2 118 I' 111 229 81 8 33 25 88 89 2 1 1 122 117 239 74 9 22 23 83 78 1 3 1 108 103 211 76 TOTAL 75 66 266 258 3 5 4 1 1 348 331 679 77 SUBTOTAL UNGRADED 3 3 15 7 18 10 28 79 7 327 312 767 707 10 7 7 8 1111 1034 2145 69 8 316 316 612 687 8 9 9 3 1005 1015 2020 68 9 249 290 640 668 9 7 13 9 1 911 975 1886 69 JR. HIGHT OTAL 895 921 2094 2069 27 23 29 20 1 3045 3034 6079 69 WHITE eL,:.cK HISPANIC ASIAN/PACI.S LND AMERI. :\nD/ESK OTHER JOTt,~ SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE ~'.ALE FEMALE MALE FU1ALE MALt FEMALE 11AL,_ u\nA1_E -- --- - BADGETT UNGRADED 1 1 3_ 6 4 7 11 82 1 3 6 10 4 13 10 23 61 2 3 2 13 7 16 9 25 80 3 4 5 9 5 13 10 23 61 4 1 4 9 7 10 11 21 76 5 6 0 5 9 11 9 20 70 6 2. 2 12 14 14 16 30 87 SUBTOTAL 20 20 61 52 81 72 153 74 KIND. 4 5 5 6 9 11 20 55 FOURY RO LD 2 6 6 2 8 8 16 50 TOTAL 26 31 72 60 98 91 189 70 BALE UNGRADED 3 4 3 3 6 7 13 46 1 6 4 13 20 1 1 19 / 26 45 73 2 2 1 15 8 1 18 9 27 85 3 5 3 14 11 1 20 14 34 74 4 3 2 13 15 16 17 33 85 5 4 3 G 18 1 10 22 32 75 6 5 2 25 16 1 31 18 49 84 SUBTOTAL 28 19 89 '91 1 3 2 120 113 233 77 KIND. 8 4 19 17 2 1 1 30 22 52 69 FOURY Rv o_:\u0026gt; 6 3 4 5 10 8 i8 50 TOTAL 42 26 112 113 2 2 4 2 160 , J.43 303 74 BASELINE UNGRA[)EiJ 3 3 3 3 6 100 1 8 5 27 10 35 15 50 74 I 4 4 19 18 23 22 45 82 3 7 5 16 20 1 23 26 49 73 ~ 7 2 16 14 23 16 39 77 5 4 2 24 18 28 20 48 88 6 6 1 11 16 1 18 17 35 77 SUBTOTAL 36 19 116 99 1 1 153 119 272 7 KIND. 4 4 16 16 20 20 40 8!J FOURY RO LD 4 9 9 9 13 18 31 58 TOTAL 44 32 141 124 1 186 157 343 77 WHITE [!LACK HISPANIC ASIAN/PACI. S LND Ai1:ER. I '.,:l/ESK TOTAL SCH OOLG/R ADE MALE FEMALE MALE FEMALE MALE ~ f',AL[ FE ',ALE ~ ~~t\\i\\LE \"-:r...LE ~ TOTAL %BU.CK BOOKER UNGRADED 1 18 20 23 20 41 40 81 53 2 15 23 28 16 1 2 43 42 85 52 3 16 24 21 26 1 38 50 88 53 4 20 18 24 27 44 45 89 57 5 19 21 22 27 1 2 42 50 92 53 6 10 34 18 30 28 64 92 52 SUBTOTAL 98 140 136 146 2 4 236 291 527 54 KIND. 13 14 21 18 1 1 36 32 68 57 FOURY RO LD TOTAL 111 154 157 164 1 1 3 4 272 323 595 54 BRADY UNGRADED 1 3 2 3 3 6 33 1 15 12 19 14 1 2 ,..3 5 28 63 52 2 12 6 16 14 2 1 30 21 51 59 3 4 6 26 20 30 26 56 82 4 6 8 16 24 1 22 33 55 73 5 7 2 23 14 30 16 46 80 6 6 5 16 15 1 23 20 43 72 SUBTOTAL 51 42 118 101 1 3 4 173 147 320 68 KIND. 9 11 25 11 1 3 35 25 60 60 FOURY R0 ~'.) 5 4 5 3 10 7 17 47 TOTAL 65 57 148 115 1 4 7 218 179 397 66 CARVER UNGRAl:Eu 1 20 13 19 16 39 29 68 51 / 20 20 24 24 44 44 88 55 3 22 13 31 21 1 1 54 35 89 58 .\n27 20 26 25 53 45 98 52 5 23 16 25 30 2 50 46 96 57 6 27 17 29 23 56 40 96 54 S:.JclTGTAL 139 99 154 139 'l 1: 2 296 239 535 55 '.i'i'.l. 17 8 18 14 1 2 36 24 60 53 332 263 595 55 F J~~ YR OL:J --:-G,..AL 156 107 172 153 1 2 4 l\u0026lt;l,l :[ :-,1 ,,...,_, II l :?A',: C\n,~: A\"i, ?\n.c. 1 r.,1... ',)\n,_.::\\. ! .:.,:: ,-: .,.1...h\\..1\\ TOTAL,.. _\" ,, SC!IOOL/CRAJE ''.,\nL( F['-'.AE~ f,\\LE. FE''.:.L[ ,.._:~L~ FE t',,',~L \".:\\~~ F C\"' r '.',\\L[ :-~ \":,L ~ ,.:,. . _ ~ - 11 __ ~ TOTAL '%:lUC: CHICOT UNGRA:JE.D 5 1 4 5 1 11 11 35 20 9 6 15 60 2 11 12 24 31 46 31 77 71 3 10 8 36 20 35 43 78 71 4 IO 8 23 22 2 46 28 74 76 5 9 9 18 24 1 35 31 66 68 6 9 6 23 21 1 28 33 61 69 SUBTOTAL 65 55 163 143 4 33 28 61 72 KIND. 7 11 21 20 232 200 432 71 FOURY RO LD 6 3 4 5 28 31 59 69 TOTAL 78 69 188 168 4 10 8 18 50 \" 270 239 509 70 CLOVERDALE UNGRA~ED 1 5 7 22 17 ~{ 24 51 76 2 4 5 21 19 25 50 80 3 8 1 16 19 25 21 46 76 4 1 2 18 19 20 21 41 90 5 3 5 27 20 1 30 26 56 84 6 4 3 19 19 23 22 45 84 SUBTOTAL 25 23 123 113 2 3 150 139 289 82 KIND. 10 5 25 16 1 36 21 57 72 FOUR YR OLD 5 7 14 13 19 21 40 68 TOTAL 40 35 162 142 3 3 205 181 386 79 DODD \\ UNGRADED 2 2 3 4 3 7 71 1 12 9 13 10 1 27 20 47 49 2 3 10 9 8 12 18 30 57 3 4 4 17 13 1 21 18 39 77 4 12 7 15 13 1 27 21 48 58 5 5 6 12 12 1 17 19 36 67 6 4 6 17 18 21 24 45 78 SUSTOTAL 42 42 85 77 4 129 123 252 64 Kl~J. 2 11 19 8 21 19 40 68 1-CJR n J,_J TOTAL 44 53 104 85 4 150 142 292 65 r ~ :J \") -\"I \"V wh!TE [Li,CK H S?A:I,C /..S!A~/p\n.c,, i ~L~:l /,::,\n:R. I ','.:\n/ES\u0026lt; TOTAL ~.AL[ ~~' 1ALE t,'ALt ,\n::~LE TOTAL- %BLACK SCHOOL/GRADE ''ALE FE:-\\ALE MALE FEMALE MALE FEMALE ''.ALE F~\"~LE FAIR PARK u,:\n~Al!EiJ 12 20 32 72 1 1 7 10 13 18 25 43 81 / 6 2 12 23 23 12 35 77 3 5 2 17 10 1 25 11 36 81\n3 3 21 8 1 17 16 33 85 5 3 2 14 14 13 19 32 78 6 3 4 10 15 108 103 211 79 S:.J:3TOTAL 21 20 84 83 3 14 23 37 70 \u0026lt; i 'l'.). 4 7 10 16 9 6 15 47 FOG~ YR OLD 4 4 5 2 131 132 263 76 TOTAL 29 31 99 101 3 FORESTP ARK r UNGRADED 1 11 22 19 16 1 30 39 69 51 2 17 19 21 16 38 35 73 51 3 19 22 13 17 1 33 40 73 41 4 19 19 3 8 1 23 27 50 22 5 17 15 11 10 1 29 25 54 39 6 15 22 22 20 37 42 79 53 SUBTOTAL 98 119 89 87 2 2 1 190 208 398 44 KIND. 18 18 15 9 33 27 60 40 FOURY RO LD TOTAL 116 137 104 96 2 2 1 223 235 458 44 FRANKLIN UNGRADED 6 5 6 5 11 100 1 3 2 14 21 17 23 40 88 2 2 1 20 24 22 25 47 94 3 1 5 19 19 1 21 24 45 84 4 1 30 16 31 16 47 98 5 21 16 21 16 37 101' 6 1 11 9 12 9 21 ~ SUBTOTAL 8 8 121 110 1 130 118 248 9. KI~:l. 3 3 27 14 1 31 17 48 85 ,ot,?. n 0~:i 9 9 11 17 3 23 26 49 57 T'.)TAL 20 20 159 141 5 184 161 345 87 WHITE eU,CK Hl SPAt.IC t.S!AN/P,',C. l SLN:) /1' 1.~r\u0026lt;.. J \n::\n/C::,K TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE f\"ALE F~r',ALE e:ALE ~E11ALE \u0026gt;:ALE FEi'ALE TOTAL. %BLACK FULBRIGHT UNGRA[)EiJ 2 2 2 1 4 3 7 43 1 15 16 21 11 1 36 28 64 50 / 21 15 19 11 2 1 42 27 69 43 3 13 20 19 13 3 32 36 68 47 ~ 32 21 25  15 3 57 39 96 42 5 25 20 23 12 2 50 32 82 43 6 16 25 15 19 31 44 75 45 SU[lTOTAL 124 119 124 82 4 8 252 209 461 45 Kl!,'.\u0026gt;. 15 14 9 18 3 24 35 59 46 FOt..~ YR OLD 4 11 276 244 520 45 ~GTAL 139 133 133 100 GARLAND 3 5 8 88 UNGRADED 1 3 4 14 2D 34 79 2 11 16 3 2 14 14 28 71 1 14 13 1 13 9 22 91 2 12 8 1 1 26 92 3 18 8 17 7 1 1 15 14 29 93 4 5 13 14 2 11 13 24 88 9 12 2 1 88 83 171 89 6 3 79 74 9 6 13 7 20 95 SUBTOTAL KIND. 12 7 1 9 5 14 64 5 4 4 1 110 95 205 88 FOUR YR OLD 3 96 85 14 7 TOTAL GEYERS PRINGS 5 1 6 83 UNGRADED 1 4 1 19 27 46 78 1 5 5 14 22 24 13 37 70 2 4 7 20 6 13 28 41 71 3 4 8 9 20 18 26 44 77 4 5 5 13 21 10 10 20 85 5 1 2 9 8 16 11 27 56 6 7 5 9 6 105 116 221 73 SUBTOTAL 27 32 78 84 31 18 49 69 Klf.:'J. 7 7 24 11 2 9 9 18 61 ,-OUKY \u0026lt;. u'...) 1 4 8 3 145 143 288 72 TOTAL 35 43 110 98 2 ' IIHITE ELACK HISPANIC I.SI AN/PAC. I SLN::l Ai'.ER. l :\nJ/ESK . TOTAL SCHOOL/GRADE MALE FU1ALE MALE FEMALE MALE ~ VALE FEt1/\\LE MALE\n:-~ t\\AL E !Alt FEi-iALE TOTAL- %BLACK GIBBS UNGRAl:Eu 1 6 9 12 14 1 19 24 43 60 / 10 6 13 9 2 23 17 40 55 3 15 6 11 13 26 19 45 53 .\n10 9 13 - 12 1 23 22 45 56 5 7 9 11 14 1 18 24 42 60 6 9 8 10 16 1 19 25 44 59 Sci3TOTAL 57 47 70 78 3 1 3 128 131 259 57 ,(i:D. 11 6 14 8 1 25 15 40 55 F:Jlii\u0026lt; YR OLD -:-GTAL 68 53 84 86 3 1 4 153 146 299 57 JEFFERSON ,, UNGRADED 2 1 3 2 5 3 8 63 l 25 21 14 8 39 29 68 32 2 24 17 13 17 37 34 71 42 3 25 20 7 21 l 33 41 74 38 4 20 16 17 23 1 1 39 39 78 51 5 24 16 14 14 38 30 68 41 6 21 20 16 20 37 40 77 47 SUBTOTAL 141 111 84 105 1 2 228 216 444 43 KIND. 17 18 13 11 1 31 29 60 40 FOUR YR OLD TOTAL 158 129 97 116 1 3 259 245 504 42 KING UNGRADED l 14 13 30 28 1 45 41 86 67 2 5 8 20 15 1 26 23 49 52 3 12 9 28 24 1 41 33 74 70 4 18 6 26 17 2 46 23 69 62 5 13 13 22 18 35 31 66 6l 6 16 11 28 26 44 37 81 6 SUBTOTAL 78 60 154 128 5 237 188 425 66 KIND. 11 9 29 19 40 28 68 71 ,-ou?. y:i_ Oc.J 10 21 10 17 2 22 38 60 45 T1TA!_ gq 90 193 164 7 299 254 553 65 WHITE eL',CK HISPANIC ASIAN/PAC. ISLND A!~ER. I i\nJ/ESK .,, TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE ~ALE FEt1/\\LE M/\\LE FE'1ALE MALt FEMALE TOTAL- %Bl.ACK MABELV ALE UNGRAl:Eu 1 6 2 7 2 9 89 1 13 10 25 23 38 33 71 68 / 16 10 26 18 42 28 70 63 3 14 13 24 16 38 30 68 59 ~ 7 14 24 - 23 31 37 68 69 5 19 8 13 24 33 32 65 57 6 17 12 25 23 42 35 77 62 S:J:3TGTAL 87 67 143 129 1 231 197 428 64 (i'O. 9 11 22 17 1 32 28 60 65 F'.)..,~ YR OL:J 2 1 263 225 488 64 :G\".'ftL 96 78 165 146 MCDERMOTT I' UNGRADED 1 12 15 24 18 2 1 39 33 72 58 2 13 18 21 21 1 34 40 74 57 3 20 17 16 18 1 37 36 73 47 4 14 22 17 15 2 2 31 41 72 44 5 11 26 15 22 1 6 13 17 26 25 2 27 48 75 49 SUBTOTAL 83 115 119 119 4 4 41 42 83 61 KIND. 17 17 2 2 209 240 449 14 10 1 53 1 31 29 60 40 FOUR YR OLD TOTAL 100 132 133 129 4 5 2 3 1 240 269 509 51 MEADOWCLIFF UNGRADED 1 14 6 23 27 37 33 70 71 2 10 9 23 25 3 12 12 20 21 33 34 67 72 4 15 8 20 21 32 33 65 63 5 8 3 22 19 35 29 64 64 6 9 8 17 21 30 22 52 79 SUBTOTAL 68 46 125 134 1 26 30 56 68 KIND. 3 10 26 1 193 181 374 69 21 ,-o:.\nR n 0~:i 29 31 60 78 TOTAL 71 56 151\n_55 222 212 434 71 WHITE DL,\\CK H!S?A',lC 1,SIA~/pr,e,, I SU,J A''.:.k. l',J/c~' TOTAL SCHOOL/GRADE t'ALE FE~\\ALE MALE FE\"1ALE MALE FEMALE r,AL[ Fc''ALE r'ALE ~~'!AL~ ''4Lt. :-:-\":,i..E TOTAL- %BLACK MITCHELL UNGRAUEiJ 5 1 6 1 7 86 1 16 12 16 12 28 100 / 2 2 12 8 14 11 25 80 3 1 1 12 25 13 27 40 93 ~ 17 12 1 18 12 30 97 5 15 15 16 15 31 97 5 1 19 13 19 14 33 37 SU3i0TAL 5 4 96 86 1 102 92 194 94 i(j:iJ. 2 11 11 11 13 24 92 F::JvK YR OL::J 1 5 6 6 6 12 92 -:-CTAL 6 6 112 103 1 119 111 230 93 OTTER CREEK UNGRADED 1 11 14 9 14 1 1 22 28 50 46 2 12 12 8 10 1 21 22 43 42 3 20 13 12 16 32 29 61 46 4 18 18 6 5 2 26 23 49 49 5 17 12 15 9 32 21 53 45 6 14 10 14 7 28 17 45 47 SUBTOTAL 92 79 64 61 1 4 161 140 301 42 KIND. 9 15 5 11 14 26 40 40 FOUR YR OLD TOTAL 101 94 69 72 1 4 175 166 341 41 PULASKI HEIGHTS UNGRADED 1 22 16 12 16 2 35 34 69 41 2 10 15 12 13 22 28 50 50 3 18 13 14 14 2 1 32 30 62 45 4 10 15 11 14 1 21 30 51 49 5 10 15 16 10 1 27 25 52 50 6 8 7 20 19 1 29 26 55 71 SUBTOTAL 78 81 85 86 3 2 4 166 173 339 50 Kl~::J. 18 20 10 9 1 1 30 29 59 32 rouR n 0~:i TOTAL 36 101 95 95 4 2 4 196 202 398 48 WhlTE DU,CK H!S?A' IC ASIA~/P~C. lSL~J A:-'.~R. 1 \nJ/E~ - TOTAL SCHOOL/GRADE t'ALE FE'lA~E MALE FEMALE MALE ~ l'.ALE ~ 1-'ALE F['1ALE 11,Lc 0 c:'.\\L[ TOTAL. '.tBU,CY RIGHTSELL 96 UNGRAUEu 11 13 24 1 1 10 13 13 13 26 96 / 1 13 12 15 14 29 97 3 1 14 14 8 12 20 100 ~ 8 12 1 20 13 33 97 5 20 12 16 12 28 96 6 1 15 12 1 83 77 160 97 SUBTOTAL 3 1 80 75 9 10 19 100 KI:JJ. 9 10 3 7 10 100 FGi.i~Y RO LD 3 7 1 95 94 189 97 TOTAL 3 1 92 92 ROCKEFELLER UNGi\u0026lt;ADED 1 10 7 19 16 1 29 24 53 66 2 8 8 13 13 1 22 21 43 60 3 4 6 16 21 2 22 27 49 76 4 4 2 13 11 1 1 18 14 32 75 5 1 4 12 19 13 23 36 86 6 2 1 14 13 1 17 14 31 87 SUBTOTAL 29 28 87 93 4 2 1 121 123 244 85 KIND. 8 5 16 16 24 21 45 71 FOURY RO LD 11 12 18 10 29 22 51 55 TOTAL 48 45 121 119 4 2 1 174 166 340 71 ROMINE UNGRADED 1 13 14 14 93 1 9 7 20 15 29 22 51 69 2 7 2 16 11 23 13 36 75 3 3 12 14 15 15 30 87 4 1 1 18 12 2 21 13 34 88 5 3 4 9 25 2 12 31 43 79 6 5 4 11 13 1 1 17 18 35 69 SUBTOTAL 29 18 99 90 3 4 131 112 243 78 Kl~). 7 8 22 17 3 2 32 27 59 66 ,-au n. u'...J 5 6 8 11 1 1 14 18 32 59 TOTAL 41 32 129 118 7 7 177 157 334 74 WHITE ['L1\\CK III S?A'I, C AS I /\\',/?:..C. I '.,U,J 11::.c,\u0026lt;. I\\J/~~--\nTOTAL SCHOOL/CR,i,DE MALE FE'IALE MALE FE\"1AcE MALE FEMALE ~:AL[ F~\" LE '',\\LE '\"~~~AL ''ALL ~[\"~~[ TOT,l,L  %BUC v- STEPHENS 8 19 95 l.iNGRAt.'EiJ 11 1 1 10 8 7 17 24 96 / 1 6 17 6 11 17 100 3 6 11 11 14 25 100 ~ 11. 14 10 6 16 100 5 10 6 9 5 14 100 6 9 5 54 61 115 98 SU3iOTAL 2 52 61 11 10 21 95 f-I'D, 10 10 1 3 6 9 89 FD~:{ YR OLD 1 3 5 68 77 145 97 TGTAL 2 1 65 76 1 TERRY I\" UNGr\u0026lt;A:JCJ 1 31 19 19 22 3 53 42 95 43 2 15 29 17 9 2 3 37 38 75 35 3 22 11 16 17 2 3 40 31 71 46 4 29 19 14 16 2 3 1 46 38 84 36 5 14 24 16 19 30 43 73 48 6 14 16 25 24 1 1 2 41 42 83 59 SUBTOTAL 125 118 107 107 3 2 12 1 247 234 481 44 KIND. 26 23 15 14 2 43 37 80 36 FOURY RO LD TOTAL 151 141 122 121 3 2 14 7 290 271 561 43 WAKEFIELD UNGRA[\nEiJ 1 6 8 26 20 1 33 28 61 75 / 9 7 25 33 1 34 41 75 77 3 6 1 27 27 1 33 29 62 87 ~ 9 9 19 27 1 29 36 65 71 37 29 66 67 5 12 10 25 19 6 10 8 21 20 31 28 59 69 s J,OTAL 52 43 143 146 1 197 i91 388 7 ,/ 'iJ. 4 7 23 25 27 32 59 81 ~~ YP. OLJ ' .. , 56 50 166 171 \"L 224 223 447 75 WHITE GU,CK II l S?A'., [C AS!A:,/P\n.:. lSL!i::l /,11.~R. [ \n:)/['.:,- TOTAL SCHOOL/GRADE MALE FE'IALE MALE FEMALE MALE ~ ~ Ft:\"ALE l\"ALE t:E\\ALE '.~L~ ~ E:' .\\~E TOTAL. tBU.C WASHINGTON UNGRAUEiJ 1 2 3 3 67 1 18 11 45 22 1 1 2 65 35 100 67 / 15 25 28 27 1 43 53 96 57 3 22 21 49 37 2 72 60 132 65 .\n23 8 28 .. 32 52 40 92 65 5 21 13 26 25 47 38 85 60 6 21 16 32 31 53 47 100 63 SUBTOTAL 121 94 210 174 1 3 5 335 273 608 63 Kl:D. 19 12 29 18 1 48 31 79 59 FOGR YR OLD 6 8 10 10 16 18 34 59 TOTAL 146 114 249 202 1 3 6 399 322 721 63 WATSON UNGRADED 1 7 8 24 26 ,, 31 34 65 77 2 5 6 24 27 29 33 62 82 3 8 6 27 22 35 28 63 78 4 2 4 21 22 23 26 g9 88 5 8 5 19 23 27 28 55 76 6 10 3 27 33 37 36 73 82 SUBTOTAL 40 32 142 153 182 185 367 80 KIND. 8 2 27 22 35 24 59 83 FOUR YR OLD 4 3 5 4 9 1 1.6 56 TOTAL 52 37 174 179 226 216 442 80 WESTERNH ILLS UNGRADED 1 9 9 17 15 26 24 50 64 2 10 11 11 10 21 21 42 5( 3 7 8 17 12 24 20 44 66 4 6 6 16 18 1 22 25 47 n 5 11 7 16 19 27 26 53 6(, 6 11 7 16 20 1 1 27 29 56 6: SUBTOTAL 54 48 93 94 l 2 147, 145 292 6\u0026lt; KH,::l. 8 4 19 9 27 13 40 7, .-ouR y,. J.__) 1 T'.JTAL 62 52 112 103 2 17!1 158 332 6' WHITE eL\n,CK Ill S?A': !C AS!A~/Pi,C. l SL!,) 11!'.c.R.  \\ J/[ ~:\\ TOTAL '.\nCHOOL/CRADE t'AL[ F['\\AL[ ~ ALE FEMALE MAL[ ~ ~'.AL[ F c\" \\L[ ''AL[ F~'~AL:: 1'Alc :=-[\"~LE TOTAL- %BUC WILLIAMS UNGRAlJEu 1 15 19 17 14 32 33 65 48 / 14 13 25 13 3 39 29 68 56 3 15 12 13 22 2 29 36 65 54 ~ 16 17 20  18 1 36 36 72 53 5 13 16 23 17 36 33 69 SE 6 14 16 22 20 1 37 36 73 58 SU3'iOTAL 87 93 120 104 2 6 209 203 412 54 r-l!\u0026lt;'.l. 13 14 17 16 30 30 60 55 FQt:~ YR OL:J TOTAL 100 107 137 120 2 6 239 233 472 54 WILSON UNGRADED 4 1 15 4 1 8 5 14 21 1-9 5 24 79 2 10 7 15 12 22 26 48 73 3 6 2 7 16 25 19 44 . 61 4 3 8 12 18 13 18 31 74 5 3 1 21 19 1 15 26 41 73 1 6 2 3 16 23 1 25 21 46 87 SUBTOTAL 36 27 100 113 2 1 19 26 4'5 81 KIND. 5 11 28 13 138  141 279 76 FOUR YR OLD 3 5 7 2 1 33 25 58 71 TOTAL 44 43 135 128 2 10 -7 17 53 1 1 181 173 354 74 HOODRUFF UNGRADED 1 10 5 16 15 26 21 47 66 2 8 1 6 10 14 11 25 64 3 3 7 5 7 .8 14 22 55 4 6 4 8 5 14 9 23 57 5 5 2 8 11 13 13 26 6 73 4 9 11 13 16 22 38 SUBTOTAL 63 36 28 54 61 91 90 181 6' l 20 20 40 5 KIN:). 10 6 10 12 ,-Jc:?. n 0~'.l 2 2 6 4 TOTAL 48 36 70 77 8 7 15 67 2 119 117 236 62 , ' Whl\"fE ~~i,CK H!S?A':lC hSIA',/Pi-.C. I s:_r,J /,''.~R. i ',Ji::~\u0026lt; TOTAL SCHOOL/GRADE t-'hLE FE\"iALE MALE F[ 1',ALE MALE F [:'.ALE 1-'.ALE F~\"1,L: ''ALE ~E\"f,LE ''4LE :-E/.',\\L[ TOTAL. %BLACK UNGRADED 25 14 76 40 101 54 155 75 1 375 343 672 597 10 5 7 12 4 1068 957 2025 63 2 328 334 622 568 4 7 8 9 1 963 918 1881 63 3 356 304 628 630 7 9 9 15 1 1001 958 1959 64 4 358 305 608 588 10 7 9 12 2 Q87 912 1899 63 5 327 291 601 605 5 5 7 6 940 907 1847 65 6 316 309 640 650 9 3 7 6 972 968 1940 67 SUBTOTAL 2085 1900 3847 3678 45 36 47 60 8 60J2 5674 11,706 64 KIND.* 333 329 684 561 5 4 15 13 1 1038 908 1946 64 FOUR YR OLD 84 107 146 139 6 2 4 4 240 252 492 58 TOTAL 2502 2336 4677 4378 56 42 66 77 9 1 7310 6834 14,144 64 *INCLUDES HIGH SCHOOLK INDERGARTEN SPECIAL SCHOOLS: 18 5 21 \\ 6 1 39 12 51 53 DIST. TOTALS: 4262 4216 8409 8265 91 74 120 ~, 133 u 5 12, 90[ 12,693 25,594 65 I --- f~ '\\ NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas :,_:' \\ \u0026lt;:, ~~~ RACIAL COMPOSITION OF SCHOOLS ~t\\ ) \\t\\~ Including Kindergarten t(Y\\,I,\\\\\" ?)::\u0026gt;C\u0026lt;:.', October 1, 1993 .. ,,,ei:.~(:,':}, . ~ 'v~ ~-Q~W,oe ,.. School Enrollment Black % Non-Black % ,,.~.  Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 .(K - 6) Belwood ~-17~ 76 45.2 92 54.8 Boone Park ~ 62.1 )80 6 37.9 Central 4 29--3/'G.5 ~~ -5 fr 59.7 /??1-7-:3- 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 4 4. 3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 53.6 Pike View 370 188 50.8 182 49.2 Redwood --2--H)--~ 3 /~3 131 62.4 ?o -19- 37.6 Seventh Street 338 154 45.6 184 54.4 Total Elem. :.5,00$-, 2-\ns,19 51. 9% 2,362- 48.1% ~-~\n\\:)\n).~ Alternative 66 46 69.7 20 30.3 ( 7 - 12) Baring Cross 35 25 71. 4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 49.2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,08 . ~ 4,485 49.4% 4, 60- 50.6% C//79 -1~~/ -l1~t'6 ) Pre-Kindergarten Enrollment - Black - Percentage Non-Black - Percentage Total (not included in the a~ooovne J pa r k 22 62.9 13 38.1 35 Central 3l 88.9 4 11.1 36 Redwood 22 95.7 1 4.3 23 itt It 9T NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excluding Kindergarten October 1, 1993 School Enrollment Black % Alternative 24 (K - 6) Amboy 329 Baring Cross 11 (K - 6) Belwood 148 Boone Park 353 Central 357 Crestwood 231 Glenview 210 Indian Hills 343 Lakewood 231 Lynch Drive 379 Meadow Park 226 North Heights 362 Park Hill 227 Pike View 337 Redwood 180 Seventh Street 292 Total Elem. 4,240 Alternative 66 (7 - 12) Baring Cross 35 (7 - 12) Lakewood Md. 539 Ridgeroad Md. 544 Rose City Md. 366 NLRHS-East 1,419 NLRHS-West 1,205 Total Sec. 4,174 Dist. Total: 8,414 13 54. 2 169 51.4 6 54.5 72 48.6 215 60.9 195 54.6 111 48.1 111 52.9 159 46.4 124 53.7 214 56.5 122 54.0 181 50.0 114 50.2 173 51.3 104 57.8 118 40.4 2,201 51.9% 46 69.7 25 71.4 216 40.1 288 52.9 186 50.8 649 45.7 526 43.7 1,936 46.4% 4,137 49.2% Non-Black % 11 45.8 160 48.6 5 45.S 76 51. 4 138 39.1 162 45.4 120 51.9 99 47.l 184 53.6 107 46.3 165 43.5 104 46.0 181 so.a 113 49.8 164 48.7 76 42.2 174 59.6 2,039 48.1% 20 30.3 10 28.6 323 59.9 256 47.1 180 49.2 770 54.3 679 56.3 2,238 53.6% 4,277 50.8% PUPIL ENROLLMENTB Y SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS , COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: ALTERNATIVE CENTER - E GRADE SPAN: .K-06 NON-BLACK BLACK GRADE TOTAL K 1 1 0 01 4 2 2 03 3 2 1 04 4 1 3 05 4 2 2 06 9 4 5 SCHOOL 25 12 13 TOTALS 48.0% 52.0% GRADES 24 11 13 01-06 45.8% 54.2% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: AMBOY ELEMENTARY SCHO\u0026lt; GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 51 28 23 01 68 37 31 02 56 28 28 03 54 25 29 04 53 27 26 05 53 24 29 06 45 19 26 SCHOOL 380 188 192 TOTALS 49.5% 50.5% GRADES 329 160 169 01-06 48.6% 51.4% PUPIL ENROLLMENT BY SCHOOL LEA f60-02-078 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BARING CROSS CENTER GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 2 2 0 01 1 0 1 02 2 1 1 03 1 0 1 04 1 0 1 05 3 1 2 06 3 3 0 SCHOOL 13 7 6 TOTALS 53.8% 46.2% GRADES 11 5 6 01-06 45.5% 54.5% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-053 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BELWOOD ELEMENTARY SC! GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 20 16 4 01 17 8 9 02 20 11 9 03 26 14 12 04 24 15 9 05 28 9 19 06 33 19 14 SCHOOL 168 92 76 TOTALS 54.8% 45.2% GRADES 148 76 72 01-06 51.4% 48.6% LEA #60-02-054 . COUNTY: PULASKI GRADE J K 01 02 03 04 05 06 SCHOOL TOTALS GRADES 01-06 GRADES K-6 TOTAL 35 88 66 63 68 57 48 51 476 353 441 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: GRADE SPAN: NON-BLACK 13 29 22 28 30 19 18 21 180 37.8% 138 39.1% 167 37.9% BLACK 22 59 44 35 38 38 30 30 296 62.2% 215 60.9% 274 62.1% BOONE PARK ELEMENTARY PK-06 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-059 OCTOBER 1, 19'93 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: CENTRAL ELEMENTARY GRADE SPAN: P K-06 NON-BLACK BLACK GRADE TOTAL J 36 4 32 K 72 11 61 01 57 28 29 02 49 25 24 03 71 24 47 04 60 30 30 05 66 31 35 06 54 24 30 SCHOOL 465 177 288 TOTALS 38.1% 61.9% GRADES 357 162 195 01-06 45.4% 54.6% GRADES K-6 429 173 256 40.3% 59.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-055 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: CRESTWOOD ELEMENTARY  GRADE SPAN: : K-06 NON-BLACK BLACK GRADE TOTAL K 20 17 3 01 34 18 16 02 39 26 13 03 43 24 19 04 31 14 17 05 38 14 24 06 46 24 22 SCHOOL 251 137 114 TOTALS 54.6% 45.4% GRADES 231 120 111 01-06 51. 9% 4 8 .1% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: GLENVIEW ELEMENTARY S\u0026lt; GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 27 11 16 01 34 17 17 02 34 20 14 03 30 13 17 04 38 20 18 05 40 18 22 06 34 11 23 SCHOOL 237 110 127 TOTALS 46.4% 53.6% GRADES 210 99 111 01-06 47.1% 52.9% PUPIL ENROLLMENT BY SCH.OOL LEA #60-02-057 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: INDIAN HILLS ELEMENTAl GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 44 31 13 01 59 33 26 02 70 33 37 03 45 18 27 04 59 34 25 05 54 35 19 06 56 31 25 SCHOOL 387 215 172 TOTALS 55.6% 44.4% GRADES 343 184 159 01-06 53.6% 46.4% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-058 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOOD ELEMENTARY SC GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 24 15 9 01 37 18 19 02 39 18 21 03 47 24 23 04 44 17 27 05 37 16 21 06 27 14 13 SCHOOL 255 122 133 TOTALS 47.8% 52.2% GRADES 231 107 124 01-06 46.3% 53.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-060 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS . COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LYNCH DRIVE ELEMENTAK GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 70 41 29 01 57 25 32 02 63 31 32 03 81 41 40 04 52 20 32 05 59 24 35 06 67 24 43 SCHOOL 449 206 243 TOTALS 45.9% 54.1% GRADES 379 165 214 01-06 43.5% 56.5% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-061 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: MEADOWP ARK ELEMENTA R: GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 38 13 25 01 26 12 14 02 39 20 19 03 38 14 24 04 39 19 20 05 39 23 16 06 45 16 29 SCHOOL 264 117 147 TOTALS 44.3% 55.7% GRADES 226 104 122 01-06 46.0% 54.0% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH HEIGHTS ELEMENTJ GRADE SPAN: : K-06 NON-BLACK BLACK GRADE TOTAL K 56 42 14 01 65 36 29 02 56 31 25 03 66 37 29 04 63 30 33 05 59 26 33 06 53 21 32 SCHOOL 418 223 195 TOTALS 53.3% 46.7% GRADES 362 181 181 01-06 50.0% 50.0% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-064 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PARK HILL ELEMENTARY E GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 49 35 14 01 40 23 17 02 26 11 15 03 35 20 15 04 42 19 23 05 43 21 22 06 41 19 22 SCHOOL 276 148 128 TOTALS 53.6% 46.4% GRADES 227 113 114 01-06 49.8% 50.2% ... - PUPIL ENROLLMENT BY SCHOOL LEA #60-02-065 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PIKE VIEW ELEMENTARY E GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 33 18 15 01 54 28 26 02 63 28 35 03 45 23 22 04 58 23 35 05 62 35 27 06 55 27 28 SCHOOL 370 182 188 TOTALS 49.2% 50.8% GRADES 337 164 173 01-06 48.7% 51. 3% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-067 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: REDWOOD ELEMENTARY SC: GRADE SPAN: PK-06 NON-BLACK BLACK GRADE TOTAL J 23 1 22 K 30 3 27 01 31 12 19 02 31 9 22 03 31 14 17 04 35 12 23 05 24 12 12 06 28 17 11 SCHOOL 233 80 153 TOTALS 34.3% 65.7% GRADES 180 76 104 01-06 42.2% 57.8% GRADES K-6 210 79 131 37.6% 62.4% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-069 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: SEVENTH STREET ELEMEN' GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 46 10 36 01 27 11 16 02 40 24 16 03 73 37 36 04 44 29 15 05 57 37 20 06 51 36 15 SCHOOL 338 184 154 TOTALS 54.4% 45.6% GRADES 292 174 118 01-06 59.6% 40.4% ELEMENTARY NON-BLACK BLACK TOTALS J-6 5005 2380 2625 47.6% 52.4% K-6 4911 2362 2549 48.1% 51.9% 1-6 4240 2039 2201 48.1% 51.9% J = PRE K LEA #60-02-075 COUNTY: PULASKI GRADE TOTAL 08 17 09 19 10 14 11 12 12 4 SCHOOL 66 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: ALTERNATIVE CENTER - GRADE SPAN: -07-12 NON-BLACK BLACK 4 13 4 15 6 8 5 7 1 3 20 46 30.3% 69.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-078 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BARING CROSS CENTER GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL 07 2 1 1 08 6 1 5 09 4 3 1 10 7 1 6 11 7 0 7 12 9 4 5 SCHOOL 35 10 25 TOTALS 28.6% 71.4% LEA 160-02-070 COUNTY: PULASKI GRADE TOTAL 07 292 08 242 09 5 SCHOOL 539 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOODM IDDLE SCHOO: NON-BLACK 187 136 0 323 59.9% BLACK 105 106 5 216 40.1% GRADE SPAN: 07-08 LEA #60-02-072 COUNTY: PULASKI GRADE TOTAL 07 287 08 257 SCHOOL 544 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: RIDGEROAD MIDDLE SCHOC GRADE SPAN: 07-08 NON-BLACK 132 124 256 47.1% BLACK 155 133 288 52.9% LEA #60-02-077 . COUNTY : PU LASK I GRADE TOTAL 07 08 09 170 195 1 SCHOOL . 366 TOTALS PUPIL ENROLLMENTB Y SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: ROSE CITY MIDDLE SCHO GRADE SPAN: 07-08 NON-BLACK 83 97 0 180 49.2% BLACK 87 98 1 186 50.8% LEA #60-02-075 COUNTY: PULASKI GRADE TOTAL 09 10 767 652 SCHOOL 1419 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH LITTLE ROCK HIGf. NON-BLACK 414 356 770 54.3% BLACK 353 296 649 45.7% GRADE SPAN: 09-10 LEA #60-02-076 COUNTY: PULASKI GRADE TOTAL 09 17 10 44 11 630 12 514 SCHOOL 1205 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH LITTLE ROCK HIGr GRADE SPAN: 11-12 NON-BLACK BLACK 7 10 16 28 365 265 291 223 679 526 56.3% 43.7% . SECONDARY TOTALS SEC 4174 NON-BLACK 2238 53.6% BLACK 1936 46.4% r :, DISTRICT TOTALS J-12 9179 K-12 9085 1-12 8414 J = PRE K NON-BLACK BLACK 4618 4561 50.3% 49.7% 4600 4485 50.6% 49.4% 4277 4137 50.8% 49.2% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Including Kindergarten October 1, 1993 School Enrollment Black % Non-Black % Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 (K - 6) Belwood 168 76 45.2 92 54.8 Boone Park 441 274 62.1 167 37.9 Central 429 256 59.7 173 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 44.3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 53.6 Pike View 370 188 50.8 182 49.2 Redwood 210 131 62.4 79 37.6 Seventh Street 338 154 45.6 184 54.4 Total Elem. 4,911 2,549 51.9%. 2,362 48 .1% Alternative 66 46 69.7 20 30.3 ( 7 - 12) Baring Cross 35 25 71.4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 4 9. 2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,085 4,485 49.4% 4,600 50.6% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas ~l:c 1Jtt:o RACIAL COMPOSITION OF SCHOOLS oar , s 199J Including Kindergarten October 1, 1993 1992/93 Comparison SCHOOL Alternative (K - 6) Amboy Baring Cross (K - 6) Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Elem. Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh Street ENROLLMENT 1992 1993 20 390 14 171 450 468 241 230 447 277 464* 243 403 210 429 239 363 25 38 0 13 168 441 429 251 237 387 255 44 9 264 418 276 370 210 338 BLACK 1992 1993 14 172 5 71 274 252 105 131 200 141 222 124 193 94 209 142 1 77 13 192 6 76 274 256 114 127 172 133 243 147 195 128 188 131 154 Total Elem. 5,058 4,911 2,526 2,549 Alternative (7 - 12) Baring Cross (7 - 12) Lakewood Md. Ridgeroad Md. Rose City Md. NLRHS-East NLRHS-West 30 31 545 578 408 66 35 539 544 366 1,339 1,419 1,204 1,205 23 22 248 266 207 602 524 46 25 216 288 186 649 526 Total Sec. 4,135 4,174 1,892 1,936 Dist. Total 9,193 9,085 4,418 4,485 PERCENTAGE 1992 1993 70.0 44 .1 35.7 41. 5 60.9 53.8 43.6 57.0 44.7 50.9 47.8 51. 0 4 7. 9 4 4. 8 48.7 59.7 48.8 52.0 50.5 46.2 45.2 62.1 59.7 45.4 53.6 44.4 52.2 54. 1 55.7 46.7 4 6. 4 50.8 62.4 45.6 NON-BLACK PERCENTAGE 1992 1993 1992 1993 6 218 9 100 176 216 136 99 247 136 242 119 210 116 220 96 186 12 188 7 92 167 173 137 110 215 122 206 117 2 23 148 182 79 184 30.0 55.9 64.3 58.5 39.1 46.2 56.4 43.0 55.3 49.1 52.2 49.0 52.1 55.2 51. 3 40.3 51. 2 48.0 49.5 53.8 54. 8 37.9 40.3 54.6 46.4 55.6 47.8 45.9 4 4. 3 53.3 53.6 49.2 37.6 54.4 49.9 51.9 2,532 2,362 50.1 48.1 76.7 71. 0 45.5 46.0 50.7 69.7 71. 4 40.1 52.9 50.8 45.0 45.7 43.5 43.7 7 9 297 312 201 737 680 20 10 323 256 180 23.3 29.0 54.5 54. 0 49.3 30.3 28.6 59.9 47.1 49.2 770 55.0 54.3 679 56.5 56.3 45.8 46.4 2,243 2,238 54.2 53.6 48.1 49.4 4,775 4,600 51.9 50.6 *Combined 1992 enrollment for Lynch Drive and Rose City Elementary Schools. Pre-Kindergarten Enrollment - (not included in the above) P k Boone ar Central Redwood Black - 22 3i:'. 22 Percentage 62.9 88.9 95.7 Non-Black - 13 4 1 Percentage 38.1 11.1 4.3 Total 35 36 23 #60-02-078 COUNTY: PULASKI DI~ WHITE GRADE TOTAL M F K 2 2 0 CHOICE 0 0 0 01 1 0 0 CHOICE 0 0 0 02 2 1 0 CHOICE 0 0 0 03 1 0 0 CHOICE 0 0 0 04 1 0 0 CHOICE 0 0 0 05 3 1 0 CHOICE 0 0 0 06 3 1 2 CHOICE / '\n}_ 1 _21 ~i' 0 07 2 1 0 CHOICE 0 0 0 08 6 1 0 CHOICE 0 0 0 09 4 1 2 CHOICE O 0 0 10 7 0 1 CHOICE 0 0 0 11 7 0 0 CHOICE 0 0 0 12 9 2 2 CHOICE 0 ~o 0  SCHOOL ?~8 2 10 7 TOTALS 35.4% CHOICE 1 1 0 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 rnon\"\"''\"' - --- - - cri :\nNMENTS ior\n/6\n-- 9 -~ IJ/J/' - ROCK SCHOOL: GRADE SPAN: -(/\"en ft:\n'- 4 , hi JIC ASIAN/PI ro/i -ft~ F M ,hr u 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 1 1 0 0 ~g jg 1 0 0 0 2 3 0 0 1 0 0 0 5 1 0 0 6 1 0 0 1 4 0 0 l'-1 9 19 12 64.6% 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 0 AUG2 O 1998 OltlCOEF OESEGREMGOANTIIOTONR ING F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 BARING.CROSS CENTER K-06 AM IND/ALS NAT M F O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 ,., PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 \\~ CURRENT SCHOOL ASSIGNMENTS -l COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: .WHITE GRADE TOTAL M F K 51 16 12 CHOICE 1 1 0 01 68 17 20 CHOICE 0 0 0 02 56 12 16 CHOICE 1 1 0 03 54 20 5 CHOICE 1 1 0 04 53 16 11 CHOICE 1 1 0 05 53 14 10 CHOICE 0 0 0 06 45 11 8 CHOICE 1 1 0 SCHOOL 380 106 82 TOTALS 49.5% CHOICE 5 5 0 BLACK HISPANIC M F M F 11 12 0 0 0 0 0 0 18 13 0 0 0 0 0 0 16 12 0 0 0 0 0 0 12 17 0 0 0 0 0 0 10 16 0 0 0 0 0 0 14 15 0 0 0 0 0 0 10 16 0 0 0 0 0 0 91 101 0 0 50.5% .0% 0 0 0 0 AUG 2 n 1998 OFFIDCIEDESEGREMGOATNIIOTNO R/NS GRADE SPAN: ASIAN/PI M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 ..\nAMBOY ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 .. 1 LEA #60-02-058 COUNTY: PULASKI GRADE TOTAL K 24 CHOICE 0 01 37 CHOICE 0 02 39 CHOICE 0 03 47 CHOICE 0 04 44 CHOICE 0 05 37 CHOICE 0 06 27 CHOICE 0 SCHOOL 255 TOTALS CHOICE 0 PUPIL ENROLLMENTB Y SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: WHITE M F 7 8 0 0 10 7 0 0 8 10 0 0 6 16 0 0 11 4 o 0 12 4 0 0 8 5 0 0 62 54 45.5% 0 0 BLACK HISPANIC M F M F 5 4 0 0 0 0 10 9 0 0 0 0 12 9 0 0 0 0 11 12 2 0 0 0 11 16 1 0 0 0 12 9 0 0 0 0 6 7 0 0 0 0 67 66 3 52.2% 1. 2% 0 0 0 CEIVED AUG 2 n 1998 OfflCEOF DESEGQTMIONI TORING 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 GRADE SPAN: ASIAN/PI M F 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 2 .8% 0 0 LAKEWOOD ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 .4% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-054 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS I COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK' SCHOOL: BOONE PARK ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 35 5 7 13 9 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 .o 0 0 K 88 17 12 40 19 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 66 13 8 25 19 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 63 13 13 15 20 0 2 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 68 16 12 20 18 2 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 57 7 10 18 20 1 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 48 10 7 13 17 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 51 10 10 14 16 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 476 91 79 158 138 5 5 0 0 0 0 TOTALS 35.7% 62.2% 2.1% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 Ii+ 5 /\nJ. 1 ? 8'h 7\ni ,_-'-I 6\" ___:--- - qo -,7 EIVED AUG 2 o 1998 DESEG LEA #60-02-069 COUNTY: PULASKI GRADE TOTAL K 46 CHOICE 0 01 27 CHOICE 0 02 40 CHOICE 0 03 73 CHOICE 1 04 44 CHOICE 0 05 57 CHOICE 1 06 51 CHOICE 0 SCHOOL 338 TOTALS CHOICE 2 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: SEVENTH STREET WHITE BLACK M F M F 4 6 18 18 0 0 0 0 5 5 10 6 0 0 0 0 11 12 9 7 0 0 0 0 17 19 20 16 1 0 0 0 16 12 7 8 0 0 0 0 21 16 14 6 0 1 0 0 18 18 9 6 0 0 0 0 92 88 87 67 53.3% 45.6% 1 1 0 0 HISPANIC M F 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 .6% .0 0 GRADE SPAN: K-06 ASIAN/PI AM IND/ALS M 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 F M F 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 .6% .0% 0 0 0 AUG2 O1 998 Qff\\COt F DESEGR1E:1- .~v!1\\},ntr,n RlNG NAT ELEM. PUPIL ENROLLMENT BY SCHOOL LEA #60-02-060 OCTOBER'!, 1993 ,, CURRENT SCHOOL ASSIGNMENTS ,I ' COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: WHITE GRADE TOTAL M F K 70 20 21 CHOICE 0 0 0 01 57 11 14 CHOICE 0 0 0 02 63 15 16 CHOICE 1 1 0 03 81 25 16 CHOICE 0 0 0 04 52 11 9 CHOICE 0 0 0 05 59 13 11 CHOICE 0 0 0 06 67 16 7 CHOICE 0 0 0 SCHOOL 449 111 94 TOTALS 45.7% CHOICE 1 1 0 GRADE SPAN: BLACK HISPANIC ASIAN/PI M F M F 15 14 0 0 0 0 0 0 12 20 0 0 0 0 0 0 18 14 0 0 0 0 0 0 24 16 0 0 0 0 0 0 17 15 0 0 0 0 0 0 18 17 0 0 0 0 0 0 22 21 1 0 0 0 0 0 126 117 1 0 54.1% .2% 0 0 0 0 AUG2 O1 998 OFFIOCFE DESEGREMGOATNIIOTON RING M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 LYNCH DRIVE ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-059 OCTOBER 1, 1993 ,,, CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI oISTRICT: NORTH LITTLE ROCK SCHOOL: CENTRAL ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 36 2 1 15 17 0 0 0 1 O 0 . CHOICE 0 0 0 0 0 0 0 0 0 0 0 K 72 4 6 29 32 0 0 1 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 57 17 11 14 15 0 0 0 0 0 0 CHOICE 1 0 0 -1 0 0 0 0 0 0 0 02 49 10 15 18 6 0 0 0 0 0 0 CHOICE 1 0 0 0 1 0 0 0 0 0 0 03 71 11 13 21 26 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 60 12 18 17 13 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 05 66 15 16 14 21 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 54 15 8 12 18 0 0 1 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 SCHOOL 465 86 88 140 148 0 0 2 1 0 0 TOTALS 37.4% 61.9% .0% .6% .0% CHOICE 5 2 1 1 1 0 0 0 0 0 0 f4 l1 I.,( S l ~I ~ 0 ..1 -tip ECEJ\\I AIJf~4\") (\\ 1ogs AUG2 0 1g~R ~,11111:U r Off\\C0E, DESEGREMGOANTIITOONR INQD ESEGREMGOfl~.1\\l\\OQ\\i\\j\\ tlQ LEA #60-02-061 COUNTY: PULASKI GRADE TOTAL K 38 CHOICE 0 01 26 CHOICE 0 02 39 CHOICE 0 03 38 CHOICE 0 04 39 CHOICE 0 05 39 CHOICE 0 06 45 CHOICE 0 SCHOOL 264 TOTALS CHOICE 0 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: GRADE SPAN: WHITE BLACK M F M F 6 7 12 13 0 0 0 0 9 3 9 5 0 0 0 0 7 13 6 13 0 0 0 0 8 6 10 14 0 0 0 0 11 8 14 6 0 0 0 0 14 9 6 10 0 0 0 0 6 10 20 9 0 0 0 0 61 56 77 70 44.3% 55.7% 0 0 0 0 AUG2 n 1998 uitlCOE F DESEGREMGAOTNIIOTNO RING HISPANIC ASIAN/PI M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% .0% 0 0 0 0 l MEADOW PARK ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-063 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH HEIGHTS ELEM. GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 56 17 22 7 7 2 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 65 14 20 18 11 2 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 56 17 13 7 18 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 66 15 19 20 9 1 2 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 04 63 16 10 19 14 2 2 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 59 14 12 16 17 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 53 13 6 17 15 1 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 418 106 102 104 91 9 6 0 0 0 0 TOTALS 49.8% 46.7% 3.6% .0% .0% CHOICE 1 1 0 0 0 0 0 0 0 0 0 . ~ . PUPIL ENROLLMENT BY SCHOOL LEA #60-02-055 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK .SCHOOL: CRESTWOOD ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 20 9 8 1 2 0 0 0 0 0 0 CHOICE 2 0 2 0 0 0 0 0 0 0 0 01 34 7 11 9 7 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 02 39 18 8 8 5 0 0 0 0 0 0 CHOICE 3 3 0 0 0 0 0 0 0 0 0 03 43 12 12 6 13 0 0 0 0 0 0 CHOICE 2 2 0 0 0 0 0 0 0 0 0 04 31 8 6 7 10 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 05 38 8 6 11 13 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 46 13 11 9 13 0 0 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 251 75 62 51 63 0 0 0 0 0 0 TOTALS 54.6% 45.4% .0% .0% .0% CHOICE 11 7 4 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-064 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PARK HILL ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 49 21 14 7 7 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 01 40 13 10 6 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 26 7 4 7 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 35 9 11 7 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 42 8 11 13 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 43 8 12 14 8 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 41 9 10 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 276 75 72 65 63 0 1 0 0 0 0 TOTALS 53.3% 46.4% .4% .0% .0% CHOICE 1 1 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-065 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PIKE VIEW ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 33 8 10 9 6 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 54 12 15 11 15 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 63 15 13 11 24 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 03 45 10 12 11 11 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 58 15 7 15 20 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 62 16 18 18 9 0 1 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 06 55 15 11 13 15 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 370 91 86 88 100 2 3 0 0 0 0 TOTALS 47.8% 50.8% 1.4% .0% .0% CHOICE 2 1 1 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-053 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BELWOOD ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 20 8 8 4 0 0 0 0 0 . 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 17 3 5 3 6 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 20 5 5 3 6 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 26 10 3 6 6 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 24 6 8 5 4 0 0 0 0 1 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 28 3 6 12 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 33 12 6 7 7 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 168 47 41 40 36 2 1 0 0 1 0 TOTALS 5 2. 4% 45.2% 1.8% .0% .6% CHOICE 0 0 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: GLENVIEW ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM iND/ALS NAT GRADE TOTAL M F M F M F M F M F K 27 7 4 8 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 34 6 11 8 9 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 34 7 13 5 9 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 30 6 7 10 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 38 12 8 7 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 40 11 7 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 34 6 5 13 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 237 55 55 62 65 0 0 0 0 0 0 TOTALS 46.4% 53.6% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA '#60-02-057 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: INDIAN HILLS ELEM. GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM'IND/ALS NAT GRADE TOTAL M F M F M F M F M F. K 44 12 17 8 5 0 0 2 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 01 59 16 17 13 13 0 0 0 0 0 0 CHOICE 2 2 0 0 0 0 0 0 0 0 0 02 70 15 16 15 22 0 0 2 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 03 45 7 11 16 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 59 17 17 10 15 0 0 0 0 0 0 CHOICE 2 0 2 0 0 0 0 0 0 0 0 05 54 25 10 11 8 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 06 56 20 11 14 11 0 0 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 387 112 99 87 85 0 0 4 0 0 0 TOTALS 54.5% 44.4% .0% 1.0% .0% CHOICE 10 4 6 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-067 OCTOBER 1, 1993 CURRENT.SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: REDWOOD ELEMENTARY 'GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 23 0 1 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 K 30 1 2 11 16 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 31 4 8 9 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 31 5 3 9 13 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 31 8 5 5 12 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 35 6 5 9 14 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 24 5 . 7 5 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 28 8 7 6 5 1 1 0 0 0 0 .CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 23 3 37 38 65 88 4 1 0 0 0 0 TOTALS 32.2% 65.7% 2.1% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 /1 31 5'-1 11 4 I .. ___ _L_f, , . _..l 1f I ,r ELEMENTARY WHITE. BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS M F M F M F M F M F ELEM 5015 1217 1103 1327 1310 27 18 .6 5 2 0- 46.3%. 52.6% .9% .2% .0% 39 24 13 1 1 0 o 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-076 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS  COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NLRHS-WEST CAMPUS ' GRADE SPAN: 11-12 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 09 17 6 0 6 4 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 10 44 14 2 16 12 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 11 630 188 172 131 134 2 0 1 2 0 0 CHOICE 19 11 8 0 0 0 0 0 0 0 0 12 514 160 123 112 111 1 1 1 2 0 3 CHOICE 7 4 3 0 0 0 0 0 0 0 0 SCHOOL 1205 368 297 265 261 4 1 2 4 0 3 TOTALS 55.2% 43.7% .4% .5% .2% CHOICE 26 15 11 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-075 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NLRHS-EAST CAMPUS GRADE SPAN: 09-10 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 09 767 199 205 178 175 5 2 1 0 . 2 0 CHOICE 9 6 3 0 0 0 0 0 0 0 0 10 652 169 177 152 144 3 4 2 1 0 0 CHOICE 9 4 5 0 0 0 0 0 0 0 0 SCHOOL 1419 368 382 330 319 8 6 3 1 2 0 TOTALS 52.9% 45.7% 1.0% .3% .1% CHOICE 18 10 8 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: . ALT CENTER - ELEM GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 1 1 0 0 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 4 2 0 2 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 3 2 0 1 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 4 1 0 3 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 4 2 0 1 1 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 9 4 0 5 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 25 12 0 12 1 0 0 0 0 0 0 TOTALS 48.0% 52.0% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 , \" PUPIL ENROLLMENT BY SCHOOL LEA #60-02-075 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK. SCHOQL:' ALT CENTER - SEC GRADE SPAN: .07-12 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS _NAT GRADE TOTAL M F M F M F M F M F 08 17 4 0 10 3 0 0 o 0  0 0 CHOICE 0 0 0 0 0 0 0 o 0 0 0 09 19 2 2 11 4 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 10 14 4 2 7 1 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 11 12 5 0 7 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 12 4 1 0 3 0 0 0 0 0 0 0 CHOICE 0 o 0 0 0 0 0 0 0 0 0 SCHOOL  66 16 4 38 8 0 0 0 0 0 0 TOTALS 30.3% : 69.7% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 . PUPIL ENROLLMENT BY SCHOOL LEA #60-02-072 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: RIDGEROAD GRADE SPAN: 07-08 WHITE BLACK HISPANIC AS.IAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 287 62 65 77 78 ,', 1 1 1 1 1 0 CHOICE 0 0 0 0 0 0 0 0 0 o 0 08 257 67 52 75 58 0 2 1 1 1 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 544 129 117 152 136 1 3 2 2 2 0 TOTALS 45. 2% 52.9% .7% .7% .4% CHOICE 1 0 1 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-070 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOOD GRADE SPAN: 07-08 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 292 96 90 46 59 0 0 0 1 0 0 CHOICE 15 7 8 0 0 0 0 0 0 0 0 08 242 77 59 57 49 0 0 0 0 0 0 CHOICE 10 5 5 0 0 0 0 0 0 0 0 09 5 0 0 2 3 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 539 173 149 105 111 0 0 0 1 0 0 TOTALS 59.7% 40.1% .0% .2% .0% CHOICE 25 12 13 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-077 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS ' COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: ROSE CITY GRADE SPAN: 07-08 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 170 43 38 36 51 1 0 1 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 08 195 45 50 53 45 1 1 0 0 0 0 CHOICE 3 2 1 0 0 0 0 0 0 0 0 09 1 0 0 1 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 366 88 88 90 96 2 1 1 0 0 0 TOTALS 48.1% 50.8% .8% .3% .0% CHOICE 3 2 1 0 0 0 0 0 0 0 0 ~ : SECONDARY WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS M F M F ., M F M F M F 4164 1154 1037 . SEC 992 932 15 11 8 8 4 3 52.6% 46.2% . 6 % . .4% .2% CHOICE 73 39 34 0 0 .0 0 0 0 0 0 - . DISTRICT WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS l M F M F M F M F M F 9179 2371 2140 2319 2242 42 29 : 14 13 6 3 49.1% 49.7% .8% . 3 % ' .1% \"CHOICE 112 63 47 1 1 -0 0 0 0 0 0 OCTOBER 1st REPORTS 1993-94 CONTENTS N.L.R.S.D. Projected Enrollment, Excluding Kindergarten N.L.R.S.D. Racial Balance Plan N.L.R.S.D. Enrollment, Excluding Kindergarten N.L.R.S.D. Enrollment, Including Kindergarten N.L.R.S.D. Building Capacities Group School Transfers Magnet Transfers Majority to Minority Transfers to L.R.S.D. (1) By Little Rock School (2) By Sending NLR School (3) New Students 1993/94 Majority to Minority Transfers from L.R.S.D. (1) By NLR School (2) New Students 1993/94 Oak Grove Transfers to P.C.S.S.D. Oak Grove Transfers from P.C.S.S.D. Scott Student Transfers School Choice Transfers to P.C.S.S.D. School Choice Transfers from P.C.S.S.D. Teacher Transfers from P.C., L.R., etc. Teacher Transfers to P.C.S.S.D. Teacher Transfers to L.R.S.D. THE NORTH LITTLE ROCK SCHOOL DISTRICT Pupil Enrollment by School PROJECTED ENROLLMENT FOR 1993-94 Excluding Kindergarten May 20, 1993 NON-BLACK BLACK SCHOOL # % # % TOTAL AMBOY ELEMENTARY 191 52.3 174 47.7 365 BARING CROSS 5 45.5 6 54.5 11 BELWOOD ELEMENTARY 80 47.9 87 52.1 167 BOONE PARK ELEMENTARY 155 44.4 194 55.6 349 CENTRAL ELEMENTARY 175 46.8 199 53.2 374 CRESTWOOD ELEMENTARY 105 46.1 123 53.9 228 GLENVIEW ELEMENTARY 102 46.2 119 53.8 221 INDIAN HILLS ELEMENTARY 190 52.1 175 47.9 365 LAKEWOOD ELEMENTARY 110 46.0 129 54.0 239 LYNCH DRIVE ELEMENTARY 190 48.0 206 52.0 396 MEADOW PARK ELEMENTARY 127 53.0 113 47.0 240 NORTH HEIGHTS ELEMENTARY 174 50.7 169 49.3 343 PARK HILL ELEMENTARY 109 47.0 123 53.0 232 PIKE VIEW ELEMENTARY 152 47.0 171 53.0 323 REDWOOD ELEMENTARY 102 50.2 101 4 9. 8 203 SEVENTH STREET ELEMENTARY 172 53.4 150 46.6 322 TOTAL ELEMENTARY: 2,139 48.9 2,239 51.1 4,378 BARING CROSS 2 28.6 5 71.4 7 LAKEWOOD MIDDLE SCHOOL 287 56.1 225 43.9 512 RIDGEROAD MIDDLE SCHOOL 284 51.3 270 48.7 554 ROSE CITY MIDDLE SCHOOL 181 51.1 173 48.9 354 TOTAL MIDDLE: 754 52.8 673 47.2 1,427 BARING CROSS 5 27.8 13 72.2 18 NLRHS-EAST CAMPUS 775 54.2 656 45.8 1,431 NLRHS-WEST CAMPUS 692 55.6 553 44.4 1,245 TOTAL HIGH SCHOOL: 1,472 54.6 1,222 45.4 2,694 DISTRICT TOTALS: 4,365 51.4 4,134 48.6 8,499 NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP A LAKEWOOD ELEMENTARY WHITE BLACK Non-black in resident: 130 Black in resident: 39 Black from Central: + 90 Non-black bused to Central: 20 Total: 110 + 129 CRESTWOOD ELEMENTARY Non-black in resident: 125 Black in resident: 23 Black from Central: + 100 Non-black bused to Central: 20 Total: 105 + 123 BELWOOD ELEMENTARY Non-black in resident: 100 Black in resident: 27 Black from Central: + 60 Non-black bused to Central: 20 Total: 80 + 87 = PIKE VIEW ELEMENTARY WHITE BLACK Non-black in resident:. 192 Black in resident: 81 Black from Central: + 90 Non-black bused to Central: 40 Total: 152 + 171 = 239 = 54.0% = 228 = 53.9% 167 = 52.1% = 323 = 52.9% RACIAL BALANCE PLAN GROUP A CONTINUED CENTRAL ELEMENTARY Non-black in resident: Black in resident: Non-black from Lakewood: Non-black from Crestwood: Non-black from Belwood: Non-black from Pike View: Black bused to Lakewood: Black bused to Crestwood: Black bused to Belwood: Black bused to Pike View: Total: 75 539 20 + 20 20 40 90 - 100 60 90 175 + 199 = 374 = 53.2% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP B NORTH HEIGHTS ELEMENTARY Non-black in resident: Black in resident: Black from Redwood: Non-black bused to Redwood: Total: REDWOOD ELEMENTARY Non-black in resident: Black in resident: + Non-black from North Heights: Black bused to North Heights: Total: WHITE 254 80 174 22 80 102 + + + BLACK 104 65 169 166 65 101 = 343 = 49.3% = 203 = 49.8% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP C BOONE PARK ELEMENTARY WHITE BLACK Non-black in resident: 155 Black in resident: 354 Black bused to Amboy: 80 Black bused to Park Hill: 80 Total: 155 + 194 PARK HILL ELEMENTARY Non-black in resident: 179 Black in resident: 43 Black from Boone Park: + 80 Non-black bused to Glenview: - 70 Total: 109 + 123 GLENVIEW ELEMENTARY Non-black in resident: 32 Black in resident: 119 Non-black from Park Hill: + 70 Total: 102 + 119 = 349 = 55.6% = 232 = 53.0% = 221 = 53.8% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN LYNCH DRIVE ELEMENTARY Non-black in resident: Black in resident: 1993-94 As of 05-20-93 GROUP D 235 Non-black bused to Meadow Park 45 Total: 190 MEADOW PARK ELEMENTARY WHITE Non-black in resident: 82 Black in resident: + Non-black from Lynch Drive: 45 Total: 127 206 + 206 BLACK 113 + 113 = 396 = 52.0% = 240 = 47.1% THE NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN AMBOY ELEMENTARY Non-black in resident: Black in resident: Black from Boone Park: 1993-94 As of 05-20-93 GROUPE WHITE 251 Non-black bused to Seventh St.: 60 Total: 191 INDIAN HILLS ELEMENTARY Non-black in resident: 290 Black in resident: Black from Seventh St.: Non-black bused to Seventh St.: 100 Total: SEVENTH STREET ELEMENTARY Non-black in resident: Black in resident: Non-black from Indian Hills:+ Non-black from Amboy: Black bused to Indian Hills: Total: 190 12 100 60 172 + + + BLACK 94 + 80 174 25 + 150 175 300 - 150 150 = 365 = 47.7% = 365 = 47.9% = 322 = 46.6% 1993/94 APPROVED% RANGE FOR BLACK ENROLLMENT AS OF 10/01/93 ELEM. :  3 8 . 9 - 6 4 . 9 MIDDLE: 35.7 - 59.5 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excluding Kindergarten October 1, 1993 School Enrollment Black 169 % 51.4 48.6 60.9 54.6 48.1 52.9 46.4 53.7 56.5 54.0 50.0 Amboy Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh Street Total Elem. Lakewood Md. Ridgeroad Md. Rose City Md. Total Middle: NLRHS-East NLRHS-West Total H. S. : 329 148 353 357 231 210 343 231 379 226 362 227 337 180 292 4,205 539  544 366 1,449 1,419 1,205 2,624 SPECIAL PROGRAMS Alternative 24 (K - 6) Baring Cross 11 (K - 6) Total Elem.: 35 Alternative 66 (7 - 12) Baring Cross 35 (7 - 12) Total Sec.: 101 Special Programs Total 136 Dist. Total: 8,414 72 215 195 111 111 159 124 214 122 181 114 173 104 118 2,182 216 288 186 690 649 526 1,175 13 6 19 46 25 71 90 4,137 5 0. 2  51. 3 57.8 40.4 51.9% 40.1 52.9 50.8 47.6 45.7 43.7 44.8% 54.2 54.5 54.3 69.7 71.4 70.3 66.2 49.2% Non-Black % 160 48.6 76 51.4 138 39.1 162 45.4 120 51. 9 99 47.1 184 53.6 107 46.3 165 43.5 104 46.0 181 50.0 113 49.8 164 48.7 76 42.2 174 59.6 2,023 48.1% 323 59.9 256 47.1 180 49.2 759 52.4 770 54.3 679 56.3 1,449 55.2% 11 5 16 20 10 30 46 4,277 45.8 45.5 45.7 30.3 28.6 29.7 33.8 50.8% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Including Kindergarten October 1, 1993 School Enrollment Black % Non-Black % Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 (K - 6) Belwood 168 76 45.2 92 54.8 Boone Park 441 274 62.1 167 37.9 Central 429 256 59.7 173 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 44.3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 5 3. 6 Pike View 370 188 50.8 182 49.2 Redwood 210 131 62.4 79 3 7. 6 Seventh Street 338 154 45.6 184 54.4 Total Elem. 4,911 2,549 51.9%. 2,362 48.1% Alternative 66 46 69.7 20 30.3 (7 - 12) Baring Cross 35 25 71.4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 4 9. 2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,085 4,485 49.4% 4,600 50.6% NORTH LITTLE ROCK SCHOOL DISTRICT Building Capacities SCHOOL Building Capacity ALTERNATIVE EDUCATION CENTER K-12 227 1301 Main Street North Little Rock, AR 72114 AMBOY ELEMENTARY K-6 394 2400 West 58th North Little Rock, AR 72118 BARING CROSS CENTER K-6 56 901 Parker Street North Little Rock, AR 72114 BELWOOD ELEMENTARY K-6 124 3902 Virginia Drive North Little Rock, AR 72118 BOONE PARK ELEMENTARY K-6 589 1400 Crutcher North Little Rock, AR 72114 CENTRAL ELEMENTARY K-6 477 2300 Poplar Street North Little Rock, AR 72114 CRESTWOOD ELEMENTARY K-6 235 1901 Crestwood Drive North Little Rock, AR 72116 GLENVIEW ELEMEN'fARY K-6 315 4841 Edmond Street North Little Rock, AR 72117 INDIAN HillS ELEMENTARY K-6 408 6800 Indian Hills Drive North Little Rock, AR 72116 LAKEWOOD ELEMENTARY K-6 288 1800 Fairway Ave. North Little Rock, AR 72116 LYNCH DRIVE ELEMENTARY K-6 336 5800 Alpha Street North Little Rock, AR 72117 MEADOW PARK ELEMENTARY K-6 240 400 Eureka Gardens Road North Little Rock, AR 72117 NORTH HEIGHTS ELEMENTARY K-6 517 4901 North Allen North Little Rock, AR 72118 PARK HILL ELEMENTARY K-6 303 3801 John F. Kennedy Blvd. North Little Rock, AR 72116 PIKE VIEW ELEMENTARY K-6 427 441 McCain Blvd. North Little Rock, AR 72116 REDWOOD ELEMENTARY K-6 315 401 Redwood Street North Little Rock, AR 72114 ROSE CITY ELEMENTARY K-6 171 100 Earl Street North Little Rock, AR 72117 SEVENTH STREET ELEMENTARY K-6 352 1200 East 7th Street North Little Rock, AR 72114 NORTH LITTLE ROCK HIGH SCHOOL 11-12 1,580 WEST CAMPUS 101 West 22nd Street North Little Rock, AR 72114 NORTH LITTLE ROCK HIGH SCHOOL 9-10 1,424 EAST CAMPUS 2400 Lakeview Road North Little Rock, AR 72116 LAKEWOOD MIDDLE SCHOOL 7- 8 612 2300 Lakeview Road North Little Rock, AR 72116 RIDGEROAD MIDDLE SCHOOL 7- 8 665 4601 Ridge Road North Little Rock, AR 72116 ROSE CITY MIDDLE SCHOOL 7- 8 591 5500 Lynch Drive North Little Rock, AR 72117 NORTH LITTLE ROCK SCHOOL DISTRICT Grouped School Transfers 1993-94 Non-black Black AMBOY ELEM. TO SEVENTH STREET ELEM. 34 BELWOOD ELEM. TO CENTRAL ELEM. 5 BOONE PARK ELEM. TO AMBOY ELEM. BOONE PARK ELEM. TO PARK HILL ELEM. CENTRAL ELEM. TO BELWOOD ELEM. CENTRAL ELEM. TO CRESTWOOD ELEM. CENTRAL ELEM. TO LAKEWOOD ELEM. CENTRAL ELEM. TO PIKE VIEW ELEM. CRESTWOOD ELEM. TO CENTRAL ELEM. INDIAN HILLS ELEM. TO SEVENTH STREET ELEM. LAKEWOOD ELEM. TO CENTRAL ELEM. LYNCH DRIVE ELEM. TO MEADOW PARK ELEM. PARK HILL ELEM. TO GLENVIEW ELEM. PIKE VIEW ELEM. TO CENTRAL ELEM. REDWOOD ELEM. TO NORTH HEIGHTS ELEM. SEVENTH STREET ELEM. TO INDIAN HILLS Total: 11/11/93 4 95 27 3 5 3 176 6 7 2 1 3 1 1 2 23 ELEMENTARY SECONDARY NORTH LITTLE ROCK SCHOOL DISTRICT MAGNET ENROLLMENT BY SCHOOL October 4, 1993 Non-Black Black Booker 52 41 Carver 62 51 Gibbs 16 22 Williams 33 25 Total: 163 139 Mann Arts 42 53 Mann Science 21 21 Parkview Arts 21 27 Parkview Science 9 14 Total: 93 115 Magnet Total: 256 254 Total 93 113 38 58 302 95 42 48 23 208 510 NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM TO LITTLE ROCK October 4, 1993 RACE: White ELEMENTARY Fulbright 1 Geyer Springs 3 McDermott 4 Rockefeller 12 Stephens 1 Washington 37 Wilson 1 Woodruff 6 Total: 65 SECONDARY Dunbar (M to M Magnet) Henderson Pulaski Heights Central Central Hall J. A. Fair McClellan (M to M) (M to M Magnet) Total: Total M to M Transfers: 5 3 4 11 5 1 2 3 34 99 I NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM White Students Transferred to The Little Rock School District October 4, 1993 SENDING ELEMENTARY SCHOOLS Amboy 0 Baring Cross 0 Belwood 2 Boone Park 5 Central 8 Crestwood 3 Glenview 5 Indian Hills 13 Lakewood 3 Lynch Drive 3 Meadow Park 0 North Heights 7 Park Hill 3 Pike View 8 Redwood 2 Rose City Alternative 0 Seventh Street 3 Total: 65 SENDING MIDDLE SCHOOLS Total: Alternative Baring Cross Lakewood Ridgeroad Rose City SENDING HIGH SCHOOLS Alternative Baring Cross East Campus West Campus Total: Total M to M Transfers: 0 0 2 5 1 8 0 0 8 18 26 99 NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM White Students Transferred to The\nLittle Rock School District October 4, 1993 NEW STUDENTS FOR 1993/94 SCHOOL YEAR SENDING ELEMENTARY SCHOOLS Amboy 0 Baring Cross O Belwood 0 Boone Park O Central 0 Crestwood 0 Glenview 0 Indian Hills 0 Lakewood 0 Lynch Drive O Meadow Park 0 North Heights 0 Park Hill 0 Pike View 2* Redwood 0 Rose City Alternative O Seventh Street O Total: 2* SENDING MIDDLE SCHOOLS Alternative Baring Cross Lakewood Ridge road Rose City 0 0 2 3 0 SENDING HIGH SCHOOLS Alternative Baring Cross East Campus West Campus Total: Total: Total M to M Transfers: * 5 0 0 4 5 9 16 The North Little Rock School District is no longer eligible to participate in the M to M transfer program at the elementary level because of racial composition of student population. However, elementary students currently involved in the M to M transfer program may continue to participate if they choose to do so. If an elementary student withdraws from the district, he/she cannot be readmitted to the district through the M to M transfer program. - A North Little Rock black student who moves into the Little Rock School District may file a request to remain in the North Little Rock School District through the Little Rock School District Student Assignment Office. NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM I Black Students from Little Rock School District October 4, 1993 ELEMENTARY SCHOOLS MIDDLE SCHOOLS HIGH SCHOOLS Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Rose City Alternative Seventh Street 13 1 3 5 6 18 2 11 16 10 2 3 4 6 7 1 3 Total: 111 Alternative Baring Cross Lakewood Ridgeroad Rose City Total: 0 1 52 21 2 76 Alternative 2 Baring Cross 2 East Campus 49 West Campus 44 Total: 97 Total M to M Transfers: 284 I NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM Black Students from Little Rock School District October 4, 1993 NEW STUDENTS FOR 1993/94 SCHOOL YEAR ELEMENTARY SCHOOLS MIDDLE SCHOOLS HIGH SCHOOLS Amboy 3* Baring Cross l* Belwood l* Boone Park 2* Central l* Crestwood 1* Glenview O Indian Hills 2* Lakewood 3* Lynch Drive 1* Meadow Park O North Heights O Park Hill 1* Pike View 2* Redwood 0 Rose City Alternative O Seventh Street O Alternative Baring Cross Lakewood Ridge road Rose City Alternative Baring Cross East Campus West Campus Total: Total: Total: 18* 0 1 21 10 0 32 0 1 15 10 Total M to M Transfers: 26 76 * The North Little Rock School District is no longer eligible to participate in the M to M transfer program at the elementary level because of racial composition of student population. However, elementary students currently involved in the M to M transfer program may continue to participate if they choose to do so. If an elementary student withdraws from the district, he/she cannot be readmitted to the district through the M to M transfer program. A North Little Rock black student who moves into the Little Rock School District may file a request to remain in the North Little Rock School District through the Little Rock School District Student Assignment Office. RACE: Black NORTH LITTLE ROCK SCHOOL DISTRICT N.L.R. STUDENTS TO OAK GROVE 1993-94 GRADE NUMBER OF STUDENTS 7 2 8 10 9 10 10 6 11 11 12 11 TOTAL: 50 10-04-93 NORTH LITTLE ROCK SCHOOL DISTRICT OAK GROVE STUDENTS TO N.L.R.S.D. 1993-94 RACE: White 10/04/93 GRADE 7 8 9 10 11 12 TOTAL: NUMBER OF STUDENTS 0 0 0 0 1 1 2 Rose City Middle School GRADE 7 8 Total: NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT AFFAIRS OFFICE SCOTT STUDENTS October 4, 1993 # OF STUDENTS 6 8 14 Black Non-Black 2 4 2 6 4 10 North Little Rock High School - East Campus Total: GRADE 9 10 # OF STUDENTS 10 5 15 North Little Rock High School - West Campus Total: Grand Total: GRADE 11 12 # OF STUDENTS 2 1 3 32 Black Non-Black 4 6 1 4 5 10 Black Non-Black 0 2 0 1 0 3 9 23 NORTH LITTLE ROCK SCHOOL DISTRICT School Choice to Pulaski County Special School District October 4, 1993 Race: Black GRADE NUMBER OF STUDENTS 1 1 10 1 Total: 2 NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT AFFAIRS OFFICE SCHOOL CHOICE TRANSFERS 1993-94 October 4, 1993 School Non-Black Alternative Education (K-6) O Amboy Elementary 5 Baring Cross (K-6) 1 Belwood Elementary 0 Boone Park Elementary 0 Central Elementary 0 Crestwood Elementary 9 Glenview Elementary 0 Indian Hills Elementary 11 Lakewood Elementary 2 Lynch Drive Elementary 1 Meadow Park Elementary 0 North Heights Elementary 1 Park Hill Elementary 1 Pike View Elementary 4 Redwood Elementary 0 Seventh Street Elementary 3 Alternative Education Baring Cross (7-12) Lakewood Middle Ridgeroad Middle Rose City Middle NLRHS-East Campus NLRHS-West Campus Total: (7-12) 0 0 26 1 2 15 27 109 Black 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 STUDENTS OF LITTLE ROCK RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 8 Non-Black 4 Black 4 _________________________________ (010) STUDENTS OF PULASKI COUNTY RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 24 Non-Black 18 Black 6 ________________________________ (011) STUDENTS OF BRYANT RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 _________________________________ (012) STUDENTS OF ATKINS RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 _________________________________ (016) STUDENTS OF CABOT RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 ----------------------------------- STUDENTS OF NORTH LITTLE ROCK RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY TEACH Total: 13 Non-Black 12 Black 1 ( 01 7) ________________________________ (014) STUDENTS OF PULASKI COUNTY RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 7 Non-Black 4 Black 3 ----------------------------------- (021) STUDENTS OF NORTH LITTLE ROCK RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY WORK Total: 8 Non-Black 3 Black 5 (024) STUDENTS OF LITTLE ROCK RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY WORK Total: 1 Non-Black 0 Black 1 (020) GRAND TOTAL: 64 Non-Black 44 Black 20 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 TEACHER TRANSFERS TO PULASKI COUNTY SPECIAL SCHOOL DISTRICT Total: 43 Non-black: 37 Black: 06 Total: 03 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 TEACHER TRANSFERS TO LITTLE ROCK SCHOOL DISTRICT Non-black: 02 Black: 01 'I iJIII\"'!~ , SCJIOOL IV.WS (\nJRJ :\nAdkins \\ 4 .:L \\ I ,\n.L..., Arnold Odve \\ \\. _:\u0026gt;, ~ '-\\ 0 ~lrAr l I 6, \\ o4 ~t-~\u0026lt;\u0026gt; \\ \u0026lt;\\ S\" \\ 3 4 n,. vr,11 ...,.,.,_ .. ~ ~ ::\u0026gt; 8 ?,03 r ... t-n .2...~9 :i._o~-  rn 1 t~~ St\n1 9.S lt\u0026lt;\\ 1 Crvstal Hill ::z\\. .\\ \\ .:2..\\. . I Ix.Jpree \\ \\ '\\ \\ '--\\ '8 Fuller Elem. I tt:), ?t\n. u.,,.rric:: \\ :: t..- \\ \\ 7 I ,l 'vil.le Elan. ~-\\\n::i_ ~'-\\.::L Landmark \\ \"b 7 \\ ~ 3, I Lawson \\ .\nt. s- \\~o O:Jk r.mve El. \\ l,, ~ \\ v 8 O:Jkbrooke .::t., S-7 L\\1 Pine Forest ' 80 \\ ll' ?, I Pinewood .::Lo .z., 'C\\\nL I Hobinson Elan. \\ U1 .:z.., \\ So Scott SI -Ho Sherwood \\ 7 l? \\ 5lo S.Hills El11l. 2..?. l..t\u0026gt;\nL ~\nl_ Taylor \\ ::, '\\ \\~C) Tolleson \\ '\\ s\nI_\\ 0 'IUf AL ELEM. ,, A ,, ~ -~- .., -. ,.~ F 4-305 .::r7H7 I -- __ , - 7/ilce..:Sel,-,Jce-:- - ...3 'is ID I I-uller Jr. ?-I. 0\n2...U,c, I J'ville North :'.l,.~ 0 \\ -1 t i J'ville South \\ ~ '-%- \\ --, I : J'viJ.le Hiqh ?., 4 C) ~ .:t..o ~ Mills \\ '-\\. lo \\4:J, North Pulaski ~10 :\ni,._,.77 Northwood ~ !\u0026gt; lP ~ So oak Grove Hiql ~ ~7 ~85 Rob. Jr. Hiqh \\77 \\ 7 (ti Rob. Sr. Hiqh \\ :, C\\ \\ ::i_ R -.... S.Hills Jr. ~ :\u0026gt;9. ~~o S.Hi 1 lc:, 1-1-inll ~' I.)\n.l... C\\ 1-l I 'Tl)Thl ,,. 1 - , ~ 'J\nJ}? ,:) 'R '1 n ---,rAL 01ST - . ' , ,'/ ,, ~~ ~ , . PCSSD - OCTO~ER 1, 1993 ENROLLMt T BLACK IIISP/\\IHC /\\:.HAN/PAC 131.,. nnv.~ ,~1111 \u0026lt;! BOYS r.t DI.\u0026lt;! OOYS GIRJ,8 \u0026lt;x4 ~9 3 1 3 (o '\\-s \\.\\- l r, l ~ 2.. \u0026lt;\"l \"\\ 5\"\"\" \\ '-\\\nL, \\A.8 \" 3 ' lo5\" U!O '  \u0026lt;..o-\u0026gt; , \\.\\i } I \\v8 \\5\"3 '-\\3 ~c:::, ~ 5\" la. /-59 137 \\O'-l. \"\"\\ A,~ \\= 4- \\).. (\") ' SI. \\ 2, \\ \\ \\ \\\\ 7 31 \\\u0026amp; UIO '\\ 7 Ulh 5\"~ \\ 'J 39 '5~ , '2, .:, C\\o '-\\ 3 ' 57 '\\ t T ~ .? .. :~ So Lt, 5\" l i lo ,1 .\ni__ ~ l ' t) 5.'.l.... I lo t li! u, - I I ,,,.. J , I I\u0026gt; :,,/ 1\u0026lt; I \u0026lt;.I - - /'7~1'- /'?dJO 9 J( ~~9 \\7 l \\ ::L lo ~(e \u0026lt;\\~ tr- I 3 -2-. t \\ \"' '\u0026amp; 7 1 s-\n:z_,. \\ 5\"\" ~ \\ '?\u0026gt;1 A... ( a ~ \\\\.I,.~ '.,,_ ~ A- q,- \\ C\u0026gt; \"l 7~ 7 \\ \\\n2._ \\\n,.._?, ~~ 5 '-\\ \\\\. 3 C\\~ \\ \\ c:i. 70 !....,::L : t:\n:\nt., ~5\" \\\n,.._~ \\\"\n)...o '\\\nL ' \\ \\ ::i... \u0026lt;:\\7 ~ \\ I i IV~ f /,0_1 (,., :J \"I q !) (/ 3G-f \"- Ill a,_ ,. ,,. ... / 37 '175 .~l/ -u.~ . .. ~ J\\M lNll. 1~:1\u0026lt; TM) BOYS GIRLS l \\ I \\ I t/ ( \\ I . \\ \\ - '-~ I 7 ?~ SCHOOL TOTAL ~ \\ l 31-\\-g .Z.9 'l s C\\ q (o '-\\ ~ 5 \u0026lt;.o ~ ~7-, 7 l.\\ le \\\\ ~\u0026amp; 1.\\73  IJ. .. , C\\ 7 (o ~ I..\\ I\\ 8 ?,c:\u0026gt;'{ '-\\'?\u0026gt;8 (,, 0 c, '\\ ~ '\\ sio \\.\\ \\ I \\ '-\\7 '-\\ 50 I.a 85 3~R 5 3..2., I I C:-r) 3 F c.s .... q \\.\\9 st\\~. K {!){,, q~ l., .-,r ~ ~\u0026amp; C\\ I.\\ \u0026amp; i~q '-\\: ~ 0 ~ 5'1 a. \\ q t\"l.'il l_f.cR~- - ~ - J\n.._v e.JVI I 0 n --j ..... 0) 1..0 w ..... V1 ~ 0) 7J w (\"JJ I Hlll'\"E 1 ~1100L lY.WS GJ Hl :\nAdkins \\ 4 .:L \\\\ .)_., Arnold Drive \\ \\. 3 l '-\\ o R\n,r.l,.,. r l \\ 6, \\ D4 lbloc \\ q_ S\" \\ 3 4 lea.,,....,. Mot- n :\u0026gt;':t., g :\u0026gt;03 ('\n:ot-o :,_39 .:2-04 : ,~,... J 1 ... ~ C:::l-\n,o q s li \u0026lt;\\ I Crystal Hill :::L \\ \\\\\n:t. I I Dupree '\\ '\\ \\ '-\\ '8 Fhll\u0026lt;-\u0026gt;r Elem. /d:J/ ?~ u.,,,rric::: \\ :, ~ \\ \\ 7 I ,l 'vil.le Elem. :i...-\\\n,._ ~'-\\\nL. Landmark \\ 'b 7 \\:, ~ I Lawson \\\nl.. s- \\~o oak Grove El. \\ lo ~ \\ v 8 oakb.rooke ~S-7\nl.\\7 Pine Fbrest ' 8 Cl I li\u0026gt; ,._ Pinewood .?-..o ..i.., ' C\\\n:t., I Robinson Elern. \\ LP\nt. \\ So \u0026amp;.--oll . 51 I.. .\\ J..o Sherwood \\7\u0026amp; \\ 5 lD S.Hills Elan. 2.. ?. !.I.\u0026gt;\n:2.. :L'.l. Taylor \\ ::, '\\ \\ ~C) Tolleson \\ '\\ s ::i..., 0 'IUI' AL ELEM. JI A , '9 ,., -~- ,.,,, F I -s/~0-5 .:?'ll/1/ I .. \" - -\nt\n!ce.\"~/.e,-~ CC!. - - ..3 g ID I Fuller Jr. ?-0\\ 0\n2. .S. \\o I J'ville North\ni__:\u0026gt; 0 \\ -1 l\nJ'ville South ' ~ ~ \\7\\ l J'viJ.le Hiah 2, t..\\0 ~ .:Lo I ! Mills \\ '-\\ 1...9 ,~:i. North Pulaski ~to\n:\u0026gt;,._,77 Northwood ~s~ -,, 55 oak Grove Hiot ::i lo 7 7-__ \u0026amp;S Rob. Jr. Hiqh \\77 \\7 ~ Rob. Sr. Hiqh \\ :, q \\ ::Z....R S.Hills Jr. ~ ~9. ~~o ~ IH 11,::: Hinh :::l...\u0026lt;\\O\nl_C\\ 4 t 'lrll'AI. - . -~.2:) 8 ,:) 'X't /\") I '-YrAL 01ST ...., , ' ..,., ,., ~ ~ ~ , PCSSD - OC'l'OBER 1, 1993 ENROLLMEN'f BLACK JIISPJ\\NIC ,'\\:,.,1/\\N/PAC. ISi,. nnvs l!lUI .\u0026lt;:. BOYS r.tm.~ OOYS GIRJ,S \u0026lt;x4 ~9 3 } 3 (c '\\-s ~ ln \\ ~ .2... q ~s- \\ '-\\,\n)....., , ~s ~ 3 ' tii5\" U!O \\ . (.g\n,, \\.\\i l \\l,g \\ '5 3 ' '-\\3 Sa ~ 5\" ta /.5'J 1.37. \\ 0 \\\\ \\.?....~ \\ c-. '-\\ \\ ~ D I \u0026amp; \\ 3 \\ \\ \\ \\ \\ 7 3t \\ \u0026amp; {Do '\\ 7 lll n ~~ l\n-.z_, 39 '5~ ' -g3 9.o '-\\ 3 ' 57 '-\\ l I ~ .'.2...t So LP o l 'Sli\u0026gt; '-11 .\n2._ l, I '7t:l 5.::L I ~ t Gi u, ........ \"\"\"'-.-0 I _,.. _, ~ ,~ I j ID 3/ 5 11./ /7..3~ /700 9 K 2. ~9 \\7 \\ \\ :L ((l '2u \u0026lt;\\ I.,, s- I 3 .2..... \\ \\ .\"l '\u0026amp; 7 \\ s\nz_.,. \\!\u0026gt;3 1~7 :\n\u0026gt;._, (o ~ \\ \\.\\. '\u0026amp; \\-:,.. \u0026amp;\n:i__ ~ \\ O.'.l. 7~ 7 I I\n:i_ \\A..?, C\\ '\u0026amp; 5 '-\\ 'l 3 C\\i. \\\\ ~ 70 l.,\n:L. C 5\nl... ~S' \\.\"l-..~ \\~o '-\\\ni._, l \\ \\ ::l-. \"-7\n:2.. \\ I I f\\J 9. / 1/:l :J. b :J 'I q 2J/ .:J \"7 .._ .Ill\"'' \" ,., F 37 (/ I'\u0026gt; 8C/ l/,~ ~ ~ I . - . J\\M TNn /R!ll TM) BOYS GIRLS t \\ l \\ I 4 { l I . \\ \\ -~ -~ I .. 7 ?~ SCHOOL TOTAL 4 \\ l 3 4 t\u0026gt; Z..9 4 '5\" q q (o '-\\ ~ 5 to\u0026lt;} z..7-, 7 -\\ lD \\\\\n:z_ \u0026amp; t..\\ 73, I..\\ '9. 7 UJ ~ '-\\. C\\ 8 ?\u0026gt;D'J '-\\~8 \u0026lt;., oc, ~ ~'l .. 5 ~a \\.\\ \\ I \\ \\\\7 \"-\\ so ~8.S- 3~R 5 32, II, c::'/) 3 , c\n.s .. q \\.\\\nq 5 t\\~-- fi to{,, qt,, 7 ~71 ~ '.:\u0026gt;\u0026amp; C\\ I.\\\u0026amp; '8 l, 9 '-\\~ 0 ~54 0.\\9 1 \"lc\"t! g, 'lc3_3_ - - - f ~v -'\\:II I 0 n -l ...... CD \\.0 w ..... Vl .i:,. co DATE: TO\nFROM: c:~ 01- _,~ ~A.-- P.l/3 Pulaski County Special School District 925 E. Dixon Road/ P.O. Box 8601 Little Rock, AR 72216 501-490-2000 FAX 490-0483 October 18, 1993 Danny Shameer and Cynthia Howell, Arkansas Democrat-Gazette North Pulaski Leader Arnold Smith, Arkansas State Press North Little Rock Times Jennifer Bethea, Spectrum Our Neighborhood Judy Gallman-Arkansas Times Maumelle Monitor Jacksonvi/le Patriot KARK-TV-Channel 4 KA TV TV-Channel 7 KTHV-TV-Channel 11 KARN Radio Associated Press Office of Desegregation Monitoring PACT Ron Standridge, Information Services Specialist 490-2000 NUMBER OF PAGES:  3 (including transmittal page) PULASKI COUNTY SPECIAL SCHOOL DISTRICT BOARD OF EDUCATION 1993-94 92'5 East Dixon Road1 P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 Mr Jim Burgett, President 35 Fairtield Drive North Little Rock, AR 72120 Phone: 835-1311 Zone 5 Term Expires September 1994 Mrs. Mildred Tatum. Secretary 11406 Highway 365 Little Rock. AR 72206 Phone: 897-4842 Zone 1 Term Expires September 1995 Mr. Doyan Matthews 5422 Elizabeth Lane North Little Rock, AR 72118 Phone: 851-2097 Zone 3 Term Expires September 1996 Mrs. Ruth White Tucker 19001 Kanis Road Little Rock, AR 72211 Phone: 321-3224 Zone 2 Term Expires September 1997 Mr. Reedie Ray, Vice President 414 East Valentine Road Jacksonville, AR 72076 Phone: 982-5650 Zone 7 Term Expires September 1996 Mr. Gene Goss 29 Narragansett Drive Sherwood, AR 72120 Phone: 835-8176 Zone 4 Term Expires September 1994 Mr. Mack McAlister P.O. Box 956 Jacksonville, AR 72076 Phone: 982-4491 Zone 6 Term Expires September 1995 Mr. Bobby G. Lester, Superintendent Pulaski County Special School District P.O. Box 8601 Little Rock, AR 72216 Phone: 4902000 I illll'\"E  ~71CX)L BOYS \u0026lt;\nrn1 :\nAdkins ''t ).._ \\ \\ .)._.., An10Jd Drive I'\\ o R\ni.1,,-,r \\ 0 '-t l~f-,c: \\ 3 4 I~ VOll M.oo I n :\u0026gt; C\\ 3 r ... tn \\ ...2..o'l l'rol 1~~ S/-\na '1. ~ u\u0026lt;\\ 'rvstal Hill L \\ .:2..1 I JEl ('(' l ~ l r'em. /(!)/ ?~ '\\~ I , ' ,d\\1100!1 ~ \\ . ( , 0:1k Grove El.v , \\ u 11 - i-UJkb1ook ~ CJ 2.. I ! __Eo \\ 8 I. I r ./, t~ .'.Lo ..L l '\n:L 1. 1, El811. \\ l.o /4., \\So r-n\n,tt St '--\\!.o ,nc 1-w\u0026lt;xx:l I 7 l? \\ 5lo , s.11., 11s Elan. 2.. '\u0026amp; l,,\n2. 3 .:l. ~ Tayl\u0026lt; \\ :, ''\\ \\~C) Tol.leson \\ '\\ '..- ~\\ 0 ....T. OI'AL EL!:M. -A ~, .., -, ~'\"'I ~05 ~-/Jt7 /fild.~ej.-,.Sce, - ..3g ID Jr. ?-C\\O I - ,2 '--\\cil lle North ~~,., 0 \\ \\ l , L v 1 lle South i- I 1 I J'vi.J.le H~gL ..Lo 1 Mills '--\\ ~ North Pulas k - ,.i~ \\ I Northwood \u0026gt;., 55 oak Grove H1q ~ss I -Rob. Jr. Hiqh I I \\ 7 lo Rob. Sr. Hi9h \\ \\ ,._ 5:- S.Hills Jr !'=:llill., --t:,'~~ 'Jr 'tn I .-.- - PCSSD - OCTOBER 1, 1~YJ .6NROLLMEN'l !lL/\\CK JIISl'l\\NlC ,'\\:,IAN/PAC ISi,. rvws \u0026lt;~l111 c: BOYS r,rm ~ OOYS GIRJ,f\n~4 t.o9 3 l 31.o '\\-S- ~ lo - I -\u0026lt;..-\n) ~'5\"\" \\ . \\\ni___g t 3 I L, .\u0026gt; i.iio l . le.,, l.\\i l I \\ v El \\ \"'\"\" ' --~ ~ 5\" \u0026lt;..o /-69 137 . { . l Ss \\ ~ \\ I \\ 6t lJ\u0026gt;o \\ . le!') ...,~ l :2..., 39 ~A,. i~ 9.o l..\\ ~ I !J -1 '-\\ \\ I 2..~ :i..i So l.,5\" I iti. 71\n:?__ ~ I 7~ 5.2... I lr ( Li~ ~ -- /I /\"\u0026gt;/ ,,,, JD 3/ !5 It/ /73G, 1..700 9 __ L __ :i. 7\\ \\ .2.... (c ~ ~- \"~ ~ I 3 .2._ \\ \\ !:) '\u0026amp; 7 \\ 5 .'.\u0026lt;...- \\ 5\"?, \\~7 A., {o i \\ '-1.? , ' '.'l I\u0026lt;.\ni__. 4 \\ Oc,. 7 1 l 1\n:\n._ \\ - I ~ \\ IJ, 3 \\ -\\ . -- - -- :.,..l.. ,_..,. \\1 'I \\ a,.\u0026lt; ,_ ' l \\ \\ J.... 'l 1- \\ I I I '-J fl I _q 2(/ r1.VJ . I/,_ 8l/ l/,:.li l\\M TNll m!llfM) BOYS GIRLS - l . I l \\ I t/ ( I l l f \\ \\ - - ~ I ) ?- SCHOOL TOTAL 4 \\ l 3 I.\\-g\nz_ 9 't 5' C\\ '\\ lo'-\\~ 5 to 9 ~7, 1 I.\\ lD t~~ ~ .,, ' {1) l 'l g ~ c\\{-f '\\? ~ (o 0 \\_\\:::, l - 5~~ I..\\ \\ \\ \u0026lt;.11 I..\\~ ,o ~85 3~\u0026amp; 5 32. I I, c:::/J3 ~s q '-1:9 s C\\ 't 5 (o{n q L., _t\n-, I '\u0026amp; ~8. C\\ ~\u0026amp; '8 l, 9 '--\\:~5 ~54 ~ \\ \u0026lt;\\ -='I ~ f 9~3- .~ - , ... -~ ,_. 0) \u0026lt;D uJ J..,, co 7) !jJ *** *~****f* ******************************************************************************************* P. 01 * * TRANSACTRIOENP ORT *\nr. ------- OCT-18-9M3 ON15 :45 * * * DATE START SENDER RX TI ME PAGES TYPE NOTE * ---------------------------------- * * OCT-181 5:43G 3 2'24\" 3 RECEIVE OK * * **l********I**********************l*************************************\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_993","title":"''Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-10/1993-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted persons"],"dcterms_title":["''Status Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/993"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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_1559","title":"Court filings: District Court, Little Rock School District (LRSD) site proposal for Stephens Interdistrict 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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1993-09-15"],"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","Stephens Elementary School (Little Rock, Ark.)","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational planning","School buildings","School facilities","School attendance","School management and organization","Educational statistics","Magnet schools"],"dcterms_title":["Court filings: District Court, Little Rock School District (LRSD) site proposal for Stephens Interdistrict 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/1559"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["26 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_361","title":"Desegregation: ''Little Rock School District Desegregation Plan Audit Report''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-09-10"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Desegregation Plan Audit Report''"],"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/361"],"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\nCompleted prior to 1992-1993\nRECEIVED SEP 10 W3  S' Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION L, Sep I 0 LITTLE ROCK SCHOOL DISTRICT PLAINl'ITF- vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL NOTICE OF FILING The Plaintiff, Little Rock School District, for its Notice of Filing, states: 1. directing the On September 8, 1993, this Court entered an order Little Rock School District to submit its desegregation audit to the Court by 5 p.m. at the end of the second working day from the date of the order. In accordance with those instructions, attached hereto is the Desegregation Plan audit as commissioned by the Superintendent of the Little Rock School District during the 1992-93 school year. Director of the Planning, Research and Evaluation Department of the Little Rock School District was instructed to: In particular, the 2. . . prepare a report or \"audit\" that indicates the status of implementation efforts with respect to each of [the] programs outlined in the [Desegregation] Plan. . . Attached hereto is the LRSD Desegregation Plan audit report dated September 10, 1993.\nThe report includes a narrative providing background information on the audit as well as summary data as revealed by the audit. Thereafter, the audit identifies those programs or activities completed prior to the 1992-93 school year\nthose programs or activities completed during the 1992-93 school year\nthose programs or activities identified as occurring on a those programs or activities which are one-time basis\nrecurring in nature\nthose programs or activities which are yet to be implemented\nand, those programs or activities which have been deleted. 3 . The desegregation audit as presented herewith relates to those programs and activities identified by the court-approVe\u0026lt;i Little Rock School District Desegregation Plan dated April 29,1992, as well as the Interdistrict Desegregation Plan dated April 29, 1992. Although one section of the audit refers to activities which were completed prior to 1992-93 and another section refers to activities completed during 1992-93, the Little Rock School District hastens to point out that many of those programs and activities are recurring in nature. 4. The document as filed herewith constitutes the audit commissioned by the Superintendent. However, the document must still be presented to the Little Rock School District Board of Directors. Wherefore, the Plaintiff, Little Rock School District, submits this desegregation plan audit. FRIDAY, ELDREDGE AND CLARK Attorneys for the Little Rock School District 2000 First Commercial Building 400 West Capitol Little Rock, AR (501) 376-2011 72205 B: 7 Jerry L. Malone Bar No. I.D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. 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 -2-Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 L- -3- LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AUDIT REPORT Planning, Research and Evaluation September 10, 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DESEGREGATION PLAN AUDIT REPORT The Desegregation Plan Audit/Review, as approved by the 1992-93 LRSD Superintendent, required two major tasks: (1) collecting and compiling data to determine the degree to which each program of the Desegregation Plan has been implemented\nand (2) developing a format for reporting the data. Although additional tasks were discovered to be necessary during the process, this document serves as the final report for the project as originally designed. During the development of the project, assistance was sought from Bradley Scott of the Desegregation Assistance Center in San Antonio, Texas\nThelma Cook, Support Program Manager of the Equity Assistance Center, Arkansas Department of Education\nand Bill Mooney, Budget Specialist, Office of Desegregation Monitoring. Additional resources were provided by Diane Barksdale, currently an assistant principal at Carver Magnet School. An audit as conducted in business and education is based on a set of predetermined standards. The -Standard for this review is the Desegregation Plan. Therefore, program status was tied to the written requirement of the Plan. A review of the Plan's timelines and narratives for each program was conducted by Planning, Research and Evaluation (PRE) staff to determine the requirements of the Plan. When reviewingDesegregation Plan Audit Report Page 2 the narratives, the staff did not attempt to interpret the intent of the original writers. Rather, an effort was made to identify requirements as literally written. The data gathering forms (Attachment 1) were prepared by the PRE staff to include a list of all identified requirements. Program managers were requested to verify all requirements for assigned areas and to identify the status of each requirement. Many of the items identified as completed recur annually. The response choice included: * * Completed prior to 1992-93 Completed during 1992-93 * One-time activity * Recurring activity * Not started * Deleted (deletion approved by Court) * Addition (addition approved by Court) * Comments Supportive evidence to demonstrate completion of each requirement was to be gathered for possible use at any court hearing, as well as to improve, modify or delete programs. Upon receipt of the data gathering forms, the responses from the program managers were tallied according to the choices (Attachment 2) and revealed the following: response * Eighty-six percent of the-reported activities had been completed. * Fourteen percent of the reported activities had not been implemented. * Sixtyseven percent of the reported activities identified as recurring activities. were These programs were * Eleven program managers reported completing all activities. However, as previously stated, many of the reported activities recur annually. These programs were Commitment to Desegregation, Summer Learning Program, Job Training Partnership Act (JTPA Program), Program forDesegregation Plan Audit Report Page 3 Accelerated Learning/Instructional Technology, Gifted and Talented education. Multicultural Curriculum, Parkview Magnet, Vocational Education, Library Media, Special Education and Staff Development. In the Inter-district Plan, managers for Staff Development, Special Education and Vocational Education reported completing all activities. It should be noted that many of the reported activities in the LRSD Plan and the Inter-district Plan occur each year. In addition, Program Managers identified activities for programs specified in the Desegregation Plan that are to be implemented. A list of programs and number of activities is provided (Attachment 3). Since the audit process was based on self-reporting it was necessary to implement means for ensuring a reasonable level of accuracy. Activities were sorted and printed by category in order to provide the inforTnation necessary for further review. During the data gathering and review process, some discrepancies were discovered regarding the status of some activities. Accordingly, adjustments were made during the development of the management plans. A complete list of the responses by category is attached. Each program manager was rei^ested to review the sorting and to develop management plans for recurring activities and activities that are to be implemented. The Program Budget Document (Attachment 4) is the format for developing the management plans. What began as an assessment of the Desegregation Plan has evolved into the formation of the ProgramDesegregation Plan Audit Report Page 4 Budget Document which includes the means for monitoring, reporting and determining the level of success for each program. In the future, auditing of the Desegregation Plan to deteirmine implementation status or effectiveness can be accomplished through reporting process of the Program Budget Document.PROGRAM Act ivities little rock CIIOOL DISTRICT DESEGREGATION PROGRAM IMPLEMENTATION STATUS program manager COMPLETED PRIOR TO '92-'93 during '92-'93 ONE-TIME activity recurring activity NOT STARTED deleted added COMMENTS I i I I I I I \u0026gt; CU n f3D Z3 Deletion Approved liy Cniirt Program Total Number of Objectives 1 . Commitment to Desegregation * Narrative 2. Leadership Narra t ive 3. Early Childhood 33 6 . Special Programs Narra Live 3 . Summer Learning * 3 G . J I'PA Asset Program * 3 / . School Operations 61 8 . Academic Support 1 9. PAL/1 ns t rue t iona1 Technology - 5 10. Gift ed/'l'a 1 en ted Education * 7 l .l . Multicultural Curriculum * 17 12. focused Activities 1 13. Parkview Science Maenet * 5 16 . McClellan Community Schoo I Narrative LITTLE ROC^^CIIOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Humber of Completed  Activities Total Number of Activities Not Qtarted 1 o Total Number of Recurring Activities 1 9 107 6 8 31 90 41 50 13 123 26 18 6 1 1 80 3 8 31 76 38 50 13 123 17 18 3 0 8 27 1 0 0 14 3 0 0 0 9 0 1 1 J 7} 3 G 31 7 7 3S 2 2 12 GG 17 11 1 CD a- 3 n\u0026gt; 3 ro 1 * Completed all objectives as identified in the written plan Program Total Humber of Obj ectives 15. Recruitment of Private School Students'^ Narrative 16. Federal Programs 1 17 . Vocational Education* 11 18. Library/Hedia * 1 19. Special Education * 13 20. Staff Development * 8 21. Support Services Narra t ive 22. Parent Involvement/ Community Linkage : 5 23. Student Assignment Narra t ive 24 . Facilities Narrative 25. Incentive Schools 73 26. Educational Equity Mon 1 tor ing 1 27. Transportation Narra tive 28. Data Processing Narrative * Completed all objectives LITTLE ROC desegrI .SCHOOL DISTRICT TION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number of Completed Activities Total Number of Activities Not Started 8 8 34 34 56 39 2 34 11 8 294 19 23 8 8 7 34 29 56 39 2 28 11 5 240 18 19 8 identified in the written plan 0 1 0 5 0 0 0 6 0 3 54 1 4 0 2 Total Humber of Recurring Ac tivi ti e 3 8 6 24 3 53 3 5 2 25 4 5 165 21 14 8 Cu n 3 fD :3 ro o ro 1. 2. 3. 4. 5. 6. 7 . 8. 9. 10. Program Total Number of Objectives Interdistrict Plan Overview Student Choices/Options Summer School Staff Development * School Operations Muiti-District Library Media Special Education * Vocational Education* Guidance and Counseling Parent Involvement/ Community Linkages Public Relations TOTAL Narrative 11 2 29 5 22 5 Narrative See LRSD Plan Narrative 303 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number . of Completed Activities Total Number of Activities Not Started 41 43 1 54 8 101 10 6 See LRSD Plan 46 1421 29 33 1 17 7 101 10 4 See LRSD Plan 41 1217 12 10 0 37 1 0 0 2 See LRSD Plan 5 204 3 of 3 Total Humber of Recurring Ac tivi ties . 26 3 2 I 17 7 90 0 7. See LRSD Plan 40 951 CU o 3 s 'ro XJ CO 1 LRSD PLAN Leadership Early Childhood Education Special Programs School Operations Academic Support Focused Activities McClellan Community School Federal Programs Facilities Parent Involvement/ Community Linkages Incentive Schools Educational Equity Monitoring Transportation INTERDISTRICT PLAN Overview/Student Choices and Options Summer School School Operations Multi-District Library Media Guidance and Counseling Public Relations ATTACHMENT 3 NUMBER ACTIVITIES IN PLAN COMPLETED OR IN PROGRESS TO BE IMPLEMENTED PERCENT OF ACTIVITIES COMPLETED OR IN PROGRESS 9 1 8 11% 107 80 27 75% 4 3 1 75% 90 41 26 4 8 8 34 294 19 23 41 43 54 8 6 46 76 14 84% 38 17 3 7 5 28 240 18 19 29 33 17 7 4 41 3 9 1 1 3 6 54 1 4 12 10 37 1 2 5 93% 67% 75% 88% 63% 82% 82% 95% 83% 71% 77% 31% 88% 67% 89%ATTACHMENT LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Program Seq #: Program Name: PsBe: 2 Revieloii Dale: Program Code\nPrimary Leader: Program ObJecUve: Secondary Leader\nPion Rclcrcnce Page Humber Ob|ccUvea Slralcglcs Beginning Dale CompleUon Date Responsibility EvaluflUon Criteria J IPROGRAM: COMPLETED PRIOR TO 92-93 COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to eguip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: From the Narrative COMPLETED PRIOR TO 92-93 Page 2 PROGRAM: LEADERSHIP 1. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement or persons to fill position will be done on an equitable basis (ongoing). Comment: Taken from Narrative COMPLETED PRIOR TO 92-93 Page 3 PROGRAM: EARLY CHILDHOOD EDUCATION 8.1 Print curriculum material. 17.1 Implement second part of HIPPY curriculum: a. b. c. print material print flyers mass mail out Taken from Narrative: 15. \"D\" By June 1992 the 4 year-old program will be implemented in the following schools: Badgett, Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington and Woodruff. 16. \"D\" During the 1988-89 school year, the 4 year-old program was implemented in 3 incentive schools. 20. LRSD operate early childhood education (ECE) programs in seven (7) building in 1990-91. 21. Plans underway to open four (4) additional sites in 1991-92. COMPLETED PRIOR TO 92-93 Page 4 PROGRAM: SPECIAL PROGRAMS (Taken from Narrative) 1. New Futures/LRSD Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. 2. LRSD/PAL company Summer Science Institute: This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. Comment: Due to budget reductions, AP\u0026amp;L was unable to fund the Summer Science Institute for the summer of 1992. 3. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. COMPLETED PRIOR TO 92-93 Page 5 PROGRAM: SUMMER LEARNING 1.1 To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/or math. 2.1 Group students according to test scores, i.e., slow learners together. 2.2 Provide a tutor to help students with greatest needs. 2.3 Schedule class time so that teachers have time to work with each student on a one-to-one basis. 2.4 Use classroom instruction, training, and the computer lab in the learning process to address remedial needs. 2.5 Properly motivate the students to encourage him/her to want to learn. 3.2 Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. COMPLETED PRIOR TO 92-93 Page 6 PROGRAM: JTPA ASSET - PROGRAM/EXTENDED TUTORIAL PROGRAM 1.1 Identify students needing services. 1.2 Advertise and employ counselors. 1.3 Advertise and employ teachers. Comment: Discontinue  budget cut 1.4 Advertise and employ tutors. 1.5 Order materials/supplies. 1.6 Schedule/implement home transportation. 2.1 Identify students needing services. 2.2 Advertise and employ counselor. Comment: Discontinue  Summer 93 budget cut 2.3 Advertise and employ teachers. 2.4 Advertise and employ tutors. 2.5 Order materials and supplies. 2.6 Schedule/implement home transportation. 1. Advertise and employ additional counselors. 2 . Revise existing counseling progress to include emphasis on life-coping and life-planning skills. 3. Implement above skills. COMPLETED PRIOR TO 92-93 Page 7 PROGRAM: SCHOOL OPERATIONS 1.1 Appoint school based biracial committees to monitor implementation and data. 1.2 A districtwide biracial committee will monitor district wide desegregation efforts and data. 1.3 Establish a reporting system. 3.1 Mini-seminars at PTA meetings and in the community. Review of data. 4.2 School monitoring visits. 1.1 PTA Board and general meetings to have educational components re: climate and expectations 1.2 Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. 2.1 Monitor facility, staff morale, student achievement, status of media center books and materials. 2.2 Enhance equipment, supplies and materials in buildings. 2.3 Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. 3.2 Provide planning time and formats to school staffs. 3.3 Develop school profiles which show complete data pictures. Set goals for improvement. Share schools objectives, discipline policy, standards for testing, placing and promoting students. 4.2 Involve parents as full partners in planning at schools for students' growth and success. 1.1 Conduct inservice training on discipline management in all local schools. 1.2 Provide follow-up training for new staff on a regular basis. 4.1 3.1 4.1 COMPLETED PRIOR TO 92-93 Page 8 3.2 Revise student handbooks as needed. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 5.2 Effectiveness of those alternatives to be regularly assessed. 6.1 Review research and develop rewards program such that recognition and incentives will be individual to the school. 7.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. 7.2 Involve parents in the team process regarding their children through meetings/conferences. 2.1 Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Comment: plan. Annually for the approval of the school's annual 2.2 Provide written information to parents regarding curriculum and student skills. Comment: conference. In relation to test information and parent 4.1 5.1 Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. Each school to put into its annual plan a designed set of interventions to help increase student academic, success, i.e.. Peer Tutoring, Volunteer Tutors. Comment: Annually 1.2 Provide teacher staff development in the use of curriculum of these areas. 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. COMPLETED PRIOR TO 92-93 Page 9 Comment: Community mentors are invited into most schools to talk with students, VIPS and counselor work to have an ongoing program. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Comment: Principal worked with Student Assignment Office to keep enrollment balanced. 1.2 Address disparities with intervention activities. 1.3 Remove barriers to equitable participation of students. 2.1 Review grade distributions by subject, by class, by teacher on a semester basis. Comment: Principal's responsibility. The former monitoring sheet used by assistants was replaced with abacus to be used in the future. 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Comment: Staff Development Director inservice. 1.1 Use of media and press. Comment: Annually. 1.2 Send printed information to parents. 1.3 Make clear public address system announcements to students. 1.4 Use community agencies such as churches to assist with recruitment. 2.1 Individual staff contacts with students encourage involvement. 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities. 3.1 Profile student involvement in each club or activity. 3.2 Disaggregate participation data. 3.3 Develop school based recruitment plans. COMPLETED PRIOR TO 92-93 Page 10 Comment: Activity does not support objective. 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. 4.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. 5.1 Profile school by: a. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Comment: Annually 5.2 Data to be disaggregated by race. 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. 1.1 Meetings with principals, teachers. 1.2 Informal classroom visits by monitors. 1.3 Compilation of comparative data by school. 1.4 Evaluation of data with recommendations for changes/improvements . 2.1 School analysis of test results by grade, teachers, race and subject area. 2.2 Development of comparative data to assess disparity areas, if any. 2.3 Preparation of intervention plans to address specific student needs. 1.1 Staff development for principals. 1.2 Revision of district procedures to provide central office technical support rather than strict control. 1.3 Enhance principal accountability for program at the building. COMPLETED PRIOR TO 92-93 Page 11 2.1 Plan of district school renovation to meet programmatic and student population needs. 3.1 Set up format for technical assistance with assigned personnel to work with individual schools. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Comment: Completed by principals on each site. 1.2 Projection of student population on two year basis to validate expected needs. Comment: Student Assignment, Human Resources responsibility. 2.1 Development and assessment of school and divisional staffing patterns. Comment: Student Assignment, Human Resources responsibility. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. Comment: Resources Recruitment Officer, Assistant Principals and Human 1.4 Provide internship programs at district schools for aspiring teachers and aspiring administrators. Comment: Master Teachers 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 1.2 Via disaggregation of data relative to: a. b. c. d. e. student performance discipline attendance participation in school activities placement in classes 1.3 Train staff to deal with data and implementation of strategies. COMPLETED PRIOR TO 92-93 Page 12 Comment: Annually 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.5 Reassessment of and modification of objectives and strategies. 1.6. Creation of final plan and strategies. 1.7 Annual assessment of outcomes of yearly plan. 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management 1.2 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. 1.3 Provide districtwide program of staff development. COMPLETED PRIOR TO 92-93 Page 13 PROGRAM\nEDUCATIONAL PROGRAMS - COMPENSATORY/REMEDIAL EDUCATION 1.1 Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. 1.2 Review program goals, objectives, guidelines, and findings of reviews and audits of Board Committee. 1.3. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. 1.4 Refine criteria/preferred qualities for teacher selection. 1.5 Refine placement criteria (secondary level). 1.6 Refine exit criteria (secondary level). 1.7 Obtain recommendations for student placement in PAL and complete academic skills needs assessment. 1.8 Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eight-grade \"at-risk\" students. 1.9 Implement Learning Lab curriculum guide and continue revision of program as needed. 1.10 Develop list of suggested material and supplies that will address students' specific skills deficiencies. 1.11 Order needed materials and supplies. 2.1 Plan and conduct inservice for Central Office staff. 2.2 Plan and conduct inservice for teachers: a. Ensure heterogeneous grouping in regular math and English classes b. Schedule math and English PAL teachers with simultaneous classes c. Review facilities criteria d. Review placement criteria for: (1) Learning Lab (2) Special Education (3) Math/English PAL Classroom e. Review personnel selection criteria f. Select and order supplies and materials g. Provide training on administering TABE (pre/post) Test. 2.3 Plan and conduct building-level inservice for entire faculty. COMPLETED PRIOR TO 92-93 Page 14 2.4 Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. 2.5 Implement preschool inservice (five days) for secondary PAL teachers and address the following activities: a. Obtain class rosters b. Gather student profiles c. Identify skill needs for each student d. Cluster students within classrooms and among PAL teachers according to need 2.6 Paired teachers will develop instruction schedules (English/math) according to student needs and class periods. Alternatives may include: a. Instruction on alternate days b. mini-class periods (25 minutes per period within each period) c. team teaching (by content area) 2.7 Plan individualized instruction based on each student's assessed needs. have similar deficits. A common plan may be used for students who Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. Identify appropriate materials/resources b. Determine appropriate instructional strategies c. Determine method/means for student mastery evaluation(s) d. Begin to develop daily lesson plans that reflect the above procedures and information c. Identify strategies for simultaneous instruction 2.8 Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. 2.9 Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. 3.1 Develop criteria for facilities to address classroom: a. attractiveness b. lighting c. ventilation d. accessibility e. essential space COMPLETED PRIOR TO 92-93 Page 15 3.2 Provide facilities criteria to building principals (refer to 2.2) . 3.3 Monitor adherence to facilities criteria. 4.1 Identify regular substitutes for computer labs. 4.2 Train computer lab substitutes. 5.1 Develop a PAL evaluation design after considering recommendations from the committee. 5.2 Design evaluation instruments. 5.3 Monitor PAL classrooms and evaluate PAL Program. COMPLETED PRIOR TO 92-93 Page 16 PROGRAM: INSTRUCTIONAL TECHNOLOGY 1. Replacement of lab attendance as needed 2. Redistribute computers based on enrollments 3. Schedule initial update and review inservice 4. Conduct initial inservice 5. Conduct new staff inservice 6. Conduct and field test systems 7. Develop schedule 8. Select target students 9. Input student names 10. Conduct student names 11. Complete computer basic skills placement 12. Notify Math/Reading Specialists of placement results. 13. Conduct individualized instructional assessment per schedule 14. Provide reports, intervention modes and files 15. Monitor students' progress and change placement as appropriate on classroom teachers recommendation. 17. Monitor program 18. 19. Repair equipment as needed. Input students' \"pre\" data 20. Input students' \"post\" data 21. Complete school \"Gain\" report 22. Complete district \"Gain\" reports COMPLETED PRIOR TO 92-93 Page 17 PROGRAM: ACADEMIC SUPPORT 8. Begin training staff responsible for delivering each Academic Support Program Learning Styles/Cultural Diversity (Review) Taken from Narrative: 8. Each year parents and teachers will be asked to evaluate parent involvement activities provided throughout the year (survey). 9. Results of survey will be reviewed by district staff and parents with the goal of strengthening the parent involvement program. 10. Monitoring and evaluation data will be used to improve the program of delivery of instruction school and districtwide. 11. A new teacher mentor program will be initiated. 12. Principals will monitor instruction and learning in Academic Support Program settings on a regular basis. 13. Test score data will be analyzed to show improvement. COMPLETED PRIOR TO 92-93 Page 18 PROGRAM: GIFTED AND TALENTED EDUCATION 1.1 Establish a schedule of regular meetings of the tri-district gifted supervisors. Comment: month. Regular meetings were set for third Tuesday each Schedules this year hindered this. Project promise meeting or AGATE meeting. Met by phone or at 1.1 To implement all strategies/activities delineated in the refinement/restructuring plan in accordance to their objectives. Comment: See attachments COMPLETED PRIOR TO 92-93 Page 19 PROGRAM: MULTICULTURAL CURRICULUM 2.1 Review and catalogue present audiovisual materials related to multicultural curriculum. 2.2 Purchase additional audiovisual materials from the 1988-89 budget. 2.3 Identify and catalogue other resources for multicultural audiovisual materials, i.e., Arkansas Department of Education, Little Rock Public Library, Arkansas Library Commission. 2.4 Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. 2.5 Place initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair specified dates, times, place and format to be held as a component of 1988-89 preschool conference. 3.2 Identify national and local vendors of multicultural instructional materials. 3.3 Establish pre-school conference dates and extend invitation to vendors. 3.4 Confirm Fair participants. 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. 3.6 Conduct media campaign for Fair to staff and parents. 3.7 Host tri-district \"Instructional Materials Fair\". 4.1 Revise Board policy for textbook adoption. 4.2 Identify an ah 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. 4.4 Submit revised policy and criteria to the Board of Directors for first reading. 4.5 Adopt policy on textbooks. COMPLETED PRIOR TO 92-93 Page 20 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks.\" 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included 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. 5.4 Develop expectations for members participating on multicultural curriculum committee. 5.5 Identify curriculum committee members and contract for services: 8 - Health/Science 5 Music 14 - Reading/Language Arts 3 4 Art Social Science 4 - Libraries 38 5.6 Obtain multicultural curriculum units from models used in other cities. 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development. 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculum development committee. 5.9 Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. 5.10 Conduct task completion monitoring as identified in timeline. COMPLETED PRIOR TO 92-93 Page 21 5.11 Operationalize the curriculum development timeline (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. 5.14 Conduct inservice for all elementary principals and teachers. 5.17 Host three 3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Verify second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion. Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop expectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarians 4 Math 4 Science 12 English 12 Social Studies 4 Music 4 Art Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 19 teachers: 7 social studies 6 music 6 art COMPLETED PRIOR TO 92-93 Page 22 1992: 11 teachers: 3 social studies 4 music 4 art 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development committee. 1.2 Purchase science supplies for teachers to facilitate the hands-on science approach. 3.3 Review placement criteria for enriched/honors and advanced placement classes. Taken from Narrative: 6. LRSD will use its office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to the following: 6.6 development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes. 9. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural appfoach. 11. By September 30, 1991, a curriculum review/revision cycle will be established. 12. A section on multicultural curriculum will be added to the LRSD monitoring checklist. COMPLETED PRIOR TO 92-93 Page 23 PROGRAM: FOCUSED ACTIVITIES Academic Incentive Grant 1.4 Area schools submit continuation grants to review committee. 1.5 Make grant awards. Comment: granted in Year 3. Proposed for 3 years, although full sum was not 1.6 Schools submit progress reports. Taken from Narrative: 1. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. 1.1 I - LRSD and PCSSD will develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. 1.2 I - LRSD and PCSSD will collaboratively publicize the specialty programs and encourage majority to minority transfers between the two districts. 2. 1.3 1.3 I - Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between LRSD and PCSSD will be explored. I - At any time in the future that NLRSD decides to implement specialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. Ill - Each non-magnet and non-incentive elementary schools will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. 2.1 2.2 2.3 Page 82 Ill - Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. Ill - The focused activities of each non-magnet and nonincentive elementary school will be integrated into the care curriculum or reflected in the school's environment and day-to-day activities. III - All elementary area school students will participate in on going, meaningful enrichment activities COMPLETED PRIOR TO 92-93 Page 24 that complement and extend the core curricular activities. 3. 2.4 2.7 Ill - All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Teachers, building administrators, and patrons shall participate in the development of, the local school proposal. 3.1 3.2 A panel will review all applications according to the criteria on page 83. Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff on activities coordinator and a school steering committee. Comment: All criteria is reviewed and monitored by each principal and his steering committee. 3.3 The school steering committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. COMPLETED PRIOR TO 92-93 Page 25 PROGRAM: PARKVIEW MAGNET (Taken from Narrative) 1. Establish parkview Fine Arts Magnet School during the 1987-88 school year. 1.1 Establish a Parkview Science Magnet School during the 1988-89 school year. Comment: Started in 1989-90 (which is date in plan on p. 86) 2. 1.2 Phase in the science magnet by reserving 100 seats for each incoming tenth grade class over a three year period establishing 300 students for the 1991-92 school year. Comment: 100 per grade level was the target\nsome attrition occurs as students advance from grades 10 to 11 and 11 to 12. 1992-93 enrollment in science program was 220. 1.3 Parkview Science Magnet School goals established (5. The Parkview Science Magnet School staff is working cooperatively with the university of Arkansas at Little Rock College of Science staff and the University of Arkansas for Medical Sciences staff to provide unique experiences for students. 3 . Curriculum being implemented with courses listed on pages 87, 99 and 89. 4. The instructional staff will participate in curriculum development and staff development activities during the summer of 1989. 4.1 Throughout the school year, inservice programs will be conducted to provide staff with subject specific content and skills, general instructional strategies and skills that will facilitate the delivery of the science curriculums 4.2 Consultants from UALR and UAMS will be used to assist with staff development. Comment: Some assistance was provided the first year in terms of knowledge and skills for course development. 5. The specific courses listed on pages 91 and 92 will be implemented. Comment: All courses are being offered. COMPLETED PRIOR TO 92-93 Page 26 PROGRAM: MCCLELLAN COMMUNITY SCHOOL (Taken from Narrative) 1.1 A biracial planning committee was formed. 1.2 A planning process delineated on page 93 was used. 1.3 The planning mode will continue so that whatever changes are proposed for McClellan will fully reflect the communities needs and wishes. COMPLETED PRIOR TO 92-93 Page 27 PROGRAM: FEDERAL PROGRAMS 1.2 Form grant development committee made up of staff from both the department and the district. 1.3 Have an appropriate number of grantwriting sessions in order to develop the grant proposal. 1.4 Conclude that the grant is ready for admission and is fundable. 1.5 Provide to the School Board for its approval. 1.6 Submit to the U. S. Department of Education. Taken from Narrative 2 . LRSD will identify and apply for federal funds that can be used to enhance desegregation. Comment: Magnet grant Aerospace Even Start COMPLETED PRIOR TO 92-93 Page 28 PROGRAM: VOCATIONAL EDUCATION 1.2 Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. 1.3 Identify and contact other sources of help in identifying and recruiting minority vocational instructors. Comment: Robert Robinson, Minority Recruitment Official 4.3 Plans will be coordinated with any similar plans by other participating schools and/or the LRSD, which may also be included at the Area Center. Comment: Awards Assembly 1.3 Identify and enlist aid of consultants. Comment: State Department of Tech Prep Coordinators, National Tech Prep, Consultant Aid, Vocational Task Force comprised of vocational teachers. COMPLETED PRIOR TO 92-93 Page 29 PROGRAM: LIBRARY MEDIA 1.1 Hire consultant, coordinator and clerical help. Comment: 93-94 school year. Clerical help cut due to budget constraints for 1.2 Review recommendations/Outline new program 1.3 Identify equipment and materials necessary for the new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. 1.4 Order equipment and materials necessary including AV software. 1.5 Prepare a tentative supplemental list of new AV film/videos, etc. and distribute. 1.6 Develop procedures, guidelines, policy statements and curriculum guide. 1.7 Conduct inservice and curriculum development classes for librarians, principals, teachers. 1.8 Process new materials including cataloging. 1.9 Receive requests for AV materials for fall semester 1989. 1.10 Schedule film videos as possible. 1.11 Hire full-time librarians and full-time clerks for each elementary school as needed. 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. 1.13 Notify teachers via librarians of the fall schedule (films/videos). 1.14 Supply films/videos per schedule. 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity consideration. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required. 1.16 Order supplies and printing. COMPLETED PRIOR TO 92-93 Page 30 1.17 Conduct inservice for librarians and library clerks. Taken from Narrative\n1.4 1.5 Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the District's diverse population. The summative evaluation involves a pre and post-survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. Comment: in fall 1993. Pre-survey was done in 1988. Post-survey to be done COMPLETED PRIOR TO 92-93 Page 31 PROGRAM: SPECIAL EDUCATION 1.1 Develop training center for regular teachers experiencing problems in understanding and teaching black males and other minority students. Comment: Operating in Washington and Geyer Springs. 1.2 Identify teachers with high referral rates of black males to special education Comment: Data compiled yearly re: over-representation and action plans completed. 1.3 Schedule inservice. Comment: Inservice included as component of action plan. 1.4 Arrange substitutes for regular teachers. Comment: Learning Center Specialist acts as liaison when students return to sending schools. 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior. Comment: See inservice attachment b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Comment: opportunities. Learning Center Specialist provides ongoing 1.6 Apply skills at center with students. 1.7 Comment: Operating in 2 schools. Return to school. Comment: Learning Center Specialist monitors through transition liaison efforts. 1.8 Monitor teacher effectiveness. 2.1 Apply appropriate pre-referral interventions. COMPLETED PRIOR TO 92-93 Page 32 2.2 Provide training: Curriculum bases assessment: Linking assessment to classroom strategies. 2.3 Identify regular teachers for training. 2.4 Provide training that focuses on changes in instructional techniques to match students experiences. 2.5 Evaluate how materials/instructions are presented to students. 2.6 Provide activities to focus on current trends of new materials/supplies. 2.7 Schedule sharing time for effective and innovative use of materials/supplies. 2.8 Make adaptations/modifications of materials/ supplies/ equipment. 2.9 Check for miss matches of student skills/deficits/teaching approaches. Comments (2.1 - 2.9): Inservice has been conducted in exclusionary factors\nutilization of Pupil Services Team is mandated in every school. must identify preferral interventions. Educational Management Team As a result of Act 338, inservice for all staff at building level was conducted. Implementation of Scottish Rites Dyslexia Training materials in 7 schools. Touch Math in 2 schools. Literacy program in 5 schools, Swains Reading in 3 schools monitored by supervisors. Computers are in all elementary and junior high schools, ongoing equipment modifications are made in schools with technologically dependent children. Also accomplished through Learning Center and review conferences for students by school based lEP development 3.1 Provide TESA inservice: a. Review literature and research regarding teacher expectations for minority students, especially black males. Comment: Inservice has been conducted for elementary resource, local research conducted on effectiveness. b. c. d. e. Provide training Application of training Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis. COMPLETED PRIOR TO 92-93 Page 33 4.2 Provide short-term interventions such as group activities to strengthen social interaction skills without changing student's assignments. 4.3 Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. 4.6 Maintain transitional services to regular classes through liaison support services. 4.7 Develop/adapt materials and disseminate to local schools. Comment 4.1 4.7) : Increased programming options for students with addition of class at Henderson Junior High. Plans are being made to explore expansion at Forest Heights Junior High. Learning Center is currently in two schools. Ongoing meetings with parents are held to discuss service delivery. Entered into partnership with local private provider to facilitate families receiving community services. Have also worked Arkansas Children's Hospital on grant application to focus on ADHD students. Inservice held with local providers in 2-93. Worked with New Futures to provide inservice to all junior high resource teachers on gangs. 5.1 Conduct inservices which may include the following: a. b. c. d. Learning Strategies (if new strategies developed.) Laubach Reading TESA Peer Tutoring Comment: Several strategies have been taught (WIS, Test Taking, Sentence Writing). Peer tutoring is utilized and identified as modification through EMT decisions, addressed through other inservice topics (Act 338). Has been 6.1 Make adaptations/modifications of curriculum for regular classes. 6.2 Identify effective instructional techniques, learning styles, teaching styles. Comment: schools. Supervisors provide technical assistance in all 50 Have added 3 indirect services teachers. serve over 120 students indirectly. Currently 1.1 Monitoring is completed on a bimonthly basis, report is provided to the building principals. A summary Corrective action forms are provided to ensure continued compliance of due process by the district. COMPLETED PRIOR TO 92-93 Page 34 Comment: Monitoring schedule attached. Follow up letters 2.1 2.2 2.3 1.1 were sent to each school. Compile special education enrollment including race, sex, etc. and monitor on a regular basis. Data is reviewed by the associate superintendent. Specific schools are targeted if problems are identified by staff. Building_ p. rincipals and their staff must develop action plans to remediate deficiencies identified by Central office, monitored by Central office staff. These plans are Comment: tation. Attached letter sent to schools with over-represen- Action plans developed as needed. Provide summary report to building principals. Provide corrective action forms to ensure continued due process compliance by the district. Schedule staff development on the following: a. b. c. d. e. f. g- Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment Translation of test data into appropriate curriculum and instruction Adaptive Behavior Assessment Curriculum Based Assessment Comment: Preschool conference held annually addresses legislation and eligibility assessment issues addressed through regularly scheduled meetings with psychological examiners. Inservice list attached. 1.2 Apply appropriate pre-referral interventions. Comment: Mandated at local schools. 1.3 Review components of Little Rock School District's delivery system: a. Policies and Procedures Appraisal Guide b. c. d. e. f. Organizational structure Curriculum Service deliver y modes Parent involvement Parent Education Seminar - Special Education Comment: Appraisal Guide has been revised and will be printed and distributed contingent on revision of standards at state COMPLETED PRIOR TO 92-93 Page 35 level (93-94). Parent meeting for all parents held in May, 1993\nthese are planned on monthly basis for 1993-94. 2.2 Pilot program in targeted schools utilizing various strategies. 2.3 Use effective strategies district wide. Comment: state/national. December 1 report attached showing comparisons to Also, study on identification is attached. 3.1 Use as its base of operation federal PL. 94-142 and State Arkansas Act 102. Clear well written policies have been established to provide satisfactory assurance that policies, procedures and programs, established and administered by the district shall be consistent with the provisions of federal and state mandates. Comment: Appraisal Guide has been re-written and will be revised to conform with ADE Policy Inservice planned for preschool 1993-94. 3.2 Review the referral, evaluation, and placement decisions made by the Education Management Team. Comment: Done through central office review of each staffing and school wide monitoring. 3.3 Monitor the process and all the due process folders in each school. 1.1 Recruit and employ minority teachers in certified areas of: a. b. c. d. e. Mildly handicapped Hearing impaired Moderately/severely handicapped Speech impaired Visually impaired. Comment: Applicant pools shared with other two local districts- monthly directors' meeting held with NOR, PCSSD. 1.2 Expand staff development activities: a. b. Form partnership with state colleges and universities for training and retraining of teachers. See Student Identification and Placement and Instructional Methodology for other staff development activities. Comment: Serve as training site with UALR for Extended Year Services (92 and 93), COMPLETED PRIOR TO 92-93 Page 36 1.1 Identify special education committee representative of the total special education staff to assist in the selection of appropriate materials and supplies. Comment: Special education committee has met to select materials district wide. Purchases have been made based on recommendations from committee (committee developed Appraisal Guide 92-93). Have purchased Scottish Rites Literacy Program, Swains Reading and Touch Math. 1.2 Schedule \"Material Fair\" for staff using local, state and nationally known vendors. 1.3 Identify materials/supplies, etc. that are basic to resource itinerant and special classrooms. 1.4 Identify materials/supplies needed to improve/enhance the quality of instruction identified in students lEP's. 1.5 Monitor selection/use of materials/supplies. 1.6 Activities to focus on current trends of new materials/ supplies. 1.7 Schedule sharing ideas for effective and innovative use of materials/supplies. 1.8 Adaptations/modifications of materials/supplies/equipment. COMPLETED PRIOR TO 92-93 Page 37 PROGRAM: STAFF DEVELOPMENT 1.3 Plan and implement an evening symposium for the community on 'Community Involvement in a Desegregated School Setting\". 7.1 Establish tri-district committee. 8.1 Establish staff development component. a. b. Staff Development Dept Personnel Staff Development Office COMPLETED PRIOR TO 92-93 Page 38 PROGRAM: SUPPORT SERVICES/DATA PROCESSING/FACILITIES Taken from Narrative: 1.1 Roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Comment: of the facilities. Repairs are always ongoing for all physical aspects 1.2 Concrete walks and macadam drives will be in good repair. Comment: Same as above 1.3 New public address systems and bell systems will be placed in buildings where such items are not repairable. Comment: Same as above 1.4 Portable buildings will be replaced with new units or repaired so that they will be in a condition suitable for use. Comment: Same as above 1.9 The Purchasing Department Staff will work with staff and principals in all schools to provide necessary materials and equipment. 1.11.1 Dropout Statistics to include the ability to generate data by race, gender, and grade on a school by school basis as well as districtwide. 1.11.2 Test scores to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide. 1.11.3 Student achievement Data to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide. 1.11.4 Attendance will be kept in such a way as to allow data period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and districtwide. 1.11.5 Disciplinary data by offense, school, teacher, class, subject, race, gender, districtwide, and over any period of time. 1.11.6 Student assignment data by race, age, gender, class, school, grade, level, and districtwide. COMPLETED PRIOR TO 92-93 Page 39 2. Data Processing 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 cahoots of students. 2.1 The Office of Support Services staff in all departments will address questions of equity in all hiring and bidding practices. COMPLETED PRIOR TO 92-93 Page 40 PROGRAM: VIPS 1.2 Provide workshops for parents on such topics as discipline, learning aides, study skills, academic tutoring. 3.4 Establish Role Model/Mentor Programs with community members of multicultural backgrounds. COMPLETED PRIOR TO 92-93 Page 41 PROGRAM: PARENT INVOLVEMENT/COMMUNITY LINKAGES (Taken from Narrative) 2.2 By the fall of 1990 the LRSD will establish and maintain a diversified and pluralistic parent-citizen involvement program in cooperation with the VIPS Program. Comment: Always trying to improve. COMPLETED PRIOR TO 92-93 Page 42 PROGRAM: STUDENT ASSIGNMENT (Taken from Narrative) 1.1 A student entering LRSD after 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 2.1 The Student Assignment Handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. Comment: school year. SAO Handbook is revised during first semester of the registration period It is distributed in January prior to the pre3. No timeline chart for Central HS Inter-Studies Magnet. 4. No timeline chart for Washington Basic Skills/Math-Science Magnet 5. No timeline chart for New Future for Little Rock...1989-90 school year 6. No timeline chart for facilities for elementary level schools ...1991-92 school year. 7. No timeline chart for capacity all seven incentive schools based on 1991-92 School Profile data. COMPLETED PRIOR TO 92-93 Page 43 PROGRAM: INCENTIVE SCHOOLS LATIN PROGRAM 1.1 Present implementation plan proposal to associate superintendents and assistant superintendents 1.2 Schedule awareness meeting with principals of incentive schools. 1.3 Develop agenda for principal's meeting. 1.4 Conduct awareness meeting with principals. 1.5 Schedule awareness meeting with current 5th and 6th grade teachers in incentive schools. 1.6 Conduct awareness meeting with current 5th and 6th grade teachers. 1.7 Identify 5th and 6th grade teachers who wish to remain at incentive schools. 1.8 Recruit and fill vacancies. 2.1 Requisition instructional materials. 2.2 Duplicate copies of above materials. 2.3 Schedule two inservice meetings of three hours each. 2.4 Develop agenda for above two meetings. 2.5 Conduct above two meetings. 2.9 Schedule four two-hour inservice workshops in local buildings/clusters districtwide. 2.10 Conduct above 4 inservice workshops. 3.1 Schedule time for classroom instruction. 3.2 Purchase/duplicate/create student materials. 3.3 Incorporate Latin program into district's language arts program. 4.1 Monitor classroom activities. 4.2 Identify student growth on standardized tests. Academics COMPLETED PRIOR TO 92-93 Page 44 1.1 Provide an indepth pre-orientation session on each component of the incentive schools for principal. Comment: Ongoing for each incoming new principal. 1.2 Develop in cooperation with the principals a detailed process and formal for developing the individual Incentive School Plan. 1.3 Assist each building principal in presenting an in-depth preorientation session for staff on each component. 1.4 Assist each principal and staff with orientation session for parents in the incentive schools. 2.1 Identify Incentive School Plan teams. 2.2 Develop the detailed individual Incentive School Plan. 2.3 Review and approve School Plan. 3.1 Identify each area in need of curriculum development. 3.2 Identify teachers for curriculum teams. 3.3 Plan orientation and format for curriculum development. 3.4 Review preliminary draft of revised curricular for LRSD. 3.5 Develop additional components for each curriculum area. 3.6 Proof and type Incentive School Curriculum Guides. 3.7 Print Curriculum Guides. 3.8 Distribute and provide inservice on the implementation of the curriculum guides. 4.1 Develop specification for bid for equipment and furniture. 4.2 Bid for specific equipment and furniture. 4.3 Order furniture and equipment. 4.4 Install and inventory to ensure adequacy of all equipment and furniture. 5.1 Review the detailed Incentive School Plans with the Support Services Division. 5.2 Identify modifications timeline as previously collaborated n the development of the plan. COMPLETED PRIOR TO 92-93 Page 45 5.3 Contract for service as needed/identified in the plans. 5.4 Implement the modification plan for the facilities. 5.5 Make final inspection on the work for the facilities modification. 6.1 Initiate identifications of materials and textbooks needed for the 1989-90 school year. 6.2 Involve school teams staff and parents in reviewing the needs identified as required for core and special programs. 6.3 Identify any materials or textbooks that must be ordered prior to fiscal year 1989. 6.4 Maintain building record of requisitions for the 1989 school year. 6.5 Monitor and approve requisitions as requested from incentive schools. 6.6 Maintain audit fro all materials received. 6.7 Cross validate with purchasing all orders not received. 6.8 Obtain requirements for participation in all special programs. 6.9 pay participation fee and order all necessary materials for special activity . 6.10 Select sponsors for each special program activity approved in the Incentive School Plan. 6.11 Complete special contracts with all extended day employees for the 1989-90 school year. 6.12 Complete Master Schedule for total school program. 6.13 Review/revise as necessary the staff development plan for the fall (September-December). 1.1 Identify the staff development needs of each incentive school. 1.2 Develop in service schedule in collaboration with building principal. 1.3 Notify each school staff of proposed inservice dates for preschool training. COMPLETED PRIOR TO 92-93 Page 46 1.4 Plan details for delivery of inservice, i.e., site, time, arrangements, etc. 1.5 Obtain services of consultants (as required). 1.6 Implement fall training cycle. 1.7 Evaluate staff development activity through survey response from each staff. School Operations 1.1 Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. 2.1 Teachers and students will receive training in peer tutoring. A model will be put in place.  process. Teachers will supervise the 3.1 Mentors will volunteer. They will provide extra support to students and supplement teacher work. 4.1 Instructional aides with college hours will be employed one to a classroom to assist teachers and students. Comment: See Court Order. 5.1 Written information, guest speakers, films will be used to make students aware of career choices. 6.1 Summer segments in remediation/enrichment, prescriptions for courses to be taken. Transportation may be provided. 7.1 Visits to historical, scientific and cultural events and exhibits within the city and around the state and region with appropriate chaperons to provide educational input. 8.1 Establish Boy/Girl Scout programs at each school. 9.1 Establish offerings to include some of the following: music and dance in addition to Homework Center and peer tutoring. choir, 1.2 Hire staff on a one-year basis, interviews. Parents to be involved in the 1.3 Staff will demonstrate commitment to working with youth. \"at-risk\" COMPLETED PRIOR TO 92-93 Page 47 2.1 TESA, PET, working with youth at-risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. 3.1 Time-out area staffed with trained personnel. 3.2 Student/parent agreement for attendance and behavior. 4.1 To include some or all of math olympiad, junior great books, Olympics of the mind and the like. 1.1 Compacts with community agencies, universities to assist with student opportunities. 2.1 Parental Information. 2.2 Mentoring program. 2.3 Special emphasis on schools recruiting minority students. 3.1 Testing, listening and study skills will be provided to students as well as particular experience in testing. 4.1 Meetings at neighborhood sites with small groups of parents. 4.2 Meetings at homes with groups of parents. 4.3 Involvement of ministers. 5.1 Parent assistance at schools. 5.2 Parents will sign homework. 5.3 Regular communication between school and home will take place. 5.4 Day visits or parents. 5.5 Schedule settings. 6.1 Schedule (settings) weekly extended day programs based on individual school needs. 7.1 Early indicator and early intervention programs. 7.2 Alert and success cards sent regularly. 8.1 Give students recognition and leadership opportunities via clubs and monitoring responsibilities. 9.1 Peer tutoring. COMPLETED PRIOR TO 92-93 Page 48 9.2 Counselors doing individual and group counseling. 9.3 Conflict resolution will be taught. 10.1 Student recognition programs. 10.2 Good Citizen programs. 10.3 Community involvement in recognition. 11.1 Full time nurse at each building. 11.2 Student screening. 11.3 Parent presentations. 12.1 Study success of Pfeifer program. 12.2 Work with Director to target incentive students. 1.1 Developmental of valid/reliable monitoring instrument(s). 1.2 Establish training for monitoring teams in use of the instrument. 2.1 To be done on a quarterly basis. 2.2 Class and school profiles will be kept in regard to attendance, behavior, discipline and achievement. 3.1 Develop SEP format. 3.2 Involve parents in writing plan based on student needs. 3.3 To include extracurricular activities also. 4.1 Develop reporting format. 4.2 Involve staff, patrons, in monitoring. 4.3 Involve all staff in goal setting. 4.4 Evaluate goal achievement. 5.1 Random selection of students to participate each year. 5.4 5.5 Analysis of data collection. Conclusions generated. COMPLETED PRIOR TO 92-93 Page 49 5.6 Report back to students on response to student evaluation. 6.1 Install computers. 6.2 Tie into mainframe. 6.3 Write programs for reporting student data in a variety of modes. 1.1 Allow for team teaching by means of scheduling. 1.2 for Provide for opportunities for students to remain in classes extended time periods as needed. 1.3 Develop a plan for individualized instructions within the specific building. 2.1 Permanent assigned substitute in each incentive school to be available as needed. 2.2 At least a one-half time assistant principal. Comment: 2 schools only. 2.5 Encouraged PTA attendance (at least two (2) meetings per year for parents/all meetings for staff). 2.6 Student handbooks will be available at every school and individual to that school. 2.8 A computer lab at each school. 2.9 A complete playground for PE purposes. Comment: Maintenance cost has to be built in. 2.10 Additional compensation for teachers/principals who work the extra time periods. 2.11 Community education classes should be investigated for parents in the incentive school communities. 2.12 Saturday enrichment programs. Staffing and Staff Development 1.2 Identify staffing needs (classroom teachers and full-time support personnel, i.e., counselor, librarian, music, art, PE, social worker, PAL reading, PAL math, PAL computer lab, resource, speech, non-certified specialist for alternative COMPLETED PRIOR TO 92-93 Page 50 classroom, media clerk, certified instructional aides, supervision aide, permanently assigned substitute teacher, program specialist, principal, assistant principal, and others. 1.5 Declare all positions vacant and advertise positions. 1.6 Provide an indepth orientation session on each component of the incentive schools for principals and staff of existing schools. 2.1 Implement ongoing local and national recruitment strategies with special emphasis on recruiting qualified minority staff members. 2.2 Maintain current files on qualified prospective staff members. 3.1 Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board and others). 3.2 Begin local and national recruitment/application process. 3.3 Select racially balanced interview teams of 5-7 members composed of the following: other administrators as appropriate, process is preferable. teachers, parents, principal and Experience in interview 3.4 Preliminary screening/interviews. 3.5 Conduct final interviews. 3.6 Make recommendations to the School Board. 3.7 Plan and implement orientation and training inservice to acquaint new principals of incentive schools to job expectations, procedures and timelines for staff interviews and selection. 4,1 Select racially balanced interview teams of 5-7 members composed of the following: teachers, parents, principal and other administrators as appropriate from incentive school communities. Experience in the interview process preferable. 4.2 Interview applicants. 4.3 Make staff recommendations. 4.4 Make staff recommendations for employment to the School Board. COMPLETED PRIOR TO 92-93 Page 51 4.5 Issue and explain one-year special contracts. 5.1 Review staff commitment informally on an ongoing basis with semi-annual formal review conferences. 5.2 Monitor effectiveness based upon student academic achievement as measured by formal test results and other informal forms of measurement. 1.1 Establish in cooperation with the principals a detailed process and format for developing the individual Incentive School Plan. 1.2 Assist each building principal in presenting an indepth preorientation session for staff on each component. 1.3 Assist each principal and staff with orientation session for parents in the incentive schools. 2.1 Identify each area in need of curriculum development. 2.2 Identify teachers for curriculum teams. 2.3 Plan orientation and format for curriculum development. 2.4 Review preliminary draft of revised curriculum for LRSD. 2.5 Develop additional components for each curriculum area. 2.6 Proof and type incentive school curriculum guides. 2.7 Print curriculum guides. 2.8 Distribute and provide inservice on the implementation of the curriculum guides. 1,2 Collect and review data on needs and interests of student population, targeting \"at-risk_ students (i.e,, number per grade level, race/gender makeup, academic achievement needs/interests, disciplinary needs, health needs, social interaction needs, and attendance and tardiness records). 1.3 Conduct a survey to determine staff development needs and interest (i.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/ interests of student population. COMPLETED PRIOR TO 92-93 Page 52 1.4 Identify staff members who have not participated in the following required inservice experiences: a. b. c. d. e. f. g- PEt TESA Classroom Management Effective Schools Training Cooperative Learning/Learning Styles Human Effectiveness Training (Elementary Curriculum) Parent/Educator Communication and Human Relations Skills 1.5 Assess staff members needs on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans. 2.1 Plan a minimum of the following staff development activities for incentive school staff members: a. b. c. d. e. f. g-h. PET (1 cycle and a refresher course every 3-5 years) TESA (1 cycle) Classroom Management (2 cycle) Effective Schools Training Cooperative Learning and Learning Styles Human Effectiveness Training Parent/Educator Communication and Human Relations Skills Mentor Teacher Program 2.2 The LRSD Staff Development Department will conduct meetings for ongoing planning of staff development experiences related to meeting the needs of students who are achieving below acceptable levels of mastery. 2.3 The LRSD Staff Development Department will plan staff development activities on an ongoing basis as needs/interests are identified through the use of clinical supervision and monitoring of Individual Improvement Plans. 3.1 Implement Staff Development Committee activities in order to facilitate staff development experiences (i.e., arranging speakers, gathering materials). 3.2 Staff development activities. 5.1 Establish a districtwide committee to plan a Master Teacher Program in which a concentration of student teachers from local and statewide colleges and universities will be assigned. The committee will be composed of teachers, 6.1 principals, other administrators and faculty representative from local and state colleges and universities. Select an Instructional Resource Center (IRC) instructional specialist who will provide needed assistance for the COMPLETED PRIOR TO 92-93 Page 53 incentive schools. Special needs will be identified and a Teacher Assistance Plan (TAP) developed for teachers needed assistance in the classroom. Parent Involvement 1.1 Offer opportunities for adult community education. 1.2 Establish an Incentive-wide Parent Internship Program with the purpose of employing parents as teacher aides. 1.3 Recruit parents from the incentive schools neighborhoods for teacher aides and other positions for which they are qualified. 1.4 Establish mentorships between teachers and parents in the incentive schools. 1.1 Provide resources and staff to house/operate the center which will loan materials to parents. 1.2 Train a parent in the community to operate the center. 1.3 Formulate a committee composed of parents and other school personnel to make recommendations on materials. 1.4 Assume responsibilities for development and distribution of a monthly communications packet. 2.4 Provide school lunch vouchers and etc. for award winners. 3.1 Identify at least three (3) key parent communicators as a vital source for all to rely upon. 3.2 Teach parents the system for advancing support and concern for the school. 3.3 Establish a community resource list of role models and mentors. 3.4 Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities. 3.5 Encourage parent attendance at PTA meetings and other school related activities. 3.6 Prepare and distribute Parent Handbooks and monthly calendar of events. COMPLETED PRIOR TO 92-93 Page 54 3.7 Require parents to sign homework assignments, projects, etc. 3.8 Require parents to call the school to report absences and require the school to call the home and document reasons for absences. 3.9 Require at least tow (2) or more home visits. 4.1 1.1 1.2 1.3 Comment: This is not enforced. Require all parents to sign contracts by having parents sign contract prior to enrollment in Incentive Program. Comment: Parents sign contracts after they enroll. Parenting education classes for mothers. Evening and Saturday classes to expose children to the importance of science/math as means to a better future. Use school as community center at minimal cost to user. 1.1 Inservice courses for teachers and school. 1.2 Develop a speakers bureau for community groups in the school zones on education issues. 1.3 Develop a calendar of events of neighborhood activities and post in the school. 1.4 Develop an act that places high value on neighborhood pride - poster contest, talent shows, participation in parades, etc., coordinated by school staff. 1.1 Provide an atmosphere where parents are open, honest and trustworthy. 1.2 Obtain maximum input prior to making decisions by involving more people in decision making. 1.3 Create a sense of ownership in decisions through involvement. 1.2 Produce generic public service announcements for all incentive schools. COMPLETED PRIOR TO 92-93 Page 55 1.3 Use billboards, bus benches, etc. to advertise generic information about incentive schools. 1.4 Conduct an ongoing media blitz to heighten public awareness regarding incentive schools. 1.5 Produce short (10-15 minutes) video cassette recordings to be used in public presentations. 1.6 Produce generic incentive school flyers to be distributed throughout Pulaski County. a. Mass mailings to targeted K-5 white parents in NLRSD and PCSSD. 1.7 Provide special open house opportunities at incentive schools. 1.8 Target geographic areas neighborhoods to receive informational blitz regarding a specific incentive school (using secondary zones). 1.9 Conduct small group \"For Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc. with the incentive schools. Comment: Student Assignment Parent Recruiter 1.10 Request a special designation from the Arkansas Department of Education to be used in marketing incentive schools. Comment: No information received from ADE. 1.1 Notify committee of special meeting. Taken from the Narrative: 2.2.1 No timeline chart for development and implementation and assessment of 4 year old Program. 2.2.2 No timeline chart for development, implementation and assessment of Writing-To-Read instructions technology program for K-2 students. Comment: Maintenance 2.2.3 2.2.4 No timeline chart for development, implementation and assessment of kindergarten program. No timeline charts for development, implementation and assessment of Reading Across the Curriculum, Oral Expression Across the Curriculum, Learning COMPLETED PRIOR TO 92-93 Page 56 Styles Inventories, School Themes, Semidepartmentalization, Instructional Technology, Science Laboratories, Computer Laboratories, Foreign Language Instruction Labs, Study and Test-Taking Skills, Computer Loan Program, parent Home Study Guides for each grade 1-6 by 1993-94 school year. Computer Managed Instruction technology by beginning of 1992-93 school year, and Student Education Plans. 2.2.6 No timeline charts for areas of emphasis/expansion of content areasreading, English/Literature Arts, social studies. 2.2.7 Math, Science, Fine Arts, Foreign Language, and PE/Health. Comment: plan. Foreign language not implemented according to the 2.2.8 No timeline chart for development of specialized activities in family folklore, positive imaging, inter-personal skills, rites of passage, role model program, mentoring program. 2.2.9 No timeline chart for broadly articulating to the community all academic programs, social skills programs/activities and special activities. 1. 2.2.10 2.2.11 2.2.12 No timeline chart for development, implementation and assessment of special activities... peer tutoring. Academic Reinforcement Clubs, Special Interest Clubs, and field trips (out-of-state). Each school will do this. Documented school-based involvement needs/interest assessment and planning process must accompany each School Program Plan...no timeline chart. A projected budget must accompany each plan...no timeline chart. A committee composed of teachers, principals, administrators, and parents will be selected to review the incentive school program and recommend changes for the 1991-92 school year...meet during the week of June 10-14, 1991. 1.1 1.2 Incentive School teachers will report back to work five days earlier for inservice. Franklin School teachers will need to report to work ten days earlier for the 1991-92 school year than other LRSD teachers for inservice. COMPLETED PRIOR TO 92-93 Page 57 Incentive School Parent Recruitment 1. Secure special media coverage from local newspapers and radio stations. 1.1 Establish a speaker's bureau for each incentive school. Incentive School Operations 1.1 1.1 No timeline charts for development, implementation and evaluation of Study Skills, Home Neighborhood Meetings, Individual and Group (Peer Facilitators), Incentive Recognition Programs, and Wellness Program. No timeline chart for implementation of School Climate Survey each year. COMPLETED PRIOR TO 92-93 Page 58 PROGRAM: EDUCATIONAL EQUITY MONITORING 1.1 1.2 Selection of team members Develop appropriate surveys, designs, checklists and other reporting forms for monitoring process. Comment: Changes occur as needed. 1.3 Recruit and train additional monitors, if needed. 1.4 Construct School Profile 1.5 Establish monitoring schedule 1.6 Conduct site visits as scheduled 1.7 Prepare and distribute reports at the conclusion of each monitoring cycle Taken from Narrative\n1. Develop monitoring instrument during spring - summer 19903 by 3 school districts in Pulaski County, Arkansas Department of Education and the Desegregation Assistance Center in San Antonio, Texas. 1.2 The Incentive Schools will be monitored at least one each guarter by members of districtwide biracial committee. Comment: Districtwide committee did not conduct a site visit during 92-93 school year. 1.3 The committees will report semi-annually to the superintendent progress or lack of progress in following areas: 1. 2 . 3 . 4 . 5. 6. 7. 8. 9. 10. 11. 12 . 13 . Separation of races in school programs Extra curriculum activities Achievement Disparity Handicapped education G/T education Staff development Multi-cultural curriculum Honors/Awards Committees Parental involvement Student discipline Building leadership Human relations COMPLETED PRIOR TO 92-93 Page 59 2. was The Equity in Education Opportunity (EEO) Evaluation design used from 1982-1990 in LRSD for evaluating programs in schools. Comment: Work of the 3 districts replaced the EEO design 2.2 A committee including principals of the incentive schools, the superintendent's senior management team. Planning, Research, and Evaluation specialists and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation education equity monitoring design to conform with the expectations of the incentive school program. Comment: As changes are needed, this committee functions. 2.3 Any revision of the above will be submitted to the LRSD Board of Directors and the Joshua Interveners by August 15. 2.5 Reports will be prepared after each quarterly visit and distributed to the superintendent, associate/assistant superintendent, and the principals of the monitored schools. 2.6 Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Office and presented through the Superintendent to the Board of Directors of LRSD during a regular meeting of the Board. 2.7 The Associate Superintendent for Desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. COMPLETED PRIOR TO 92-93 Page 60 PROGRAM: COMPUTERIZED TRANSPORTATION SYSTEM Taken from Narrative: 1. The Transportation Department will request additional resources to help provide transportation support for evening and extended day programs. 1.9 All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, all transportation/safety policies will be reviewed and updated. 1.11 Ecotran Systems will update all student data files relating to the student assignment changes. Comment: needs to be. This has not been done the past two (2) years but 1.12 Students may then have the transportation eligibility determined utilizing new established attendance areas and walk zones. Comment: Student Assignment. Stops are established from assignments made by 1.13 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.14 Assignment of students to the correct stop location by Ecotron Systems. 2.0 Utilizing interactive graphics, Ecotron System will optimize travel times, mileage and loads in generating routes for the school year. 2.1 As a result of student assignment changes, the current year's routes will be obsolete in 1989-90. Comment: Routes are revised annually. 2.5 Econtran Systems will tailor the Map Net System through the Oracle based SQL program, document these programs to better handle the uniqueness of the LRSD. 2.6 Ecotran will provide five hours connect time of enhanced support to the LRSD 2.7 The District will continue to use its automated routed systems to make efficient use of district resources in providing transportation to those students eligible for transportation. COMPLETED PRIOR TO 92-93 Page 61 Comment: District provides courtesy stops for non-eligible students at considerable cost. PROGRAM: COMPLETED DURING 92-93 COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: Taken from Narrative COMPLETED DURING 92-93 Page 63 PROGRAM: LEADERSHIP 1. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement or persons to fill position will be done on an equitable basis (ongoing). Comment: Taken from Narrative COMPLETED DURING 92-93 Page 64 PROGRAM: EARLY CHILDHOOD EDUCATION 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. 2.1 Interview and select fourteen (14) aides. 3.1 Arrange logistics with state for the initial training. Comment: This is done through HIPPY State Regional Office. 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. 9.1 Conduct three (3) day workshop. 10.1 Order material. 11.1 Conduct orientation meeting. 12.1 Secure meeting sites for group meeting. 12.2 Mail out notification of meeting sites. 13.1 Schedule aides weekly home visits and group. 13.2 Schedule area group meeting - print flyers. 13.3 Schedule weekly service for aides. 13.4 Schedule aides first teaching with (own child) 14.1 Schedule workshop for parents and aides, mail out and print materials. 15.1 To evaluate each aide trainee. 16.1 Conduct survey of parents - print materials. 17.1 Implement second part of HIPPY curriculum: a. b. print material print flyers 19.1 Obtain a site and speaker and schedule a lecture for parents. 20.1 Activity. COMPLETED DURING 92-93 Page 65 21.1 Staff will organize. 22.1 Schedule final evaluation of trainees in the program. 23.1 To begin implementation of HIPPY program. 24.1 Secretary. 25.1 Aides made home visit. Taken from Narrative\n18. \"D\" Long-range plan will be written to address demographic, instructional and structural needs for the 4 year-old program. 27. 2\" Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges and LRSD 28. '2 As a demonstration center Rockefeller will be used for educating college students as well as for inservice observation and training for the county's teachers, administrators, aides, HIPPY, and daycare workers. COMPLETED DURING 92-93 Page 66 PROGRAM: SPECIAL PROGRAMS (Taken From Narrative) 3. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. COMPLETED DURING 92-93 Page 67 PROGRAM: Summer Learning 3.1 3.2 Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. COMPLETED DURING 92-93 Page 68 PROGRAM: SCHOOL OPERATIONS 1.1 Appoint school based biracial committees to monitor implementation and data. 1.2 A districtwide biracial committee will monitor district wide desegregation efforts and data. 1.3 Establish a reporting system. 3.1 Mini-seminars at PTA meetings and in the community. 4.1 Review of data. 4.2 School monitoring visits. 1.1 PTA Board and general meetings to have educational components re: climate and expectations 1.2 Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. 2.1 Monitor facility, staff morale, student achievement, status of media center books and materials. 2.2 Enhance equipment, supplies and materials in buildings. 2.3 Provide staff development and intervention plans as needed. 3.1 Provide resource assistant to school staffs. 3.2 Provide planning time and formats to school staffs. 3.3 Develop school profiles which show complete data pictures. Set goals for improvement. 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Comment: Annually 4.2 Involve parents as full partners in planning at schools for students' growth and success. Comment: Annually 1.1 Conduct inservice training on discipline management in all local schools. COMPLETED DURING 92-93 Page 69 1.2 Provide follow-up training for new staff on a regular basis. 3.2 Revise student handbooks as needed. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 5.2 Effectiveness of those alternatives to be regularly assessed. 6.1 Review research and develop rewards program such that recognition and incentives will be individual to the school. 7.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. 7.2 Involve parents in the team process regarding their children through meetings/conferences. 2.1 Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Comment: plan. Annually for the approval of the school's annual 2.2 Provide written information to parents regarding curriculum and student skills. Comment: conference. In relation to test information and parent 4.1 Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic, success, i.e.. Peer Tutoring, Volunteer Tutors. Comment: Annually 1.2 Provide teacher staff development in the use of curriculum of these areas. COMPLETED DURING 92-93 Page 70 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. Comment: Community mentors are invited into most schools to talk with students, VIPS and counselor work to have an ongoing program. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Comment: Principal worked with Student Assignment Office to keep enrollment balanced. 1.2 Address disparities with intervention activities. 1.3 Remove barriers to equitable participation of students. 2.1 Review grade distributions by subject, by class, by teacher on a semester basis. Comment: Principal's responsibility. The former monitoring sheet used by assistants was replaced with abacus to be used in the future. 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Comment: Staff Development Director inservice. 1.1 Use of media and press. Comment: Annually. 1.2 Send printed information to parents. 1.3 Make clear public address system announcements to students. 1.4 Use community agencies such as churches to assist with recruitment. 2.1 Individual staff contacts with students encourage involvement. 2.2 3.1 Staff shall specifically recruit from among students who do not typically participate in particular activities. Profile student involvement in each club or activity. COMPLETED DURING 92-93 Page 71 3.2 Disaggregate participation data. 3.3 Develop school based recruitment plans. Comment: Activity does not support objective. 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. 4.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. 5.1 Profile school by\na. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Comment: Annually 5.2 Data to be disaggregated by race. 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. 1.1 Meetings with principals, teachers. 1.2 Informal classroom visits by monitors. 1.3 Compilation of comparative data by school. 1.4 Evaluation of data with recommendations for changes/improvements . 2.1 School analysis of test results by grade, teachers, race and subject area. 2.2 Development of comparative data to assess disparity areas, if any. 2.3 Preparation of intervention plans to address specific student needs. 1.1 Staff development for principals. COMPLETED DURING 92-93 Page 72 1.2 Revision of district procedures to provide central office technical support rather than strict control. 1.3 Enhance principal accountability for program at the building. 2.1 Plan of district school renovation to meet programmatic and student population needs. 3.1 Set up format for technical assistance with assigned personnel to work with individual schools. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Comment: Completed by principals on each site. 1.2 Projection of student population on two year basis to validate expected needs. Comment: Student Assignment, Human Resources responsibility. 2.1 Development and assessment of school and divisional staffing patterns. Comment: Student Assignment, Human Resources responsibility. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. Comment: Resources Recruitment Officer, Assistant Principals and Human 1.4 Provide internship programs at district schools for aspiring teachers and aspiring administrators. Comment: Master Teachers 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 1.2 Via disaggregation of data relative to: a. b. student performance discipline COMPLETED DURING 92-93 Page 73 c. d. e. attendance participation in school activities placement in classes 1.3 Train staff to deal with data and implementation of strategies. Comment: Annually 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.5 Reassessment of and modification of objectives and strategies. 1.6. Creation of final plan and strategies. 1.7 Annual assessment of outcomes of yearly plan. 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management 1.2 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. 1.3 Provide districtwide program of staff development. COMPLETED DURING 92-93 Page 74 PROGRAM: EDUCATIONAL PROGRAMS - COMPENSATORY/REMEDIAL EDUCATION 1.10 Develop list of suggested material and supplies that will address students' specific skills deficiencies. 1.11 Order needed materials and supplies. 2.3 Plan and conduct building-level inservice for entire faculty. 2.7 Plan individualized instruction based on each student's assessed needs. have similar deficits. A common plan may be used for students who Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. Identify appropriate materials/resources b. Determine appropriate instructional strategies c. Determine method/means for student mastery evaluation(s) d. Begin to develop daily lesson plans that reflect the above procedures and information c. Identify strategies for simultaneous instruction COMPLETED DURING 92-93 Page 75 PROGRAM: INSTRUCTIONAL TECHNOLOGY 16. Process installment payments for hardware and software COMPLETED DURING 92-93 Page 76 PROGRAM: ACADEMIC SUPPORT 1. Explain the Academic Support Programs options to local school administrators 2. Select the local school's appropriate academic Support Program. (Indirect/direct/extended services.) 3. Identify students targeted for participation in each program by school/grade level 4. Select staff (identified by position) responsible for delivering Academic Support Program 5. Schedule the Academic team's staff 6. Implement selected school options at local level 8. Begin training staff responsible for delivering each Academic Support Program Strategies (Curriculum Cluster) Team Planning Interactive Teaching/Learning (Curriculum Cluster) 9. Monitor the implementation of the above 11. Schedule school based meetings to assess program effectiveness 12. Collect appropriate data for end of school program evaluation including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/teacher/student recommendations 13. Analyze the above data to evaluate program effectiveness 15. The regular classroom teachers, reading specialists, and mathematics specialists will receive training on instructional strategies and alternative assessment methods 17. Teachers have received training in administering learning styles in inventories and designing instructional strategies that relate to identified learning styles Taken from Narrative\n4. Secondary schools will use 1 of 3 optional approaches to implement Academic Support Program: 4.1 Staffing by pairing COMPLETED DURING 92-93 Page 77 4.2 4.3 Classroom teachers Language Arts Plus Program 5. Targeted students will have available before school, at lunch and after school instruction. 8. Each year parents and teachers will be asked to evaluate parent involvement activities provided throughout the year (survey). 9. Results of survey will be reviewed by district staff and parents with the goal of strengthening the parent involvement program. 10. Monitoring and evaluation data will be used to improve the program of delivery of instruction school and districtwide. 11. A new teacher mentor program will be initiated. 12. Principals will monitor instruction and learning in Academic Support Program settings on a regular basis. 13. Test score data will be analyzed to show improvement. 14. PAL materials should be reallocated to supplement the new approach to remediation. COMPLETED DURING 92-93 Page 78 PROGRAM: GIFTED AND TALENTED EDUCATION 1.2 Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. COMPLETED DURING 92-93 Page 79 PROGRAM: MULTICULTURAL CURRICULUM 6.8 Identify secondary social studies, music, and art committee: 1993: 11 teachers: 3 social studies 4 music 4 art 6.11 Conduct last completion monitoring as identified in timeline. 6.12 Operationalize the curriculum development timeline (monthly) meetings with specified dates developed in cooperation with committee members. 6.13 Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art) . 6.14 Type and print all guides for social studies, music, and art. 6.15 Conduct inservice for all secondary administrators and teachers. 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum. Comment: meetings. Conducted through PTA Council and individual school Taken from Narrative: Multicultural curriculum and a multicultural approach to education will be in place in each school. 10. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural approach. 4. COMPLETED DURING 92-93 Page 80 PROGRAM: FOCUS ACTIVITIES 1.4 Area schools submit continuation grants to review committee. 1.6 Schools submit progress reports. Taken from Narrative: 1. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. 1.1 I - LRSD and PCSSD will develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. 1.2 I - LRSD and PCSSD will collaboratively publicize the specialty programs and encourage majority to minority transfers between the two districts. 1.3 I - Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between LRSD and PCSSD will be explored. 2. 1.3 I - At any time in the future that NLRSD decides to implement specialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. Ill - Each non-magnet and non-incentive elementary schools will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. 2.1 Page 82 Ill - Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. 2.2 Ill - The focused activities of each non-magnet and nonincentive elementary school will be integrated into the care curriculum or reflected in the school's environment and day-to-day activities. 2.3 Ill - All elementary area school students will participate in on going, meaningful enrichment activities that complement and extend the core curricular activities. 2.4 Ill - All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. COMPLETED DURING 92-93 Page 81 I.! The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. 3. Teachers, building administrators, and patrons shall participate in the development of, the local schoolproposal. 3.1 A panel will review all applications according to the criteria on page 83. 3.2 Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff on activities coordinator and a school steering committee. Comment: All criteria is reviewed and monitored by each principal and his steering committee. 3.3 The school steering committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. COMPLETED DURING 92-93 Page 82 PROGRAM: PARKVIEW MAGNET (Taken from Narrative) 2.2 UAMS staff have provide some individual shadowing experiences for 12th grade students where the student follows and works with a health care professional for a period of time. COMPLETED DURING 92-93 Page 83 PROGRAM: FEDERAL PROGRAMS 1.1 Be placed on mailing list in order to receive grant application. 1.2 Form grant development committee made up of staff from both the department and the district. 1.3 Have an appropriate number of grantwriting sessions in order to develop the grant proposal. 1.4 Conclude that the grant is ready for admission and is fundable. 1.5 Provide to the School Board for its approval. COMPLETED DURING 92-93 Page 84 PROGRAM: VOCATIONAL EDUCATION 1.2 1.1 Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. Attend each other's advisory council meetings. 2.1 Review course offerings. 2.2 Offer Open Houses 2.3 Student Brochures. 2.4 Employment Fair. 3.1 Conduct monthly meetings among vocational directors. 4.2 Consult each other concerning new course offerings. 5.1 Review course offerings and course descriptions for differences. 1.1 Provide staff development opportunities for vocational teachers in learning styles and adapting instructional strategies to dominant styles. 1.4 Maintain contact with teacher training institutions concerning minority instructors. 3.1 Give preference to minority applicants with equal qualifications. 1.3 Obtain or produce needed audio/visual aids. 1.4 Make arrangements and conduct meeting (counselors, students, staff). 1.4 At least one such activity will be planned and conducted each semester. 1.1 Attend conferences, workshops and meetings where needs are made known. 1.4 Work with Advisory Council committees and other groups to glean ideas and enlist aid. 1.5 Coordinate activities with other surrounding school districts. 2.1 Form committees of teachers, administrators, and advisory groups to formulate plans and curriculum. COMPLETED DURING 92-93 Page 85 3.1 Identify sources of funding. 3.2 Prepare and submit application and/or proposals. 4.1 Prepare facilities. 4.2 Hire staff. 4.3 Obtain equipment, supplies and materials. COMPLETED DURING 92-93 Page 86 PROGRAM: SPECIAL EDUCATION 1.2 Identify teachers with high referral rates of black males to special education Comment: Data compiled yearly re: over-representation and action plans completed. 1.3 Schedule inservice. Comment: Inservice included as component of action plan. 1.4 Arrange substitutes for regular teachers. Comment: Learning Center Specialist acts as liaison when students return to sending schools. 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior. Comment: See inservice attachment b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Comment: Learning Center Specialist provides ongoing opportunities. 1.6 Apply skills at center with students. Comment: Operating in 2 schools. 1.7 Return to school. Comment: Learning Center Specialist monitors through transition liaison efforts. 1.8 Monitor teacher effectiveness. 2.1 Apply appropriate pre-referral interventions. 2.2 Provide training: Curriculum bases assessment: Linking assessment to classroom strategies. 2.3 Identify regular teachers for training. 2.4 Provide training that focuses on changes in instructional techniques to match students experiences. COMPLETED DURING 92-93 Page 87 2.5 Evaluate how materials/instructions are presented to students. 2.6 Provide activities to focus on current trends of new materials/supplies. 2.7 Schedule sharing time for effective and innovative use of materials/supplies. 2.8 Make adaptations/modifications of materials/ supplies/ equipment. 2.9 Check for miss matches of student skills/deficits/teaching approaches. Comments (2.1 - 2.9): Inservice has been conducted in exclusionary factors\nutilization of Pupil Services Team is mandated in every school. must identify preferral interventions. Educational Management Team As a result of Act 338, inservice for all staff at building level was conducted. Implementation of Scottish Rites Dyslexia Training materials in 7 schools. Touch Math in 2 schools. Literacy program in 5 schools, Swains Reading in 3 schools monitored by supervisors. Computers are in all elementary and junior high schools, ongoing equipment modifications are made in schools with technologically dependent children. Also accomplished through Learning Center and review conferences for students by school based lEP development 3.1 Provide TESA inservice: c. d. e. Application of training Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis. 4.1 Provide comprehensive assessments and diagnosis. 4.2 Provide short-term interventions such as group activities to strengthen social interaction skills without changing student's assignments. 4.3 Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. 4.4 Develop Parent Component: a. b. c. d. Information/Program System Behavior Management Skills Advocacy Training for Children Information Center 4.5 Identify and coordinate community resources. COMPLETED DURING 92-93 Page 88 4.6 Maintain transitional services to regular classes through liaison support services. 4.7 Develop/adapt materials and disseminate to local schools. 5.1 Comment 4.1 4.7) : Increased programming options for students with addition of class at Henderson Junior High. Plans are being made to explore expansion at Forest Heights Junior High. Learning Center is currently in two schools. Ongoing meetings with parents are held to discuss service delivery. Entered into partnership with local private provider to facilitate families receiving community services. Have also worked Arkansas Children's Hospital on grant application to focus on ADHD students. Inservice held with local providers in 2-93. Worked with New Futures to provide inservice to all junior high resource teachers on gangs. Conduct inservices which may include the following: a. b. c. d. Learning Strategies (if new strategies developed.) Laubach Reading TESA Peer Tutoring Comment: Several strategies have been taught (WIS, Test Taking, Sentence Writing). Peer tutoring is utilized and identified as modification through EMT decisions, addressed through other inservice topics (Act 338). Has been 6.1 Make adaptations/modifications of curriculum for regular classes. 6.2 Identify effective instructional techniques, learning styles, teaching styles. Comment: schools. Supervisors provide technical assistance in all 50 Have added 3 indirect services teachers. serve over 120 students indirectly. Currently 1.1 Monitoring is completed on a bimonthly basis, report is provided to the building principals. A summary Corrective action forms are provided to ensure continued compliance of due process by the district. 2.1 Comment: Monitoring schedule attached. were sent to each school. Follow up letters Compile special education enrollment including race, sex, etc. and monitor on a regular basis. associate superintendent. Data is reviewed by the problems are identified by staff. Specific schools are targeted if Building principals and COMPLETED DURING 92-93 Page 89 their staff must develop action plans to remediate deficiencies identified by Central office, monitored by Central office staff. These plans are 2.2 2.3 1.1 Comment: tation. Attached letter sent to schools with over-represen- Action plans developed as needed. Provide summary report to building principals. Provide corrective action forms to ensure continued due process compliance by the district. Schedule staff development on the following: a. b. c. d. e. f. g- Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment Translation of test data into appropriate curriculum and instruction Adaptive Behavior Assessment Curriculum Based Assessment Comment: Preschool conference held annually addresses legislation and eligibility assessment issues addressed through regularly scheduled meetings with psychological examiners. Inservice list attached. 1.2 Apply appropriate pre-referral interventions. Comment: Mandated at local schools. 1.3 Review components of Little Rock School District's delivery system: a. b. c. d. e. f. Policies and Procedures Appraisal Guide Organizational structure Curriculum Service deliver y modes Parent involvement Parent Education Seminar - Special Education Comment: Appraisal Guide has been revised and will be printed and distributed contingent on revision of standards at state level (93-94). Parent meeting for all parents held in May, 1993\nthese are planned on monthly basis for 1993-94. 2.1 Conduct Research Longitudinal Study. 2.2 Pilot program in targeted schools utilizing various strategies. COMPLETED DURING 92-93 Page 90 2.3 Use effective strategies district wide. Comment: state/national. December 1 report attached showing comparisons to Also, study on identification is attached. 3.1 Use as its base of operation federal PL. 94-142 and State Arkansas Act 102. Clear well written policies have been established to provide satisfactory assurance that policies, procedures and programs, established and administered by the district shall be consistent with the provisions of federal and state mandates. Comment: Appraisal Guide has been re-written and will be revised to conform with ADE Policy Inservice planned for preschool 1993-94. 3.2 Review the referral, evaluation, and placement decisions made by the Education Management Team. Comment: Done through central office review of each staffing and school wide monitoring. 3.3 Monitor the process and all the due process folders in each school. 1.1 Recruit and employ minority teachers in certified areas of: a. b. c. d. e. Mildly handicapped Hearing impaired Moderately/severely handicapped Speech impaired Visually impaired. Comment: Applicant pools shared with other two local districts- monthly directors' meeting held with NOR, PCSSD. 1.2 Expand staff development activities: a. b. Form partnership with state colleges and universities for training and retraining of teachers. See Student Identification and Placement and Instructional Methodology for other staff development activities. Comment: Serve as training site with UALR for Extended Year Services (92 and 93). 1.1 Identify special education committee representative of the total special education staff to assist in the selection of appropriate materials and supplies. COMPLETED DURING 92-93 Page 91 Comment: Special education committee has met to select materials district wide. Purchases have been made based on recommendations from committee (committee developed Appraisal Guide 92-93). Have purchased Scottish Rites Literacy Program, Swains Reading and Touch Math. 1.2 Schedule \"Material Fair\" for staff using local, state and nationally known vendors. 1.3 Identify materials/supplies, etc. that are basic to resource itinerant and special classrooms. 1.4 Identify materials/supplies needed to improve/enhance the quality of instruction identified in students lEP's. 1.5 Monitor selection/use of materials/supplies. 1.6 Activities to focus on current trends of new materials/ supplies. 1.7 Schedule sharing ideas for effective and innovative use of materials/supplies. 1.8 Adaptations/modifications of materials/supplies/eguipment. COMPLETED DURING 92-93 Page 92 PROGRAM: STAFF DEVELOPMENT (Taken from Narrative) 1. Administrators and teachers will be trained to teach and counsel black and educationally disadvantaged students. 1.2 Included in the planning will be community resource persons and all district personnel responsible for delivering training to staff, and to parent, volunteer, or student committees or groups. 1.3 Staff development will be based upon certain basic principals of human behavior, learning process and change dynamics. 1.4 The diverse training needs of staff at all employment levels will be met. 1.5 The District will establish resource banks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 1.6 Computer data based will be used to record each employee's staff development history. 2. 3. 1.7 Carefully planned \"training of trainers\" events will be actively used to expand in-house training expertise. The District will deal decisively with the issue of racism and will involve all staff, students, and parents in a comprehensive prejudice reduction program. Certain areas of training and staff development will be especially emphasized: 3.1 Volunteer resources will be utilized. 3.2 Substitute teachers and aides will be prepared. Comment: Limited staff development training has been provided to substitute teachers. 3.3 Parents will be trained. COMPLETED DURING 92-93 Page 93 PROGRAM: SUPPORT SERVICES/DATA PROCESSING/FACILITIES Taken from Narrative: 1.1 Roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Comment: of the facilities. Repairs are always on-going for all physical aspects 1.2 Concrete walks and macadam drives will be in good repair. Comment: Same as above 1.3 New public address systems and bell systems will be placed in buildings where such items are not repairable. Comment: Same as above 1.5 The capacities of junior high schools will be reviewed in light of needed programs, necessary) (capacities will be revised as Comment: Same as above 1.10 Data Processing will provide the necessary support for all school and central office-based functions. 1.11.1 Dropout Statistics to include the ability to generate data by race, gender, and grade on a school by school basis as well as districtwide. 1.11.2 Test scores to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide. 1.11.3 Student achievement Data to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide. 1.11.4 Attendance will be kept in such a way as to allow data period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and districtwide. 1.11.5 Disciplinary data by offense, school, teacher, class, subject, race, gender, districtwide, and over any period of time. 1.11.6 Student assignment data by race, age, gender, class, school, grade, level, and districtwide. COMPLETED DURING 92-93 Page 94 2. Data Processing 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 cahoots of students. COMPLETED DURING 92-93 Page 95 PROGRAM: VIPS 1.2 1.1 Provide workshops for parents on such topics as discipline, learning aides, study skills, academic tutoring. Choose representatives from each parent/citizen organization. Comment: We started a formal team during 92-93. We have 1.2 progressed through 1.3. points as we meet. We will continue through the other Establish guidelines for operation. Set regular meetings. 1.3 Identify and coordinate all parent involvement services in the LRSD. COMPLETED DURING 92-93 Page 96 PROGRAM: STUDENT ASSIGNMENT (Taken from Narrative) 8.1 No timeline charts for Stephens and King Elementary Schools. COMPLETED DURING 92-93 Page 97 PROGRAM: INCENTIVE SCHOOL - School Operations 5.4 Analysis of data collection. 5.5 Conclusions generated. 5.6 Report back to students on response to student evaluation. 6.1 Install computers. 6.2 Tie into mainframe. 6.3 Write programs for reporting student data in a variety of modes. 2.7 A science lab at each school. Staffing and Staff Development 1.1 Establish District Incentive Schools Staffing Committee to assess staffing needs for each incentive school. 1.3 Develop criteria for principal and staff selection based on race/gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (colleagues, principals, and others). 1.4 Develop job descriptions to include special programs and tractual requirements for staff and principal. 1.1 Establish a Staff Development Committee composed of teachers, specialist, parents, principals, and other administrators as appropriate to plan staff development experiences necessary to meet the needs and interests identified through needs assessment. 1.1 Produce a brochure for each incentive school, include: Brochure should a. b. c. d. e. Photo of school Photo of principal Special resources Programs Theme information COMPLETED DURING 92-93 Page 98 f. g. h.  i. Partners information Grants received Honors List of staff Taken from Narrative\n2.1 No timeline chart for restructuring of the Incentive School Program Committee into a district-wide council of incentive school parents...Incentive School Program, Parent Council. COMPLETED DURING 92-93 Page 99 PROGRAM: EDUCATIONAL EQUITY MONITORING 1.1 1.3 Selection of team members Recruit and train additional monitors, if needed. 1.4 Construct School Profile 1.5 Establish monitoring schedule 1.6 Conduct site visits as scheduled 1.7 Prepare and distribute reports at the conclusion of each monitoring cycle Taken from Narrative\n1.1 Each committee will visit each semester using monitoring instrument. 1.3 The committees will report semi-annually to the superintendent progress or lack of progress in following areas: 1. 2. 3 . 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Separation of races in school programs Extra curriculum activities Achievement Disparity Handicapped education G/T education Staff development Multi-cultural curriculum Honors/Awards Committees Parental involvement Student discipline Building leadership Human relations 2.1 The Education Equity Monitoring instrument was used during the 1990-91 school year. 2.5 Reports will be prepared after each quarterly visit and distributed to the superintendent, associate/assistant superintendent, and the principals of the monitored schools. 2.6 Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Office and presented through the Superintendent to the Board of Directors of LRSD during a regular meeting of the Board. COMPLETED DURING 92-93 Page 100 2.1 The Associate Superintendent for Desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. COMPLETED DURING 92-93 Page 101 PROGRAM: COMPUTERIZED TRANSPORTATION SYSTEM Taken from Narrative: 1.2 LRSD has made progress in the utilization of the ECOTRAN MAGNET System...1988-89 opening of school. Comment: greater progress. If we could receive good, clean, data, we could make 1.3 There is extensive work to be done in updating the geographic files/table within the LRSD database. Comment: Our map files are updated twice annually. 1.5 Transportation/safety policies need to be updated properly. Comment: Annual updates. 1.6 Assignment promotion population region tables need to be created to ensure proper student assignment. Comment: We receive this info on tape. 1.7 Transportation staff are busy attempting to keep ahead of day to day student assignments. Comment: District no longer has open enrollment. 1.9 All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, all transportation/safety policies will be reviewed and updated. 1.12 Students may then have the transportation eligibility determined utilizing new established attendance areas and walk zones. Comment: Student Assignment. Stops are established from assignments made by 1.13 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.14 Assignment of students to the correct stop location by Ecotran Systems. 2.0 Utilizing interactive graphics, Ecotran System will optimize travel times, mileage and loads in generating routes for the school year. COMPLETED DURING 92-93 Page 102 2.2 2.7 Transportation requirements could be significantly reduced by optimizing route assignments into daily bus schedules. The District will continue to use its automated routed systems to make efficient use of district resources in providing transportation to those students eligible for transportation. Comment: District provides courtesy stops for non-eligible students at considerable cost. ONE-TIME ACTIVITY PROGRAM: EARLY CHILDHOOD EDUCATION 8.1 Print curriculum material. ONE-TIME ACTIVITY Page 104 PROGRAM: SUMMER LEARNING 3.1 3.2 Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. ONE-TIME ACTIVITY Page 105 PROGRAM: SCHOOL OPERATIONS 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Comment: Annually 4.2 Involve parents as full partners in planning at schools for students' growth and success. Comment: Annually ONE-TIME ACTIVITY Page 106 PROGRAM: ACADEMIC SUPPORT 7. Cluster schools and develop a staff development schedule for curriculum clusters. 8. Begin training staff responsible for delivering each Academic Support Program: Learning Styles/Cult\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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