{"response":{"docs":[{"id":"bcas_bcmss0837_508","title":"Incentive Schools: Needs assessment","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1993"],"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 statistics","Educational planning","School improvement programs"],"dcterms_title":["Incentive Schools: Needs assessment"],"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/508"],"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\nQuestions Related to Relevant Areas of the May 1992 Order Incentive School Staffing Needs Assessment Issues: 1. Although ordered to do the staffing needs assessment in May of 1992, the LRSD had not yet completed the task at the time of the February 1, 1993 hearing. 2. During the February hearing, the district could not produce a copy of the needs assessment for the court. The court requested that the LRSD submit a copy of the needsassessmentwhen it became available. A copy has not been submitted. Questions: 1. What is the status of the incentive schools staffing needs assessment? Why hasnt a copy of this document been submitted to the court as requested during the February 1 hearing? 2. Explain who was involved in the development of this assessment. What was the involvement of the Incentive School Staffing Committee? Of incentive school principals? 3. The plan refers to six factors which must be considered as part of the needs assessment process in the incentive schools: Number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. Describe how each of these factors were addressed through the needs assessment administered in the incentive schools. 4. When was the staffing needs assessment administered in the incentive schools? 5. Describe how the staffing needs assessment was administered at the building level. Who was involved in the process? (e.g. administrators, teachers, support staff, parents) 6. What was the percentage of parent questionnaires returned? How many parent questionnaires were sent? 7. Have any staffing decisions already been made on the basis of the assessment results? 8. Describe the process used to analyze the assessment results. Could you supply a copy of that analysis to the court?Program Specialists Issues: 1) Program specialists were ordered to be in place at the beginning of the 1992-93 school year to assist in the incorporation of themes into all areas of the curriculum. Well into 1993 ODM discovered that the specialists were still not in place in all incentive schools. Findings: This information is the result of discussions with all seven incentive school principals on March 16,1993 regarding the program specialists, supervision aides, and staffing committee. Status of Program Specialists Franklin: Garland: Ish: Mitchell: Rightsell: Rockefeller: Stephens: Candidate being recommended for hiring 3-16-93 Candidate about to be recommended for hiring Specialist hired and presently working. The specialist was employed at Ish already and served as the specialist previously. Candidate has been recommended for hiring Recommendation made for hiring. The specialist will begin on April 3, 1993 due to the period of notice needed for her present job. Specialist hired. The specialist emplyed at Rockefeller was employed at the school and previously served as specialist. Not considering filling the position pending decisions regarding the new Stephens interdistrict school. The principal was told that she would not be able to hire a specialist until a new theme has been chosen for the new school. Questions: 1. How many incentive schools have program specialists working in the schools as of today? 2. When were the last specialists hired? 3. Themes were ordered restored in May of 1992 and program specialists were to be in place at the beginning of the 1992-93 school year. ODM has constantly reminded the district of the need to hire program specialists to support theme implementation. At this point, yet another year has passed and another group of incentive school students have been denied the services the district commited to provide for them. Why has it taken so long for the district to respond to the order?4. Describe the Incentive School Staffing Committees involvement in the selection process. Did the committee help determine procedures for staffing? 5. Have all of the specialists presently in place been provided with a comprehensive orientation to the incentive school concept? Describe the content of that orientation. If specialists havent been oriented, when do you plan to do so? Will program specialists be allowed to participate in training opportunities (e.g., trips to speciality schools with similar themes, workshops, conferences) which will enhance their ability to incorporate the themes into the curriculum? 6. Why has there been no attempt to fill the program specialist position at Stephens?S-18-A3 INCENTIVE SCI A7 The Staffing Committee of the Little 1 determine what positions are needed i Classroom Specialist, Social Worker, e \u0026gt; ASSESSMENT ucting a Needs Assessment to help :h as Assistant Principal, Alternative Please complete and return the form to your childs teacher. This information will be used along with other data compiled by teachers and principals in each school to determine if additional staff is needed. Thank you for your help. (2. yr[jjh/0 1. The number of persons living in my home is (check all members with the conect numberj , The number includes the following: 2. 3. 4. 5. 6. 7. Mother Aunt Faer Uncle Children Cousins Grandfather I attend Parent-Teacher Conferences at least twice a year. ____Yes I attend PTA meetings regularly. Yes No Grandmother No\" I work with my child on lessons each evening and sign the homework nightly. Yes No I make sure that my child attends school regularly and is only absent when too ill to attend. Yes No My child gets to school in e following way: School Bus Car Walk I get my child to school on time by either making sure he/she is at the bus stop on time, leaves home early enough to walk and be on time, or drive him/her to school in time to arrive before the tardy bell. Always Never Sometimes Number of times I, as a parent, have been responsible for my child being late to school: 8. I pick up my child promptly after school/after extended day. Yes No 9. I discuss/question my child about what he/she has learned at school each day. Yes No 10. When my child is absent, I call the school to notify them of the reason for the absence. Yes No 11. I keep in close contact with my childs teacher to keep abreast of his/her progress.S-lg-A3 INCENTIVE SCHOOL PARENT NEEDS ASSESSMENT The Staffing Committee of the Little Rock School District is conducting a Needs Assessment to help determine what positions are needed in each Incentive School, such as Assistant Principal, Alternative Classroom Specialist, Social Worker, etc. Please complete and return the form to your childs teacher. This information will be used along with other data compiled by teachers and principals in each school to determine if additional staff is needed. Thank you for your help. 1. The number of persons living in my home is (check all members with the correct number) . The number includes the following: 2. 3. 4. 5. Mother Aunt Father Uncle Children Cousins Grandfather I attend Parent-Teacher Conferences at least twice a year. ____Yes I attend PTA meetings regularly. Yes No Grandmother No\" I work with my child on lessons each evening and sign the homework nightly. Yes No I make sure that my child attends school regularly and is only absent when too ill to attend. Yes No 6. My child gets to school in the following way: School Bus Car Walk 7. I get my child to school on time by either making sure he/she is at the bus stop on time, leaves home early enough to walk and be on time, or drive him/her to school in time to arrive before the tardy bell. Always Never Sometimes Number of times I, as a parent, have been responsible for my child being late to school: 8. I pick up my child promptly after school/after extended day. Yes No 9. I discuss/question my child about what he/she has learned at school each day. Yes No 10. When my child is absent, I call the school to notify them of the reason for the absence. Yes No 11. I keep in close contact with my childs teacher to keep abreast of his/her progress.IN THE UNITED STATES-DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN'DIVISION }l LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. PULASKI COUNTY SPECIAL SCHOO DISTRICT NO. 1, ET AL LR- - i . I I DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of the attached Incentive School Staffing Needs Assessment and Little Rock School District Organizational Structure-September 1992. The latter document shows the actual organizational structure of the Little Rock School District. It is marked \"draft\" because it has not yet been approved by the Little Rock School District Board of Directors. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Christopher Helleir Bar No. 81083 kail^\\No(-Fil.Necd 4 CERTIFICATE OF- SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 2nd day of April, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 .ristopher Helle: kaihyVNot-Fi!. NeedNAME OF SCHOOL Franklin Incentive School PRINCIPAL Mr. Franklin Davis r 1. How many students are enrolled? 407 os GRADE PRE-K KINDERGARTEN BLACK HALE 18 19 BLACK FEMALE 9 20 WHITE MALE 11 2 WHITE FEMALE 7 I 1ST GRADE 2HD. GRADE JI 25 20 34  1 T I 3 a A 3RD GRADE 4TH GRADE 5TH GRADE 29 23 15 19 20 10 1 1 3 1 i 1 0 z I 6TH GRADE Self-contained J. 0 4 1 2L 3 ,1 0 2. Do you have a full time counselor in your building? \u0026lt;substitute) 3. Is there an additional counselor, if your enrollment is over 450? N/A 4. Do you have a full time social worker? the building every day? If so, is he/she in No, the Social Worker comes one day even' two weeks 5. On a daily average, how many students are referred to the principal's office for disciplinary actions? average 12 6. How many students have received out-of-school suspensions during this school year? Expulsions?. 7. Do you have in-school suspension? DC. Vgc 6 0Franklin 1 1 6. If not, explain. We do not have an empty classroom to hold the in-schrol suspension in. We do not have a full-time -certified teacher to hold the in-school suspension. 9. How many out-of-school suspenBions did you have last year? 18 Expulsions? 10. 10- self-contc- How many students are enrolled in special education? -rn towwn 11. How many students receive free/reduced lunch? 26 -Speech 1 -Visually : 12. Estimate the percentage of your students from single-parent homes. 75% How many homeless students attend your school. none known. 14. 15. 15. Foster Care none known Residential Care Facilities What is the average number of certified personnel absent each day? What is the average number o post-observation conferences held with teachers each nine vzeeks. What percentage of the s f is nontenured? 1, 5 0 2 02 17. How many children in your school speak Spanish as a second language? none 13. Is a foreign langauge teacher hired in your building to teach during the regular school day? _No time / (circl  one) full tine / part19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above:  -63 _____ 20. What is the average daily membership for the first quarter of 1992-93 school year? 339 Percentage of attendance__96_j_^2XilGSSI'J'IV.SJ SGWOli NAME OF SCHOOL PRINCIPAL l.^royJOj TTr 1. How many students are enrolled? 2^ GRADE PRE-K KINDERGARTEN I 1ST GRADE li 2iro GRADE I 3RD GRADE 4TH GRADE li 5TH GRADE 6TH GRADE 2. 3. 4. 5. 6. 7. BLACK HALE C IQ IL 1 ID BLACK PEHALE i5_ 15 JL |g Ito 15 WHITE HALE JL Q_ 0 WHITE FEHALE JL  A 0 0 Q. i\nJ Do you have a full time counselor in your building? Yes Is there an additional counselor, if your enrollment is over 450? Un Do you have a full time social worker? the building every day? If so, is he/she in Mo - ^V\\c is here oncfc every seven Jays, \\Af^ necJ On a daily average, how many students are referred to the principal's office for disciplinary actions? O  2. How many students have received out-of-school suspensions during this school year? I Expulsions?. Dll you have in-school ^u'pcrsion? 'NQ I I ( r I I I I 0 I O I I8. If not, explain. ,XV npV keen ri\u0026amp;cpsSAry scV\u0026gt;oo1 -Ver m  9. How many out-of-school suspensions did you have last year? . - Expulsions? *5 rffomrri4-0 Id Aa'/ 10. How many students are enrolled in special education? Ik 11. How many students receive free/reduced lunch? QD'/, W 12. 13. Estimate the percentage of your students from single-parent homes. How many homeless students attend your school. Vle've 2 Io erfttrU Foster Care Residential Care Facilities 14. What is the average number of certified personnel absent each day? Z. 15. What is the average number of post-observation conferences held with teachers each nine weeks. 16. what percentage of the staff is nontenured? 17. How many children in your school speak Spanish as a second language?_____ 0.4 (X. 18. Is a foreign langauge teacher hired in your building to teach during the regular school day? time / (circle one) full time / part- 19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 20. Khat is the average daily membership for the first quarter of 1992-93 school year? 4^ 0 8 0:\n^\\5j:sjSLiiw NAME OF SCHOOL Ish Incentive School PRINCIPAL Stan Strauss 1. How many students are enrolled? 174 T GRADE BLACK HALE black female WHITE KALE WHITE FEMALE 3 PRE-K KIHDERGARTEN 1ST GRADE 11 8 5 2 6 1  0 2  0 21ID GRADE 3RD GRADE 4'IH GRADE STH GRADE 6TH GRADE 2. 3. 4. 16 15 _2 7 10 12 9 T_ 15 19 \"1! Do you have a full time counselor in your building? Counselor resigned 1-29-93 Ra Is there an additional counselor, if your enrollment is over 450? N/A Do you have a full time social worker? the building every day? If so, is he/she in no 5. oh a daily average, how many students are referred to the principal's office for disciplinary actions?. 6. How many students have received out-of-school suspensions during this school year? 9 Expulsions?, 1. Do you have in-school suspension? 0 2 0 \u0026lt; 0 0 1   0  0 0Ish 8. If not, explain. 9. How many out-of-school suspensions did you have last year? 3 Expulsions?0 10. How many students are enrolled in special education? a 11. How many students receive free/reduced lunch? 154 12. Estimate the percentage of your students from single-parent homes. 75g 13. How many homeless students attend your school. 0 14. 15. 16. Poster Care 0 Residential Care Facilities 0 What is the average number of certified personnel absent each day? 7_____________ What is the average number of post-observation conferences held with teachers each nine weeks. 1 What percentage of the staff is nontenured? 8g 17. How many children in your school speak Spanish as a second language? 0 No 18. Is a foreign langauge teacher hired in your building to teach during the regular school day? full time / part-  time / (circle one) . _______ . _______ 19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: ___________ 20, What is the average daily membership for the first quarter of 1992-93 school yew?Percentage of attendance Qfi ab-?? \u0026gt; II LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24\u0026amp; Battery Streets  Phone 324-2415 * Little Rock, Arkansas 72206 March 3, 1993 TO: FROM: SUBJECT: memorandum Hart, Desegregation Facilitator J^ita Hudspeth, Principal, Mitchell  \u0026lt; Principal, Social Worker, and Alternative Classroom Teacher   memorandum is the completed needs committee recommends r - .  --------- r--------- --------- 1 assessment. The  VicePrincipal as well as an increase to indicated^^t Primary justification forth\nVice-Principe is inaicated at the bottom of page two and page three. Jocial^Wo^kJ^^^JT! feels that in order to benefit from the services of cial Worker this position must be elevated to at least .50 FTE. increased emotional and social needs of families due school neighborhood, iucteased needs for lamiiies needing neeLrt ^\"^\"i^y\"based services together with Increased services lor why we believe ap\u0026lt;pa rent n'e glect - and- /or ch-r o- nic absentisra. to the dramatic The a increased needs for families needing social worker. - ----- --------------- , head the list our school population would benefit from a halftime I alternative classroom. time, the Committee does not believe a need exists for an aasaBsatEsce NAME OP SCHOOL Mitchell Elementary School principal Donlta Hudspeth jH n 1. How many students are enrolled? 255 GRADE PRE-K KIMDSRGARTEH 1ST GRADS 2hd grade 3RD GRADS 4TH GRADS STH GRADE STH GRADE  2. 3. 4.  5. 6. 7. BLACK MALE BLACK FEMAT.R 5 WHITE MALE 4 WHITE FSHAT.g 14 18 22 11 Do you have a full time Is there an additional 450? ' 3 9 1 1 25 14 11 1 3 1 1 0 counselor, in your building? ^es counselor, if your enrollment is the building every day? social worker? over If SO, is he/she in We have a social worker every seventh day. On a daily average, how SB pprriinnccitpoaaln cs office, for discipslitnuadreyn tsa catiroen sr?e fer3red Preventive as well as problems already to the Do you have in-school suspension? Expulsions? n yes Mitchell 8. If not, explain. 9. How many out-of-school suspensions did you have last year? Q Expulsions? 10. How many students are enrolled in special education? 27 11. How many students receive free/reduced lunch? Over 902 's 12. 13. 14. 15. 16. 17. Estimate the percentage of your students from single-parent homes, How many homeless students attend your school. Foster Care 2 Residential Care Facilities 1 2a What is the average number of certified personnel absent each What is the average number of post-observation conferences held with teachers each nine weeks. 15 What percentage of the staff is nontenured? 102 How many children in your school speak Spanish as a second language? nnno 18. Is a foreign langj^uge teacher hired in your building to teach during the regular school day? no full time / part- time / (circle one) 19. 20. no Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: ____ Khat is the average daily membership for the first quarter of 1992-93 school year? _ Percentage of attendance 982 260 The membership at Mitchell increased by fifty-one percent during the Of that number, approximately two-thirds entered We now have approximately This combined 91-92 school year. reading at least one year below level, Wc nuw 40 percent of our students functinonir|g below grade level. with the number of extra, programs witl}in the incentive school creates a very difficult task. The number of programs include but is nnoott lliimmiitteeda to the following: . School Themes . Extended Day . Saturday Enrichment . Latin . Spanish .. Student Education Plans . Learning Styles . Monthly Reporting to Parents  Instructional Aides . Special Interest Clubs . Rites of Passage . Wellness Program . Writing to Read  Teacher Demonstration/Master Teacher Pregram \\  3CiE!C\u0026gt;01 NAME OP SCHOOL Rightsell PRINCIPAL Sharon Davis 1. How many students are enrolled? 249 GRADE BLACK KALE BLACK FEMALE WHITE KALE WHITE FEKALE PRE-K 6 2 2 KIHOERGARTEH 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE STH GRADE 6TH GRADE 2. 3. 4. 5. 6. 7. 12 17 19 15 25 20 17 10 16 15 14 13 14 21 Do you have a full time counselor in your building? Yes Is there an additional counselor, if your enrollment is over 450? N/A Do you have a full time social worker? the building every day? If so, is he/she in The seven Incentive schools share a social worker. approximately two times per month. She is in our building On a daily average, how many students are referred to the principals office for disciplinary actions? How many students have received out-of-school suspensions during this school year? 2 Expulsions? 0 Do you have in-school suspension? Yes 1 0 0 0 0 0 0 2 0 1 1 0 0 1 0 0Rightsell 8. If not, explain. 9. How many out-of-school suspensions did you have last year? - 12 Expulsions? 0 10. How many students are enrolled in special education? 7 11. How many students receive free/reduced lunch? Over 90Z 12. Estimate the percentage of your students from single-parent homes. Over 852 13. How many homeless students attend your school. None 14. 15. 16. 17. 18. Foster Care Residential Care Facilities None What is the average number of certified personnel absent each day? 1 to 2 What is the average number of post-observation conferences held with teachers each nine weeks. What percentage of the staff is nontenured? 82 How many children in your school sp-ak Spanish as a second language? an Is a foreign langauge teacher hired in your building to teach during the regular school day? time / (circle one) No full time / part- 0 2 1 19. Identify the number of students scoring at/above the 50th NCE on the most recent nonn-reference test? student at/above: 77 20. What is the average daily membership for the first quarter of 1992-93 school year? 245 Percentage cf attendance 97.55XifCOf'lIXZS SCHOOL NAME OF SCHOOL Rockefeller Incentive School PRINCIPAL Anne Mangan 1. How many students are enrolled? MO GRADE PRE-K KINDERGARTEN 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE STH GRADS 6TH GRADE 2. 3. 4. BLACK KALS 21 li 18 11 14 _1SL 17 135 BLACK FEMALE WHITE HALS WHITE FEMALE 14 20 12 17 ___11 14  140 -12. 11_ 10 5 21 11 15 9 Total 92 58 61 _1 0 61 52 36 38 37 5 Th 36 410 Do you have a full time counselor in your building? Yes Is there an additional counselor, if your enrollment is over 450? N/A Oo you have a full tine social worker? the building every day? If so, is he/she in No one social worker rotates to the seven incentive schools. 2 5 2 5. On a daily average, how many students are referred to the principals office for disciplinary actions?. 7 I-.-. R I fit-nHonf-g 6. How many students have received out-of-school suspensions during this school year? iq Expulsions? 1 npnHinp haar^no 7. AJH Do you have In-school suspension? but generally do not. Wc have hbd in-school suspensionsAJH Rockefeller 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. If not, explain. A How many out-of-school - Expulsions? How aany students suspensions did you have last year?  are enrolled in special education? How aany students receive free/reduced lunch? Bstlaate the percentage of hoaas. 50Z - 60% How many homeless students Foster Care 6 Free-24Q. RadnoH.?? * yr - 6th grade your students from single-parent attend your school. Residential Care Facilities What is the day? 2 0 0 average number of certified personnel absent each  ? What percentage of the staff is How many children in language? 0 nontenured? your school speak Spanish langauge teacher hired during the regular school day? time / (circle one) Identify the number of NCE on the recent 69 -20. What is the as a second in your building to teach No /____ M fall time / part- students scoring at/above the 50th norm-reference test? student at/above: average daily membership for the first quarter of 1992-93 school year? 308 Percentage of attendance 96.04 308laCSa'l'TOT SCHOOL NAME OF SCHOOL Stephens PRINCIPAL Lonnie S. Dean '0/v 1. How many students are enrolled? 192 GRADE BLACK HALE BLACK PEHALE I WHITE HALE WHITE FEMALE ! PRE-K I \u0026gt; 9 . KIHDERGARTEH 12 8 I i I 0 0 1ST GRADE 8 17 i 2 0 2ND GRADS 13 15 1 i 3RD GRADE 16 16 4TH GRADE 11 STH GRADE 6TH GRADE 2. 3. 4. 5. 6. 7. 13 18 18 Do you have a full time counselor in your building?. Is there an additional counselor, 450? i'/A ves tl l{ i! if your enrollment is over Do you have a full time social worker?i^oif so, is he/she in the building every day? Ve have one every seventh day. On a daily average, how many students are referred to the principal's office or disciplinary actions?. How many students have received out-of-school suspensions during this school vear? Expults:-ii onnncs'?? 0 Do you have in-school suspension? No I 0 0 0 i s IT 4 1 0 0 0 I 1 0 0 Stephens 8. If not, explain. We do not have the space. 9. How many out-of-school suspensions did you have last year? 14 Expulsions? 10. How many students are enrolled in special education? 11. How many students receive free/reduced Ixinch? 185 12. Estimate the percentage of your students from single-parent homes. 13. How many homeless students attend your school. Foster Care^ Residential Care Facilities 14. What is the average niuaber of certified personnel absent each day? 15. What is the average number of post-observation conferences held with teachers each nine weeks. 16. Khat percentage of the staff is nontenured? 29 17. How many children in your school speak Spanish as a second 1anguace? 0 18. Is a foreign lang^PS teacher hired in your building to teach during the regular school day? full tine / part- no 19. 20. time / (circle one) Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 35 What is the average daily membership for the first quarter of 1992-93 school year? 191 Percentage of attendance_2^4 0 0 2 6 0 0 3Introduction I.THEMES/PROGRAM SPECIALISTS In compliance with the Judge's court orders, the District has made an honest effort to assist the schools in developing themes and hiring theme specialists for the Incentive Schools. Due to the transition period of the new superintendent, the hiring process was delayed. The District kept the Monitoring Office apprised of this situation, and the grave illness of the Director of Human Resources, who was responsible for reciniitment and assisting with the hiring procedure. Each principal was provided assistance by the Desegregation Facilitator and the Director of Magnet Schools on ways to involve parents and staff in developing themes. Magnet school theme sumreys, brochures, and other helpful tips were provided by both offices. At this time, surveys have been sent to all the school communities for their input, and themes have been selected. Job descriptions have been written and Human Resources has advertised the positions and they are filled. The Themes for each school are cited below: Mitchell - Creative Dramatics Ish - Environmental Education Garland - Multimedia Technology and Education Research Franklin - Communications Technology Rightsell - Mass Media and Career Awareness Rockefeller - Rockefeller Early Childhood Education Magnet - Computer Science II. Staffing Committee with the assistance of the Desegregation Facilitator, staffing committeecomposed of principals, t__:___, ______, administrators, and members of the Joshua Intervenors--has been a diverse teachers, parents, organized and has developed criteria and steps for hiring all new staff to Incentive Schools. A representative interview team of 5-7 members was selected from each school to interview and make recommendations for the hiring of unfilled staff positions. Program Specialists will be responsible for inservicing staff and writing curriculum for the Incentive Schools. This committee also developed a Needs Assessment and made recommendations regarding whether these unfilled positions cited in the Desegregation Plan should be filled.III. Unfilled Positions 1. 2. 3. 4. Alternative Classroom Specialists Assistant Principals Social Workers Spanish Teachers The recommendations made by the Staffing Committee are: Recommendations SCHOOL ALTERNATIVE CLASSROOM SPECIALIST ASSISTANT PRINCIPAL SOCIAL WORKER SPANISH TEACHER ROCKEFELLER 1.00 Not requested .50 .50 STEPHENS Not requested 1.00 Not requested Not requested GARLAND Not requested 1.00 1.00 Not requested FRANKLIN 1.00 Not requested 1.00 Not requested ISH Not requested 1.00 Not requested Not requested RIGHTSELL Not requested 1.00 1.00 .50 MITCHELL Not requested 1.00 .50 Not requested IV. Science Labs Science Labs have been placed in every Incentive School so that teachers and students will have better access to science materials and be able to adequately do experiments, vill be stored in the science rooms. V. Homework Hotline All science materials The plan specifies that a Homework Hotline is available for students who do not attend the Homework Centers. During the 1991- 92 school year the student's interest declined substantially in the Homework Hotline. During the period of 11/26/91 to 1/9/92. the 92, number of calls de^^xned to a total of twenty- oklve. Due to the continued decrease in the number of calls from Little Rock School District children it was determined that students would be given flyer about the AP\u0026amp;L Hotline for the- 1992-93 school year. VI. Information Hotline An Information Hotline is maintained by the Student Assignment Office for parents who will need additional information about the Incentive Schools. The number (688-3085) has been published in the newspaper by the Communication Department, and will be published again in April for recruitment purposes. VII. Instructional Aides An instructional aide has been added to every classroom in the two schools that have one or more classes that exceed twenty students.Cemmunicai ions I Aisoc Supt Opanizational \u0026amp; Leomrig Equrt/ J Etteciive Schools Student Assignment I Monilorirtg I  lmpternentai\u0026gt;orV Plarvw^ I EvaluMiort Pubc Schools Before-1 L,.^er School CARE Parent Recruit merS Parent Coordinator BOARD OF DIRECTORS I Superintendent Human Hesouroeef MmmSmSm\u0026amp;SL I Assoc. Sup). School OpwaL ACtmato I Assoc. SufC Ctaria4um\u0026amp; I Leaning knpivrrt. I Hearino ONicar IncerShre Schools (7) Heading Hne A^ Su^. ElemerSary 15 Schools Aesl.Supl. ElemerSwy 14 SdhooH 1 Asai. b Secondary I USchoob I Language Aris Soence Prineipala Prirvipab Principals Mathematics Teachers Teachers Teachers New Futures Alhletica ARemitare teaming Social Studws kistnictiorta)' Technology Physical Education Orvglt Health Education Earl^ Childhood Staft OevelopmerS Little Rock School District Organizational Structure September 1992 1 ' Maruger Resotjrces \u0026amp; School St\u0026lt;3poil I Vocational Controller Risk Management _ Foderai Programs/ Grants Faotites Services Procurement Eioeplional Children Adu* Education Library Services Foreign Language Transpo rial tort Food Serviois Security Data Pfocv4s.r\u0026gt;g i 1 I LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, ARKANSAS A A .1 April 19, 1993 received APR 2 ) 1995 MEMORANDUM Office of Dosesrsgation Monitoring TO: Horace R. Smith, Associate Monitor, ODM FROM: Arma J. Hart, Desegregation Facilitator SUBJECT: INCENTIVE SCHOOL STAFFING NEEDS ASSESSMENT Thank you for your observations and input regarding the incentive schools staffing needs assessment content and process. Your comments detailed the sentiment of the district and my comments to you regarding the purpose of the needs assessment, during your brief visit in my office. As I stated to you at that time, the work of the Staffing Committee was not final and they would reconvene to review and analyze the findings before making a final recommendation. Other information that provided the basis for the individual school recommendation that was not privileged to you was certain data in the individual school's profile and School Improvement Plan, during the meeting for members to discuss Time was devoted regarding enrollment. parent attendance. and analyze economic status data of parents, support services already available, and services presently provided by other staff. The parents even discussed the possibility of eliminating some existing positions as we evaluate programs in the future. You mentioned in oouurr conversation that the proposed staffing recommendations made by the schools should be aligned with what their greatest needs are. At our April 3, 1993 meeting, I reiterated the charge of the committee. Given the District's limited resources, it was decided to prioritize all recommendations before resubmitting them. As you know, these positions have not been recommended for hiring at this time. After the staffing committee completes its work. Mrs. Bernard will request appropriate district personnel to review the recommendations carefully and meet with the staffing committee once again before final recommendations are made to the superintendent. Mrs. Estelle Matthis will also be involved in this process since Spanish is a curriculum issue. Mr. Horace Smith April 19, 1993 Page 2 Most of the persons involved on the staffing committee had no previous knowledge on how to develop, conduct and analyze a needs assessment. However, we feel they have shown great commitment to this task and ultimately to total school improvement. Since parents and members of the Joshua Interyenors are represented on this committee. other parents by developing and the committee did not see a need to involve assessment. sending out another needs I am sure the committee chairpersons and members will appreciate any assistance you can provide in the completion of this task. 5:30 p.m. Our next meeting is scheduled for Monday, April 26, 1993 at Horace, Thank you, for your suggestions, guidance and help in reaching the goals of our Desegregation Plan. seeing you at one of our committee meetings. We look forward to AH/sh cc: Janet Bernard AH0415 iDate: April 14, 1993 MEMORANDUM From: To: Subject: Horace R. Smith, Associate Monitor, ODM Arma Hart, Desegregation Facilitator, Little Rock School District Incentive Schools Staffing Needs Assessment Pursuant to our March 30,1993 meeting, I am submitting some observations regarding the incentive schools staffing needs assessment content and process. The staffing needs assessment process should transcend simple plan compliance and actually provide an excellent means of determining how best to serve incentive school students while meeting the districts goal of fiscal responsibility. An effective staffing needs assessment should help the district determine which positions are needed as well as those which dont efficiently meet student needs. Both decisions should be based on a thorough analysis of quantifiable data and standardized objective correlates between need factors and ways (positions, etc.) to deal with those factors (meet the needs). For example, if a school expresses a need for a full-time social worker because \"We have many families with special needs\", it is not unreasonable to request that the need be quantified in terms of the number of families and examples of the types of \"special needs\" they have. Otherwise, there is no tangible basis on which to request a social worker or a specific period of time for which that social worker is needed. Quantifying specific staffing needs helps district planning in the following ways: 1. 2. 3. Brings student needs in individual schools into focus in a data-driven manner Provides measurable criteria on which to make staffing decisions Establishes a baseline against which progress can be measured and program/staffing modifications recommended. The individual school rationales for positions lack substantive data to buttress their staffing requests. They also lack any rationale for why certain positions are not needed. There are at least two obvious reasons why a recommended position in the plan would not be filled: 1) It was already filled prior to this needs assessment (e.g., instructional aides) 2) The responsibilities of that position are being effectively accomplished by others. In the latter case, it is still important to document how those responsibilities are being effectively carried out. The most frequent examples of this were the Spanish teacher and alternative classroom specialist positions. Five schools didnt request these positions and offered no explanations as to why. As I mentioned during our conversation, the assessment and the resulting requests seemed to indicate a perception by the schools that they should request the positions they desired most rather than all of the ones they need. The thinking may have been one of \"putting all of their eggs in one basket\" out of fear that numerous requests would decrease the probability of receiving the position(s) (e.g., assistant principal) they most desire. 1 have outlined observations regarding each schools staffing needs assessment in terms of some of the basic information an effective needs assessment should contain. These observations provide examples of questions to prompt further thought and should not be considered to be all inclusive. I will comment on the rationales for assistant principals separately. Franklin Certified Full-time Alternative Classroom Teacher: The rationale mentions that this teacher would provide \"an immediate, structured consequence for a student who displays inappropriate behavior.\" The rationale contains no reference to specific needs such as the type of \"inappropriate behaviors\" and the frequency of these behaviors as a disruptive element of the school environment. Reference could be made to referrals (12 per day at Franklin according to the needs assessment). However, not all referrals are going to need the use of an alternative classroom as an intervention. Social Worker: Mentions that the social worker would be involved with \"court referrals due to attendance, abuse and neglect\". How many cases is the school currently involved with in the course of a year? Who handles this responsibility now and why cant they continue to do so? What are the fundamental needs of students (e.g. housing, clothing, etc.) that the social worker might be instrumental in providing? How many students have these needs? Why would a full-time social worker be needed rather than a part-time? The answer to this question would involve determining the number of students in need, the degree of individual need and the amount of time considered reasonable to effectively meet those needs. A school social worker could be instrumental in helping the school staffing committee determine the amount of time. Spanish Teacher: Why is there not a need for a Spanish teacher? Are the goals and objectives described in the plan being met effectively without a teacher? What is the criteria for evaluating whether the goals and objectives are being met? Garland Social Worker: The rationale states that the social worker will make \"social investigations in a home when student observations and/ or discussions indicate: chronic absentees\ndeviant behavior, apparent neglect or need\nemotional or mental disturbance.\" A question which is not answered is to what quantifiable degree these problems are present at Garland. There is also some question as to the types of services a social worker would provide in cases of \"deviant behavior\" and \"emotional disturbance\". Will the services envisioned entail referral? Therapy? The type of services will dictate the individual qualifications of the social worker required for this building. The rationale further mentions that 95% of students are from single parent households. This statistic has little meaning on its own. The relevance is in explaining the risk factors associated with living in a single parent family combined with living in poverty. As with Franklin, the determination of the time a social worker is required should be based on a formula which relates identified needs to the amount of time reasonably needed to address them on the average. A school social worker could help determine the amount of time Garland specifically needs a social worker. There are eight homeless students at Garland. What are the special needs of these students that the expertise of a social worker could fulfill? Alternative Classroom Specialist: According to the assessment, the number of out of school suspensions dropped from 65 during the 1991-92 school year to one thus far in the 1992-93 school year. An alternative classroom specialist was not requested. However, one of the factors supporting the need for a social worker was the 65 out of school suspensions for the 1991-92 school year. There seems to be an inconsistency in the use of the numbers as related to the staffing requests. Spanish Teacher: Why is there not a need for a Spanish teacher? Are the goals and objectives described in the plan being met effectively without a teacher? What is the criteria for evaluating whether the goals and objectives are being met? Ish I Social Worker: A social worker was not requested. The assessment reveals that 885% of Ish students are on free or reduced lunch and 75% are from single-parent homes. Although they havent thoroughly documented the need, the schools with similar demographic characteristics have requested either full or part-time social workers. Is there a particular reason why Ish does not need a social worker? Are the needs of Ish students which may have been met by a social worker being met in other ways? If so, how are they being met? (This information may also be helpful to the other schools.). Is there substantive data that reveals that the social and physical problems with which a social worker could help are not as prevalent at Ish? Alternative Classroom Specialist: The assessment data revealed that there were nine out-of- school suspensions thus far this school year, compared to three during the 1991-92 school year. What interventions are present at Ish which preclude the need for an alternative classroom specialist? Spanish Teacher: Why is there not a need for a Spanish teacher? Are the goals and objectives described in the plan being met effectively without a teacher? What is the criteria for evaluating whether the goals and objectives are being met?Mitchell Social Worker: The rationale states \"The increased emotional and social needs of families due to the dramatic change in our school neighborhood, increased needs for families needing more access to community-based services together with increased services needed because of apparent neglect and/ or chronic absenteeism...\". This description is provided as the reason the position of social worker should be elevated to 50 FTE. Is there information which indicates the types and degree of needs specific to the Mitchell population? For example, there must be some basis in fact for the committee to include \"neglect and/or chronic absenteeism\" as part of the rationale. What is that basis? A start might be to tie in the fact that Mitchell has the highest number of homeless students (20) among the incentive schools according to the assessment. Without any type of data it is impossible to determine if a 50 FTE social worker will effectively meet the needs of the Mitchell student population. Once quantified, the identified need will then drive not only the request for a position but also the amount of time a person will be needed to effectively begin to meet the needs of students and their families. Alternative Classroom Specialist: The position was not requested. Mitchells discipline statistics reveal a low number of out-of-school suspensions and a comparatively low number of referrals. This type of information could form the basis of a rationale for why Mitchell doesnt presently need an alternative classroom specialist. Mitchell also has one of the lowest percentages (10%) of nontenured teachers among the incentive schools. Does this statistic combined with the data on suspensions and referrals indicate effective classroom Interventions? If so, these and other schoolwide interventions should be part of the rationale for why this position is not necessary. This information could also be of benefit to other schools where discipline may be a problem. (Again, a situation where the assessment serves several purposes.) Spanish Teacher: Why is there not a need for a Spanish teacher? Are the goals and objectives outlined in the plan being met effectively without a teacher? What is the criteria for evaluating whether the goals and objectives are being met? Rightsell Social Worker: The Rightsell rationale mentions the need for a social worker to \"promote and sustain student attendance\". Yet the average daily percentage of attendance at Rightsell is 975% according to the information provided in the needs assessment. Is there an attendance problem warranting the services of a social worker? If so, does this indicate that the 25% of absent students are basically a recurrent group? In that case, that would represent approximately seven students based on the schools current enrollment. There is a need for more clarity and explanation of the request for a social worker as it relates to attendance. Also \"promptness\" is mentioned. Assuming that this relates to tardy students, what percentage of students are tardy and to what degree does this disrupt not only their education but that of others? The rational also refers to the need for a social worker to make \"social investigations\" when there is some indication of \"chronic absentees, deviant behavior, neglect, emotional disturbance.\" To what degree are absenteeism, deviant behavior, neglect, or emotional disturbance problems at Rightsell? There is some disagreement between the principal and the committee as to the amount of time a social worker is needed. The committee favors a full-time social worker and the principal believes \"that one (1) day per week would help to meet minimum social welfare needs.\" Identification of specific needs at Rightsell and the time necessary to reasonably meet those needs would solve the difference of opinion on a more factual basis. Alternative Classroom Teacher\nRightsell didnt request this position according to the chart of recommendations. However, the rationale provided by the committee states \"Students could still be educated and not on the streets. This could be a shared position with 2 or 3 other schools.\" This indicates that the committee favored some form of alternative classroom teacher. However, the principal noted under the committee rationale that she personally disagreed with the committee recommendation. Apparently the principals position was favored over the committees in the final recommendation. Again, this disagreement could be avoided if the rationale for the position was based on discipline data and knowledge of building-based interventions. The data would either reflect a need for an alternative classroom and teacher or provide evidence that the school is presently dealing effectively with discipline. ( Spanish/Latin Teacher\nRightsells committee recommends one day per week of \"Spanish or Latin\" instruction as a minimum. There is no statement of how instructional goals and objectives arent presently being met. The committee does state that \"Students are not interested in the AETN Spanish program.\" How can the committee determine that one day per week with a teacher should be a minimum if the there has been no effort to determine whether program goals described in the plan are being met? Rockefeller Alternative Classroom Specialist\nThe rationale given is actually a job description rather than a reason the position should be filled. Among reasons that could be given are the high rate of out-of-school suspensions and referrals at Rockefeller. Also, the rationale might include some anecdotal information regarding what happens academically and socially to suspended students in the absence of any type of intervention. Additional Auxiliary Teacher\nThe rationale explains that Rockefeller needs this position due to the fact that it has a large staff with more than one certified teacher absent on any given day. It further states that \"S.O.S. cannot supply enough substitute teachers on many occasions.\" The information which would strengthen the case for this position or lead to the investigation of other options would be the teacher absentee rate, number of times substitutes have not been available during the current school year, and a description of the type of responsibilities this teacher would have when not serving as a substitute. Social Worker\nThe rationale describes \"many\" families with \"special needs\" but fails to quantify the number of families or describe the types of needs. The social worker is described as providing assistance in eliminating \"excessive absences.\" Is the absentee problem one of a high daily percentage of absences or a few students who are habitually absent? The answer to that question begins to reveal the type of assistance a social worker could provide and the amount of time services would be required by the school. As it stands, the rationale provides no insight into why Rockefeller would be better served by a JO FTE rather than a 1.00 FTE social worker. Spanish Teacher: Rockefeller did request a JO FTE Spanish teacher. However, there is no rationale for the amount of time requested. How well are the goals and objectives described in the plan being addressed? What is the criteria for evaluating whether the goals and objectives are being met? Stephens Alternative Classroom Specialist\nNot requested. There is no mention of why Stephens does not need an Alternative Classroom Specialist. What are the schools discipline statistics? What are the interventions in place at the classroom and building level to deal with disciplinary problems and provide alternatives to suspension? According to the assessment data, Stephens has the second highest number of out-of-school suspensions of any of the incentive schools thus far for the 1992-93 school year. Social Worker: A social worker was not requested. The assessment reveals that 963% of Stephens students are on free or reduced lunch and single-parent home data was not provided. Although they havent thoroughly documented the need, the schools with similar demographic characteristics have requested either full or part-time social workers. Is there a particular reason why Stephens does not need a social worker? Are the needs of Stephens students which may have been met by a social worker being met in other ways? If so, how are they being met? (As mentioned with Ish, this type of information may also be helpful to the other schools.). Is there substantive data that reveals that the social and physical problems with which a social worker would deal are not as prevalent at Stephens? Spanish Teacher: Not requested. Why is there not a need for a Spanish teacher? Are the goals and objectives outlined in the plan being met effectively without a teacher? What is the criteria for evaluating whether the goals and objectives are being met? Requests For Assistant Principals Ish, Garland, Mitchell, Rightsell, and Stephens each requested assistant principals. Rockefeller and Franklin presently have assistant principals based on their population. The May 1992 Court Order stated \"The district must place an assistant principal, or any other staff position which has been recommended in the plan, in accordance with equitably meeting the identified needs of the staff and students in a particular school. For example, an assistant principal may be needed to help with additional documentation, services, and enhancements that are required at the incentive schools.\" It is important to emphasize the phrase \"identified needs of the staff and students in a particular school.\" This indicates that the assessment of need for an assistant principal should reflect the individual needs of each building. The rationales given by the five schools requesting assistant principals dont reflect individual needs. In fact, all five rationales are almost identical. Like the other position requests, they lack any type of specific quantification of needs. An area frequently mentioned as a rationale for an assistant principal was the \"amount of documentation required for desegregation purposes.\" How much documentation is generated? How frequently is information required? To whom is the documentation submitted? Is it necessary in all cases that the principal be responsible for the preparation of the documentation? Not only is it important to make this type of assessment at the building level, but also at the central administrative level. Recently, ODM requested an audit of the type of documents and reports generated by the district, when, and by whom. The purpose of this request was to accurately determine the type of information needed by our office and when it would be most efficient and reasonable to request it. This is an attempt to streamline our process and eliminate unnecessary data and duplication. A similar audit of the types of documentation required of the incentive schools may prove to be valuable as you address staffing issues. Parent/ Community Involvement As I mentioned during our meeting, the low degree of parental input into the needs assessment process is of concern. Both the district and circuits courts have frequently emphasized the importance of substantive parent involvement. Parental input into the needs assessment process included in most cases only the parents on the individual school staffing committees. Broader parental input and information about community involvement would prove valuable in developing a more comprehensive composite of the schools and their needs. The following information might be a starting point. Transportation: have own car\nuse city bus\nuse taxi\nwalk\nother travel arrangements Level of volunteer activity in the building: number of volunteers number of school partners types of services provided by parents, volunteers, and partners average number of volunteer service hours per month Comparison of Services Valuable information can be gained in the assessment process by comparing the types of positions at the incentive schools. What position(s) (full-time and part-time) does one incentive school have that another doesnt and why? (e.g., last year, only Stephens had a full- time social worker.)As I stated during our conversation and earlier in this memo, the staffing needs assessment is more far-reaching than a \"wish list\" for incentive school personnel. It should be the very heart of planning for e success of those schools. As such, it also plays a vital role in the overall scheme of district program and budgetary strategies. The needs assessment should be viewed as a continuing process rather than an isolated event. The following diagram outlines the benefits of the assessment process. It is also readily apparent that the various areas of benefit are also interrelated. SHOULD HELP OeFINE/CLARIFY RELATIONSHB'S AND RESPONSIBILmES WITHIN THE SCHOOL AND BETWEEN THE SCHOOL AND CENTRAL OFFICE. SHOUUJ act AS A COMPONENT OP A COMPREHENSIVE PROGRAM EVAUIATION SYSTEM BY WHKH PROGRAM EFFEt. 11VENESS CAN SE liCASUREQ ANO MOODnCATIONS RECOMMENDED. Incentive Schools Staffing Needs Assessment SHOULD AID THE aUDGCTINa PROCESS BY OCTERMNBia SPECIFIC AREAS OP WED ANO WHERE RESOUnCESZRESPOMSiaEJTIES CAN BE REDBnOBUTEDL CTERMMNG STAFFWa CRITERIA SHOULD ENTAIL DOENTVKATnN OK STUDENT NEEDS (STUDENT Body CoiieusiiE). THn \"PICTURE* OF TW STUDENT POPULATION HELPS THE SCHOOL \"FOCUST SERVICES. gMrnnpwrtVinrniin-rw^AMiwAfir OBTERIA FOK YEAKLY STAFFMa OCOSIONS. cc\nJanet BernardSCHOOL R0CK2FSLLER STEPHENS GARLAND FRANKLIN ISH RIGHTSELL MITCHELL Reconunendations ALTERNATIVE CLASSROOM SPECIALIST 1.00 Not requested Not requested 1.00 Not requested Not requested ASSISTANT PRINCIPAL Not requested 1.00 1.00 Not requested 1.00 1.00 SOCIAL WORKER .50 Not requested 1.00 1.00 Not raquesXsd 1.00 SPANISH TEACHER .50 Not requested Not requested Not requested Not requested .50 Not requested 1.00 .50 Not requested !PROGRAM SPECIALISTS HIRED 1992-93 SCHOOL POSITION NAME OF PERSON HIRED RIGHTSELL Mass Media and Career Awareness Specialist Stacy Blacknall ISH Environmental Education Specialist Belinda White ROCKEFELLER Early Childhood Education Magnet/ Computer Science Specialist Mary Kay Roe MITCHELL Creative Dramatic Specialist Mary Trulock FRANKLIN Communications Technology Specialist Berthena Nunn GARLAND Multimedia Technology and Educational Research Specialist David L. JoneslaCWJTSCa SCHOOi St\u0026amp;awias -gryatPjai NAME OF SCHOOL Franklin Incentive School PRINCIPAL Mr. Franklin Davis 1. How many students are enrolled? 407 GRADE BLACK HALE BLACK FEMALE WHITE MALE WHITE FEHALE PRE-K KiroERGARTEN 1ST GRADE 2ND. GRADE 3RD GRADE 4TH GRADE STH GRADE 6TH GRADE Self-contained 2. 5. 7. 18 19 21 25 29 23 15 21 7 20 2k 20 19 20 10  19 Do you have a full time counselor in your building?. ves fsnbstitute) Is there an additional counselor, if your enrollment is over 450? Do you have a full time social worker? the building every day? If so, is he/she in No, the Social Worker comes one day everx- two weeks On a daily average, how many students are referred to the principal's office for disciplinary actions?. average 12 How many students have received out-of-school suspensions during this school year?. Expulsions?, Do you have in-school suspension? IKL 4 . 6. 9 2 A 1 T I ) T I I I 1 2L 3 6 1 3 1 A 0 i I 2 3 1 A 1 1 0 A 0 0Franklin J 1 8. If not, explain. We do not have an empty classrocm to hold rhe in-schro3 suspension in. We do not have a full-time-certified teacher to hold the in-school suspension. 9. How many out-of-school suspensions did you have last year? 18 Expulsions? 10. 10- self-contai How many students are enrolled in special education? is -in toinnrpp 11. How many students receive free/reduced lunch? 3A2 26 -Speech 1 -Visually im 12. Estimate the percentage of your homes. 75% tudents from single-parent How many homeless students attend your school. non? knam, 14. 15. 17 . 13. Foster Care none known Residential Care Facilities What is the average number of certified personnel absent each day? 5 What is the average number of post-observation conferences held with teachers each nine weeks. What percentage of the s is nontenured? How many children in your school speak Spanish as a second language? none Is a foreign langauge teacher hired in your building to teach during the regular school day? tine / (circle one) No full time / part- 15. 0 a 9 60 r 19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above:  63 _____ 20. What is the average daily membership for the first quarter of 1992-93 school year? 339 Percentage of attendance._9Li?^SCHOOL LiasEiS iissasawwf NAME OF SCHOOL A ScXrknd PRINCIPAL 1. How many students are enrolled? r r GRADE PRE-K KINDERGARTEN 1ST GRADE 21 GRADE 3RD GRADE 4TH GRADE STH GRADE 6TH GRADE 2. 3. 4. 5. 6, 7. BLACK MALE jg IQ _ IS 1^ 10 K BLACK FEMALE J5. 15. l\u0026lt;0 15 12 ik 15 WHITE HALE | WHITE FEMALE 1 _L 0 0 o !i 1! I! Do you have a full time counselor in your building?. Yes Is there an additional counselor, if your enrollment is over 450? Ho Do you have a full time social worker? the building every day? If so, is he/she in Mo - ^V\\c is oncfc every stven One -Pull 4~1fne. ___________________________________ On a daily average, how many students are referred to the principal's office for disciplinary actions? O - 2- How many students have received out-of-school suspensions during this school year? Expulsions? Q. Du you have in-schoo'. i^u^pcnsion? KQ. I 1 I I I I \u0026lt;1 0 Q O 0 I I J8. If not, explain. m. 9. How many out-of-school suspensions did you have last year? Expulsions? 'S fckanyd fo It SiASpntJ 10. How many students are enrolled in special education? lU 11. How many students receive free/reduced lunch? qpy, w 12. Estimate the percentage of your students from single-parent homes. g5% 13. How many homeless students attend your school. 'Me 14. 16. 17. 18. Foster Care Residential Care Facilities What is the average number of certified personnel absent each day? 2. What is the average number of post-observation conferences held with teachers each nine weeks. 15 What percentage of the staff is nontenured? How many children in your school speak Spanish as a second language? Is a foreign langauge teacher hired in your building to teach during the regular school day? time / (circle one) Un. full time / part- 15. 0 8 O.\u0026amp; (X. 3 Io fli-RenJ 19 . 20. Identify the number orf students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: Khat is the average daily membership for the first quarter ofXaCiiSKI'TSCSi SCHOOL aw5-Tas 'iisiSDS ^issassii-xsLia' NAME OF SCHOOL Ish Incentive School PRINCIPAL Stan Strauss 1. How many students are enrolled? 174 GRADE BLACK KALE BLACK FEMALE WHITE KALE WHITE FEMALE 3 PRE-K KINDERGARTEN 1ST GRADE II 8 5 9 6 1 1 0 2 0 0 2!n3 GRADE 3RD GRADE 4TH GRADE STH GRADE STH GRADE 2. 3. 4. 16 15 JL 7 10 12 9 JL 15 19 li 0 1! II II Do you have a full time counselor in your building? Counselor resigned 1-29-93 no Is there an additional counselor, if your enrollment is over 450? N/A Do you have a full time social worker? the building every day? If so, is he/she in no 5. oh a daily average, how many students are referred to the principal's office for disciplinary actions?. 6. How many students have received out-of-school suspensions during this school year? Expulsions?. 7. Do you have in-school suspension? VP?: 0 2 0 I 0 0 4 1 0 0 0Ish 8. If not, explain. 9. How many out-of-school suspensions did you have last year? 3 Expulsions? 0 10. How many students are enrolled in special education? Q 11. How many students receive free/reduced lunch? 154 12. Estimate the percentage of your students from single-parent homes. 13. How many homeless students attend your school. Foster Care Residential Care Facilities 14. What is the average number of certified personnel absent each day? 15. What is the average number of post-observation conferences held with teachers each nine weeks. 16. What percentage of the staff is nontenured? 8% 17. How many children in your school speak Spanish as a second language? 0 18. Is a foreign langauge teacher hired in your building to teach during the regular school day? __time / (circle one) No full time / part- 2 0 0 0 i 19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above\n__________ 20. What is the average daily membership for the first quarter of 1992-93 school year? 173 Percentage of attendance gfi dS's:TO: FROM: * \u0026gt; / r II k k LITTLE ROCK SCHOOL i h Ik I DISTRICT Mitchell Elementary School 24'* \u0026amp; Battery Streets  Phone 324-2415 March 3, 1993 Little Rock, Arkansas 72206 MEMORANDUM SUBJECT: Ms. Arma Hart, Desegregation Facilitator b^ita Hudspeth, Principal, Mitchell Needs Assessment for Assistant Principal, Social Worker. Alternative Classroom Teacher and Attached to this memorandum is the completed needs assessment. a .50 Social Worker. unis memoranaum tne The Committee recommends a full time Vice-Principal as well as an increase to primary justification for the Vice-Principal is indicated at the bottom of page two and page three. a The The Committee feels that in order to benefit from the services of Social Worker this position must be elevated to at least .50 FTE. The increased emotional and social needs of families due to the dramatic change in our school neighborhood, increased needs for families needing more access to community-based services together with increased services -needed because of apparent neglect and/or chronic absentism, head the list for why we believe our school population would benefit from a halftime social worker. At this time, the Committee does not believe a need exists for an alternative classroom. SCESOOli n aS3S3aiW p SMS OF SCHOOL Mitchell Elementary Schnnl PRINCIPAL Donita Hudspeth 1. How many students are enrolled? 255 GRADE PRE-K BLACK HALE KINDERGARTEN 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE STH GRADE STH GRADE  2. 3. 4.  5. 6. 7. 14 12 18 la J-5. 22 11 BLACK FEMALE 5_______ 9 kz 25 14. lA 11 Do you have a full time Is there an additional 450?.____ Do you have WHITE MALE 4 1 3 1 .1 3. 1 WHITE FEMALE 3 1 k 1 1 i 0 counselor, in your building? i !\u0026lt; . Yes counselor, if your enrollment is -u  1 J  full time social worker? the building every day? We have a social worker over If so, is he/she in every seventh day. average, how many students principal s office for disciplinary Preventive _ actions? as well as problems already are referred to the tions? J Do you have in-school suspension? yes Mitchell f- A 8. 9. 10. 11. 12, 13. 14. 15. 16. 17. 18. 19. If not, explain. How many out-of-school suspensions did you have last year? Expulsions? none How many students are enrolled in special education? How many students receive free/reduced lunch? Over 902 27 Estimate the percentage of your students from single-parent homes. How many homeless students attend your school. Foster Care Residential Care Facilities What is the average number of certified personnel absent each day? What is the average number of post-observation conferences held with teachers each nine weeks. 15 What percentage of the staff is nontenured? 102 How many children in your school speak Spanish as a second language? nnnp Is a foreign langj^uge teacher hired in your building to teach during the regular school day? no full time / part- time / (circle one) Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: A A 1 20. Khat is the average daily membership for the first quarter of 1992-93 school year? 260 Percentage of attendance 982 esii-The membership at Mitchell increased by fifty-one percent during the Of that number, approximately two-thirds entered We now have approximately This combined 91-92 school year. reading at least one year below level, Wc iiww 40 nercent of our students functinoniqg below grade level. with the number of extra, programs witbin the incentive school creates a very difficult task. The number of programs include but is not limitea to the following: P . School Themes . Extended Day . Saturday Enrichment . Latin  Spanish .. Student Education Plans Learning Styles  Monthly Reporting to Parents Instructional Aides . Special Interest Clubs . Rites of Passage . Wellness Program . Writing to Read .  Teacher Demonstration/Master Teacher Prcgram 3CE!OOJj saayzcas {rygnai :i\\33'5ig!3t.ryi!f-H NAME OF SCHOOL Rightsell PRINCIPAL Sharon Davis 1. How many students are enrolled? 249 GRADE BLACK HALE BLACK FEMALE WHITE HALE WHITE FEMALE PRE-K KINDERGARTEN _Z. 12 10 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE STH GRADE 6TH GRADE 2. 3. 4. 5. 6. 7. 17 19 15 25 20 17 16 15 14 13 14 21 Do you have a full time counselor in your building? Yes Is there an additional counselor, if your enrollment is over 450? Do you have a full time social worker? the building every day? If so, is he/she in The seven incentive schools share a social worker. approximately two times per month. She is in our building On a daily average, how many students are referred to the principal's office for disciplinary actions? How many students have received out-of-school suspensions during this school year? 2 Expulsions? Do you have in-school suspension? Yes 2 6 1 0 0 0 0 0 0 2 0 2 1 1 0 0 1 0 0Ri ghtsell 8. If not, explain. 9. How many out-of-school suspensions did you have last year? 12 Expulsions? 10. How many students are enrolled in special education? 11. How many students receive free/reduced lunch? Over 90% 0 7 12. Estimate the percentage of your students from single-parent homes. Over 85% 13. How many homeless students attend your school. None 14. 15. 16. 17. 18. 19. 20. Foster Care Residential Care Facilities None What is the average number of certified personnel absent each day? 1 to 2 What is the average number of post-observation conferences held with teachers each nine weeks. What percentage of.the staff is nontenured? 8% How many children in your school spi-ak Spanish as a second language? Is a foreign langauge teacher hired in your building to teach during the regular school day? No full time / part- time / (circle one) Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 77 What is the average daily membership for the first quarter of 1992-93 school year? 245 Percentage of attendance 97.55 0 2 1TiiGSfflW: scaooi 3\u0026lt;K?y?znjs jisaasst^w NAME OF SCHOOL Rockefeller Incentive School PRINCIPAL Anne Mangan 1. How many students are enrolled? 410 GRADE PRE-K KIHOERGARTEN 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE STH GRADE STH GRADE 2. 3. 4. 5. 6. BLACK KALE ?1 15. 18 18 ii 14 -12 17 135 BLACK FEMALE lA 18 20 12 11 ___Li 14  140 WHITE HALE 12 12 10 5 1 _1 0 61 WHITE FEMALE 21 11 15 9 5 JL 5 74 Do you have a full time counselor in your building? Yes Is there an additional counselor, if your enrollment is over 450? N/A Do you have a full time social worker? the building every day? If so, is he/she in No, one social worker rotates to the seven incentive Total 92 58 61 52 36 38 37 36 410 schools. On a daily average, how many students are referred to the principal's office for disciplinary actions? .? to 8 gtnHpnfg How many students have received out-of-school suspensions during this school year? ____r Expulsions?j g^^jj^hearing 7. Do you have in-school suspension? but generally do not. We have hhd in-school suspensions AJHAJH Rockefeller 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. is. If not, explain. A.seruflff1, ,te^Qhfir n needed tn be in charge oF an ak.rn.iH-? who have difficulty in performing in a regular classroom How many out-of-school - Expulsions? suspensions did you have last 2 How many students are enrolled 1 in special education? How many students receive free/reduced Estimate the percentage of homes. 50% - 60% e StnHont-q setting. year? lunch? p^ee-240. 4 yr - 6th grade your students from singleparent How many homeless students attend your school. 0 Foster Care 6 Residential Care Facilities What is the average number of day? 2_______ 0 certified personnel absent each ' 4 What percentage of the staff is How many children in 1 anguage ?0 nontenured? 24% your school speak Spanish Is a foreign langauge teacher hired during the regular school day? time / (circle one) Identify the number of as a second in your building to teach No fun Um,* /___ full time / partstudents scoring at/above the 50th NCE on the recent norm-reference test? 69 -20. What is the 1992-93 school year? student at/above\naverage daily membership for the first 308 quarter of Percentage of attendance 96.04s\n- 315r2SLi'W2' NAME OF SCHOOL Stephens \u0026lt;? PRINCIPAL Lonnie S. Dean 1. How many students are enrolled? 192 GRADE BLACK HALE BLACK FEMALE WHITE MALE WHITE FEMALE ! PRE-K Is 1 1 2 , KINDERGARTEN 12 S I I 0 0 l! |i 1ST GRADE 8 17 2 0 2ND GRADE 3RD GRADE 4TH GRADE STH GRADE i 6TH GRADE 2. 4 . 5. 6 . 7. 13 16 11 13 18 I 1 15 16 8 4 18 0 0 0 0 0 1 0 I 1 0 0 Do you have a full time counselor in your building?. ves 11 !l 11 ! Is there an additional counselor, if your enrollment is over 4 5C?_N2i______ Do you have a full time social worker?NIf so, is he/she in the building every day? We have one every seventh day. On a daily average, how many students are referred to the principal's office for disciplinary actions? 3 How many students have received out-of-school suspensions during this school year? ^0 Expulsions? Do you have in-school suspension? No f Stephens 8. If not, explain. We do not have the space. 9. How many out-of-school suspensions did you have last year? 14 Expulsions? 10. How many students are enrolled in special education? 11. How many students receive free/reduced Itinch? 185 12. Estimate the percentage of your students from single-parent homes.______ 13 . How many homeless students attend your school. Foster Care Residential Care Facilities 14. What is the average number of certified personnel absent each day? 15. What is the average number of post-observation conferences held with teachers each nine weeks. 16. What percentage of the staff is nontenured? 29 0 0 6 0 0 2 3 17. How many children in your school speak Spanish as a second language ? 0 18. Is a foreign langauge teacher hired in your building to teach during the regular school day? time / (circle one) no full time / part- 19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 20. What is the average daily membership for the first quarter of 1992-93 school year? 191 Percentage of attendance 96.34SCHOOL ^ssassHaaa' NAME OF SCHOOL Franklin Incentive School PRINCIPAL Mr. Franklin Davis 1. How many students are enrolled? 407 GRADE PRE-K KINDERGARTEN BLACK HALE 18 19 BLACK FEMALE 9 20 WHITE MALE 19 2 I WHITE FEMALE 2 3 1ST GRADE 31 34   2ND. GRADE 3RD GRADE 4'rH GRADE I STH GRADE 6TH GRADE Self-contained I i 25 29 23 15 4 7 I 2. 4 . 5. 6. 7. 20 19 20 10 2^ 3 ) 1 1 3 1 3. 0 I I A 1 1 0 A 0 Do you have a full time counselor in your building? ve.? (substitute) Is there an additional counselor, if your enrollment is over ' 450? Do you have a full time social worker? the building every day? If so, is he/she in No, the Social Worker comes one day every two weeks On a daily average, how many students are referred to the principal's office for disciplinary actions? average 12 How many students have received out-of-school suspensions during this school year?. 6 Expulsions?. 0 Do you have in-school suspension? noFranklin ! 8. If not, explain. We do not have an empty classrocgn to hold the in-schro] suspension in. We do not have a full-time-certified teacher to hold the in-school suspension. 9. How many out-of-school suspensions did you have last year? 18 Expulsions? 10. 10- self-contai How many students are enrolled in special education? rs -rn Rggnnrre 11. How many students receive free/reduced lunch? 342 26 -Speech 1 -Visually im 12 . Estimate the percentage of your homes. 75% tudents from single-parent How many homeless students attend your school. none knom 14. 15. 17. 13. 19. Foster Care none known Residential Care Facilities What is the average number of certified personnel absent each day? post-observation conferences held with teachers each nine weeks. What is the average number o What percentage of the is nontenured? How many children in your school speak Spanish as a second language? none Is a foreign langauge teacher hired in your building to teach during the regular school day? No full tine / part- tine / (circle one) Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 3 _______ 15. 0 2 5 20. What is the average daily membership for the first quarter of 1992-93 school year? 339 Percentage of attendance_9^%\u0026gt;\\j52ilIAWl^ NAME OF SCHOOL PRINCIPAL  L. Ji- 1. How many students are enrolled? Zll GRADE PRE-K KINDERGARTEN 1ST GRADE 2iro GRADE 3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE 2. 3. 4. 5. 6. 7. BLACK HALE BLACK FEHALE WHITE MALE WHITE FEMALE 10 Zl 4 11 li 10 15 lb 13 12 Ik 15 JL _L .l 0 0 O b !| Ji Do you have a full time counselor in your building?. Ves Is there an additional counselor, if your enrollment is over 450? Mo Do you have a full time social worker? the building every day? If so, is he/she in Uo - ^V\\c. 15 once, every stven clay^, \\a/\u0026lt; necJ On_ -Pull 4-itne. _________ On a daily average, how many students are referred to the principal's office for disciplinary actions?. 0-2 How many students have received out-of-school suspensions during this school year? Expulsions? Q. Du you have in-schoo'. ^upension? 'NO r II I ( I T i| I n 0 I 1i Q O 0 I 8. If not, explain. 9. 45 How many out-of-school suspensions did you have last year? -----45------ Expulsions? 5 J CckanyJ fo ID 10. How many students are enrolled in special education? lU 11. How many students receive free/reduced lunch? 12. Estimate the percentage of your students from single-parent homes. 25% 13. How many homeless students attend your school. VjeMg Vxsjt Io a-ftenJ Foster Care Residential Care Facilities 14. What is the average number of certified personnel absent each day? 2. 15. What is the average number of post-observation conferences held with teachers each nine weeks. 16. what percentage of the staff is nontenured? 17. How many children in your school speak Spanish as a second language? 5 SjieeJt 18. Is a foreign langauge teacher hired in your building to teach during the regular school day? time / (circle one) full time / part- 19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 20. What is the average daily membership for the first quarter of 1992-93 school year? Percentage of attendance Qoy, 0 8 15 30% o.i (X. seco\u0026lt;\\ASCHOOL LLLOS Ji\\SS2SCkIWl NAME OF SCHOOL Ish Incentive School PRINCIPAL Stan Strauss 1. How many students are enrolled? 174 c GRADE I PRE-K ! KIHDERGARTEN 1ST GRADE 2!ID GRADE 3RD GRADE 4TH GRADE STH GRADE 6TH GRADE 2. 3, 4. BLACK KALE 14. 8 16 15 _2 1 10 BLACK FEMALE 12 9 JL 15 19 WHITE KALE a. 0 WHITE FEMALE II II Do you have a full time counselor in your building? Counselor resigned 1-29-93 no Is there an additional counselor, if your enrollment is over 450? N/A Do you have a full time social worker? the building every day? If so, is he/she in no 5. oh a daily average, how many students are referred to the principal's office for disciplinary actions? 6. How many students have received out-of-school suspensions during this school year? Expulsions?. 7. Do you have in-school suspension? VPS 3 5 9 6 1 0 1 0 2 0 0 0 I 0 0 4 1  0 0Ish 8. If not, explain. 9. How many out-of-school suspensions did you have last year? 3 Expulsions? 0 10. How many students are enrolled in special education? \u0026amp; 11. How many students receive free/reduced lunch? 154 12. Estimate the percentage of your students from single-parent homes. 75^ 13. How many homeless students attend your school. Poster Care Residential Care Facilities 14. What is the average number of certified personnel absent each day? 15. What is the average number of post-observation conferences held with teachers each nine weeks. 16. What percentage of the staff is nontenured? 8? 17. How many children in your school speak Spanish as a second language? 18. Is a foreign leuigauge teacher hired in your building to teach during the regular school day? __time / (circle one) No full time / part- J 0 0 0 i 0 19. Identify the nximber of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 4fi 20. Khat is the average daily membership for the first quarter of 1992-93 school vear? 173 Percentage of attendance gfi hmLITTLE ROCK SCHOOL district Mitchell Elementary School 24'* \u0026amp; Battery Streets  Phone 324-2415 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: March 3, 1993 MEMORANDUM Ms. Arma Hart, Desegregation Facilitator J^ita Hudspeth, Principal, Mitchell Needs Assessment for Assistant Principal, Alternative Classroom Teacher Social Worker, and Attached to this memorandum is the c\nomp--l-e-t--e-d- - -n--e--e--d-s-- --a-s--s-essment. The Vice-Principal as well as an increase to J. J ------- - The primary justification for the VicePrincinal is indicated at the bottom of page two and oaee three. Committee recommends a .50 Social Worker. page two and page three. The Committee feels that in order to benefit from the services of a Social Worker this position must be elevated to at least .50 FTE. increased emotional and social needs of families due to the dramatic change in our school neighborhood, increased needs for families needing more access to community-based services together with increased services -needed because of apparent neglect and/or chronic absentism. for why we believe our school population would benefit from social worker. The head the list a halftime At this time, the Committee does not believe a need exists for an alternative classroom. SCHIOOi  n IH NAME OF SCHOOL Mitchell PRINCIPAL 1. Elementary School Donita Hudspeth How many students are enrolled? 255 GRADE PRE-K KINDERGARTEN 1ST GRADE 2ND GRADE 3rd grade 4TH GRADE STH GRADE STH GRADE ' 2. 3. 4. 5. 6. 7. BLACK HALE _A 14 11 18 12 iS. 22 11 BLACK FEMALE 2 9 12_ 25 14. 14 14 11 WHITE HALE 1 J 1 1. 3. 1 WHITE FEHAT.g ' \" 3 1 k 1 4- i 0 Do you have a full time counselor, in your building? Is there an additional counselor 450? ' Do you have a full time social the building every day? We have a social worker POnr ian edlpaialyJs average, how Preventive Yes if your enrollment is worker? over If so, is he/she in every seventh day. as well as problems already How many students have, x during this school year? Do you have in-school received out-of-school suspensions Expulsions? n suspension? yes Mi tchell } 8. If not, explain. 9. How many out-of-school suspensions did you have last year? Expulsions? none 10. How many students are enrolled in special education? 27 11. How many students receive free/reduced lunch? Over 902 12, Estimate the percentage of your students from single-parent homes. 13. How many homeless students attend your school. Foster Care Residential Care Facilities 14. What is the average number of certified personnel absent each day? A. 15. What is the average number of post-observation conferences held with teachers each nine weeks. 16. What percentage of the staff is nontenured? 102 17. How many children in your school speak Spanish as a second language? 18. Is a foreign langj^uge teacher hired in your building to teach during the regular school day? no_____ full time / part- time / (circle one) jia 19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 20. V?hat is the average daily membership for the first quarter of 1992-93 school year? 260 Percentage of attendance 982 A 1The membership at Mitchell increased by fifty-one percent during the Of that number, approximately two-thirds entered We now have approximately This combined 91-92 school year. reading at least one year below level, ..ww AO oercent of our students functinoniqg below grade level. with the number of extra-programs within the .incentive^school creates^a very difficult task. The number of programs include but is not limited to the following: . School Themes . Extended Day Saturday Enrichment . Latin . Spanish Student Education Plans . Learning Styles . Monthly Reporting to Parents . Instructional Aides . Special Interest Clubs . Rites of Passage  Wellness Program . Writing to Read .  Teacher Demonstration/Master Teacher Pregram scwcrii siEmoas istsLSLcts ii3s:sstixsm' NAME OF SCHOOL Rightsell PRINCIPAL Sharon Davis 1. How many students are enrolled? 249 GRADE BLACK HALE BLACK FEMALE WHITE MALE WHITE FEMALE PRE-K KINDERGARTEN _Z. 12 2 6 2 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE STH GRADE 6TH GRADE 2. 3. 4. 5. 6. 7. 17 19 15 25 20 17 10 16 15 14 13 14 21 1 0 0 0 0 0 0 Do you have a full time counselor in your building? 1 1 0 0 1 0 0 Yes Is there an additional counselor, if your enrollment is over 450? N/A Do you have a full time social worker? the building every day? If SO, is he/she in The seven incentive schools share a social worker. approximately two times per month. She is in our building On a daily average, how many students are referred to the principal's office for disciplinary actions? 2 How many students have received out-of-school suspensions during this school year? 2 Emulsions? 0 Expulsions? Do you have in-school suspension? Yess, Rightsell 8. If not, explain. 9. How many out-of-school suspensions did you have last year? 12 Expulsions? 10. How many students are enrolled in special education? 11. How many students receive free/reduced lunch? Over 90% 0 7 12. Estimate the percentage of your students from single-parent homes. Over 85% 13. How many homeless students attend your school. None 14. 15. 16. Foster Care Residential Care Facilities None What is the average number of certified personnel absent each day? 1 to 2 What is the average number of post-observation conferences held with teachers each nine weeks. What percentage of .the staff is nontenured? 8% 2 1 17. How many children in your school spt.ak Spanish as a second language?^ 0 18. Is a foreign langauge teacher hired in your building to teach during the regular school day? time / (circle one) No full time / part- 19. Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above: 77 20. What is the average daily membership for the first quarter of 1992-93 school year? 245 Percentage of attendance 97.55rsicss'jws\nscaooi ^r.asirzs :t\\i3:sisaww,-' NAME OF SCHOOL Rockefeller Incentive School PRINCIPAL Anne Mangan 1. How many students are enrolled? 410 GRADE PRE-K KIHDERGARTEM 1ST GRADE 2HD GRADE 3RD GRADE 4IH GRADE STH GRADE 6th grade 2. 3. 4, BLACK KALE 21 11 18 18 1 14 -12 17 135 BLACK FEKALE 11 18 20 12 17 li 14  140 WHITE HALE 11 10 5 _1 0 61 WHITE FEKALE 22. 11 15 9 _2. 5 74 Do you have a full time counselor in your building? Yes Is there an additional counselor, if your enrollment is over 450? N/A Do you have a full time social worker? the building every day? If so, is he/she in Total 92 58 61 52 36 38 37 36 410 No JL one social worker rotates to the seven incentive schools. 3c: 12 1 2 1 5 5. On a daily average, how many students are referred to the principals office for disciplinary actions? 6. 2_Lo_J5=siiAd e n t s How many students have received out-of-school suspensions during this school yar?j 2^ Expuls ions hearing 7. Do you have in-school suspension? but generally do not. We have hhd in-school suspensions AJHRockefeller 8. If not, explain. Jl.certififfi teacher i5 needed to be in charge of an akernuHvo 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. AJH who have difficulty in perfa How many out-of-school - Expulsions? e SbnHgnha setting. suspensions did you have last year?  How many students are enrolled in special education? How nany students receive free/reduced lunch? Estimate the percentage of homes. 50% - 60% Eree-24Q. ReHnned-37 yz ~ 6th grade How many homeless students Foster Care 6 your students from single-parent attend your school. Residential Care Facilities What is the average number of 2 0 0 certified personnel absent each What percentage of the staff is How many children in language? 0 nontenured? 24% your school speak Spanish Is a foreign langauge teacher hired the regular school day? time / (circle one) Identify the number of as a second in your building to teach No 1 ,____ full time / part- students scoring at/above the 50th NCE on the recent norm-reference test? 69 -20. What is the 1992-93 school year? student at/above\naverage daily membership for the first 308 quarter of Percentage of attendance96.04TilGSsI'JTSCS SCWOi ^grararr)^ is:3saiWJ NAME OF SCHOOL Stephens PRINCIPAL Lonnie S. Dean 1. How many students are enrolled? 192 GRADE BLACK HALE BLACK FEHALE WHITE HALE WHITE FEHALE ! PRE-K 4 4 1 ) 2 KIHDERGARTEN 12 8 S I I 0 0 1ST GRADE 17 2 0 0 i 2ND GRADE 13 15 1 3RD GRADE 16 16 4TH GRADE 11 STH GRADE 13 i 6TH GRADE 2. 5. 7. 18 18 Do you have a full time counselor in your building?. Is there an additional counselor, 450? X/A ves if your enrollment is over Do you have a full time social worker?Noif so, is he/she in the building every day? We have one every seventh day. On a daily average, how many students are referred to the principal's office for disciplinary actions? 3 How many students have received out-of-school suspensions during this school year? ^0 PEvxnpnui lcssi oonnes'?? 0 Do you have in-school suspension? Ko 3. 4. 6 . 1! 8 I tI 4 0 0 0 0 0 I 1 0 0 I Stephens 8. If not, explain. We do not have the space. 9. How many out-of-school suspensions did you have last year? 14 Expulsions? 10. How many students are enrolled in special education? 11. How many students receive free/reduced lunch? 185 12. Estimate the percentage of your students from single-parent homes.______ 13. How many homeless students attend your school. Foster Care Residential Care Facilities 14. What is the average number of certified personnel absent each day? 15. What is the average number of post-observation conferences held with teachers each nine weeks. 16. What percentage of the staff is nontenured? 29 0 0 6 2 0 0 3 17. How many children in your school speak Spanish as a second 1anguage ? Q 18. Is a foreign langauge teacher hired in your building to teach during the regular school day? time / (circle one) no full time / part- 19, Identify the number of students scoring at/above the 50th NCE on the most recent norm-reference test? student at/above\n20. What is the average daily membership for the first quarter of 1992-93 school year? 191 Percentage of attendance 96.34PROGRAM SPECIALISTS HIRED 1992-93 SCHOOL POSITION NAME OF PERSON HIRED RIGHTSELL Mass Media and Career Awareness Specialist Stacy Blacknall ISH Environmental Education Specialist Belinda White ROCKEFELLER Early Childhood Education Magnet/ Computer Science Specialist Mary Kay Roe MITCHELL Creative Dramatic Specialist Mary Trulock FRANKLIN Communications Technology Specialist Berthena Nunn GARLAND Multimedia Technology and Educational Research Specialist David L. JonesSCHOOL R0CK27ELLER STEPHENS GARLAND FRANKLIN ISH RIGKTSELL MITCHELL Recommendations ALTERNATIVE CLASSROOM SPECIALIST 1.00 Not requested Not requested 1.00 Not -requested Not requested Not requested ASSISTANT PRINCIPAL Not requested 1.00 1.00 Not requested 1.00 1.00 1.00 SOCIAL WORKER .50 Not requested 1.00 1.00 Not r-eques-ted 1.00 .50 SPANISH TEACHER  50 Not requested Not requested Not requested Not requested .50 Not requestedNAME OF SCHOOL PRINCIPAL_______ * 1. How many students are enrolled? GRADE BLACK MALE BLACK FEMALE WHITE MALE WHITE FEMALE PRE-K KIHDERGARTEH 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE STH GRADE STH GRADE 2. Do you have a full time counselor in your building?. AJH 3. 4. 5. 6. 7. Is there an additional counselor, if your enrollment is over 450?__________ Do you have a full time social worker? the building every day? If so, is he/she in On a daily average, how many students are referred to the principals office for disciplinary actions? How many students have received out-of-school suspensions during this school year?. Do you have in-school suspension? Expulsions?.I 8. If not, explain. * WH 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. How many out-of-school suspensions did you have last year? ________ Expulsions? How many students are enrolled in special education? How many students receive free/reduced lunch? Estimate the percentage of your students from single-parent homes.______ How mciny homeless students attend your school. Foster Care Residential Care Facilities, I I What is the average number of certified personnel absent each day? What is the average number of post-observation conferences held with teachers each nine weeks. What percentage of the staff is nontenured? How many children in your school speak Spanish as a second language ? Is a foreign langauge teacher hired in your building to teach during the regular school day? time / (circle one) Vke -Ct-f \u0026lt;U' jco n\u0026gt;- \u0026lt;3 r f IS \"'A i\\u c: full time / part- O A Scti . J ' I 1 I I ^2ra)3 JiSSiaSSLiiSiaq.-' I NAME OF SCHOOL PRINCIPAL. * 1. I visit the school - daily / weekly / monthly / twice a year/ once a year / only when I have to/, (circle one) ! 2. My child(ren) has been.sent to the principal's office this year for breaking the rules. Yes No 3. My child(ren) has been to see the principal as a reward for good behavior. Yes No 4. When I need to speak -to the principal he/she has time to listen. Yes No 5. I live within two miles of the school. Yes No 6. I have 3 or more children at home. Yes No 7. I am employed / full-time / part-time / not employed, (circle one) 8. My child has gotten into trouble at school for fighting. Yes No 9. My child likes his/her school. Yes No 10. My child has been sent home for getting into trouble at school. Yes No f t r I 11. My child has trouble sitting still in the classroom. No_____ Yes 12. My child likes to talk. Yes No 13. My child gets upset when he/she doesn't know the substitute teacher. Yes No 14. The best time of the day for me to come to school to talk to my child teacher is   1 I iDisciplinary actions are very time consuming, and depending on the number and severity of the problems, could have a negative impact on the principals ability to concentrate on other areas of importance in the school. 5. How many students are enrolled in special education? Special education students bring unique problems and situations to a school. Couple that with students from economically and socially deprived backgrounds and the need for specialized intervention grows exponentially. Social workers are of enormous benefit to faculty and parents because they can serve as facilitators in arranging services or providing intervention for this high-risk population. They can train faculty and parents in methods to work with these students in areas that are not directly related to curriculum and instruction, but are important to their educational process. 6. How many students receive free/reduced lunch? The answer to this question helps to determine the number and proportion of economically disadvantaged students in the school. The higher the number, the greater need for specialized social services. 7. Estimate the percentage of your students from single-parent homes. Single parent homes are generally headed by females. This often means smaller incomes and little to no male influence in child-rearing. The lack of proper role models or the presence of an overworked parent can lead to problems that place families at risk of winding up in the social service or criminal justice system. A social worker may be the difference between success or failure for some of these families. 8. How many homeless students attend your school. Foster Care Residential Care Facilities (Dorcas House, Battered Womens Shelter, Elizabeth Mitchell, etc.) These speak for themselves. 9. Do you have in-school suspension? The LRSD desegregation plan commits to placing alternatives to suspension in each school. (LRSD Desegregation Plan, April 29, 1992, page 34) 10. If not, is space available? Schools are required to develop a school-based discipline plan and to have discipline/ attendance intervention teams, (page 34) Incentive schools are required tohave time-out rooms staffed with trained personnel. This person provides training in problem solving techniques, (page 175) 11. How many out-of-school suspensions did you have last year? Expulsions? High numbers strengthen the need for an alternative classroom specialist. 12. What is the average number of certified personnel absent each day? This helps to ascertain the cost-effectiveness of hiring a permanent substitute teacher. 13. What is the average number of post-observation conferences held with teachers each nine weeks? These conferences take the teacher out of the classroom during normal instruction time. If a principal averages three of these conferences a year per teacher, the need for a permanent substitute increases with the size of the teaching staff. 14. What percentage of the staff is nontenured? A large nontenured staff also poses the need for an additional person, preferably a certified teacher. That person could wear more than one hat. Questions 1-4 relate to the need for an assistant principal. Schools with large student populations, high numbers of disciplinary incidents, and significant absentee rates would benefit from an assistant principal. Questions 5-8 would indicate the need for a social worker if a disproportionate number of students fall into those categories. Questions 9-11 address the need for an alternative classroom specialist. Questions 12-14 help to identify the need for a permanent substitute. This person not only substitutes for absent teachers, but also serves as classroom replacements for teachers during post-observation conferences.DEVELOPING A NEEDS ASSESSMENT There are four basic steps in developing a needs assessment and utilizing the information. 1. Assessing needs. The importance of a needs assessment cannot be overemphasized. It allows the planners to address the most important and/ or manageable needs of a target population. It can avoid wasting time, energy, and resources. The results of a needs assessment shapes the contents of a complete list of goals and objectives listed in order of priority. 2. Developing Objectives. Goals should be clearly spelled out in simple statements. The means to reach these goals are the objectives. Objectives should be specific, observable, and measurable, including the who, what where and when of their accomplishment. They also serve as guide posts that help measure progress or as \"reality checks\" on the course of action taken. Objectives also serve as the basis for further planning activities and determine the focus of evaluation. 3. Assessing Resources. In order to achieve success in implementing goals and objectives, consideration must be given to what will be needed to be successful. Resources come in several forms: human, materials, organizational, financial, and facility. Do not be afraid to look outside traditional arenas. Be receptive to unusual ideas and nontraditional approaches\njust because youve never done it that way before, doesnt mean it cant be done. 4. Developing Strategies Start by brainstorming and work towards refinements. Consider all ideas and approaches and then start analyzing and selecting the best for exploration and implementation. At this phase, you already have completed the first three steps. A needs assessment should be short, simple, and easy to return. Captive audiences work best because you dont have to wait for responses, nor trust that they will even be returned. Many people fail to respond to surveys even when free postage is provided. The downside to using the captive audience approach is that your results are tainted. You may get a certain result because the audience consisted of people with the same problems, beliefs, or biases\ntherefore, they would tend to have a strong common link and results might not be truly representative of the population that will be served. A combination of captive audiences, mailouts, and deposits at places frequented by the target population is recommended (neighborhood stores, beauty shops, churches, laundromats, etc.)* Based on Arkansas Scope And Sequence K-12 Guidance and Curriculum Guide, Appendix E, pages 56, 57 (1987) STAFFING NEEDS ASSESSMENT 1. How many students are enrolled? Grade Black Male Black Female White Male White Female Total Pre-K Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 2. If your enrollment is over 450, do you have an additional counselor in your building every day? Aside from the fact that a school is technically out of compliance when they have a student population over 450 and only has the part-time counselor in the building on certain days instead of every day, the lack of an additional counselor requires more time on the part of the principal to handle personal, social, and developmental matters usually referred to a school counselor. 3. Do you have a social worker? If so, is he/she in the building every day? Social workers spend a great deal of time working with students and their families. Some of the services they provide include referrals to social service agencies, assisting with applying for public assistance, counseling, and home visits. Without a social worker, the school must depend on the principal to assume some of these duties. 4. How many students are referred to the principals office for disciplinary matters on a daily average?NEEDS ASSESSMENT - PARENTS/STUDENTS 1. I visit the school - daily weekly monthly twice a year once a year only when I have to (circle one) When parents visit the school, they generally see the principal, even if they have a meeting with the childs teacher. This is an important part of a principals job, but it too can take time from other essential duties. 2. My child(ren) has been sent to the principals office this year for breaking the rules. Y This question is self-explanatory. Disciplinary hearings and other discipline related activities are very time consuming. 3. My child(ren) has been to see the principal as a reward for good behavior. Y N While principals should love these types of activities, they too take time, and plenty of time should be given to students who are being \"rewarded\" with a visit to or by the principal. 4. When I need to speak to the principal he/she has time to listen. Self-explanatory. 5. I live within two miles of the school. Students who live in the neighborhoods of the incentive schools tend to come from families of low socio-economic backgrounds and are often headed by single parents. These circumstances sometimes requires the intervention or assistance of a social worker or counselor. The higher the at-risk population, the greater the need for a full-time social worker. 6. I have 3 or more children at home. Poverty can be defeating in itself, add several children and some parents have trouble coping. Sometimes a trained specialist is the only thing standing between neglect and assistance. 7. I am employed full-time part-time not employed N Y N Y Y N N This will help the administrative staff to determine the number of students that are from families of \"the working poor.\" These families are often eligible for assistance and are not aware of the help that is available to them. Social workers are invaluable to these families.8. My child has gotten into trouble at school for fighting. Y N Fighting leads to suspension or expulsion. Trained specialists help students to acquire the skills necessary to handle and express anger. They are also helpful in designing and implementing an equitable disciplinary policy. 9. My child likes his/ her school. Y N If a child does not his/her school, this dislike is often manifested in the form of behavior problems. Alternative classrooms can be designed to accommodate problem students and to help them to learn how to become members of the school community. 10. My child has been sent home for getting into trouble at school. Y N Students cannot learn when they are not in school. An alternative classroom should be a part of the schools structure. 11. My child has trouble sitting still in the classroom. Y N Hyperactive children, kinesthetic learners, and some gifted children have trouble in traditional classrooms. It is like trying to put square pegs into round holes\nthey dont fit. Many of these children wind up in disciplinary trouble and too often out of school. While punishment isnt the answer, a good alternative classroom could be. (See 1991- 1992 Monitoring Report on the Alternative Schools, ODM, December 18, 1992) 12. My child likes to talk. Y N See #11. 13.My child gets upset when he/she doesnt know the substitute teacher. Y N Children like stability. They like familiar surroundings and faculty that is familiar to them. Getting to know a new teacher takes time, and there is a need for a certain amount of bonding to occur before a new person is accepted into the \"academic family.\" 14. The best time of day for me to come to school to talk to my childs teacher is If the only time a parent can visit the school is during the regular school day, then the teacher has to leave the classroom or the visit doesnt take place. This survey should be filled out by the parent and child together. The sequences of questions reveal the need for an assistant principal, social worker, alternative classroom specialist, and a permanent substitute teacher. Some of the other recommended positions in the incentive schools (pp. 190-191) would require similar assessments. The district must also take into consideration space allotment, number and types of special programs in the school and staff positions already in place. Some other areas of exploration are outlined below. PE - Does the school have a gym? If not, does it have a good play area, equipment, safe surroundings? How does PE fit in with the required wellness program? Do the nurse and PE instructor coordinate activities? What is the level of fitness/health in the school? Art - What is available in the neighborhood or community to enhance art instruction (museum, historic buildings, local artists, art gallery, etc.)? How is art infused into the curriculum? Can it help to provide integrative experiences? Media Clerk - How often is the library used?. Are the library and its staff a regular part of instruction? What programs are currently in place for the students in the library? Are students allowed easy access to the library? Is the library well stocked? Does it have the latest equipment? Can parents use the library? Are guest speakers and presenters a regular component of library services? Consideration should be given to the effectiveness of parent and volunteer participation in the school. How strong is the PTA/PTO? Does the school have a functioning parent center? Are parents utilized in the schooLon a regular basis - do they serve as mentors, classroom aides, tutors, chauffeurs, office assistants, or guest lecturers? How can parent participation be strengthened so that the school can become self-sufficient yet economically viable? By looking at each position and analyzing information obtained through the needs assessment, the district can make informed decisions about staffing needs in any of the schools. The publication A Curriculum Audit of the Little Rock School District (1990) points out that the district has a wealth of data but is weak on information. By following the steps outlining how to develop and use a needs assessment at the beginning of this document, the district will have the technical ability to develop plans, guidelines and policies on any subject affecting the LRSD.\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_505","title":"Incentive Schools: Newspaper clippings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School improvement programs"],"dcterms_title":["Incentive Schools: Newspaper clippings"],"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/505"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["newspaper clippings"],"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 SATURDAY, MARCH 21,1992  3B Recruitment booth set up for LR incentive schools I Park Plaza Shopping Center will be the site of a student information and recruiting booth for the Little Rock School Districts Incentive schools from 10 a.m. until 5 p.m. today. Local radio personality Craig ONeill will visit with parents and students about programs at the schools. Drawings for books, dictionaries and other prizes will be held hourly. The seven incentive schools are in east and central Little Rock and are generally accessible to working parents in downtown Little Rock. The schools offer enhanced funding for each child, homework centers, in-state and out- of-state field trips, extended- day and Saturday programs, aerobics, gymnastics, dance, choir and band. Incentive schools also offer a homework hotline, a computer program allowing students to check out laptop computers for home use, and a fullday program for 4-year-olds. Students eligible to attend incentive schools include ma- jority-to-minority transfer students from the Pulaski County Special and North Little Rock school districts, students now attending private schools, and new and current Little Rock district students. The seven incentive schools are in east and central Little Rock. The incentive schools are Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller and Stephens elementaries. For more, information or to arrange tours of the schools, call the student assignment office at 324-2286 or the office of desegregation at 324-2110.ARKANSAS DEMOCRAT-GAZETTE  WEDNESDAY, APRILS. 1992  I Incentive schools report assailed LR board blind-sided by inaccuracies, committee told BY CYNTHIA HOWELL Oemocrar-Gazette Slaff Writer A recent report to the Little Rock School Board criticizing the districts incentive schools blind-sided district administrators with its inaccuracies, James Jennings, an associate superintendent for desegregation, said Tuesday. The March 26 report was prepared by a subcommittee of the districts Biraeial Advisory Committee, but the full committee never approved the document before it was read to the school board by committee Bennie Smith. A chairman copy of the report was also sent to U.S. District Judge Susan Webber Wright. The report accused the district of failing to implement the entire federal court-approved plan for the seven incentive elementary schools. The schools are supposed to offer double funding per student and extra programs as a way to improve the achievement levels of black children and attract white children to the I schools. hard-to-desegregate I am very frustrated by the inaccuracies and the process that was used to write the report, Jennings told the committee Tuesday night. I am not trying to muzzle the committee. My concern is the students. He agreed that programs in the schools have room for improvement, but said the programs do exist. The committee's contention that the district had failed to implement the programs was a serious charge that could lead to a contempt finding against the district in federal court, he said. I have no apologies for this report, Smith told the committee. He said the committee directed him to write the report. The committee approved a new policy requiring the fui! committee to act on all future reports before they are submitted to the school board or court. Committee members also voted to study data that Jennings provided to contradict the findings in the report. The\nwill decide at their next meeting whether to amend the report to the board. tArkansas Democrat (j^azctte SUNDAY, MAY 16, 1993 Copynght C 1993, Little Rock Newspapers. Inc. Schools sponsor youth art exhibit in sispsgssps S-SSS==$s=SS to Sprove btehuS/n P-\u0026lt;gra'ns designedArkansas Democrat '385 C^azcttc SUNDAY, DECEMBER 26,1993 Spec la I Report Incentive School Program Money not yielding right answers in LR, systems critics say BY CYNTHIA HOWELL Democrat-Gazette Education Writer  Incentive schools each fill a niche The Little Rock School Dis- .  Rockefeller Elementary receives trict is pumping hundreds of thousands of dollars a year into an incentive school program that isnt working. And, although enrollment in national recognition 6A operate as it has so far. For four years the incentive schools have received twice the bL 1 w. the program is dropping at an alarming rate, the six incentive schools will Incentive schools per-pupil fund-ing Enrollment continue to siphon off mon- ! ey at twice the ! rate of other elementary schools for at least two more years. Little Rocks incentive schools were supposed to become national models of excellence and effective desegregation. Both educators and par2100 2000 1900 1800 1700 1600 1500 1400 0 Year 90-91 91-92 92-93 93-94 Note: These numbers do not include the enrollment at Ish Elementary, which closed after the 1992-93 school year. Ish had 187 students last year. Source\nLRSD Oct. 1 enrollments SCALLION I Democrat-Gazette schools get, with the federal court-mandated aim of attracting white students to the inner- city ele-mentaries and closing the gap between black and white performance levels on standardized tests. Under terms of a desegregation lawsuit settlement, the Little Rock School District has committed to ents say the schools have the potential to realize that image, but but if the program continues to the court that it will maintain Jouble funding for the schools See SCHOOLS, Page 6A regular B .ft t Arkansas Democrat-Gazette/Stephen B. Thornton A DIFFERENT TUNE  Rightsell Incentive School students (from left) Gian Craig, Johnny Brown and Adam Ballard sing during a holiday PTA program last week at the Littlj^ock school. Despite such bright mome/ts, statistics suggest the double funding^e six incentive schools receive has bo'j^ht mostly broken promises. Schools  Continued from Page 1A tor at least six years. The schools would use the extra money to create special programs to attract white students and improve the standardized test scores of black students. The district also promised to provide special programs beyond the six-year period if the schools are not yet desegregated. But the program has failed so miserably in attracting and keeping white students that five of the six schools have enrollments that are more than 86 percent black. By court-ordered formula, the districts schools are supposed to have black enrollments of 40-72 percent, And, because the incentive main low, and the academlc dis- i parity between black and while children remains wide, Brown said. The report concluded that I: !lhe extra money allocated for : the schools has been spent in- I efficiently. ' Arkansas Democrat-Gazelle in- schools operate under racial I tervlews with Brown, educators and parents found general agreement on a list of reasons for the programs ineffectiveness:  No advertising or promotion for the incentive schools. Most parents know little or nothing about the programs and iviiat the incentive schools should offer. In my opinion, the district did a wonderful job advertising the magnet schools. I dont believe the incentive schools were marketed as well, said Melanie Gibson, mother of two Rockefeller School students and one bf the schools most ardent advocates. bunuvib operaie unaer racial r- . limits, declining white enroll- iiory doing good things ment has forced down black en- Kkll?nJ5!r weH^below canacH^*^ schools l^rincipal at Franklin Incentive well below capacity. Elementary. In fact total enrollment for  Unlike the districts popu- Ine six schools has plummeted lar magnet schools, which have by nearly 30 percent in the last k Magnet Review Committee, in- two years.\nThe incentive schools get mil- j lions of dollars in extra money and offer programs and re- sources not available in other Central Arkansas schools. But most white parents are either unaware of the central and east Little Rock schools or choose not to send their children to them. Black families, too, are leaving the schools in significant numbers, both for other public schools and for private ones. Principals said transfers have been especially heavy to two magnet elementaries  Crystal Hill in the Pulaski County Special School District and Dr. Martin Luther King Jr. in the Little Rock District. They expect the new magnet program at Clinton Elementary, which will open next year, to draw even more students away from the incentive schools. With the exception of Rockefeller School, the incentive schools are not making much progress toward desegregation and improving student achieve- ihent, federal Desegregation Monitor Ann Brown said in a report to U.S. District Judge Susan Webber Wright earlier this month. At a glance INCENTIVE SCHOOLS HISTORY: Little Rock Incentive schools date back to 1982. when the I\n8lh U.S. Circuit Court of Appeals at  St. Louis allowed four identiliably , black schools. The. number later in- . creased, and they were called ma- 'lor enhancement schools. The cur- I rent double-funded incentive schools\ngrew out of a 1989 Pulaski County  desegregation settlement. ' COST: The district is projected to\nspend $8.5 million to $8.7 million of : its $113 million operating budget on 1,454 incentive school pupils this . year. This exceeds the distrfcfs oblig- ' alien to fund the schools al $7.9 million, or $4,566 per pupil, to cover : special program costs. In contrast, . regular area schools will cost $2,678  per student, and magnet schools will I cost $3,823 per student, I ENROLLMENT: Incentive school : enrollment has dropped by more than 600 students in two years, from  2,072 in 1991 -92 to 1,454 this school\nyear, not counting 180 students lost when Ish Elementary closed this . year. The schools lost 536 black children and more than 100 whites. Only the number of children of other races and ethnic groups has increased. Incentive school enrollment makes up 10 percent of the district's elemen- . tary school enrollment and 6 percent I of overall enrollment. centive schools have had no advocacy group.  Slow and uneven implementation of special programs. Several of the schools are only beginning to implement their academic themes because the district delayed in selecting themes and hiring needed specialists. And the district has had three different associate superintendents for desegregation in the past two years. Its difficult to determine if the incentive schools are effective because program plans have not always been properly executed, said Connie Hickman Tanner\nan associate federal desegregation monitor. We cant say these are bad ideas until they are implemented.  Almost no recruitment of whites. The district must prove to the judge that vigorous white recruitment took place before releasing more seats to black children. Dr. Russ Mayo, the districts new associate superintendent for desegregation, said he can find little evidence of student recruitment efforts or promotion of incentive schools in past years.  Some of the most-involved families are among those lost to magnet programs at other schools.  Parental concerns about the locations of the schools, safety, old buildings and a perception the schools are not for academically successful pupils.  Declining populations in the school neighborhoods between 1980 and 1990. The decreases range from 2.9 percent in the Garland attendance zone to 27.8 percent in the Stephens zone, Ron Newman, a city planning manager, said.  A catch in the districts desegregation plan that eventually would penalize successful incentive schools by taking away their extra funding. For the most part, even parents who have moved their children out of incentive schools have high regard for the program's potential. But generally they were frustrated by lurching development of the .schools. Vera Brownlee, a black parent, was PTA president at Mitchell this year before a spot opened up for her son at the private Word of Outreach School. We had a change in the school administration and in several teachers, Brownlee said about Mitchell. It would take until midyear for them to settle in, and my child does better in a more controlled environment. The order and discipline are much better at the new school than at any other public or private school she has visited, she said. But Brownlee praised the idea of incentive schools and the extended-day program. If the \"edges could be ironed out, parents should line up to attend the incentive schools. The schools need more parental involvement and a strong relationship between the staff and parents, she said. More advertising of the school is necessary. Incentive school people feel like stepkids, she said. Why, if you are spending so much money on a school, do you not let anyone know about the programs? Another black parent, who asked not to be named, moved ,9. Stanford Achievement Test results District Grado 92 '93 1 2 3 4 5 6 (Black children at Incentive schools) Scores are in percentiles. The 50th percentile is the national average. Franklin Garland 31 28 33 33 34 32 36 40 32 34 43 45 '92 '93 19 29 .ag, '93- 21 18 22 19 34 32 10 27 24 30 Improved: 24 classes 26 23 17 28 28 38 23 48 16 30 32 45 Ish 92 '93 25 14 43 45 31 46 38 41 32 56 44 47 Mitchell Rightsell Rockefeller Stephens '92 '93 25 25 26 23 27 23 29 36 40 35 36 44 '9g '93 Stayed the same: 4 classes 40 58 34 35 29 40 42 65 35 40 31 40 '92 -93 37 30 24 37 18 36 27 27 32 30 40 37 Dropped: 14 classes '92 '93 24 46 22 22 31 28 47 34 26 25 30 40 Note: Composite scores are a combination of math, reading, language arts, science and social studies scores. Source\nStale Oept. of Education Franklin was too big. I would drop Laura Jane off, and it was as if she was swallowed alive, Silkwood said. Elizabeth Frazier, black former PTA president at Franklin, moved her child to King this year, also because of its proximity to her job and to her familys day-care center. One noticeable difference between the schools is the sense of pride at King, she said. I think incentive schools are good, Frazier said. But some people have the wrong impression that the incentives are for children with special needs or are remedial schools. That took pride away from the staff and the children at Franklin. Sandra Thomas, black president of the Ish PTA, was forced to change schools for her family when Ish closed. She regrets the loss of the special programs, even though her daughter enjoys King. She criticized the district for not doing more to support and promote Ish and to ensure that it had the best possible staff. I never saw a billboard advertising the incentive schools, Thomas said. They never sent brochures to the neighboring districts to recruit to the incentives the way they do for the magnet schools. The double funding is the best thing the district can do  if its spent properly  to bring up children who may be behind, said Malvin Jones, former PTA president at Garland. The incentive schools can bring kids up to a level playing field. But Jones, who is black, said he is disappointed with the low number of whites in the incentive schools. And he disagrees with the Garland principal on the emphasis placed on African- American history. Jones unsuccessfully applied to have his daughter assigned to King this year. Mayo and his desegregation staff are trying to turn things around by assembling a recruiting plan to go into effect this school year, prior to preregistration, which will be Feb. 7-18. The incentive schools present a special problem for the district's new superintendent, Dr. Henry P. Williams. Before he came to Little Rock from Syracuse, N.Y., this fall, Williams said he believed he could help the district extricate itself from federal court control. That would require, among other things, reversing the desegregation monitoring assessments the incentive program has received so far.Arkansas Democrat (gazette SUNDAY, DECEMBER 26, 1993 Each incentive school designed to fill a niche BY CYNTHIA HOWELL Democral-Gazetle Education Writer The annual Christmas program at Mitchell Incentive Elementary School is just a few hours away. Fifth- and sixth-graders dip pretzels into bowls of chocolate and slice cheese-filled tortilla rolls in their after-school cooking class. The ballet class downstairs goes through steps one last time before the big show. Members of the creative writing class take notes on the festivities. Several blocks away, children at Rockefeller Incentive Elementary prepare for their own program. The computer class designed the programs, and the fifth-grade string orchestra will make its debut.    Such after-school classes are among the academic and leisure activities offered three days a week in the Little Rock School Districts incentive schools. The schools offer class sizes of no more than 20 pupils an- daverage almost two adults per classroom\nacademic themes\ncustomized educational plans for each child\nschool uniforms\nlessons in Latin\nfield trips\nand Saturday excursions to museums and Razorback football games. If people would come see what we do, they would be impressed, Dr. Samuel Branch, principal at Mitchell, said last week. Incentive school backers say the districts magnet schools have been glamorized at the expense of other schools in the district. The different kinds of schools can be confusing. In some cases, schools differ only in the way they are funded. The incentive schools are intended to get double the funding spent per pupil in the regular area elementary schools. The extra money enables the schools to offer the extended- day and Saturday programs and to provide specialists for the schools academic theme. Rockefellers theme, for example, is computer science, Rightsells is career and mass media awareness, and Garlands is communications technology. The Garland program is very new. The district school board only recently approved the purchase of equipment and training for it. Little Rocks magnet programs on the other hand generally are older, and the academic themes are better infused into the overall curriculum. The magnet schools dont have the extended-day programs or guaranteed smaller class size. Class sizes in nonincentive schools must meet state standards of maximums of 23 to 25 in the primary grades and 25 to 28 in the intermediate grades. Magnet schools require parent participation in conferences and PTA meetings. One of the schools asks pupils to wear uniforms. Themes are even part of each magnet schools name  Booker Arts Magnet Elementary School, for example, or Carver Basic Skills/Math-Science Magnet Elementary. The districts six original magnets are funded jointly by the three Pulaski County school districts and the state at a rate of $3,823 per student this year. Seats are reserved in the schools for a certain number of students from each district. Newer magnet programs, such as the Dunbar International Studies/Gifted Education Junior High, are funded primarily by the Little Rock district. But extra state money is provided for each county and North Little Rock student who attends. Interdistrict schools, such as the Romine High Technology Interdistrict School, are similarly funded, but the school doesnt have the magnet title. The area schools in the district are the neighborhood schools that are not magnets and not incentive or interdistrict schools. The schools also may have areas of emphasis, such as drama or environmental science. The schools are eligible to apply for district grants for their programs.Arkansas Democrat (Bazctte SUNDAY. DECEMBER 26,1993 Rockefeller school showing way Appearance, location, unique offerings bring goals in reach BY CYNTHIA HOWELL Democrat-Gazette Education Writer Rockefeller Elementary is the one incentive school that U.S. District Judge Susan Webber Wright has recognized as making some progress toward  desegregation goals. 'The school has a 29 percent white and 71 percent black enrollment this year and is the only incentive school within racial guidelines for regular area schools. Those guidelines call for black enrollment levels of 40 to 72 percent. Rockefeller is the incentive school farthest east. But Anne Mangan, the schools principal, says the relatively new buildings appearance and its location at the intersection of Interstates 30 and 630 attract families. She also cited a dedicated staff and sound programs. The school is unique in that it offers early childhood education for about 100 children, including those 6 weeks to 4 years old. Other district schools, including the other five incentive schools, have such programs only for 4-year- olds. The early childhood program predates the building of Rockefeller. Dr. Bettye Caldwell started the program at the now closed Kramer Elementary. Caldwell is a nationally recognized expert on early childhood education and a faculty member at the University of Arkansas at Little Rock The early childhood program attracts families from across Pulaski County and is open in the summer. Its a plus for the schools desegregation efforts, Mangan said, because many parents become comfortable with the building and the staff, and choose to keep their children in the school for kindergarten and first grade, rather than return to their neighborhood schools. Computer technology is the theme at the school. Each classroom has at least two computers, Mangan said. 'There is also a separate computer laboratory. Parents can check out lap-top computers to work with their children at home. Like all the incentive schools. Rockefeller has a specialist for the theme. A physical education teacher, a music teacher, an art teacher and a social worker are included on the staff. The school has two instructional aides for every three classrooms. Also like the other incentive schools. Rockefeller has extended-day and Saturday programs. The school has business partnerships with the University of Arkansas at Little Rock School of Law, and the College of Education, and the Friday, Eldredge and Clark law firm. Ann Brown, federal desegregation monitor and parent of a Rockefeller pupil, said the schools parents have a team spirit and have worked hard to support the school. Melanie Gibson, the mother of two Rockefeller pupils and the schools PTA president, praised the small classes at Rockefeller and the school allows her son to progress at his own rate. Roy Albert, a black Rockefeller parent, said he would match Rockefeller with any magnet school in the district.WEDNESDAY, FEBRUARY 16, 1994  Aifaansas Democrat 7^(jjjazcUc racr ? rM\n\u0026lt;\u0026lt;5'1 \u0026lt;y. HR J SHOPPING FOR A SCHOOL  Principal Anne Mangan {foreground, left) escorts Janet Rhoda and her daughter. Jennifer, 5, and son, Philip, 9, on a Arkansas Democral-GazeHa'Slaton BteWenIhal tour of Rockefeller Elementary School on Tuesday morning. The Rhodas are moving to Little Rock from Atlanta and are looking for a school. Incentive schools recruit whites Parents encouraged to tour classrooms, seek information BY CYNTHIA HOWELL Democrat-Gazetle Education Writer The Little Rock School District wants your childs scout troop, Little League team, Sunday school class or group of neighborhood friends. The district is working to increase the white enrollment at its six incentive schools for next year by encouraging groups of parents to decide together to send their children to those schools, which are in east and central Little Rock. So far, no large groups have signed up, but Dr. Russ Mayo, district associate superintendent for desegregation, said recruiting efforts will continue this spring although the initial preregistration period for all Little Rock schools ends this week. Parents of children who will be kindergartners next year, or otherwise will be new to the district, should complete pre- regislration forms by 3 p.m. Friday at the school in their attendance zone. Also, current students who want to change schools within the district or transfer to the North Little Rock or Pulaski County Special school districts should complete preregistration forms this week. Parents who are uncertain about the location of their attendance- zone school can contact the districts student assignment office at 324-2272. Letters telling parents of their childs school assignments for next year will be mailed March 14. At that time, ^reregistration will reopen for children in kindergarten through grade 12 who did not register this month. Preregistration for the districts early childhood education program for 4-year-olds will be April 18-29. The school district has intensified efforts to attract white families to the six incentive schools, which get extra money to offer special programs to improve student achievement and entice whites to transfer to the schools voluntarily. The incentive schools, which range in black enrollment from  71 percent to 97 percent this year, are Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens. Each school offers a particular academic theme, such as computer science, basic skills, creative dramatics and technology. The schools also offer an afterschool program that includes programs in scouting, cooking, dance, computers, orchestra, book publishing, and physical education and games. See INCENTIVE, Page 7BIncentive  Continued from Page 1B On Tuesday, Janet Rhoda and her two children, Philip, 9, and Jennifer, 5, of Atlanta, toured Rockefeller and two other district schools in an effort to select a school to attend when they move here. The family bought a home in west Little Rock. Anne Mangan, Rockefeller principal, showed the family the school, including the two computers in each class, the art room, the early childhood rooms for children 6 weeks to 4 years old, and the science laboratory occupied by birds, tadpoles, gerbils and other animals, as well as pupils and teacher Melvia Mathis. Our school in Atlanta offers more in some areas and less in others, Rhoda said at the conclusion of the tour. The class sizes are much smaller here, she said. The incentive schools have: cap of 20 children per class room. Parents are invited to tour any district school, including the incentives. Tours can be arranged by calling the student assignment office or the schools this week or even after the registration period closes. Recruiters will speak to parent groups if asked. The district sent about 10,000 letters last month to inform prospective incentive-school parents about the schools, Mayo, the associate superintendent, said Tuesday. The district's court-approved desegregation plan obligates it to balance all of its schools racially, including the incentives. About 6,000 letters went to white families in the Pulaski County district, and the rest were sent to the families of children in private schools, private day-care centers or in seven Little Rock school zones that are predominantly white. Mayo said the response hasn't been as great as district officials would like. Additional steps, including more mailings, may be undertaken this spring. While no large groups have signed up for the incentive schools so far, the technique may work at other district schools. Kate Frazier, a parent in tlie Fair Park Elementary School attendance zone, has worked with friends to encourage families in the school neighborhood to consider Fair Park for next year. She was host of a party in her home in January at which school district officials talked about the school and the registration process. We want to hold hands and jump in, she said.Ariainsas Democrat Tgr (gazette WEDNESDAY, MARCH 9,1994 Only 5 whites preregister for LRs incentive school^ BY CYNTHIA HOWELL Democrat-Gazette Education Writer Only five white children preregistered last month for Little Rock School Districts six incentive schools, despite efforts to intensify recruiting this year. District employees sent letters to 10,000 white families in the Little Rock and Pulaski County Special school districts asking them to consider an incentive school for next year. But the five applicants this year equaled the number who preregistered for the current school year, when very little recruiting was done. I am kind of surprised the number is that low, Dr. Russ Mayo, the districts associate superintendent for desegregation, said Tuesday. The bottom line is the results are not what we wanted and we will continue to recruit. Preregistration for incentive schools will reopen in the district Monday and remain open through the summer. The 10,000 letters were sent to families of preschool and private school children and of children now in predominantly' white Little Rock schools. They also were sent to families in the neighboring Pulaski County Special School District, which has a predominantly white enrollment. Mayo said a second mailing may follow. The district is preparing brochures describing each incentive school. The district will continue to open the schools to parents who want to tour them, he said. Each school has a recruiting team of parents and teachers to make one-to-one contacts with other parents. The six incentive schools get extra money and have special programs designed to improve student achievement and attract whites to the hard-to-desegre-gate buildings. The schools have academic themes  such as computer science, career awareness, and technology  and extended day programs during which students can learn to cook, work on computers, sing, do their homework, play tennis, and participate in Girl and Boy Scouts. The schools also offer Saturday and summer activities. The five incentive schools in central Little Rock have black student enrollments of more than 85 percent. Those schools are Franklin, \u0026lt;G__a_rl_a_n__d, Stephens, Rightsell and MifcE-ell. At Rockefeller Elementary School in east Little Rock\nen4 rollment is 71 percent black, 29 percent white. Desegregation of the incentive schools is seen as a key component of the desegregation plan that district officials wrote in 1989. U.S. District Judge Susan Webber Wright and federal school desegregation monitor Ann Brown have harshly criticized the districts operation-of the six incentive schools. In. a recent report to Wright, Browns office found that virtually no recruiting was done for the schools before this year and\nthat the schools were underj-en-rolled. \u0026lt; At a Jan. 26 hearing,'the judge complained of some serious foot-dragging and dqlay: regarding the incentive schools\nDeficiencies she noted includ\ned the districts slowness in im-plementing themes, recruiting students and hiring Spanish teachers. Its disappointing, very dis- - See SCHOOLS, Pagd 5B Schools  Continued from Page 1B appointing, Brown said Tuesday of the latest statistics, though she noted the numbers are preliminary. The schools can continue to recruit children and will open up registration for pre-kindergarten programs for 4-year-oIds on April 18. Pre-kindergarten classes are offered at each incentive school. Brown, who has a child in an incentive school, said that while she is convinced that the enrollments can be more racially balanced, the district must mobilize its resources and energies in new ways to attract families to what she said are very fine schools. incentive school enrollment 100 I I White 50 0 IH Black 1993-94 1994-95 SOURCE: Little Rock School District Arkansas Oemocrat-Qazetle While the district worked to recruit students to the incentive schools and all other schools this winter, officials also were preparing a comprehensive recruiting plan that will be implemented more fully next year. That plan includes all the districts legal obligations for recruitment and assigns people and time lines to each task. District statistics show the number of black children who chose an incentive school has increased from 63 last year to 79 this year. The statistics include only those pupils in kindergarten through sixth grade who listed an incentive school as their first choice on the preregistration forms. The numbers do not include children who live in the schools attendance zones. The statistics show that three white children chose Franklin, one white child chose Garland and one white child chose Mitchell Elementary for next year. / A^nsas Democrat W(5azclk FRIDAY, MARCH 11, 1994 Panel scores schools lack of pupil pull BY RACHEL O'NEAL Democrat-Gazette Capitol Bureau Little Rocks incentive schools  which attracted only five new white children during preregistration last month  prompted lawmakers Thursday to question whether those schools are successful. Earlier this week, Little Rock School District officials said they sent out 10,000 letters to white families asking them to consider an incentive school for next year. Few families responded. Little Rock needs to be spanked for not doing all it needs to do, Rep. Irma Hunter Brown of Little Rock told other members of the Desegregation Litigation Oversight Subcommittee. The six incentive schools get about twice as much money as regular schools in the Little Rock district and have special programs designed to improve student achievement. The schools have academic themes such as computer science and career awareness. They also offer day-care programs and summer activities. Brown said that while the district's plans look good on paper, nothing has been accomplished. Brown questioned why the incentive schools are having a hard time attracting whites while magnet schools are more successful. Magnet schools also have academic themes, but the incentive schools get more funding. And magnet schools are seen as more established and have a better racial balance, while the incentive schools started out as predominately black. No one was present at the subcommittee meeting to answer the lawmakers questions. Instead, the group agreed to ask the heads of the incentive and magnet schools to attend a future meeting. Sen. Mike Beebe of Searcy said the incentive-school concept needs to be studied to determine whether it is getting results. He said that if the schools are not successful, the district should consider scrapping the incentive schools and replacing theih with magnet schools. Five incentive schools Have black student enrollment of more than 85 percent. The incentive school with the best racial balance is Rockefeller Elementary School, which is 71 percent black and 29 percent white. Rockefeller has an ear- ly-childhood program that accepts children as young as 6 weeks old.WEDNESDAY, MARCH 16, 1994 Incentive-school recruiting in LR gets bad report card BY CYNTHIA HOWELL Democrat-Gazette Education Writer A report by the federal Office of Desegregation Monitoring underscores problems of the Little Rock School District in recruiting white children to its six incentive elementary schools. A 20-page report has been sent to U.S. District Judge Susan Webber Wright, who in January accused district officials of foot-dragging in recruiting and implementing incentiveschool programs. The findings, conclusions and recommendations on recruiting were prepared by desegregation monitor Ann S. Brown and associate monitor Connie Hickman Tanner. The incentive schools receive extra funding and have special programs designed to improve student achievement and attract whites to the hard-to-desegre- gate buildings in central and east Little Rock. The schools have the lowest pupil-teacher  ratios in the district and offer after-school academic and recreational activities. Despite the programs that are supposed to make the schools more attractive than the districts popular magnet schools, enrollment in five of the six schools exceeds 85 percent black. The federal courts have said desegregation of the incentive schools is critical to the success of the districts deseg- regation plan. The newest monitoring report focuses on recruitment done in 1992-93 for this school year and doesnt try to evaluate what is being done now for the 1994-95 school year. District officials have made a more concerted effort to plan and recruit this winter, although during the February preregistration period, only five white students signed up to attend incentive schools next year. The district did not conduct a well-organized, ongoing campaign to recruit white students, the report said. The LRSD approached incentive school recruitment in a sporadic, piecemeal fashion, the report said. It also noted that the other parties in the Pulaski County desegregation lawsuit did little to assist in recruiting although they are obligated to do so by their court- approved desegregation plans. Following are some of the monitors other findings\n White enrollment declined in the schools between 1992-93 and 1993-94, with the exception of Garland Incentive Elementary School.  The district reserved about 50 percent of the seats in the preschool and kindergarten classes for whites but eventually released some of those seats to black pupils without obtaining federal court approval. The remaining seats went unfilled.  The district has a Trickle-up plan for desegregating the incentives. If the preschool and kindergarten classes are racially balanced, the other grades will become bal- anced as the children are promoted from_year to year.  Because most of the schools have only one preschool class but two kindergarten classes, they cannot rely totally on recruiting for the preschool program to achieve racial balance in future years.  More than half of the white pupils enrolled in the district's preschool program atthe incentive schools attended kindergarten at other schools.  The district established a telephone hot line on incentive schools and made presentations to real estate agents about schools but did not make presentations to special-interest, community or church groups as required by the desegregation plan. No parents ever called the hot line.  Parent recruiters employed in the district sandwiched incentive-school recnjitment among their other responsibilities. Their job descriptions did not make incentive-school recruiting a priority.  The district's biracial citizens committee did not monitor the recruiting efforts as required by the desegregation plan, nor did district officials make any recnjiting reports to the committee. - Arkansas Democrat (gazette TUESDAY, MARCH 22, 1994 LRSD turns to public in crisis Schools conduct community feedback sessions on funding woe^ Democrat-Ga2ette Staff Writer districts lier desnite little PPCniifino' 1 Consolidating incentive schools could be an option the Little Rock School District may someday consider to cure part of its deficit spending ills. Superintendent Henry Williams said Monday night. We have no sacred cows, Williams told a dozen listeners at a community feedback ses- sion on the districts planning and budgeting process. District officials previously announced they must cut $7.2 million from the districts budget, to be submitted next month to the federal judge overseeing the Pulaski County desegregation plan. The only sacred cow we do desegregation plan, Williams added, and the desegregation plan is our plan, \u0026gt; Mondays 30-minute feedback session followed six community forums held during the fall semester at various school district campuses. Another feedback session is set for 6 p.m regular board meeting. Williams said he didnt mean he intends to close any school. But at some point in the future wed have to look at what happens at our incentive schools to decide if all should continue in their current formats and locations, he said. Incentive schools were discussed extensively during the community forums, he said. During preregistration in February for the six incentive schools  Franklin, Garland Stephens, Rightsell, Mitchell and Rockefeller, all in central or east Little Rock and with high black enrollments  only five white students applied. That was the case despite 10,000 recruitment letters mailed to students in preschools, private schools, predominantly white Little Rock schools and the predominantly white Pulaski County Special School District, 'That matched the number of whites preregistering a year earlier despite little recruiting. Incentive schools receive extra funding and offer special programs designed to improve student achievement and attract whites to the hard-to-desegre- gate schools. If incentive school enrollment doesnt improve, Williams said, the district must look at the $8,000 it spends per student at some of the schools, You cant operate a business at a loss and be successful, Williams said. He added that any change in incentive schools must be approved infederal court to remain in compliance with the desegregation plan. At a Jan, 26 hearing, U,S, Dis- trict Judge Susan Webber Wright criticized the district for being slow to recruit students to incentive schools, to implement themes and to hire Spanish teachers. The district reopened'preregistration for the schools last week and will continue it through the summer, i\u0026gt;.  SUNDAY. APRIL 10. 1994   ^air ^^3 - T, a a\n'? L ipi Aw - * OOc Kj.M / .Xi Study  Continued from Page 1A are inner-city schools that receive double the usual funding to pay for programs meant to lure white students while improving black students achievement levels. The incentive-school money goes for after-school and Saturday programs, smaller class sizes, field trips, academic themes, and auxiliary staff including art, physical education, and music teachers, a social worker, theme specialists, nurses and counselors. But the black enrollment in five of the six schools still exceeds 86 percent. And despite the extra money, black student scores on the Stanford AchievementTestgenerally fail far below the national average and below those of white Little Rock students. In only two incentive schools last year did the scores go above average. the second grade at Rightsell Elementary and the fifth grade at Ish Elementary. On average, the gap between test scores for black and white pupils districtwide ranges from 3J points to 39 points. I 'Little Rock has spent as much as $34 million on incentive schools since the 1990-91 school Wfe were not informed in terms of what was going on with the (financial) settlement negotiations. So what happened was that we came up with a plan that was much more e.xpensive than what the settlement group settled on. CHEERS! ~ Jacque Kesler (center), a fourtli-grade teacher at Rightsell Elementary School in Little Rock, cheers along with her class Friday during a pep rally aimed ArkanMs De(nocat-G#iSflS^Stpnen B.' year, according to the Office of Desegregation Monitoring. This yi^ar, the district says it will at lifting the children's spirits for the Stariford Achfev^^.' merit Test they will begin taking Monday. Of the live school's 189 students, 184 are biack. y *-  Study points to Little Rock to show desegregations failure BY CYNTHIA HOWELL Oemocral-Gazeite Education Writer , Little Rocks incentive schools illustrate how federal courts nationwide have forced school districts to spend money they cant afford on desegregation programs that dont work, a Harvard University study says. The incentive schools program has largely failed to achieve its goals of attracting white students to the nearly allblack inner-city schools and reducing the gap between white and black students perfor- mances on standardized tests. It also has caused constant financial strain for the Little Rock district, the Harvard Project on School Desegregation concludes. To compound the problem, the court-enforced Little Rock desegregation plan leaves local officials little latitude to modify ineffective programs. In their report, \"Still Segregated, Still Unequal, the Harvard researchers said other districts with one-race schools are in similar straits. After looking at schools in Little Rock\nDetroit\nPrince Georges County, Md.\nand Austin, Texas, researchers found no evidence whatsoever\" that extra money and programs equalize education for black children or redress harm caused by years of segregation. About 16 percent of Little Rock's black elementary children attend incentive schools: Franklin, Mitchell, Garland, Rockefeller, Stephens and Rightsell elementaries. The six Seb STUDY, Page 10A spend alniosl $0,000 per black child ill the six schools, as coin- I pared to $2,700 per black child j.. in other schools. J, Meanwhile, the Little Rock district faces $7.2 million in cuts to balance its $134 nullion bud- get for next year. The district also faces loss of millions of dollars when state desegregation aid runs out in the next few years. The Harvard researchers de- scribed the Little Rock plan for incentive schools as unchecked and unlikely to succeed. They said the ambitious promises the Little Rock district made in its desegregation plan have not been kept and are bringing more trouble than expected from financial pressures and from U.S. District Judge Susan Webber Wright, who wants suits. re- . Wright has told the district that some changes can be made in the desegregation plan if district officials prove current pro- state money provided under the settlement fell short of program costs. The study quoted James Jennings, former Little Rock associate superintendent for desegregation who helped develop the educational plans. \"We were not informed in terms of what was going on with the (financial) settlement negotiations,\" Jennings said. So what happened was that we came up with a plan that was much more expensive than what the settlement group settled on. Former Superintendent Ruth Steele is quoted as saying the district simply cannot afford its plan. The Little Rock district gets $73 million in state aid for de- Horace Smith, an associate monitor in the federal Office of Desegregation, said the Little Rock plan fostered measure- ment according to whether programs were implemented, not by whether they achieved suits. re- B Stanford Achievement Test scores segregation over 10 years, plus access to a $20 million loan. The district doesnt have to repay the loan if black test scores improved by the year 2000. But the Harvard resfearchers said improving test scores did are not appear to be a priority in the district. They also noted that the Little Rock district already has spent about $55 million of the state aid and $12 million of the loan  with little progress. We really got caught up In just meeting deadlines, Smith said. Evaluation was more on 'Did you do it? as opposed to Was it successful?'  The study does not advocate an end to all extra money and special programs but says that simply adding money and programs at one-race schools will not desegregate schools or improve student performance. The study blames school districts and courts for failing to plan and implement effective programs tied to specific goals for educating black children Few of the programs get evaluated. Still fewer are changed by the districts or the courts, even if they dont work. The study recommended that the courts should identify the needs of black children, use experts to help formulate remedies and should not hesitate to discontinue ineffective programs, despite community resistance to reform. Progress of one grade level of black incentive school students in Little Rock: 70 60 50 40 30 20 10 0 I Whiles Blacks DISTRICTWIDE 1sl grade 2nd grade ...1992.........1993 64 31 72 33  1992-1 si grade 1993-2nd grade Franklin Garland -.i. I I \"Ish II J i JI - James Jennings grams arent working. But the report said Wright can approve only limited modifications. The Harvard study places much of the blame for this on U.S. Supreme Court decisions that date back to the Milliken vs. Bradley desegregation case in Detroit. In a 1974 ruling in that case, the high court limited desegregation plans that required students to cross district boundaries. leaving few options for urban districts faced with white flight. In a second ruling in the case, in 1977, it authorized lower federal courts to order states to help pay for desegregation plans. As a result, Detroit, which had few white students to integrate its schools, put -stale money and programs into the predominantly black schools to improve them. Since then, courts across the country increasingly have approved that approach, with increased state funding, the Harvard study said. When the predominantly black Little Rock district sued in 1982 for consolidation of the three Pulaski County districts as a way to end segregated schools, U.S. District Judge Henry Woods ordered the merger. But that decision was overturned by the Sth U.S. Circuit Court of Appeals at St. Louis. The districts and the state eventually reached a financial settlement and negotiated desegregation plans along the lines of the Milliken ruling. That settlement won appeals court approval. Tlie Harvard study noted that desegregation prograi for the Little Rock area were designed without regard to cost. As a result, the additional inis Mitchell Rightsell Rockefeller Slephens.. district students have taken the Stanford test for only fhfl r. yoars, students look another standardized test the Metropolitan Achievement test. onud.uueu lesi, *Ish closed in 1993-94. Black White ' Percent black Source: Office of C mceritlpfraehlrtl gHrellhieit^^ 88-89 1,766 207 90 89-90 1,643 162 90 Desegregalion Monitoring 90-91 1,455 189 87 91-92 1,962 253 88 92-93 93-94 1,690 1,261 220 87 155 87 3TEV6 SCALLION / Mt. Drnocnl-OazM9Arkansas Democrat azctte WEDNESDAY, APRIL 20, 1994 After 37 years, whats changed? e really didnt need that study by those Harvard folks to tell us that the court-ordered incentive w schools in Little Rocks desegregation plan arent working. Just a few short weeks earlier, it was spread across the pages of the Democrat-Gazette that only six white students had signed up for the incentive schools. For the uneducated, incentive schools are schools that are traditionally black. The goal is to attract enough white students to make the school racially balanced. The schools had caught my attention a couple of months ago, when a friend with a child in an area school, known by lay folks as neighborhood schools, told me that Martin Luther King Elementary, the brand-spanking-new provisional m^- net school, was going to take the entire student body on a district-paid spring break trip to Atlanta to study all things there connected to the schools namesake. A magnet school is an inter-district school that begs, borrows and steals to be racially balanced. It has a theme and gets extra money. There were only supposed to be the original six from some court order a few years ago\nno additions. But U.S. District Judge Susan Webber i Wright added King provisjonally last : summer. If you arent confused yet, you are under the illusion of control. Well, it turned out that Principal Sadie Mitchell had originally planned on the Atlanta pilgrimage but had instead opted for the sixth-graders to take a day trip to Memphis on April 29. Although the students will pay their admission to the Civil Rights Museum and buy their own lunches, the district will spend $1,000 on transportation. Upon learning of this $1,000 district Pam Strickland expenditure, my friend with the child in the neighborhood school almost lost all decorum. Were paying for jump ropes out of our own pockets, she screamed. Now, mind you her child is at Pulaski Heights Elementary where the PTA is probably better heeled than any in the city, but it seems that for many parents its not so much the money as it is the principle of the matter. Back to the incentive schools. They are given double funding in order to  well, I wasnt given a satisfactory explanation as to why they are given twice as much money as the other schools in the district. But the two people I would expect to know the most about them both told me, You know, they get double funding. Before I could absorb the concept of six schools in the district receiving twice as much money per student as the other schools, both experts had backed out of that shorthand explanation. The longer explanation each person had attempted to give me reminded me of a combination of statistics class and property law, both very unpleasant experiences that I really didnt want to repeat, so I cut short the conversations about the funding. The federal budget is more easily understood. Those two very informed people were Jeanette Wagner, the Little Rock School Districts communications manager, and Cynthia Howell, senior education reporter for this newspaper. Howell and I have been friends almost since I set foot in Arkansas a little over 10 years ago. She was already covering the school district and anticipated she would be doing so as long as the desegregation suit, filed in November 1982, was ongoing, I dont think she realized it would be a life-long job. In the last few weeks, as I tried to gather information about Little Rock school funding, I gained a new level of admiration for her and all the stuff she carries around in her head. (She walked into the newsroom as I was doing a rewrite. One question produced reams of information. They need a glossary, she said, obviously aware of my confusion.) I first met Wagner last fall when I interviewed to be her assistant. I was impressed, liked her a lot. A personable woman, obviously overworked. When I began trying to gather information on this funding mess, I looked forward to working with her, but Wagner tested my patience. She has a full-time assistant now. Nonetheless, it took four days to have a conversation of any substance. I do know that the Memphis trip is being paid for out of district start-up funds for King, but Ive never been told how much was in the start-up fund. Its been 37 years since the Central High crisis. It seems that nothings any better between the races than it was, and its all gotten so much more complicated. Maybe its time to do something drastic. How about everybody has neighborhood schools and every school is funded the same? Pam Strickland's column appears every Wednesday.Aikansas Williams says incentive curriculum too full Urges streamlining to emphasize basics at the 6 LR schools BY CYNTHIA HOWELL Democrat-Gazette Education Writer The curriculum in Little Rocks double-funded incentive schools needs to be streamlined to emphasize basic academic subjects, Superintendent Henry Williams said Friday in federal court. Testifying in the school desegregation lawsuit for the first time since becoming superintendent in October 1993, Williams said the curriculum at the six predominantly black schools is too full and that the focus should be on reading, math, social studies and science. We are looking at how we do business in the incentive schools, he said. We need to restructure the academic program to emphasize what is important. We do children a dis-- service by giving them too much. Williams is only the latest in a long line of people to express concerns about the incentive school program, which includes small class sizes, academic themes, extra staff and afterschool academic and recreational programs. U.S. District Judge Susan Webber Wright and the federal Office of Desegregation Monitoring have criticized the districts lack of progress in racially balancing the schools enrollment and in improving achievement levels. One of the primary concerns has been the districts failure to fully implement all the programs promised in its desegregation plan. In addition to the judges concerns, a team of researchers from Harvard University said in a recent study they found no evidence that spending extra money on special programs in one- race, minority schools led to improved student achievement. The study focused on four U.S, city school districts, including Little Rock. Reaffirming comments she made at a hearing in February, Wright again said Friday she is beginning to doubt the incentive school program is workable as written. By the spring of 1995, she said, she will likely seek modifications to the incentive school plan. She said she believes there must be ways to establish desegregated, equitable and constitutional schools in central and east Little Rock. She pointed to the success of the new Dr. Martin Luther King Jr. Elementary School as an example of how black and white families will attend an inner- city school. The school is attractive to both races, at least in part, because of its new building, Wright said. The districts desegregation plan obligates the district to operate the incentive schools for six years, but there is a dispute about when the six years started and when they will end. Wright said the district appears to be making a greater effort to implement the incentive school programs as described in the districts court-approved plan, but it may be too little, too late. But even on Friday, Wright questioned why the district is proposing to phase in technology themes at the incentive schools. She said the themes should have been in place as early, as 1991. The issue of the incentive school program was raised when John Walker, an attorney for the black Joshua intervenors in the school case, questioned how the district could earmark $377,000 for new technology and Spanish teachers at the schools next year without adding to thei districts expenses or cutting  other programs at the schools. : Williams said that in some cases the districts spending ini incentive schools is triple the\namount of money per child in regular schools. In a related matter, Williams , said Friday he had some con-'j cems about the physical condi-  j tions of the Stephens and Gar- land Incentive School buildings. While he did not propose immediately closing the buildings, he questioned their attractiveness to parents. He noted that the district has some long-standing plans to replace Stephens. He said Garland, a two-story building, has restrooms only on the first floor. The purpose of the hearing Friday was to review the districts preliminary 1994-95 budget, which has a $7.1 million deficit.08/10/94 11:30 501 324 2032 L R School Dist ODM 001/003 CZQK LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE : TO: IO FROM: SENDER'S PHONEp SUBJECT: 2^^' ____________ SPECIAL INSTRUCTIONS\nNumber of Pages (include Speed Dial cover page Fax Phone Number ^C\u0026gt;\\08/10/94 11:31 Q501 324 2032 L R School Dlst ODM @002/003 Little Rock School District NEWS RELEASE August 10,1994 For more information: Dina Teague, 324-2020 Five incentive schools in the Little Rock School District wiU benefit from a clean up effort by the Girl Scout Trash Busters, Saturday, August 13, from 8:00 a.m. until 12:00 noon. Over 275 people are expected to attend. The clean up will begin at 8:00 a.m on the grounds of Franklin Communications and Technology Elementary School, Garland Multi-Media Technology and Educational Research Elementary School, Mitchell Creative Dramatics Elementary School, Rightsell Career Awareness and Mass Media Elementary School, and Rockefeller Computer Science/Early Childhood Magnet Elementary School. At 10:30 a.m. all participants will meet at the Rockefeller School for activities including games, storytelling and action songs. (more)08/10/94 11:31 Q501 324 2032 L R School Dlst ODM [g] 003/003 Incentive School Clean Up August 10,1994 Page two of two The purpose of the clean up is to bring the community together to work for cleaner schools. \"We're so pleased that the Girl Scouts are putting their community spirit to work to help us get ready for the new school year,\" said Estelle Matthis, deputy superintendent. \"This kind of community involvement is a big part of keeping our World Class Schools' looking their best.\" The Chipato Valley and Pocahontas Service Units of the Ouachita Girl Scout Council are sponsors of the event. ###I Arkansas Democrat'^(J^azctte [ SATURDAY, JANUARY 28. 1995 Incentive schools slate open houses Preregistration BY CYNTHIA HOWELL  Democrat-Gazette Education Writer : The Little Rock School District will host open houses Thursday .in all incentive and interdistrict elementary' schools in preparation for the 1995-96 preregistra- tion period, which begins Feb. 6.  The open houses are 5:30 until 7 p.m. They were originally set for last Monday but were canceled because of a snowstorm. Parents and guardians of current and prospective Little Rock students are encouraged to visit with teachers and administrators about educational opportunities at each school. Incentive and interdistrict schools are open to students in all three Pulaski Coun- for LRSD students starts Feb. 6 ty school districts. The incentive schools names include a description of the schools theme\nFranklin Communications and Technology Elementary School. Garland Multi-Media Technology and Educational Research Ele- academic mentary School, Mitchell Cre- Dramatics Elementary alive School. Rightsell Career Awareness and Mass-Media Elementary School and Rockefeller Computer Science Elementary School. Little Rocks schools include Dr. interdistrict Martin Luther King Jr. Magnet Elementary School, where the academic theme is high-intensity learning\nRomine Interdistrict Elementary School. where the theme is computer science and basic skills\nand Washington Magnet Elementary School, where the theme includes basic skills, math and science. The district also is hosting open houses\n From 5:30 p.m. until 7 p.m. Monday at each of the 23 area elementary schools.  From 5:30 p.m. until 7 p.m. Tuesday in the district's area junior and senior high schools. Faculty will be at the schools to greet parents. At Southwest Junior High, the student choir and band will perform, and tours of the school will be offered to visitors.ArkaxLsas Democrat 'gg(gazcttc TUESDAY, APRIL 11. 1995 Independent panel suggested as way to help incentive schools BY CYNTHIA HOWELL Democrat-Gazette Education Writer Improving Little Rocks five double-funded incentive schools might involve shifting oversight from school district officials to an independent committee, the federal judge in the Pulaski County desegregation case said Monday. U.S. District Judge Susan Webber Wright took no action on the suggestion, made Monday by attorney John Walker in a hearing on the districts proposed 1995-96 budget. But she referred to the idea a couple of times, saying it intrigued her. She urged all the parties in the case to weigh the idea of an arrangement similar to the Magnet Review Committees oversight of Little Rocks magnet schools. The incentive schools are a very important part of the desegregation plan, Wright said. This court has stated time and again that these schools have not been well-managed. Thats either because the district is unable or unwilling to do it. She said she would have difficulty releasing the Little Rock district from court supervision of the desegregation plan when you really havent given it your best shot  when it wasnt implemented the way you said it would be implemented. Im not saying its in bad faith\nit just hasnt been done well. The district oversees the five incentive elementary schools, which get extra money for programs to increase black student achievement and attract white pupils to the hard-to-desegre- gate schools. ^The incentive schools are a very important part of the desegregation plan. This court has stated time and again that these schools have not been well-managed. Thats either because the district is unable or unwilling to do it  U.S. District Judge Susan Webber Wright Only one of the schools has achieved a significant degree of racial balance, and the achievement rates are mixed. The Magnet Review Committee oversees the general operation of the six original magnet schools in Little Rock. The district manages those schools day-to-day operations but must submit changes in budget, staff and programs to the committee for approval. The committee, which meets about twice a month, consists of representatives of all three Pulaski County districts, the Joshua intervenors in the desegregation case and the state Department of Education. The discussion on the incentive schools came up in a review of proposed budget cuts for the Little Rock district. The district initially proposed eliminating 45 positions and $608,000 in staff at the incentive schools. After administrators met with staffing committees at each school, the proposed cuts were revised to eliminate 11 positions and $211,000. Walker, attorney for the black families who intervened in the lawsuit, questioned three incentive school principals about their staffs and the programs at their schools. He told Wright the incentive schools have inexperienced staffs and said the district has committed the schools to failure. Karen Buchanan, principal at Garland Incentive, testified that 10 out of 14 classroom teachers had less than three years of experience. Buchanan also said Gar- , lands academic theme hasnt I been fully implemented and that she believed a martial arts course at the school was a waste of district money. She said there was evidence a school custodian and teachers had paddled students at the school before she arrived there in January. Corporal punishment is a violation of district policy.SATURDAY, AUGUST 12.1995 ---- In,. Judge withholds blessing on LRSD cuts BY CYNTHIA HOWELL Democrat-Gazette Education Writer Whatyou are asking the trations, Wright said. What you trict agreed to the Spanish pro- ! gram when the plan was written 1 A federal judge said Friday court tO do is approve a she wont approve Little Rock , , , . School District plans to cut staff budget that in essence are asking the court to do is approve a budget that in essence will violate the plan require- if the program wasnt feasible. John Walker, an attorney for ments. You have not modified the the black children who interand the elementary Spanish pro- violate the plan gram at the five incentive plan. vened in the desegregation law-- schools, but she probably wont stop the cuts, either. requirements. You have not modified the plan. That is what you are asking suit, questioned why the lanthe court to do, and I will not do guage program failed at the in- U.S. District Judge Susan Web- , ber Wright said the proposed  lJ.!s. LHStriCt Juage that. You cannot just budget centive schools but is successfully willy-nilly while ignoring the plan. ! 4 attracting families to Gibbs International Studies Magnet Elemen- ' tary. He blamed it on changing But Wright later compliment- . _ _ ed the district for efforts to follow principals and shifting staffs at cuts were further evidence that Susan Webber Wright district is managing its incentive ____________________----------- ------------------------------------- .... , , - _\n_ ___ __the modification process more the incentive schools and the dis-  extra funding to make the schools old school desegregation lawsuit, pro- tricts lack of effort to make it ____ She made the comments at a posals to alter the desegregation successful. daylong hearing on the districts plan. The district started circu- Parker said the Gibbs program . -. . .    would not comply with the requirements for the incentive schools. At that school, children choose between Spanish, French and German. While parts of the desegrega- school program poorly, despite attractive to black and white students. Of the five elementaries, she the modification process more closely on a different set of proplan. circu1995- 96 budget. She oversees the lating those proposals among the ____ __________________ budget as part of an effort to parties in the case in March. ETementary'seemed successfully monitor the districts compliance They have not yet been sent to desegregated. with its desegregation plan. the judge. If we scrap the Spanish pro- Eliminating Spanish and some Gene Parker, the districts su- gram, how will we desegregate staff would mean that the district pervisor for foreign language, . _ _ the incentive schools the judge had made significant changes in told the judge he tried to comply tion plan are working well, asked What will we do to make the desegregation plan without with requirements that Spanish Wright said, the incentive school the schools attractive You said going through the approved be taught at the five schools. plan was ill-conceived and not But a lack of qualified elemen- working, at least partly because said, only Rockefeller Incentive in your plan that the Spanish was process for modifying the plan, necessary to desegregate the Wright said. The staff cuts, totalschools. ing $211,000. will affect six in- But Wright also pointed out structional aides and five other forts, he said. And the district that four of the five schools had counselors and music, art and had difficulty adding Spanish to be seeking ideas for modifying disproportionately high black en- physical education teachers. the schools already-crowded cur- the incentive schools during a se- , rollments even with the Spanish The modification process calls riculum. ries of hearings that will begin \"  ...................................................... Parker said the program envi- Aug. 30. tary Spanish teachers, despite the district isnt able or willing to national searches, stymied his ef- implement it correctly. riculum. program and staff. She said the for all parties in the desegrega- reductions would She told the parties she will 6n the subject of incentive probably tion case to discuss all proposed sioned in the 1989 desegregation  \" ......................... plan was outdated and inappro- school staffing, district officials would have no effect on racial changes before taking them to balance. Wright presides in the 12-year- the judge. You can understand my frus- priate for young children. told the judge the same programs The judge asked why the dis- could be provided with less staff.ZB  TUESDAY, JUNE 4,1996 Pulaski Arkansas Democrar \"ST (5az^ 1 Parents want overseer to act on incentive schools behalf BY CYNTHIA HOWELL Democrat-Gazette Education Writer Supervision of the Little Rock School Districts five incentive elementary schools should be turned over to an independent director, an attorney for black -.parents said in documents filed ,dn federal court, John Walker cited 18 areas where he believes the district has .failed to comply with desegrega- j.tion plan provisions regarding the inner-city incentive schools.  The schools get extra money .ifor special programs to attract white pupils and improve the achievement levels of black stu- T\u0026lt; dents. Most of the schools remain racially segregated, which Walk- ,-,er blames on grossly inadequate , implementation of the plan, e In a motion filed late Friday, Walker asked U.S. District Judge Susan Webber Wright to create the position of incentive schools director to ensure the schools are operated as envisioned in the districts plan. 1989 desegregation Walkers complaints about the schools and the request for a director follow an announcement last month by Little Rock Superintendent Henry Williams that the district complies with 96 percent of its more than 1,700 specific desegregation obligations. After the announcement, the district filed briefs asking Wright to release the district from court supervision and return full control of the district to the school board. Walkers request for a director taries. Only Rockefeller has suc- also comes at a time when Wright cessfully attracted a large per- has asked the parties in the lawsuit to propose changes in the desegregation plan, particularly in the incentive schools. Wright has said in the past that she believes the incentive schools arent working. But, she said, she was uncertain whether the problems come from poor implementation or a flawed concept. The incentive school portion of the court-approved settlement plan cannot be deemed a failure, Walker said in his motion. Its implementation in a meaningful manner has never been attempted. ITie incentive schools are Garland, Franklin, Mitchell, Rightsell and Rockefeller elemen- centage of white students and has had the same principal for more than five years. Most of the incentive schools lack experienced and stable faculties, Walker said. They also are deficient in building upkeep, summer and weekend programs, field trips, science education, foreign language programs, school themes, student record-keeping, and parental involvement. The Office of Desegregation Monitoring is scheduled to complete its fifth annual report on the incentive schools by the end of this month. In last years report, the monitors said their visits to the incentive schools were discouraging because of the number problems and deficiencies they saw that were avoidable and correctable. Walker argued in the court documents that Wright is obligated by the 8th U.S. Circuit Court of Appeals to make sure the incentive schools are properly operated. In 1990. the appeals court directed the school district to scrupulously adhere to its plan regarding incentive schools. The court further directed Wright to take appropriate action if the parties in the lawsuit dont live up to their commitments. The proposed director of incentive schools should be a well- qualified educator who would work independently of district officials, Walker said. District employees should be ordered to work with the director and provide the director with an office. The director should be select- \u0026lt; ed by the federal Office of Deseg- regation Monitoring in consultation with Walker and his clients. Walker said. The district should pay the directors salary at a rate approved by the judge. The judge would have the authority to eliminate the position once it is no longer needed, he said. The idea of an independent overseer for the incentive schools is not new. Walker suggested an oversight committee during- a court hearing in April 1995. Wright said at the time that the idea intrigued her and she asked the parties to consider it Williams vehemently opposed the idea, saying it would dilute the authority of the Little Rock school board and superintendent.^^i'cscgregalion effort heads nofwOBt-Oazotto Educniloti WtHor I yuRansasDeniotrdl __________________10, 1996 into crucial exams h?'n.r'\" '\u0026lt;P''''cblg the Issues 111 dilferenl-------- sxtSs'''* -w SSBSsB 1 '\u0026gt;'ip''5 Sa' srws.SSsj ''* .st. I'ouls. serves to lie mio Aner 13 . vasutim \\^^l era! school (Jescgregatii U.. p 'vavgivgtiuon coi.ii.lies tons. vened\" h? 'h' 1^ fi'ed o Properly --------'-feuv uuvifinmR. nr w^b F'\"\"\"'I matter ot weeks or months. I Some participants in the plex case liave been worxing rcvcnshly lately to move the casf \"'cntual end  relea.se rJ.lei'ni''ecades ledeial court supervision But opposing parties In the coni- Schools incentive schools get extra money for programs designed to  ZsCatSis SBss j''.bari inoiith. Little Rock School plris'\" Uhei'r' 'Sm''c'?-lKr ooverVe^ 2^^E^Sba{'fi!ettl ''wSK l../i.L'.r','5  filai s\"n!^df:!,5^?:p See SCHOOLS, Page tOA W who has pr^shi^ I ?1 u/C? lIlB i f a inonitoriiig the districts of  Continued from Page 1A -J country and deserves to be released from court nvnt-eirl\u0026lt;* oversight. Schoo district olllclal.s filed the iiiotlon despite encoiirage- *^1'\".' Wi tfjlit to start with an iiilcriiiediate o.iti U.I.V4 wiiiuii sue wilt set a hearing dale on the issue A court order could follow that Meanwhile. John Walker, attor- ror the Joshun Intervenors ! 'sl week asking .5'^?''!? \" position for an WIW Joshua inte\n^ , d?cS?'u?..'='Sies in other _what she believe.s ''as pointed out those are probleiiKs in I llll loouieil.., t Hurt nl s existing plan, in- '  incentive schools and vtiuli?!' ^'a'ines for indi } . director is needed because all districts in an effort to cover \"\"\" oo.sts, but the state rin'l7r\"H \"' \"\"\"ty dis- tri^ s full cost, Jones said. nients alone. The formula penalizes his dis- judge must act iflhe parties dont s=F: Wright said Tlmrfday durPnTa about win i' Xi's\"\" to a lesser degree^h'a*^ SSll SS^ glBle something about the Little Rock '. An^ n County districts. ----------------------------------------- Sclinni . .  Ann Brown, the federal desee regahon monitor, called the the ' ponding motion the most signifi- cant of those pending before the spt Jodge this year because it has tlie vu uie motion tor an incentive kX= htate of Ar- school overseer. But, Wright told \"'o lawsuit school district olficiais t^ce big challenge in fighting the i- centive schools proposal. That part of the plan is ex- ^aTh\" l'hp\"dT'!':l '^\"gbt said. And, the distnct has not done a good job of implementing it for hard, maybe you just didnt do it ^,Z.=^!i:'''T/'ai!ure'toy^ School District's Mure to in^ ment the plan,\" she said. \"We now have a motion before the court... And I must rule on it \" 00^? bas been on the motion for - ~ as a a in- Sam Jones, an attorney for the Pula.slti County Special lltf\u0026gt;V*.aabA II r.y'r*' -outily Special School Oistrict, said last week that he  .... ou.u weeK mat he ex- motion will kxv . ,''*Hv iiiuiio be scheduled for later this s...s.Mutcu iur laier ihi.$ vear perhaps in October or November. i ruled in favor of the districts on tlie issue as did the 8tli Circuit Court of Appeals. But attorneys for the districts are a.sking the 8th Circuit to reconsider the workers compensation issue because they believe I he court misinterjireted the tiement. They believe the tricts are actually entitled more funding than what the court awarded them. ve set- dis- to ''0 said. which is contrary to the 1989 er districts. The settlemZr aTso rnn^'*^'^ ' continue to IV Jones is asking Wright to enforce the terms of the ? 'P\"' against the state The Lit Ie Rock and North Little Rock districts have joined with the county district in the motion iri lb 'be second time the districts have sued the state to force the settlement. Two years ago tlie districts accused tlie state of shorting them in funding work en- ers compensation costs. Wright Irii^ r  formula for dis- iVl^sc!.\" Arkansas - --------------- agieeu 10 00 11 \" n ,  . \"I districts does hot com-  As she has done repeatX'for ^001^,'V dle- : 'be judge cabled laski^ Cnb^'^'cen the Pu- .Thursday for the Little Rock dis sfaiJ 5''\"'^' .districts and the .'{f'ct.to negotiate with other pa?- led*taR?p!?' settlement\nto change par of a nartvTn * as Jhe plan that don't work 000^30? ForX\"e lawsuit. In return Phanges are approved bv he?, the mv Fi m m ^^te agreed to d strict would be required to im afd in i 'un m desegregation plement them and comply with in 1995^!*^^^*?'''''- ?eMse ?  b'\" '^'1 new cS. o.'?:^?bers adopted a ' I. icom court supervision. D.. I 00 1 But your distnct agreed to do it\" Uhe donVworrOnce Phonrrno __ . . '-V required to im- ii,~ c.......... 'J comply with *'\"6 to win iir  I J t----- *viaiuii. Wright has pushed for modifi- bringing in three na tional experts to testify about de- laski County districts Iori* 4, rti\u0026amp;eiueme led to the dismissal of the state aid to the three districts^ requires all districts to tMcher retirement benefits to pay reiirement benefits and '\".sui'ance. The state i.s increasing its fumfingin( Arkansas Democrat gazette \\ TUESDAY, JULY 30, 1996  Federal monitors raise 'Schools  Continued from Page IB questions in their report bn LR incentive schools BY CYNTHIA HOWELL ** Oemocrert-Gazstto Education Writer When Dr. Don Roberts takes over next month as interim superintendent of the Little Rock School DistricL one key issue awaiting his attention will be the fate of the districts five incentive elementary schools. In a new report the federal Office of Desegregation Monitoring is the latest group this year to raise questions about the controversial schools, which get extra money for special programs. U.S. District Judge Susan Webber Wright has said she doesnt believe the incentive schools are working to promote desegregation. Last month, civil rights attorney John Walker said the schools were never properly implemented. He asked Wright to remove control of the schools from the district and place them under the direction of an independent overseer. i -  Also, at least two citizens groups have said in recent weeks that changes in the incentive schools are in order. .u In their report to WrighL the federal desegregation monitors urged school district officials to determine whether their incentive school efforts are producing reasonable results. We repeatedly hear that the incentive schools are not working, and indeed they have fallen far short of the expectations set for them, the monitors said in the 93-page report. I Part of the problem is that district officials dont evaluate their programs to determine whether they are really helping the district meet its desegregation goals, the monitors added. Instead, they confuse busy-ness with getting results. The LRSD must come to terms with whether the efforts ex- ' pended in the incentive schools have created results that are a reasonable return on the invest- i ment, or have merely created activities with a costly price tag, the monitors said. The monitors report is the fifth annual report on the five schools, which get extra money for programs designed to improve black childrens achievement levels and attract white pupils to the hard-to-desegregate buildings in east and central Little Rock. The five schools are Garland, Franklin, Rockefeller, Rightsell and Mitchell elementaries. At four of the five, black enrollment exceeds 90 percent Rockefellers enrollment is about 64 percent black and 36 percent white, counting a preschool program open to children from 6 weeks through 4 years old. The monitors listed 64 recom- See SCHOOLS, Page 8B mendations for improvements in ---------------- the incentive schools. The bulk of were criticized as well. The dis- the recommendations are repeat- trict employed only about half of the almost two dozen recruitment ed from earlier reports, but others are new. They cover such issues as parent involvement building repair needs, under-enrollment and the number of student disciplinary no money was specifically earsanctions levied last year. marked in 199^96 for incentive The monitors complimented school recruiting, although a the instructional program in the modest $34,000 was budg^ed five schools, calling it above av- for overall district publicity. The erage \" They also said they were lack of money prevented the dis- gratified to see the coordination trict from updating incentive and vigor with which the five school brochures and videos or schools have implemented their paying for advertising on bill- academic themes. Poor imple- boards and bus benches, mentation of the themes was a The performance of the dis- criticism of the schools in earlier tricts Biracial Advisory Commit- years tee continued to be abysmal, the But in other areas, the moni- monitors said. Membership dis- erage.\" They also said they were mentation of the themes was a But in other areas, the moni- tors found poor or spotty compliance with the incentive school re- , - quirements in the desegregation tendance was poor and the com- plan mittee did not fulfill its obligation For example, none of the in- to regularly monitor the incentive centive schools offers Spanish in- schools, the report said. For example, none of the instruction during the regular school day, even though the desegregation plan requires it. District efforts to recruit white families to the incentive schools i strategies listed in the desegregation plan. The monitors also found that proportionately represented certain parts of the city, meeting at-Arkansas Democrat W'Ofjazelle 1HURSDAY, AUGUST 15,1996 LRSD argues courts role in plan ended Ignore intervenors, attorneys urge judge BY CYN IHIA HOWELL Dcinoctal-Gazello Hdiicalion Writer The Litlle Hock Sclioel Dislriets (lescgii'hiilioii plan has expired, leaving the I'ederal cinn ts unable to  appoint an incentive school diiee- lor or order the liistrict to perforin desegregation obligations, attorneys for the district say. In the latest in a lluriy of Pulaski County school desegregation legal briefs this sununer, attorneys for the Little Kock district asked U.S. District .ludge Susan Webber. Wright to deny requests by civil ' rights attorney .lohn Walker, who is. challenging the district's conipli-' auee with its desegregation plan. Walker represents black families in the ISyear-old lawsuit lie accused the district earlier this year of violating large sections of its desegregation plan and the inter-' district plan that involve.s all three Pulaski County districts. Walker said the judge should deal more harshly with the Little Rock district, lie asked her to ere- . ale the position of independent director of Little Rock'.s live incentive  elementary schools. He also asked . the judge to order the district to im-  ' pleinent more than 25(1 recommendations issued liy the federal OHice  of Desegregation Monitoring in the last four years. .\nChris Heller and Clay Fendley,  attorneys for the Little Rock dis- , trict, have argued that the districts ' desegregation plan was supposed to last six years. That jieriod expired at the end of tlie 191)5-96 school year, they said. .Since the term of the plains has expired, the court no longer h.y jii-' risdiction based on tlie plans,\" the attorneys wrote. \"Accordingly , this con It. has no jurisdiction to order the relief sought by\" the black parents  known as the .loshua inteivenoi-s.' Wriglit lias not yet ruled on Little Rock's motion to end the desegregation case based on the six-year argument or on the district's contention that it has complied with virtually all paiTs of the plans. Heller and Fendley saitl that even if Walker's motion was timely, it should still be denied because  Walker failed to prove that the district has not complied with its plans. Walker cited rindings by the 01- llce of Desegregation Monihiring, , which is specifically charged with monitoriiig district compliance . witli its plan. Heller and Fendley said that the monitors' fniding-s and reconunen-' dations are advisoiy and not bind- . ing. Many of the recomniendalions are unrelated to the district's oblig-. atioirs under tlie plans and do not necessarily reflect noncompliance, , they said. Walker filed his motions seeking the incentive school director and eiiforceinent of the monitor's rec-, oninicndation.s before he declared a two year moratorium last nioiith on filing new complaints against the district.' Arkansas Democrat'^ (gazette   THURSDAY. JULY 10, 1997 / Think tank paper: Strong hand from court due in LR schools I C BY CYNTHIA HOWELL ARKANS.\\S DEMOCRATCAZETTE thing, Riggs said. The board is doing something. Were following A federal judge should appoint the recommendation of the super- a chief operating officer to the Lit- , intendenL We are going through tie Rock School District to over- \" '  haul its unworkable desegregation plan, the authors of a new Arkansas Policy Foundation publication say. Bob Morgan, a former associate monitor in the federal Office of Desegregation Monitoring, is the the process to change the plan, long and arduous as the process may be. i Riggs predicted that by late summer the Little Rock district will approach the other school districts in the county and parent in- than 60 percent black. The plan further called for the incentive elementary schools to get e.xtra money for programs that would raise the achievement levels of black pupils and attract whites. The double funding has proven ineffective in improvini 12 5 achievement in the incentive schools and promoting desegregation, Morgan wrote. i Additionally, the incentive schools have created inequities - - tervenors with proposals for revis- author of the analysis entitled, A ing the dese^egation plan. Earlier Catch-^ and More: Little Rocks this year, eight work teams were among black students, he* said Incentive Schools. The paper is appointed by Superintendent Don Only 15 percent of the district's accompanied by an afterword Roberts to determine how the op- black elementary school children written by Michael Watson, presi- eration of the district and its edu- dent of the Arkansas Policy Foun- cational dation, a conservative think-tank. were enrolled in the five existing program might be incentive schools in 1995-96. The foundation publication got tions are expected to form the ba- mixed reviews from the president ' \" strengthened. The recommenda- Eighty-five percent of the black of the School Board and from the segregation plan, federal desegregation monitor ' -------- VW .u.m wiv iwc- students, 6,6^, were in other ele- sis for proposed changes in the de- mentary schools, some of the which did not have the same re- c 1. \u0026lt; ) f ) 1 I E i i c 1 t i who is Morgans former boss. A court-appointed chief operating officer could force changes in the districts operation and re- the districts desegregation plan. ' place the desegregation plan with  ' : an education plan that focuses on Watson said in the afterword sources as the incentive schools that he, like Morgan, believes the even though the pupils might be district is in crisis and that a judge just as disadvantaged or more so. can intervene ifthere is a defect in ' ' ' Morgan also argued that taxpayer money is wasted on under-en- However, Watson said he and rolled, excessively st^ed incen- j . - some Arkansas Policy Foundation tive schools. student achievement Morgan said, legal experts doubt that U.S. Dis- The parties m the 14-year-old Pu- trict Judge Susan Webber Wright, Ann Brown, federal desegrega- , , . ,---------/., b- ..iiftiiu, tion monitor, said she was disap- lasta County desegregation lawsiut, who is presiding in the lawsuit, pointed with inaccuracies and dis-  including the Little Rock district will act unless there is a demon- tortions in the publication, espe- and the black parents who are in- stration of political and civic will daily in regard to her offices role tervenors in the case, have taken no by the people, action. Being involved in court for \" so many years has created a paranoid mentality that stifles innovation in the district, Morgan said. . . in reserving seats for white chii- Watson said Little Rock is more dren at the incentive schools and John Riggs IV, Little Rock ately needed initiative.' School Board president, said he than ready, but the School Board in the way Morgan used informa- cannot seem to muster the wis- tion on the numbers of poor chil- dom or courage to lead a desper- JI dren served in each school. Brown said the criticisms of the Morgan particularly criticized incentive schools consistently agreed that parts of the desegrega- incentive schools, calling them the omitted references to Rockefeller tion plan may be unworkable, or at crux ofthe desegregation plan and Incentive Elementary School Jeast outdated, and that some pro- particularly unworkable and which has been able to attract a grams may not make the best use wasteful. desegregated enrollment. of resources. He even agreed that Incentive schools were de- She said she also disagreed ,the School Board avoided some signed to accommodate a large with Morgans contention that a controversial decisions and court number of black students to make desegregation plan is separate fights in the past. it possible for other elementary from an education plan  \u0026gt; 1 But they re not exactly right in schools in the . city to achieve a Saying the board isnt doing any- You cant bisect the two, she racial composition of no more said. sqnouii- I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_514","title":"Incentive Schools: Recommendations","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1997"],"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 improvement programs"],"dcterms_title":["Incentive Schools: Recommendations"],"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/514"],"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\nODM INCENTIVE SCHOOL RECOMMENDATIONS Student Assignment 1. Assign students with sensitivity to the relationship between placement stability and academic progress as well as the need to measure the impact of incentive school programs on student achievement. Student Recruitment 1. Use the recruitment section of the desegregation plan as a basis for a strategic plan that reflects a well thought-out, interrelated process rather than single activities or events that are loosely interconnected. 2. Establish a firm timetable as part of the strategic recruitment plan and stick to it, continually expediting to stay on time and on track. 3. Increase the number and variety of specifically targeted recruitment activities. 4. Establish a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups. 5. Use the help of the Biracial Committee to monitor implementation of the recruitment plan as outlined in the districts desegregation plan. Expand the Committees monitoring instrument to include recruitment assessment. Staffing 1. Reinstate the Incentive Schools Staffing Committee and resume the original hiring process as a means of maintaining quality control. 2. Work toward racially balancing both the certified and non-certified incentive school staff. Modeling the desegregation we strive to achieve is a powerful reminder and reinforcement of the pledge of the settlement plan. Staff Development 1. Develop a long-term strategy for meeting the plans minimum staff development requirements. Additional training programs should be based on helping staff meet the academic and social needs of the incentive school student population as determined by up- to-date needs assessments that reflect input from the entire school community. Page 12. Record School Profile staff development data in a format that specifically reflects the amount and scope of each staff members training. Since individual teachers staff development hours must be recorded to comply with state standards, school profile staff development reporting could be expanded to include the exact training subjects and hours for each staff member. 3. Evaluate the degree to which staff utilize their inservice training in the classroom. 4. Evaluate the quality, relevance, and overall adequacy of the staff training programs that are presently available to LRSD staff. A Class Size and Instructional Aides 1. Provide an instructional aide for each classroom in compliance with the May 1992 court order requiring at least one full time instructional aide per classroom in schools where any classroom contains more than 20 students. 2. Limit enrollment in the four-year old program to 18 students per class. As a member of the North Central Association (NCA), the LRSD is required to adhere to NCA class size standards, including Standard 24.04C which states that pre-kindergarten classes for children two to four years of age are not to exceed 18. 3. Limit enrollment in grades K-6 to class sizes that are consistent with state standards. Student Grouping 1. Promote staff awareness of the importance of heterogeneous grouping and insist that all teachers receive training that enables them to practice effective grouping. The district should ensure that all incentive school staff members have participated in the full Teacher Expectations and Student Achievement (TESA) training as required by their plans provisions. 2. Consider adopting Gender/Ethnic Expectations and Student Achievement (GESA) training as part of the districts staff development curriculum. 3. Strive for racial and gender balance within each classroom and avoid the racial isolation of any child. Although late student registration and class size restraints can make it difficult to prevent imbalances and isolation, every effort should be made to create student groups where no child might feel that she or he is a \"token\" racial representative or vastly outnumbered by children of the opposite sex. Page 2Multicultural Education 1. Develop and submit to the Board of Directors for adoption a definition and policy regarding multicultural education that provides a rationale and clearly defined goals. 2. Initiate a procedure to field-test new curriculum as it is being developed, providing an opportunity to evaluate the program strengths and weaknesses prior to districtwide usage. This approach would also foster the support of classroom teachers while utilizing their expertise. 3. Reach out to community groups and establish an ongoing dialogue dealing with issues of multicultural curriculum infusion. 4. Involve community representatives in the curriculum revision and infusion process, incorporating diverse perspectives. Such involvement can also provide the community with greater insight into the complex challenges facing the district. 5. Closely coordinate the process of curriculum development and staff development. Staff training should entail not only introductory workshops, but also ongoing maintenance and individual assistance. Staff development should focus on both instructional content and delivery with special attention to the student populations being served. Instructional Practices 1. Emphasize staff development training that will enable teachers to facilitate students active learning at all grade levels. 2. Stress the need for principals to emphasize to their faculties the importance of variety in teaching techniques and grouping. Encourage principals to give teachers regular feedback on how effectively they are diversifying their approaches to instruction. 3. Make full use of the wide range of resources and specialists available at the LRSD Instructional Resource Center. Materials and Equipment 1. Streamline purchasing procedures for incentive schools in order to meet supply needs in a timely manner. 2. Undertake a comparative study of library resources among the incentive schools as well as other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Page 33. Modify building space to increase library capacities at Mitchell and Garland. To help add space in the short-term, purge the shelves of outdated and well-worn materials. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use. 4. Provide the means for students to study science in the fullest sense. Children who should be able to plan and execute long-term, longitudinal experiments cannot experience science to such a depth when equipment must be stored under counters in media centers. Early Childhood Education 1. Emphasize the developmental levels of preschool children and developmentally appropriate activities in staff development, the instructional program, and classroom management. Make clear to all administrators, teachers, and parents the developmental philosophy and approach reflected in the settlement plan, the LRSD Four-Year-Old Long- Term Plan, and the curriculum handbook. 2. Provide regular inservice for staff members, including administrators and aides, led by early childhood education professionals. Stress the importance of a developmental approach at all staff training and incorporate such information into parent meetings. Both the Early Childhood Education Curriculum Handbook and the Four-Year-Old Program Long-Term Plan recognize the importance of an appropriate curriculum and ongoing staff training. 3. Stress training for principals in the qualities that distinguish a developmentally sensitive program. As the instructional leaders, principals must understand the characteristics of a developmental program so they can sensitively monitor early childhood education in their buildings. 4. Support the continued work of the LRSD Early Childhood Task Force as a valuable avenue for parent, teacher, and community input. Special Education 1. Monitor special education referrals to ensure that placements are consistent, objective, and made without racial or gender bias. 2. Tailor gifted and talented education to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. Page 4Supplemental Programs 1. Develop a comprehensive long-range strategic plan for implementation of the incentive school program. 2. Make field trips an integral part of student life in every incentive school. Having made the commitment to field trips, the LRSD should assure that the principals and staff of each incentive school are fully aware of the budgeted amount allotted their school for trips. Then staff members must include field trip experiences as an integral part of their curriculum. Field trips must also furnish the incentive school children with racially desegregated experiences as stipulated in the Interdistrict Desegregation Plan. 3. Establish fresh, imaginative themes at each incentive school, teaching the school community how to identify and develop an intriguing theme idea that builds on their unique strengths and interests. Discipline 1. Involve all those affected by a discipline policy (staff, students, and parents) in its development. Such involvement promotes ownership of the rules and is consistent with the incentive school portion of the desegregation plan that provides for student participation in the process of developing school-based management rules. 2. Be specific about what constitutes appropriate and inappropriate behavior as well as the consequences of both types of behavior. Arbitrary enforcement of the rules and \"situational rule-making\" are two of the biggest causes of student discipline problems. 3. Make sure policies and procedures are well publicized so that all who are involved in a school for even a brief time (such as parents, guest speakers, and monitors) understand the schools rules. Both children and adults are more comfortable and productive in any setting when they know the prevailing expectations and norms. A clear understanding of policies and procedures also facilitates accurate assessment by all monitoring groups. 4. Insist upon fair and consistent enforcement of discipline policies. Discipline is not punishment\nit is the process of teaching human beings to internalize the behavior codes that enable them to operate comfortably and successfully in society. 5. Provide teachers comprehensive training in techniques for dealing with disruptive students. Such inservice would be especially beneficial to less experienced teachers since they more frequently refer students for disciplinary actions. 6. Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. Page 5Extended Activities 1. Conduct a study to determine what types of activities would be most appealing to students and their parents for incorporation into future extended activities. The extended programs should be based upon information gleaned from the SEPs and other input from school staff, parents, and the students themselves. From this composite information, the extended programs can be planned as a logical reinforcement and expansion of the individual plan created to meet each students learning needs. 2. Adopt a uniform method of recording attendance to accurately reflect student participation in the extended week program. Records should indicate the number of participating children from each school by grade level, race, and gender for each Saturday. A school should maintain records not only for the host Saturday, but should also be able to account for its students participation when the partner school is host. Cumulative documentation should record the number of participants on any given Saturday, the total number of incentive school students who have participated at least once, and the number of times any one student has participated. 3. Include strategies for incorporating parental involvement into the extended week activities. 4. Develop an extended year program that is an extension of the educational process, not merely a remediation supplement. In such a program, students who are in danger of being retained or are behind their peers can continue their education and \"catch up\" at the same time. The program should also provide children an extension of the academic enhancement experiences that are integral to the incentive school philosophy and instructional approach. 5. Offer extended programs that are site-specific rather than merely generic in nature. Each student population has its own identity and needs. Programs that serve the incentive school children should be designed to reflect the unique characteristics and requirements of each school community. Homework Hotline 1. Evaluate the relationship of homework hotline use to the Homework Centers and to awareness of the hotline. Parents may need to be made more fully aware of the phone service at the beginning of school with periodic reminders thereafter. A thorough evaluation of the service may indicate that adjustments in the number of teachers who regularly staff the phones or changes in the nature of the service itself are appropriate. Guidance and Counseling 1. Develop written guidance plans with measurable goals and objectives for each school that relate to the four main counseling areas: personal growth, social development, career awareness, and educational development. Clear guidance plans help the district achieve its desegregation plan provisions related to college and post graduation awareness, study skills, and individual and group counseling. Page 62. Encourage a closer working relationship between counselors and the states Departments of Human Services and Health to enable counselors to better assist students with non-school related problems. 3. Place social workers in all schools where their specialized services are needed as determined by a current school needs assessment. Wellness Program 1. Allow funds generated through Medicaid reimbursements to be used at the local building level to purchase services for non-Medicaid eligible students. 2. The Health Services Coordinator and the incentive school nurses should develop a strong working relationship with the Departments of Health, Employment Security, and Human Services to increase opportunities for holistic services to students and their parents. Mentoring Program 1. Mount an intense mentor recruitment campaign. 2. Individual school volunteer mentoring programs should be coordinated with VIPS in order to ensure that all volunteers are screened and trained prior to being matched with students. 3. Document the mentors and their students by race, gender, participation hours, and types of activities shared by the students and mentors. Likewise, records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) should be maintained. Such documentation will enable evaluation of progress within the program and help determine where any adjustments might be needed. Student Achievement In order to reduce disparity and enable the district to meet their desegregation commitments, the district should consider the relevance and potential impact of the following: 1. Stress meaning and understanding in all academic instruction, keeping in mind the relationship between what is taught, what is learned, and what is tested. 2. Include a combination of teacher-directed and learner-directed instruction. 3. Develop classroom management approaches that support the kind of academic work being done. 4. Employ student grouping practices that mix ability levels and allow flexibility in grouping arrangements. Page 75. Emphasize continuous growth in mathematics understanding and application, reducing computation isolated from application context along with redundancy across grade levels. 6. Encourage reading for meaning from the earliest grades with correspondingly less attention to discrete skills taught out of context. 7. Use materials that connect with students backgrounds and experiences to enable children to more readily identify with that which is familiar and understood from the context of their own lives. 8. Understand that in some cases effective learning techniques are not synonymous with effective test-taking techniques. 9. Help students prepare for tests by teaching the information needed to pass the test, imparting test-taking wisdom, and providing an atmosphere that fosters self-confidence. 10. Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. 11. Ensure that student transfers into the incentive schools are not a \"push out\" correlated with negative deportment or achievement at a students previous area or magnet school assignment. Retention 1. Make special efforts to teach \"mainstream\" language skills, recognizing that cultural and language differences are often present with disadvantaged children. Teachers should find out and respect the culture of their students, in addition to determining what they lack, and explicitly teach children how to function in the culture of the school and society. 2. Develop school staffing teams whereby teachers can work out a plan with the next grades receiving teachers on how to address the learning deficits of each student who was a candidate for retention. Parent and Community Involvement 1. Maintain records of volunteer participation that are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. LRSD should compile monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide. 2. Consistently document volunteer training, including the type of training, when and where the training was offered, and session participants by race, gender, and school service site. Page 83. Document the number and date of visits to each students home, along with who made the visit, so it is possible to determine that each family is visited at least twice each year as envisioned in the plan. 4. Maintain complete documentation of all parent meetings and activities including sign-in sheets that reflect parents race, gender, and the school their child attends. Meeting agenda and minutes should be a matter of routine record. All of this information helps reflect an accurate picture of parent involvement in each school as well as the district overall. 5. Establish a mechanism at each school to ensure that parents sign homework regularly as outlined in the plan. For example, Ish uses assignment notebooks. Rockefeller has developed homework forms, and Mitchell teachers prepare homework packets. 6. Have contracts ready for parents to sign when they register their children in the incentive schools. Follow up with a procedure that reminds parents of the commitments they made in the contract. 7. Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. Conveying to the community an \"attitude of gratitude\" is a continuous process, not a one-time event. Students and staff should unleash their energy and creativity in collaboratively finding ways to continually praise and reinforce parent and community involvement in their school. 8. Document parent training activities by topic, time, and location along with the number of participants by race, gender, and childs school. Also, regularly collect and analyze participants feedback on how well the session was conducted, their perception of the potential helpfulness of the training, and what further training they desire. Without thorough documentation and evaluation, it is impossible to accurately assess the scope of parent training, compliance with the plan, and implications for any appropriate change. 9. Actively seek parents recommendations for resources to include in the Parent Centers and find ways to incorporate as many of their suggestions as possible. To determine if each center is living up to its envisioned purpose, regularly document how many parents use the centers and which resources they find most useful. Parent workshop evaluations can also yield ideas for welcome additions to the centers. 10. Implement the parent internship program and parent/teacher mentorships as outlined in the plan in order to strengthen the bond between school and home. 11. Establish scouting membership lists that include a category for race so changes in each troops racial balance can be determined. Records of troop meetings and activities will yield a composite picture of what students are experiencing in scouting. 12. Assure that students have access to a wide spectrum of any needed community-based service programs and maintain documentation of program use. Forge compacts with universities and colleges that will enhance the quality of services the incentive schools can offer, such as pre-professional education students who can assist with academic and extracurricular activities while gaining first-hand experience with children. Page 9Faciltites Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed. Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance. Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. Since many attempts have been made in the past to patch the flat roof, it may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted. Mitchell: Correct the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center. Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experience should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment. Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats. Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. Double Funding 1. When making student assignments, keep in mind that there is a relationship between double funding and enrollment figures that represents the greatest return on investment. Class enrollment that is below the fixed cost amount results in wasted dollars\nenrollment above that amount can result in exorbitant spending. Page 102. Ensure that a portion of the incentive school funding fulfills the plans commitment that \"the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/ activities.\" 3. Give the incentive schools priority in the districts sequencing of capital improvement projects since double funding does not cover capital improvements and maintenance. If student enrollment at the incentive schools is to become desegregated, the buildings must be sound, attractive, and well-maintained. Page 116 LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 17th Phone 374-1226 Little Rock, Arkansas 72206 .s' To: r Through: From: Subj ect: Date: 0^ O Office of Desegregation Monitoring ODM Monitors: Ann Brown, Melissa Guldin, Connie Hickman, Bob Morgan, Margie Powell, and Horace Smith James Jennings, Associate Superintendent of\"^^ Desegregation Anne Mangan, Principal, Rockefeller Incentive School Corrections of Review of the Incentive School Monitoring Guides June 1, 1992 Please note the following corrections: ,y4^Page 7 - POSITION - Change Registrar to Bookkeeper Page 40 - #67 are social STATUS: worker, The recommended positions not filled alternative supervision aides and program soec-ialist classroom specialist, q# _ Participants included the principal, primary teacher, an intermediate teacher. Page 54 parent and one grandparent a specialist, . a one 7 Page 56 #55 ' in Camp Pfeifer. Four students from Rockefeller participated Page 56 #67 order would be followed, particularly discussed but Principals were told that the recent court Individual positions mentioned. not were were all in general Rockefeller Incentive School has an assistant rulings an principal so a commitment regarding this position was not necessary. (The last two sentences on #67 do not necessarily reflect the situation at Rockefeller and could be deleted on our individual school report.) was do FILED ' 3 niSTHfCT ASTFPN OsrR,W ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF .ARKANSAS WESTERN DIVISION JUL  U 1992 CARL ^'^NTS. CLERK 3y: I, 'cl*- LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL 1, ET AL. DEF END All T 3 MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Cour' hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this f0 day of July, 1992. United state s, DISTRICT?JUDGE mis DOCUMENT ENTERED ON DOCKET SHEET tN :OMPtlANCE_WITH RULE 58 AND/OR 7S{a) FRCP JN -BY I 4 F.Y.I. Date: Q Ann Bill q/ Bob Cernnie Horace  Linda Margie Melissa CT Polly Return to: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 22, 1993 MEMORANDUM TO: Ann Brown, Desegregation Monitor hROM: Janet Bernard, Associate Superintendent for jdiicL ociiiaiu, oupci k y School Operations and Climate SUBJECT: Incentive School Recommendations Ann, here are a few recommendations I have to improve the operation of the Incentive Schools in the Little Rock School District: 1. Bi-monthly meetings should be held with all associate superintendents and the assistant superintendent for the Incentive Schools to discuss plan implementation. Status reports from every division should be shared at these meetings, with a major focus on ODM recommendations. 2. A long-range comprehensive staff development plan needs to be developed for the Incentive Schools. The focus in this area should be on improving the instructional delivery process and maximizing time on task for both students and teachers. 3. Curriculum supervisors need to make routine visits to each school in order to gather data for establishing on-going technical assistance. 4. The theme of each school should be included in the official title (i.e.. Garland Multimedia Technology Elementary School). The term \"Incentive\" has taken a negative connotation and therefore should be dropped. To further rationalize this recommendation, we do not refer to Terry Elementary School as Terry Area Elementary School.Incentive School Recommendations Page 2 5. 6. Catherine Gills job description and role in the parent involvement component needs to be clarified and re-defined. Confusion does exist as to what she actually does and what she should be responsible for. As discussed with Horace Smith, the long-range strategic plan should be developed collaboratively with all top-level administrators, principals, and staffs. Parent input is also necessary. I hope these suggestions are helpful to you, Ann, as you monitor the Incentive Schools for plan implementation. Best regards and remember, it has been a pleasure knowing and working with you. Keep in touch!LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 22, 1993 MEMORANDUM TO: Ann Brown, Desegregation Monitor FROM: Janet Bernard, Associate Superintendent for K Y School Operations and Climate SUBJECT: Incentive School Recommendations Ann, here are a few recommendations I have to improve the operation of the Incentive Schools in the Little Rock School District: 1. Bi-monthly meetings should be held with all associate superintendents and the assistant superintendent for the Incentive Schools to discuss plan implementation. Status reports from every division should be shared at these meetings, with a major focus on ODM recommendations. 2. A long-range comprehensive staff development plan needs to be developed for the Incentive Schools. The focus in this area should be on improving the instructional delivery process and maximizing time on task for both students and teachers. 3. Curriculum supervisors need to make routine visits to each school in order to gather data for establishing on-going technical assistance. 4. The theme of each school should be included in the official title (i.e.. Garland Multimedia Technology Elementary School). The term \"Incentive\" has taken a negative connotation and therefore should be dropped. To further rationalize this recommendation, we do not refer to Terry Elementary School as Terry Area Elementary School.Incentive School Recommendations Page 2 5. 6. Catherine Gills job description and role in the parent involvement component needs to be clarified and re-defined. Confusion does exist as to what she actually does and what she should be responsible for. As discussed with Horace Smith, the long-range strategic plan should be developed collaboratively with all top-level administrators, principals, and staffs. Parent input is also necessary. I hope these suggestions are helpful to you, Ann, as you monitor the Incentive Schools for plan implementation. Best regards and remember, it has been a pleasure knowing and working with you. Keep in touch!.a. JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED JAN 1 2 1996 Office oi Desegregation Moniionna January 9, 1996 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I am reviewing the desegregation plan with an eye toward considering changes in the Incentive schools. It would be helpful to me if either you or Dr. Mayo would provide me a list of the incentives that your administration has put into operation in those schools in the past three years. It would also be helpful if you would provide me any written assessment of the success or failure of the incentives which were in place when: you: came here. you found them. By the way, would you kindly list those incentives as I need this information before we began any discussion regarding plan revisions at the Incentive schools. Very truly yours, ihn W. Walker JWW:j s cc: Ms. Linda Pondexter (for herself and Board members) Mr. Chris Heller, Mr. Jerry Malone Ms. Ann Brown Mr. Travis CreedOffice of Desegregation Monitoring United Slates District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 February 14, 1996 Dr. Russ Mayo Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Russ\nIn an Order dated July 10, 1992, the Court adopted the recommendations of ODM which were contained in the Incentive Schools Monitoring Report of June 1992. On page five of that report, we recommended that the district \"Identify the factors that are working to make Rockefeller a II desegregated school and adopt or adapt them for the other incentive schools.' Tlie same recommendation has appeared in subsequent ODM monitoring reports, and has also been discussed by Judge Wright during hearings. As the district is poising itself to consider changes in the desegregation plan, and perhaps particularly in the incentive schools, it seems especially important that we know the results of the districts analysis of the factors that have worked to desegregate Rockefeller. Tlierefore, please immediately forward to me the results of the districts identification of the Rockefeller success factors. Also explain how the identification process was conducted, including when it was undertaken, who participated in it, the analysis criteria and methods used, and how the results have been applied to the other incentive schools. Tliank you very much for your assistance. Sincerely yours. Ann S. Brown cc\nHank Williams Chris Heller 'SCO /.(SC'SC.: . CP Little Rock School District To\nFrom\nDate: MEMORANDUM Ann Brown, Ojjice of Desegregation and Monitoring Dr. Don Roberts. Superintendent December 6, 1996 RECEIVED DEC 2 0 1996 Office of Desegregation Monitoring Subject: LRSD Responses to Incentive School Monitoring Report (1995-96), July 12, 1996 - Attached you will find a report stating the status of each recommendation the Office of Desegregation and Monitoring recommended in their 1995-96 Incentive School Monitoring Report. If you should have questions, please contact me. C: Chris Heller. LRSD Atlome\u0026gt;12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 1 Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1995-96), July 12,1996 Summary of Recommendations DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO 1 2 3 4 PG 6 7 28 28 ___________________________________________________RECOMMENDATION The incentive program Is successfully desegregating each Incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1992-93 Incentive Schools Monitoring Report, pg. S)________________________________________________________ The incentive program is successfully desegregating each Incentive school. (LRSD Plan, pg. 149) Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schooj^ODM 1992-93 Incentive Schools Monitoring Report, pg. 6)_ ______ Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children Io execute long-term experiments and study science in ttio fullest sense. (LRSD Plan, pg. 153\nJuly 10,1992 Court Order: ref. June 5, 1992 ODM Report, pg. 15) Schedule science Inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 49)_______________________________________________ thecurriculum at each school Incorporates foreign language Instruction using the foreign language lab and the total physical response\"method of Instruction. Emphasis Is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Capitalize on the district's resident expertise and experience to assist the Incentive schools In establishing a foreign language program as an integral part of the overall school program. (ODM 1992- 93 Incentive Schools Monitoring Report, pg. 61) RESPONSE:' Oeni 8-11418, ofnftTfbralfln lariouflig# profjrarn and the problems LRSD facod. LRSD continuos to face the eome problems that wore outlined in Porkcr'e teetimony to thl courts. .Ui - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report t In Progroon * Completed PERSON Rather Principals Gremlllion Gremlllion Principals Glasgow Gremilllon DONE 8/06 +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 2 DATE 7/12/96 DOC MR NO 5 PG 28 RECOMMENDATION The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program. Schools Monitoring Report, pg. 51) ODM 1992-93 Incentive RESPONSE: Gene Parker gave court testimony 8-11-96, on the foreign language program arid 7/12/96 7/12/96 71^2/QQ MR MR MR 6 7 8 28 28 28 problems LRSD faced. LRSD continue# to face the same problem? that were outlined in Gene Parker's The curriculum at each school Incorporates foreign language Instruction using the foreign language lab and the total physical response method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates loroign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 51) RESPONSE: Geno ^arkeF gave oduh^t^^ 8-11*96, on tho foreign language pfdgram and thd problems LRSD faced. LRSD continues to face the same problems that were outlined In Gene Parker's testimony to the The curriculum at each school Incorporates foreign language Instruction using the foreign language lab and the total physical response\" method of instruction. Emphasis Is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates loroign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Increase the amount and improve the quality of Spanish language materials available in each school. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 61) RESPONSE\nGene Parker gave court testimony 8-11-96, on the foreign language program and the problems LRSD faced. LRSD contiinios to face the aemo problems that were outlined In Gene Parker's testimony totho courts. Cumulative rocoixJs document both host and guest school's parflclpallon In SnIurdny programs. (ODM 1902 Report, pg. 25) Saturday programs will bo developed Io onhnnco learning. Those programs will Includo but shall not be limited - Naedu to be done *Dnotoa recommendation appeared in prior ODM Monitoring Report + In Progreuu * Completed PERSON Gremillion Parker Gremillion Parker Grornilllon Parker Grornilllon Principals DONE +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendations 3 DATE DOC NO PG 7/12/96 MR 9 29 ___________________________________________________RECOMMENDATION to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Standardize the reporting process for Saturday school. Data should be cumulative and reflect race, gender, and grade of participating students. (ODM 1993-94 Incentive School Monitoring Report, pg. 60) Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichmont activities, tutoring, parent/child mako-and-tako sessions, book fairs, and physical education activitlos. (LRSD Plan, pg. 179) PERSON Gremlllion Principals 7/12/96 MR 10 29 Perform annual evaluations of the Saturday programs, using the Information to design programs that appeal to the students and their parents. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 60)___ Cumulative records document both host and guest school's participation In Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will bo developed to enhance learning. Those programs will Include but shall not bo limited to field trips, enrichment activities, tutoring, parent/chlld make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) Gremlllion Principals 7/12/96 7/12/96 MR MR 11 12 29 40 DONE Perform regular evaluations of the Saturday program, both during and at tho end of the school year, asking staff, parents, and students for feedback. Use the garnered information to design activities and events that coincide with the interests of all participants. (ODM 1994-95 Incentive Schools Monitoring Report, pg. 37)__________________________________________________________________________________ Cumulative records document both host and guest school's participation In Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will bo developed to enhance learning. Those programs will Include but shall not bo limited to field trips, enrichment activities, tutoring, parent/chlld mako-and-tako sessions, book fairs, and physical education actlvlllos. (LRSD Plan, pg. 179) Promote collaboration among the Incentive schools and between tho Incentive schools and the district's area and magnet schools to plan Joint field trips and other collaborative activities during the regular academic wook. Thu district can thus do a bottor Job of fulfilling its obligation to provide Incentive school students with more opportunities for desegregated learning experiences. Tho purpose of tho Incentive school program Is to promolo and ensure academic oxcollonce In schools that have boon dldicult to dosogrogato, (LRSD plan, pg. 149) With proper resources and oxpoctallons, tho Incentive school program will servo as a model of oxcollonco (or tho county, stalo, and tho nation. (LRSD plan, pg. 149) Base staff development activities on areas of domonstrated need. Some toachors many naod more - Needo to bo done *Danotas racommandatlon appeared In prior ODM Monitoring Report + In Progreoij * Completed Asst Supls. Principals Gremlllion Principals +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1996-96) Summary of Recommendations 4 DATE DOC NO PG I 7/12/96 7/12/96 7/12/96 MR MR MR 13 14 15 40 46 54 [ RECOMMENDATION___________________________________________________ training than others in areas such as classroom management and organization and effective discipline. It is incumbent upon the building administrator and the individual teachers to identify areas of need and access the resources necessary to address them. (ODM 1992-93 Incentive Schools Monitoring Report, 3115)_________________________________________________________________________________________ The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. (LRSD plan, pg. 149) With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state, and the nation. (LRSD plan, pg. 149) Better define the role of phonics instruction in the incentive schools and convene a meeting of those administrators in charge of the incentive schools and the reading supervisor and his staff to communicate that role to all teachers so that phonics instruction will conform to the board-adopted LRSp^ curriculum._______________________________________________________________________________ the schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and Interest inventories. (LRSD Plan, PG. 172, 180) Study skills training enhances skills In test-taking, listening, and studying. Test-taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nJuly 10, 1992 Court Order ref. Juno 5, 1992 ODM Report, pg. 32) Students receive individual and group counseling and are taught conflict resolution. The school uses poor facilitators. (LRSD Plan. Pp. 176, 184) The staff has developed writfon building guidance plans to address personal growth, social development, career awareness, and educational dovolopmont. (July 10, 1992 Court Order: ref: Juno 5, 1992 ODM Report, pg. 27) Require counselors to have bullding-lovel guidance plans that reflect activities and projects for the current school year. Clear guidance plans help teachers and administrators achieve school improvement goals, reflect an assessment of the schools guidance needs, and show how the counselor plans to address those needs, bisag'^rogato data rolatod to studont disciplino and review student data to address issues of racial disparity. (Interdls. Plan. pg. 27) Carefully collect disciplino data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summativo, information. The district would bo wise to analyze the factors that contribute to some schools having fewer overall discipline problems and loss disparity in disciplino between black and white students. Identifying and emulating those factors and closely scrutinizing progress should result in Intorvontions that reduce the number of students suspended or expelled, as well as Iho disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) - Neodo to bo done Denotes reconmondntion appeared in prior ODM Monitoring Report I In Progreao A Completed PERSON Gremllllon Principals Parker Elston Gromllllon Principals Watson done:12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 5 DATE DOC NO I PG ___________RECOMMENDATION_______________ Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) PERSON DONE 7/12/96 MR 16 54 Hold periodic \"summits\" to develop a forum for an exchange of ideas and successful techniques for handling disciplinary problems. Incentive schools have similar characteristics and staff members who, along with parents and students, are valuable resources for ideas to combat problems. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 29)_______________________________________________________ Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan. pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would bo wise to analyze tho factors that contribute to some schools having fewer overall discipline problems and loss disparity In discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly Indicate what Is appropriate and Inappropriate behavior, and spoil out consoquoncos for Infractions. Policy onforcomont Is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Gremilllon Watson 7/12/96 MR 17 54 Explore ttio foasiblllty of doveloping permanent altornativo educational sitos dosignod specifically for chronically disruptive students. The presence of chronically misbehaving and disruptive students In the classroom hinders teaching and learning for the rest. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 29) RESPONSE: Tho Asslutrint Suporlntondent ovor incentive Schools, LRSD Hearing Officer, along with tho Incontivo School Principals are currently dlacussing the losue and exploring alternative educational sites designed tor chronically disruptive students.s\u0026lt;.i:tiJSil31^ Disaggregate data related to student discipllno and rovlow student data to address issuos of racial disparity Gremilllon - Nocdo to tio done Denotes recommendation appeared in prior ODM Monitoring Report + In Progronn * Comploteii12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 6 DATE /12/96 7/12/96 7/12/96 DOC I MR MR MR NO 18 19 20 I PG 60 60 60 RECOMMENDATION (Interdis. Plan. pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992, Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 19923 Report, pg. 23) Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Provide ongoing training in behavior management for school district employees who are responsible for supervising children for any period of time. RESPONSE: The Assistant Superintendent over incentive Schools, LRSD Hearing Officer, Staff Dvslopmn1 Supervisor, along with Incentive School Principals and teachers will be planning inaervices for LRSD employees responsible for supervising children on behavior management.________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Franklin - Investigate the cause of the failing paint and take corrective action. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are Installed, train tho custodial staff In proper plant caro Io prevent loss of plantings Io improper pruning or undor-watoring. (ODM 1992 Report, pg. 43) F ran Id in Co rrect drai nage problems on all affected levels of the bul Iding. Tho district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from the addition of attractive landscaping. Once - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreao * Completed PERSON Watson Eaton Eaton Eaton done: 8/96 8/96 12/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 7 DATE DOC NO I PG ___________________RECOMMENDATION plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) PERSON DONE 7/12/96 MR 21 60 Garland - Attend to the peeling paint on the exterior doors.___________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Garland Principal 7/12/96 MR 22 60 Garland - Improve cleanliness in the cafeteria and bathrooms. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Eaton 8/96 7/12/96 7/12/96 7/12/96 MR MR MR 23 24 25 60 60 60 Garland - Correct the problems with floor tiles in the large downstairs bathrooms.______________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Replace the worn lunchroom tables.______________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) Mitchell - Remove or replace the malfunctioning urinal in the bathroom located on the second floor landing. RESPONWtrid^ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would bonofit aesthetically from the addition of attractivo landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Moran Eaton Eaton 8/96 8/96 8/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 8 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO I PG 26 27 28 29 60 60 60 60 RECOMMENDATION Mitchell - Replace or reattach the loose tiles in the hallways._________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell -Determine the cause of the leaks found throughout the building and correct the problems. RESPONSE: LRSD is committed to repairing leaks In the roof, but due to the age and condition of the building, leaks ra likely to b^^a^eocciyifMng bt^blem dntlt funds are available to replace the roof._______ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Repair and repaint damaged ceilings.____________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Assess water damage to carpets and replace as needed. RESPONSE: Maintenance of the carpete will be accessed by school personnel while roof repair Is In The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Repair any broken partitions and fittings in the bathrooms. PERSON Eaton Eaton Eaton Eaton DONE 11/96 12/96 - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreso * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 9 DATE 7/12/96 DOC MR NO 30 PG 60 _________________________________________________RECOMMENDATION The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rightsell - Evaluate the schools plumbing needs and complete work needed to make all bathrooms fully functional. 7/12/96 MR 31 60 Tho district will provide clean and safe facilities and make all repairs fundamental to maintain the Incentive schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are Installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) 7/12/96 MR 32 60 Rightsell  Eliminate the Insect Infestation._________________________________________________________ The district will provide clean and safe facilities and make all repairs fundamental to maintain tho Incontivo schools. (LRSD Plan, pg. 129) All seven Incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff In proper plant care to prevent loss of plantings to Improper pruning or under-watering. (ODM 1992 Report, pg. 43) 7/12/96 7/12/96 MR MR 33 60 Rockefeller - Repair the small area of damaged tile in the boys bathroom before the problem escalates. The district will provide clean and safe facilities and make all repairs fundamental to maintain the Incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from tho addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Rockefeller -Replace carpeting throughout all areas of the building. Before releasing as RFP, representatives from the plant services and the purchasing departments should consult with the principal and staff regarding details of carpet replacement, such as the replacement schedule, the carpet color, and the areas to be carpeted, including the carpet-covered furnishings. 34 78 RESPONSE\nDue to budWftnilnte th cSnart cannotWrepiacaOw PERSON Eaton Eaton Eaton Eaton A Parent Center In each school provides resources and materials, recommended by a parent and staff Eaton committee, that can bo loaned Io parents. A parent has been trained to operate the center, which Is to be tho - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progreao * Completed DONE 11/96 8/96 8/9612/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 10 DATE DOC I NO I PG _______________________recommendation source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Keep more accurate and complete records of Parent Center use by consistently using sign-in sheets. (ODM 1993-94 Incentive School Monitoring Report, pg. 77) ______________________________________ 7/12/96 MR 35 78 A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Develop strategies and arrange events to encourage greater use of the Parent Center. For example, design boxes or bags containing materials on a certain topic that could be checked out. Highlight Parent Center Resources in the school newsletter, bulletin boards, and PTA meetings to heighten awareness and increase interest in the centers. (ODM 1993-94 Incentive School Monitoring Report, pg. 7/12/96 MR 36 79 ni The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) 7/12/96 MR 37 79 Team with community organizations (such as churches and civic clubs) and other programs (such as HIPPY and New Futures) to explore ways to cooperate in offering parent training. Such collaboration can help coordinate and strengthen resources to focus on targeted audiences. (ODM 1993-94 Incentive Schools Monitoring Report, pg. 79)______________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities Is maintained, Including sign-In sheets that reflect - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed PERSON Gremlllion Principals Gremlllion Principals Gremlllion Principals DONE +12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 11 DATE DOC NO I PG I RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) PERSON DONE 7/12/96 MR 38 79 Offer sessions on timely and intriguing topics at times, dates, locations, and circumstances that haven't been tried before as a means to increase participation. (ODM 1994-94 Incentive Schools Monitoring Report, pg. 79)_______________________________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent mootings and activities Is maintained, including sign-in shoots that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Gremillion Principals 7/12/96 7/12/96 MR MR 39 40 79 79 Ask workshop participants to evaluate each session at its conclusion and make candid suggestions for training improvements and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training to make changes accordingly. (ODM 1994-95 Incentive Schools Monitoring Report, pg. 62)_______________________________________________________________________ The schools offer parent workshops to assist parents In understanding and carrying out school expectations. The workshops include such topics as study skills, disciplino, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Evaluate the parent workshops offered to determine if they are meeting the goals of helping incentive school parents understand and carry out school expectations. Use the feedback to redesign offerings as necessary to ensure progress toward the goals. (ODM 1993-94 Incentive School Monitoring Report, -Pfl.??! The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and dovolopmontal learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with Iho number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities Is maintained. Including sign-in shoots that reflect - Needo to be done *DnotB racommndation appeared in prior ODM Monitoring Report + In Progrouij * Completed Gremillion Principals Gremillion Principals12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 12 DATE 7/12/96 7/12/96 7/12/96 7/12/96 DOC MR MR MR MR NO I PG I 41 79 _________________________RECOMMENDATION parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information. (ODM 1992-93 Incentive School Monitoring Report, pg. 105)_______________ Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132) PERSON DONfi 42 79 Expand contacts with and widen access to the variety of community-based programs, designed to support children and families. (ODM 1992-93 Incentive School Monitoring Report, pg. 78)______________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) 43 79 Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. (ODM 1992-93 Incentive School Monitoring Report, pg. 105)________ Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) 44 79 Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. (ODM 1992-93 Incentive School Monitoring Report, pg. 78)________________________________________________________________ speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Milam Cheatham Principals Milam - Gremillion Principals Ratherill  INCENTIVE SCHOOL MONITORING REPORT (1995-96) 13 buminary of Recommendations DATE I DOC I NO | POf 7/12/96 MR 45 80 ___________________________________________________RECOMMENDATION___________________________________________________ Develop and implement a comprehensive plan for using the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made. (ODM 1993-94 Incentive School Monitoring Report, pg. 86)__________________________________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) 7/12/96 MR 46 80 Develop job descriptions for the speakers bureaus and key communicators that clearly identify the job goal, qualifications, performance expectation, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. (ODM 1993-94 Incentive School Monitoring Report, pg. 86) ____________________________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) 7/12/96 MR 47 80 Engage in a recruitment campaign that is broad and intense enough to ensure that the district can select a Biracial Committee membership that is racially balanced and also fully representative of the districts geography. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 26)_____________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports - Needs to be done Denotes roconunendation appeared in prior ODM Monitoring Report + In Progreso * Completed PERSON DONE Rather Supt. Supt.12, iMCENTIVE SCHOOL MONITORING REPORT (1995-96) 14 Summary of Recommendations DATE DOC NO I PG I RECOMMENDATION that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order\nref: June 5, 1992 ODM Report, pg. 5) I person' DONE 7/12/96 MR 48 80 Define Biracial Committee goals and then develop and carry out specific objectives and timelines for reaching them. (ODM 1991-92 Monitoring Report on the Biracial Committees, P2^2y The dislrictwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of\nincentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Supt. 7/12/96 MR 49 80 Coordinate Biracial Committee monitoring activities with other internal district monitoring groups to eliminate duplication and ensure that no part of the desegregation efforts go unscrutinized. (ODM 1992- 92 Monitoring Report on the Biracial Committees., pg. 28) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will Supt. monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) - Needo to be done Denotes recommendation appeared in prior ODM Monitoring Report + In ProgreoQ * Completed Jackson12/19/96 jMCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 15 DATE DOC I NO PG I RECOMMENDATION I PERSON DONE 7/12/96 MR 50 80 7/12/96 MR 51 80 The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Design Biracial Committee monitoring instrument that correlate specifically with the desegregation plan provisions so each district can measure its progress in plan implementation. (ODM 1992-92 Monitoring Report on the Biracial Committees, pg. 28)________________________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Regularly update Biracial Committee monitoring instruments to reflect all modifications to the desegregation plans. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 28)____________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will I monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) Supt. 8/96 - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Supt. Jackson12/1b/3- JCENTIVE SCHOOL MONITORING REPORT (1995-96) Summaiy of Recommendations 16 DATE DOC I NO I PG I ______________RECOMMENDATION The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) I PERSON DONE 7/12/96 MR 52 80 Make evaluation an integral part of the Biracial Committee monitoring process so that conclusions and recommendations for improvement are used to both prevent and correct problems. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29)______________________________________________ The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Supt. Annually evaluate the role, operations, and accomplishments of the BIraclal Committee In relationship - Needs to be done Denotes racommendation appeared in prior ODM Monitoring Report * + In Progreoo Completed12/19/9t jCENTIVE school MONITORING REPORT (1995-96) Summaiy of Recommendations 'il DATE 7/12/96 7/12/96 DOC MR MR i NO I PG 53 54 80 80 RECOMMENDATION to specific settlement plan provisions and overall desegregation goals. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29) I person' RESPONSE: An annual evaluation of the Biracial Committees role, operations, and accomplishments at the end of each fiscal year beginning with the 1996-97 school year. ............. ........... The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research, and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialist from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. LRSD Plan, 225) The Biracial Committees monitoring instrument will include a recruitment assessment. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 5) Regularly ask Biracial Committee members to review and rate the type and quality of support the district is furnishing them, and solicit suggestions for new or improved support services. (ODM 1991-92 Monitoring Report on the Biracial Committees, pg. 29) RESPONSEr tJRSD will develop a survey for Biracial Committee members to review and rate the quality of support LRSD IS \"providing and asking for suggestions for new and Improved support services. This survey will be distributed to members during the 3rd quarter of the 1996-97 school year. Beginning with the 1997-9B school year LRSD will survey members during the 1 st end :3fd quarter of each school year. The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed Supt. Gremillion Principals DONE12/19/96 JCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 18 DATE DOC NO I PG I ___________________________________________________RECOMMENDATION____________________ parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) PERSON DONE 7/12/96 MR 55 80 Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy.__________________________________________________________________ Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order\nref: June 5, 1992 ODM Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Milam 7/12/96 MR 56 80 Focus on the schools where community involvement is lagging and intensify efforts to increase volunteer support in those buildings. Pay particular attention to targeting those schools which fall far behind the others in volunteer activity.____________________________________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Strengthen the communication between school and community by considering placement of an outreach coordinator in each incentive school to function as a liaison. This position, which should require at lease half-time and preferably full-time attention, could be paid or voluntary and filled by an employee, a volunteer, or an intern. The outreach coordinator would be supervised by the principal and work closely with all aspects of the school, as well as the districts offices of student assignment and communications. Any funding necessary for such a position could be sought from a grant or come from the extra money provided through the schools' double funding. The outreach coordinator could perform a number of tasks that could include, but not be restricted to, the recommendations listed below. Gremillion Principals RESPONSE: LRSD is exploring the possibility of using a volunteer to serve as an outreach coordinator - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 19 DATE 7/12/96 DOC I NO I PG MR 57 81 ___________________________________________________RECOMMENDATION___________________________________________________ A speakers bureau on education issues for community groups exist in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) Develop a school communications plan that includes specific objectives as well as methods to measure results. Each school should write objectives that answer the following questions: Who will benefit from this activity and how will they benefit from it? How will the activity be implemented, who will do the work, when will the work start, and what is the implementation schedule? When will the benefits be visible and what will they look like? How will we know if were successful? 7/12/96 MR 58 81 RESPONSE: LRSD Assistant Superintendent for Incentive Schools. Parent Recruiters, Communications Director and Incentive School principals are currently working together to develop a communications plan, _____________________ ' '_________________________________________ A speakers bureau on education issues for community groups exist in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210,213) 7/12/96 MR 59 81 Produce a monthly school newsletter that targets the community, with distribution to parents, volunteers, partners, and residents of the neighborhood. These neighbors would include churches, shops, fire stations, nursing homes, hospitals, professional offices, etc. The newsletter should stress the success of students and teachers, herald coming events, and highlight individuals who live or work in the community. Use the publication as a means to more broadly recognize students, teachers, parents, and volunteers. Students could write some of the articles, striving to create a friendly, chatty communique that conveys a positive and enthusiastic attitude. Make this publication a banner of school pride.___________________________________________________________________________________ The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) 7/12/96 MR 60 81 Work the territory by actively reaching out to the neighborhood and beyond. Instead of waiting for the community to come to the school, the school can energetically extend itself to the community. Contact local businesses and other organizations to explain the school and its place in the neighborhood. Personally extend an invitation to attend an open house or any other special function being held in the school. If a class is presenting a play, invite the neighbors in for the fun and assign student hosts to guests._________________________________________________________________________________________ A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed PERSON Gremillion Principals Rather Gremillion Principals Vann Rather Gremillion Principals Vann Rather Rather Principals DONE12/19/96 ir iENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 20 DATE DOC NO I PG RECOMMENDATION PERSON DONE 7/12/96 MR 61 81 7/12/96 MR 62 82 213) Develop the speakers bureau into a proactive ambassadorship for the school. Members of the bureau can be parents, teachers, students, and community volunteers. Give the speakers a special title (such as Goodwill Ambassadors, Outreach Angels, etc.) and help them focus on a specific theme or point of school pride. Arrange for them to meet frequently with small groups at a well known nearby place, such as a church, fire station, or community alert center. Such experiences are prime learning opportunities for students, helping boost their self esteem while also polishing their schools image.________________ A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan. pp. 206. 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) Gremillion Principals Actively manage the Parent Centers to become the catalyst and focal point of parent resources and services they were intended to be. Suggestions for strengthening the centers include the following: foster the ongoing involvement of a strong Parent Center Committee in each school, using the Committee to establish a means for determining what special parent needs exist, such as materials and equipment, home visits, extended center hours, etc.\nconsider relocating the centers to a place of prominence and easy access, where parents can meet and chat without fear of disturbing classes\ndevelop a monthly theme of parenting emphasis that is carried throughout the school in such way as a featured bulletin board and the school newsletter, then follow up with appropriate workshops on the themes\nequip the centers with welcoming and comfortable furniture that invites parents to linger awhile\nconsider the feasibility of merging the faculty lounge and the Parent Center into a combined building resource center to promote frequent and sustained interaction between teachers and parents.___________________________________ The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39) Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) Each school provides community role models and mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) Milam Principals - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 21 DATE I DOC I NO | PG~r ___________________________________________________RECOMMENDATION___________________________________________________ Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pg. 29) PERSON DONE 7/12/96 MR 63 87 Intensify efforts at the school level to coordinate the services of volunteers and school partners in the school, making them an integral part of the school family. Routine operation procedures should include follow-up to determine the degree of volunteer satisfaction, because these very important people need consistent guidance, support, encouragement, and thanks. Keep in contact with them through meetings, phone calls, and notes. Invite them to the special functions at the school and assign a student host to escort them. Spend time training the children who are selected as hosts, showing them how to be courteous and respectful. Make these students a part of the symbols of school pride. The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdist. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, PG. 215- 216, 220-222) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (July 10, 1992 Court Order: ref: June 5, 1992 ODM Report, pp. 4, 5) Gremillion Principals Rather Millhollen Establish a budget that is adequate to underwrite an aggressive and sustained recruitment program that encompasses the special needs of the incentive schools, investing that allotment in high-quality, high- energy strategies that result in steady progress toward the desegregation goals. - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress * CompletedRECE FILED U.S. DISTRICT COURT DEC 3 0 1996 Office of Desesieijaiici\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION jAMtS q\u0026gt; I**- \\O5\u0026lt;VIS4?\u0026gt; .\u0026lt;- 27i996 \u0026gt;\\maGK, CLcni DE?T. CLERK LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * * vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL., * * * * * No. LR-C-82-866 Defendant. * * MRS. LORENE JOSHUA, ET AL., * * Intervenor. * * KATHERINE KNIGHT, ET AL., * Intervenor. * * SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership, * * * Intervenor. * ORDER Before the Court is the motion of the Little Rock School District (LRSD\") for approval of a plan development period to which the Joshua Intervenors have responded. Upon careful review of the motion, the Court finds that the motion should be granted. A. On numerous occasions, the Court has expressed the view that modifications of the LRSDs desegregation plan might be appropriate. In an attempt to assist the parties, the Court itself called experts who testified concerning potential areas for modification. However, the 290Court has noted that the parties themselves must develop and present any proposed modifications. By its motion, the LRSD seeks a six to nine month period during which it would concentrate its efforts on developing plan modifications to improve education and desegregation within the district. Specifically, the LRSD asks the Court to authorize the Office of Desegregation Monitoring (ODM) to act as a consultant and a participant in the development of a modified plan. The LRSD asks that the Court redeploy monitors to provide assistance to the district in areas such as budget development, staff development, student assignment, and resolution of discipline issues, and to withhold any further monitoring of the current LRSD desegregation plan for a six to nine month period. The LRSD states that the Knight Intervenors support the effort to develop a modified plan for the LRSD, and that the Pulaski County Special School District and the North Little Rock School District support the effort described in the motion. While the Joshua Intervenors respond generally in a favorable manner to the new superintendent and the motion, they also express some reservations. Because the ODM operates as an arm of the Court, the Joshua Intervenors urge that the ODM not participate in negotiations between the parties, unless the ODM agrees not to report the content of such negotiations to the Court. Further, the Joshua Intervenors urge the Court to appoint additional monitors to work on matters of particular concern to them, namely alleged ill-treatment of class members. See docket entry 2885. The Court finds that the parties, particularly the LRSD, will benefit from a temporary hiatus from monitoring and from the expertise of the ODM, in order to develop proposed modifications to the LRSD desegregation plan. The ODM has assured the Court that the 2functions of monitoring and assistance can and will be kept separate during this period. The Court declines at this time to direct the ODM to employ additional monitors to handle complaints about mistreatment of class members. Should the ODM determine during the course of this plan development period that it needs additional staff, the Court will address the issue at that time. The Court will not prevent the ODM from advising the LRSD or other parties durin: g negotiations for plan modifications. However, neither the ODM nor the Court is a party to this litigation and the ODM cannot be a negotiator for any party. The ODM may participate in negotiations as a facilitator. The Court will rule on any plan modifications on the basis of the evidence and the record in the case, including orders of the Eighth Circuit. B. Pending before the Court are the Joshua Intervenors motions for relief concerning the incentive schools, for implementation of recommendations of the ODM, and for a hearing on those motions. In light of the Courts approval of a period during which the LRSD intends to develop a modified education and desegregation plan, the Court denies without prejudice the motions filed by the Joshua Intervenors. Should the Joshua Intervenors wish to refile the motions, they must do so within thirty (30) days following the submission by the LRSD of its modified plan. C. Also before the Court is the motion of the LRSD to withdraw its motion to reconsider the Courts ruling on the LRSDs motion to end federal court jurisdiction. The motion is 3granted. The LRSD has until and including September 30, 1997, within which to refile its motion for reconsideration. D. IT IS THEREFORE ORDERED that the LRSDs motion for a plan development period [docket entry 2878] is granted. IT IS FURTHER ORDERED that the Joshua Intervenors motions [docket entries 2680, 2705, \u0026amp; 2812] are denied without prejudice. IT IS FURTHER ORDERED that the LRSDs motion [docket entry 2890] to withdraw the motion for reconsideration [docket entry 2831] is granted. SO ORDERED this day of December 1996. / 'UNITED STATES RIOT JUDGE 'HIS DOCUMENT ENTERED ON DOCKET SHEET IN .(MPUANC^ WITH RULE 58 ANDXDR 79(a) FRCP ON 4  BlEw\u0026amp;i ty JOHN W. WALKER, P.A. dAN 2 9 1997 OFFICE OF desegregation M0NIT0RIM8 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER JR ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK. ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 REP\" VW ffnn rJL LT?' JSSEGAfGahbi. iVMiaiiUnJjyll DATE: ENCLOSURE MEMORANDUM January 27, 1997 TO: Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock. AR 72201 Richard Rcachs.'l, Esq. Roachell \u0026amp; Streett 401 W. Capitol Ave. Suite 504 Little Rock, AR Ms. Ann Brown, Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 John W. WaSker^.^^^) RE: ENCLOSURES: LRSD, et al. v. PCSSD, et al.\nNO. LR-C-82-866 Motion for Extension of Time in Which to File Notice of Appeal IF ANY OF THE ABOVE LISTED DOCUMENT(S) ARE NOT ENCLOSED, PLEASE CALL THE ABOVE NUMBER. THANK YOU.* Ct-\u0026lt; IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL. RECEVO DEFENDANTS MRS LORENE JOSHUA, ET AL JAN 2 9 1997 INTERVENORS KATHERINE KNIGHT, ET AL. OFFiCEOF DESEGREGATION MONITORING INTERVENORS MOTION FOR EXTENSION OF TIME IN WHICH TO FH.E NOTICE OF APPE AT The Joshua Intervenors respectfully move the Court for an extension of time of thirty (30) days in which to file Notice of Appeal herein in the event that they choose to do so. The reason for the request is that counsel has been ill much of late December and early January and has not had a full opportunity to consider the propriety or merits of an appeal from the Order of the Court entered on December 27, 1996. There is no prejudice to the defendants by granting the motion. WHEREFORE, pursuant to 28 U.S.C.  2107c, the Joshua Intervenors respectfully pray the Court for an Order extending the time in which to file Notice of Appeal to and including, February 27, 1997. Respectfully submitted. JOHN W. WALKER, P.A 1723 Broadway Little Rock, Arkansas 72206 (501) 374-3758By: Joi iu. . Walker, Bar No. 64046 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing pleading has been served upon all counsel of record, by placing a copy of the same in the United States Mail with sufficient postage prepaid, on this ,5^ '9 day of January, 1997. Jol^5 WalkerC.P RECESVED JAN 2 9 1997 U.S OIS- --------COURT EASTcRN DiSTF,!, * Ai\\sANSAS OFFICE OF UNITED STATES DISTRICT COURT f^lSBSflEGAJIQfi MONITORtNQ 2 8 1997 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES By._ McCormack, clerk ' OP CLa LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. No. LR-C-82-866 * * * * * * PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL., * * * Defendant. * * MRS. LORENE JOSHUA, ET AL., * * Intervenor. * * KATHERINE KNIGHT, ET AL., * * Intervenor. * * SERVICEMASTER MANAGEMENT SERVICES, A Limited Partnership, * * * Intervenor. * ORDER Before the Court is the motion of the Joshua Intervenors for an extension of time within which to file a notice of appeal of the Courts Order of December 27, 1996. For good cause shown, the motion is granted. The Joshua Intervenors have until and including February 27, 1997, within which to file a notice of appeal. SO ORDERED this day of January 1997. UNITED states DISTRICT? RICT JUDGE n-WS DOCUMENT afsTTREO ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON BY 2918Office of Desegregation Monitoring United Slates District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 May 20, 1997 Mr. John W. Walker 1723 Broadway Little Rock, AR 72206 Dear John: Through communication with this ofiBce by mail (a copy of your letter to Chris Heller dated May 14, 1997) and by phone (your conversation with my associate. Gene Jones, last week), you asked for information about the LRSD work group that is concentrating on the incentive schools. You also wanted to know what recommendations ODM has made regarding the incentive schools. The only formal recommendations ODM has made about the incentive schools are those which appear in our numerous monitoring reports on those schools, all of which have been filed with the Court. I have sent representatives from ODM to sit on each of the LRSD work groups that Dr. Roberts established earlier this year, including the group looking at the incentive schools. My associates participate in each groups discussion and research, but make no formal recommendations as representatives of ODM. However, fi-om time to time, they do make suggestions. For example, in response to some members ideas of completely doing away with the extended day program at the incentive schools, Gene Jones suggested that such a drastic step would have negative consequences. Instead, he urged the groups to consider ways to improve the program to better meet the needs of the students. The group is now researching ways to enhance the extended day program. I have contacted Chris to ask that you be kept informed of the work groups activities through minutes and invitations to attend the meetings. He has agreed to contact you to share this information. Although I have no objection to keeping you posted, I believe it is more appropriate for the district to do so in the spirit of cooperation and open communication. Sincerely yours, Ann S. Brown cc: Chris Heller\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_513","title":"Incentive Schools: ''Summer School: Franklin Incentive School''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Franklin Elementary School (Little Rock, Ark.)","Summer schools","Parents","Students","School improvement programs"],"dcterms_title":["Incentive Schools: ''Summer School: Franklin Incentive 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/513"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["handbooks"],"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.^SUMMER SCHOOL FRANKLIN INCENTIVE SCHOOL Berthena Nunn, Principal' 06/18/93 16:41 501 324 2032 L R School Dlst ODM  002/002 NEWS RELEASE WHAT: SUMMER ACADEMIC AND CULTURAL ENRICHMENT PROGRAM WHERE: ROCKEFELLER INCENTIVE SCHOOL, 700 EAST 17TH STREET TIME: 8:30-11:30 a.m. Monday-Thursday June 23'August 4 Course Offerings: Band, Dance, Aerobics, Gymnastics, Art Drama, Arts \u0026amp; Crafts, Hands-on-Science, Math Can be Fun, Computer Logo Writing, Choral Music, Special Projects \u0026amp; Spanish AFTERNOON ENRICHMENT PROGRAM WHERE: FRANKLIN INCENTIVE SCHOOL, 1701 SOUTH HARRISON STREET Time: 1:00-2:30 p.m. Monday-Thursday Course Offerings: Band, Art, Dance Biographies of Famous Americans, Computer Logo Writing, Arts \u0026amp; Crafts, Choral Music, and Special Projects. Tuition is ftee to all Incentive School students. Students will be assigned to classes based on needs and interests. I Transportation will be provided for all Incentive School students only. Bus routes can be picked up at Rockefeller or Franklin Schools between the hours of 8:30 a.m.-3\n30 p.m. Students who are currently enrolled in Area and Magnet Schools can attend the morning or afternoon session. The cost is $72 for the morning session and $36 for the afternoon session. I Schedules can be picked up on June 23 when students report for classes. For more information, please call Mrs. Lillie Carter, Principal - 324-2385 or Mrs. Arma Hart, Desegregation Facilitator - 324-2110 Registration for Area \u0026amp; Magnet School students will be held Wednesday June 23 from 5:30-6:30 p.m. at Rockefeller. Class space is limited. Plan to enroll NOW!WELCOME TO FRANKLIN INCENTIVE SUMMER SCHOOL 1992 Ue hope that your six weeks with us will be educationally profitable for you. 1TABLE OF CONTENTS What Parents Can Do at Home A Message from the Principal..................................1 Handbook Position and Mission Statements...................2 Philosophy and Objectives...................................3-5 Pursuit of Academic Excellence...............................6 Course Offerings, Grades, and Grading Procedures...........7 Homework Policy.................................................8 Study Skills\nHome..................9 June and July Calendar........................................10 Bell Schedule..................................................11 Important Services and Procedures (Hall Passes, Absentee Admits, etc.).................................................12 Attendance......................................................12 Excused and Unexcused Absences..............................12 Make-up Work...................................................13 Student Textbooks.............................................13 School Bookstore/Library Use................................13 Lunch/Illness or Injury at School...........................13 Fire Regulations...............................................14 Tornado Regulations.......................................14-15 Student Conduct............................................16-17 Important Board Policies (in Summary Foirm)..............18-19 Transportation Regulations...............................20-21 Citizenship.................................................22-24TO: The Parents and Students of Summer School FROM: Berthena Nunn, Summer School Principal WELCOME TO SUMMER SCHOOL!! We are looking forward to working with you and your children to make this a very rewarding summer school program. OUR MAIN CONCERN IS QUALITY INSTRUCTION. We have high expectations for every student. * A quality, dedicated staff is in place with instructional leadership. A Student progress will be monitored at all times. We look forward to working with you. Your ideas, suggestions. and cooperation are welcomed and needed. Parents, we are asking you to work with us to help provide your child with the best possible education this summer. Please feel free to call me at 671-6380. Let's work together!!! 1HANDBOOK POSITION STATEMENT \"Communication is what holds a school together. It is through communication that people in the school receive information and exchange ideas. It is also the way beliefs, values, and expectations are transmitted and value given to others.\" This handbook is one of many means of communication used by Franklin Incentive Summer School to inform parents and students of the available educational program parents and students may become more familiar with the mission of the summer school program, its objectives, and procedures by studying the handbook's contents. In doing so, hopefully a clear understanding of the education at Franklin Incentive School will develop. MISSION STATEMENT The mission of Franklin Incentive Summer School is for the faculty, staff, students, and community to create an environment that promotes self-realization, social interaction, and academic excellence. 2PHILOSOPHY We believe that the purpose of-Franklin Incentive Summer School is for the faculty and staff to establish an atmosphere that maximizes the teaching and learning process in order to assist each student in realizing his/her fullest potential. We believe that staff utilization of classroom management procedures, administrator's feedback on instruction, effective use of educationally sound teaching strategies, continuous professional development, and parent promotion of attendance should enhance each student's opportunity to learn. We also believe that all students should be expected to learn and master the basic literacy skills, and that all adults involved with their learning should stress academic achievement. 3Little Rock School District ELEMENTARY SUMMER SCHOOL HANDBOOK Philosophy The Little Rock School District supports the tenet that additional resources should be made available to students with needs that are not met in the regular school year. To this end, programs for remediation and enrichment will be differed during a six (6) week summer session which is designed to assist students in developing their potential so that they may reach their educational goals and become productive and worthy citizens. Objectives A. Administration The administration will foster and nurture the qualities required for becoming a responsible and productive citizen by providing: 1. 3. 4. a safe environment that is conducive to learning\n2. a well-qualified staff committed to excellence in delivery of educational services\na well-defined educational learning experience which will aid students in furthering their educational preparation for entering the job market\nand an atmosphere which will promote responsible behavior, good citizenship, and better human relations among students. B. Teachers 1. Teachers will work with the administration in assuring that an atmosphere of mutual respect and trust prevails in all areas of interpersonal relations. 2. Teachers will challenge students to think, to evaluate, and to communicate by providing well- organized, structured, and meaningful presentations. 3. Teachers will uphold and maintain traditional standards of excellence and support all school policies and practices. 4C. Students 1. 2. 3. 4. Students will obey all rules regarding classroom procedures and fair play and will show respect for all staff members. Students will strive for continuous progress in each learning area. Students will obey all rules and regulations regarding the care and maintenance of the school building and grounds. Students will obey all styles and regulations regarding attendance. 5PURSUIT OF ACADEMIC EXCELLENCE \"The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor.\" - Vincent T. Lombardi All students at Franklin Incentive Summer School have worth and Franklin Incentive Summer School the ability to succeed. encourages and rewards students through tangible incentives to apply themselves academically and become superior students, t: academic incentive program is administered through the The cooperative effort of the staff. Student incentives for academic excellence are given weekly: Principal's Award (highest math and reading) Math Award (highest average) Reading Award (highest average) Citizenship Award (behavior) Student of the Week (behavior and academic) 6COURSE OFFERINGS Math Reading Enrichment Courses: WORD (Writing, Oral Language, and Reading Development) GRADES AND GRADING PROCEDURES The faculty uses a standard grading system that is designed to encourage good learning habits and to insure proper assessment of student work. Grades are based on percentages. Teachers keep their records in percentage form or in a form that is easily converted to percentages. Grading Scale The following grading scale will be used for the summer school: A B C D F 93 83 70 60 100 92 82 69 59 and below 7HOMEWORK POLICY The Little Rock School District maintains that homework can be an important activity to help students -learn. Homework should be included as an integral part of the instructional program and a means by which students are provided extended time to master learning concepts and objectives. I Homework should be a positive experience and provide students the opportunity to: (1) reinforce skill development\n(2) manage learning time away from the school setting\n(3) communicate to parents learning activities provided during the school day\nand (4) involve other adults in helping them to learn. In the Little Rock School District, all homework assignments will be: a. b. c. d. directly related to the curriculum and the current learning objectives\nexplained thoroughly in terms of content, process, and expectations\nreasonable and will not preclude pupils from assuming other homework and community responsibilities\nand designed to encourage and support efforts to develop the skills to learn independently. 8STUDY SKILLS\nWHAT PARENTS CAN DO AT HOME Parent involvement in a child's education-can-mean the difference between success and failure. his/her study skills can make a difference. Helping your child with The following are suggestions that you, the parent, can use to help your child study at home: 1. Help your child realize that studying is a \"do-it- yourself\" project. However, show willingness to assist your child when the need arises. 2. Help your child to consider and decide what time of day is most effective for study and to plan accordingly. 3. Help your child plan time for fun activities and tele- vision so that these can have their place. A child's attention span can be short, so vary activities. 4. Help your child by creating an environment in the home conducive to study. a. Let your child choose a place to study, preferably furnished with a desk or table. b. Provide a good light and a straight-back chair. Study time is not a time to relax or daydream. c. Have available all of the materials and reference books that may be needed, such as paper, pencils, encyclopedia, dictionary, etc. d. Insist that the T.V., record/tape player, or radio be turned off during study time. e. Explain to other members of the family the importance of being quiet during study time. These tips will assist your child in completing a successful school assignment. Work with your child. Developing good study habits can pay big dividends for your child in school. 9SUMMER SCHOOL CALENDAR JUNE - JULY, 1992 June 18, 1992 First day of Summer School June 23, 1992 Open House (6.30 p.m.) July 3, 1992 Holiday - NO SCHOOL! July 6, 1992 Classes resume July 13, 1992 Interim reports will be sent home July 13-17, 1992 Parent conferences (all parents must schedule a conference) July 30, 1992 Last day of Summer School - Report cards will be sent home 10BELL SCHEDULE 7:30-7:55 a.m. Make-up Tardies 8:00 a.m. First Bell 8:05 a.m. Tardy Bell 10:00-10:15 a.m. Recess Grades 1-3 10:20-10:35 a.m. Recess Grades 4-6 12:15 p.m. Dismissal 11IMPORTANT SERVICES AND PROCEDURES Hall Passes No student shall be in the hall during regular class time without a hall pass issued by the teacher in charge of the student during that time. This will include trips to the restroom, library, and/or office, as well as to any place other than the room to which the student has been assigned. Passage shall be by the shortest and quickest route practical without stop-overs at other points and without bothering other classes in session. Hall passes shall be issued only as needed and must be turned in at the point of destination or returned to the teacher who originated the pass. Absentee Admits Students MUST obtain admission slips in the office between 7:30- 8:00 a.m. in the morning. The absence must be explained by a written note and/or telephone call from a parent. The office number is 671-6380. Any student who is late to class while getting an absent excuse will receive a tardy unless detained by the office. Attendance All elementary students are required to attend a full six-week session. Excused Absences When a pupil is absent from class because of personal illness or extreme family emergency, an excused absence will be given, but time missed must be made up to the satisfaction of the teacher concerned. Students who fail to make up time missed during an excused absence will not be given credit for summer school. Unexcused Absences When a pupil is absent from school for any reason other than personal illness or extreme family emergency, the absence will be unexcused. Unexcused absences include the following: truancy, skipping classes, dental appointments, running errands, and any other absence for reasons other than personal illness or extreme family emergency. Students whose absences are unexcused will be automatically dropped from our rolls without refund of tuition. 12Make-up Work If a student is absent, he/she must make up the work between 7:30-8:00 a.m. Student Textbooks Textbooks are furnished at no expense to students. Students are These textbooks will show encouraged to use their textbooks. Students will be assessed an appropriate wear due to normal use. fee for books damaged through misuse. Each book should be evaluated for previous damage. identified on the textbook evaluation card. Previous damage should be School Bookstore The bookstore will be closed during summer school. Please purchase school supplies before summer school begins (pen, pencils, paper). Library Use Closed during summer program. Lunch Lunch will not be served, child to eat during recess. You may wish to send a snack with your Illness or Injury at School If a student is injured or becomes ill at school, he/she is to report to his/her teacher and ask for a pass to come to the If necessary, the principal will try to contact health room. his/her parents. All students who are injured and become ill must check out through the office before leaving school. Students needing medication while at school must have a statement A prescription or permission signed by the parent/guardian. bottle with the student's name and dosage is required and should be left in the school health room. Remember, it is necessary that we know where to reach you at all times at home and at work. 13Fire Drill Students are informed and instructed by each teacher for the correct route and procedure to follow during a fire drill or actual evacuation, below. The correct evacuation procedure is listed 1. A bell with a continuing series of short intermittent rings signals a fire drill. 2. The teacher should be the last to leave the room after he/she closes windows and door. 3. Lines to and from the safety area are to be single file. 4. Drills are to be orderly in leaving and returning to the building. 5. Rolls should be checked by each teacher or through a buddy system as soon as the safety area is reached. 6. All lines are to stay clear of traffic areas of fire trucks and other vehicles. 7. One long ring indicates students are to return to class. Tornado Drill The intercom system will be used when there seems to be a need for safety measures to be undertaken. drill or alert, please observe the following: When you hear a tornado 1. Move in an orderly manner away from glass areas such as windows, doors, etc., to a distance of 10 feet or more. Students in portable buildings are to come indoors to a designated area. 2. Keep face turned away from glass area. 3. Move to an inner wall of the classroom. 4. Crouch low or sit next to inner walls. 5. If nothing better, keep below school desk top as these will protect some. 6. Do not run outside seeking another building or person. 7. Buses should stop in open areas and if time, seek protection in ditches or low areas. 148. stay clear of power lines and electrical wiring. 9. 10. 11. Teachers, always know how many students you have in your area or on your bus. . . -  - Open a classroom door to remove a possible vacuum buildup. You should remain in the safety situation until an all-clear is given by someone in some way. 12. Keep calm, guiet, and listen so you can detect falling     *   , Do not strike debris and hear instructions being given. matches or use lighter if dark. Gas could be leaking. 15STUDENT CONDUCT The following section reflect the expectations of the Little Rock Community and the statues of-Arkansas-for student-discipline. These expectations include respect for public property and property of other students, an interpretation-free environment where students can learn, and an environment which is healthy and safe. expectations. of fairness. The written rules are an effort to specify these The disciplinary rules are written with the intent Students who fail to comply with these disciplinary guidelines will be processed in a consistent manner as outlined in this section. Incentives for Good Student Behavior It is important to recognize the correct behavior exhibited by a large number of students. Throughout the summer school session, good behavior and good scholastic achievement will result in special rewards or privileges. Students may make reward suggestions to the principal for consideration. Expected Student Behavior The following are points in the District's overall behavioral guideline: 1. Students will be inside their classroom when the tardy bell rings. 2. Students will bring adequate school-related study materials each day and participate cooperatively and fully in the activities planned by the teacher. 3. Students will not deface any school property. 4. Students will comply immediately and courteously with any reasonable request of any school official. Such a request may, at the teacher's discretion, include requiring students to raise their hand to secure permission before talking or moving about the room. be made at the teacher's discretion. Additional reasonable requests may 5. Students will behave in a cooperative and non-disruptive manner at all times. 16Telephone Use of the telephone by students is limited to emergency calls and school business calls only. - Calls-for-permission-to bring homework, ride buses with friends, etc. will not be permitted. These matters should be taken care of at home. A note from the student's teacher is required during the school day before the telephone may be used. 17 iIMPORTANT BOARD POLICIES (in Summary Form) Truancy is defined as being absent from any class or designated area without prior permission from parents, guardians, and/or school. Students will check in and out through the principal's office, or as otherwise advised by the principal, when arriving late or leaving early during the school day. Dress Code Dress and appearance must not present health and safety hazards or cause disruptions of the educational process. Clothing which promotes student use of drugs, alcohol, and immoral behavior or which is demeaning to other students is considered inappropriate for school wear. The following guidelines will be used by all students and parents in determining appropriate dress and grooming in the school environment: 1. Dress and grooming should be in keeping with health and sanitary practices. 2. Students may not wear clothing or hair styles that can be disruptive to or hazardous in educational activities such as shop classes, lab classes, physical education, art, or in some type of job training program. 3. Clothing, buttons, patches, jewelry, or any other items with words, phrases, symbols, pictures, or signs which are indecent, profane, or use suggestive or inflammatory words are not to be worn. 4. Dress and grooming should not substantially disrupt the educational process. [NO] * * tank tops or underwear may be worn as outer clothing\nspandex shorts may be worn in any secondary school\n* shorts, including bike shorts, may be worn if they are more than three (3) inches above the knee\nand 18* clothing with negative racial or gender overtones that appear to be derogatory or discriminatory may be worn. 5. Shoes are worn as required by law. Thongs, beach footwear, slippers, or other footwear inappropriate for school are not to be worn. 6. Caps, coats, hats, or sunglasses are not to be worn in the building. Coats may be worn in breezeways or open areas of buildings during inclement weather. 7. Students shall not wear suggestive or revealing clothing that diverts attention from the learning process or which may lead to a student being insulted, assaulted, or approached disrespectfully. [NO] * shirts and blouses tied at the midriff, clothing with bare midriff, or clothing not properly fastened are to be worn. Final decision of any wearing apparel will be at the discretion of the principal. 19TRANSPORTATION REGULATIONS The purpose of the Transportation Department of the Little Rock School District is to provide the-safest,- most, efficient transportation possible for those students who are to be transported between their home and school. This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel, and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. They must be followed if we are to provide safe, efficient transportation for the students of this district. The Little Rock School District encourages any person who observes an incident jeopardizing the safety of the students on a bus to report the incident to the Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the Transportation Department of the Little Rock School District is 570-4000. Incentive School is Mr. Floyd Cooper. The supervisor assigned to Franklin Suspension, loss of bus riding privileges, or other disciplinary sanctions may be imposed when students violate the regulations outlined. Waiting for the Bus 1. 2. 3. 4. 5. Be at the bus stop ten (10) minutes before the bus is scheduled to arrive. Stand on the proper side of the street. Wait until the bus stops before crossing the street to board the bus. Ride only the bus assigned by the school principal. Respect the property rights of others. a. b. c. 6. Do not litter. Do not make unnecessary noise. Do not gather or stand on private property without permission. Make plans with your parent/guardian in case you miss the bus. a. b. c. Do not hitchhike. Do not try to walk to school. Do not ride another school bus. 20The drivers have the same authority on the buses that the teachers have on the school campus. Students are under the supervision of the bus drivers and are responsible to the driver for their conduct. Bus drivers are to report student disrespect or misbehavior to principals. Students thus reported by the bus driver will be subject to disciplinary action. 21NOTE: CITIZENSHIP These rules are included in the Students Rights and Responsibilities Handbook. They are not additional rules. Building Rules: Students will: 1. Respect the rights and property of adults and students. A. Language - No cursing, teasing, arguing, namecalling, or threateningeither spoken or written. B. Keep hands and feet to yourself. C. Use your own materials. D. Do not deface or destroy school property, the property of others, or your own. E. No fighting. 2. Walk and talk guietly at all times. 3. Leave food, gum, and toys AT HOME. 4. Complete all assigned work. 5. Follow any additional classroom rules. Playground Rules Students will: 1. Play in assigned areas only. 2. Come in when bell rings. 3. Follow directions given by Campus Security Supervisor. If a student chooses to break a rule: 1st Offense: Conference/Warning by Staff Member 222nd Offense: Student/Teacher Conference 3rd Offense: Recess/Detention 4th Offense: 5th Offense: Parent/Teacher Conference Sent to Principal's Office The following behaviors are forbidden - engaging in them usually results in a short-term suspension: 1. Fighting 2. Using Profanity 3. Throwing Rocks 4. Disrespect to Adults 231 OFFENSE 1st Offense SANCTIONS 2nd Offense 3rd Offense Fighting Verbal assault on staff Physical assaxilt on staff Verbal assault on fellow student Possession, use, or sale of a dnig or controlled substance Insubordination-failure to follow a specific instruction given by staff Expulsion Expulsion Expulsion Warning Expulsion Suspension Suspension Expulsion Expulsion Possession of a firearm/weapon Expulsion Leaving campus un-authorized Warning \u0026amp; Make up time loss Drop for non- attendance Truancy/class cuts Flagrant obscenities/profanity Public intoxication Disorderly conduct-loud, disruptive behavior Malicious mischief-playful behavior or action that inflicts injury to self, others, and/or the learning atmosphere Gambling Theft Arson Sleeping in class It It II It It Warning Expulsion Warning Warning Suspension Expulsion Expulsion Warning Suspension Suspension Suspension Expulsion Suspension Expulsion Expulsion Expulsion Expulsion Destruction of school property Expulsion When a stxadent is expelled, no credit or refund is given. The entire staff is charged with monitoring student behavior in assuring that a wholesome, productive, and business-like atmosphere prevails at all times during school hours. 24\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_533","title":"Job descriptions and organizational chart","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School employees","School administrators","Teachers"],"dcterms_title":["Job descriptions and organizational chart"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/533"],"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\nPLEASE POST PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 RECEIVED August 21, 2000 AUG 2 3 2000 Office Of Desgregation Monitoring The Little Rock School District is now accepting applications for the following position for the 2000-2001 school year: POSITION: Activities Coordinator QUALIFICATIONS: 1. At least three (3) years' successful teaching experience and/or administration. 2. A master's degree (minimum). 3. Evidence of strong organization skills. 4. Evidence of a strong commitment to quality desegregated education. 5. Knowledge of the student activities program. 6. Demonstrates the conviction that all children and will learn in the Little Rock School District. 7. Evidence of successful experience with parent and staff involvement in decision making. 8. Evidence of success in working with secondary school-aged students. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW- REPORTS TO: PrincipalJOB GOAL: To relieve the principal of such impediments as present him/her from fulfilling chief responsibilities of promoting the educational well-being of each student in the school, and to demonstrate the capacity to perform the responsibilities of an Activities Coordinator. BASIC PERFORMANCE RESPONSIBILmES: 1. Assumes responsibility for planning and coordinating student activities, suspension of students, and other responsibilities. 2. Cooperates in conducting of safety inspections and safety drill activities. 3. Works with the principal in the preparation of the parent/student and staff handbooks. 4. Assists in the administration of school rules regarding attendance. 5. Assists the principal in general administration of the school. 6. Performs such other responsibilities as the principal may, from time to time, assign. 7. Demonstrates willingness to work extended hours prior to the opening of the school. 8. Demonstrates an understanding and commitment to the goals, purpose, and mission of the school. 9. Assists in parent recruitment for the PTA. 10. May be assigned the following responsibilities based on skills, knowledge, and/or certification: . Supervises conduct within the school and oversees disciplinary procedures, keeping records of any disciplinary action.  Requisitions supplies and equipment, conducts inventories, maintains records, and checks on receipts for such materials.  Assumes responsibility for conducting the performance evaluation of assigned personnel. SALARY AND TERMS: To be determinedEVALUATION: Performance of this job will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: August 30, 2000, or any time later until satisfactory applicants are recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO: Dr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT ' NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns be addressed to the Association Superintendent for Administrative Services. may It IS the policy of the Little Rock School District not to discriminate on the basis of age sex, race, color, religion, national orioin, or disahilitv in itc\npriiirafinnai ' origin, disability its educational programs activities, or employment practices. 'I PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MSRKHAM STREET LITTLE ROCK, ARKANSAS 72201 August 17, 2000 RECEIVED AUG 2 3 2000 PLEASlggg^ DESEGREGATION MOBORUtG The Little Rock School District is now accepting applications for the following position for the 2000-2001 school year: POSITION: Middle School Child Nutrition Manager QUALIFICATIONS: 1. High school education with manager certification from acceptable certifying agency, participating in and/or completion of a manager-trainee program or three years food service work experience with management-related responsibilities. an NOTE: 2. 3. 4. 5. 6. 7. Evidence of successful work experience in food-service production and management. Demonstrated ability in effective oral and written communication skills. Evidence of ability to deal effectively with the public. Demonstrated proficiency in the use of institutional foodservice equipment. Evidence of a strong commitment to quality desegregated education. Other qualifications as the Board and Administration consider appropriate. may REPORTS TO: APPLICANTS SHOULD BE PREPAJ^ED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW.----- Child Nutrition Supervisor SUPERVISES: Child Nutrition Assistants JOB GOAL: The manager will work cooperatively with the principal and patronage of the Little Rock School District to provide each student with food of nutritious quality in an atmosphere of cleanliness, cheerfulness, and personal concern in the school cafeteria.BASIC PERFORMANCE RESPONSIBILITIES\n1. Supervises food preparation and service. 2. Maintains adequate records and prepares reports on all phases of the program. 3. Maintains high standards of personal appearance, health, sanitation, and safety. 4. Requisitions and maintains an inventory of USDA-donated and purchased food and supplies. 5. 6. Supervises receiving and storage of all food and supplies. Complies with all district, state, and federal childnutrition regulations. 7. Manages an offer vs. serve program to meet federal requirements. 8. Prepares work schedules and provides written instructions/ procedures for workers. 9. Trains child nutrition personnel, including students and volunteer workers. 10. 11. Utilizes planned menus, maintains complete food production records, and follows standardized recipes. Provides in-service training for employees. 12. Cooperates and encourages teacher and student participation in nutrition-education programs. 13. Performs other duties as assigned. EVALUATION: ormance of this job will be evaluated annually in accordance with provisions of the Board's policy on evaluation of Support Services Personnel. SALARY AND TERMS: $13,211 - $13,811 plus benefits package 9 month contract, plus benefits package. CONDITION OF EMPLOYMENT: Work location is subject to change by the Director of Child Nutrition to meet the needs of the program. APPLICATION DEADLINE: August 29, 2000, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO: Judy DalSanto Child Nutrition Department 1501 Jones Street Little Rock, AR 72202 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL TiPPLIES FOR A POSITION DOES NOT NECESSARILY METkN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Administrative Services. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.OCT 5 1995 PLEASE POST Office of Desegregation Monnwitg LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST September 20, 1995 The Little Rock School District is now accepting applications for the following position for the 1995-96 school year\nPOSITION\nInstructional Aide P.E. - McDermott Elementary School QUALIFICATIONS\n1. High school diploma or the equivalent, plus 45 college hours. 2. Demonstrates aptitude for the work to be performed. 3. Must possess good communication and social skills. 4. Evidence of a strong commitment to quality desegregated education. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nPrincipal and Teacher JOB GOAL\nTo provide a well-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. BASIC PERFORMANCE RESPONSIBILITIES\n1. Under supervision of licensed teacher, prepares for classroom activities. 2. Works with small groups of students to reinforce materials initially introduced by the teacher. 3. Assists individual children in need of special attention. 4 . Performs clerical duties. 5. Sets up audiovisual equipment. 6. Guides independent study, enrichment work, and remedial work set up by the teacher.Instructional Aide P.E. Ann Brown Besegregati Monitoring on BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 7. 8. Assists teacher with noninstructional classroom duties, such as snack, toilet, and clothing routines. Checks notebooks, corrects papers, and supervises testing and make-up work. 9. Assists in drill work. 10. 11. Assists with reading and storytelling. Assists small groups of students in the library. SALARY AND TERMS: $8,396 - $10,411 - a nine and one-fourth (9.25) month position, plus benefits package. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Support Services Personnel. APPLICATION DEADLINE: September 29, 1995, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO: Dr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Egual Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.MAt 5 1995 LITTLE ROCK SCHOOL DISTRICT SUPERINTENDENTS OFFICE 810 West Markham Little Rock, AR 72201 Office Of Desegreganofi Mcniionng Date: April 25, 1995 To: Ann Brown, Federal Monitor From: He s, Re: Job Descriptions - Aides The documents delivered to Melissa Guldin were what we understood to be job descriptions for aides in the district. However, as we refine the operations of our Human Resources Department we will be redefining all job descriptions including those in the aide category. Cd \u0026gt;teli\\n LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 RECE5V TO: FROM: SUBJECT: April 20, 1995 Melissa Guldin, Associate Monitor Azo\u0026lt;/- Ht/i'ftrtJ APR 2 11995 Office of Desegregation Monitoring Sterling Ingrai^Associate to the Deputy Superintendent Job Description for Instructional Aides Attached are job description documents provided by Little Rock School District Human Resources Department for the various aide positions. Sl/adg Attachments cc: Dr. Henry Williams, Superintendent Dr. Richard Hurley, Director, Human ResourcesLITTLE ROCK SCHOOL DISTRICT POSITION DESCRIPTION POSITION: Supervision Aide QUALIFICATIONS: 1. High school diploma preferred. 2. Demonstrates competence for assigned responsibilities. 3. Evidence of a strong commitment to quality desegregated education. REPORTS TO: Principal JOB GOAL: To assist in providing a well organized, smoothly functioning school through meaningful supervision of students in classroom, cafeteria, halls, and the playground. BASIC PERFORMANCE RESPONSIBILITIES: 1. Guides children in working and playing hairmoniously with other children. 2. Provides escort and assistance to children as necessary. 3. Assists with the supervision of students during emergency drills, assemblies, recesses, cafeteria, and bus loading zones. 4. Fosters good eating habits and table manners in children. 5. Assists individual children in need of special attention. 6. Constructs educational materials that will provide learning experiences for children. 7. Operates and cares for equipment used for instructional purposes. 8. Collects and displays suitable material for educational displays. 9. Models a high level of ethical behavior. 10. Performs clerical duties as assigned.11. 12. Participates in inservice training programs as assigned. Other duties as assigned.LITTLE ROCK SCHOOL DISTRICT POSITION DESCRIPTION POSITION: Chapter I Reading Instructional Aide QUALIFICATIONS: 1. High school diploma or the equivalent, plus 45 college hours. 2. Demonstrates aptitude for the work to be performed. 3. Must possess good communication and social skills. 4. Evidence of a strong commitment to quality desegregated education. REPORTS TO: Assistant Principal and Teacher JOB GOAL: To provide a well-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resources materials. BASIC PERFORMANCE RESPONSIBILITIES: 1. Under supervision of licensed teacher, prepares for classroom activities. 2. Works with small groups of students to reinforce material initially introduced by the teacher. 3. Assists individual children in need of special attention. 4. Performs clerical duties. 5. Sets up audio-visual equipment. 6. Guides independent study, enrichment work, and remedial work set up by the teacher. 7. Checks notebooks, corrects papers, and supervises testing and make-up work. 8. Other duties as assigned.LITTLE ROCK SCHOOL DISTRICT POSITION DESCRIPTION POSITION! Instructional Aide P.E. QUALIFICATIONS: 1. High school diploma or the equivalent, plus 45 college hours. 2. Demonstrates aptitude for the work to be performed. 3. Must posses good communication and social skills. 4. Evidence of a strong commitment to quality desegregated education. REPORTS TO: Principal and Assigned Teacher JOB GOAL: To provide a well-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. BASIC PERFORMANCE RESPONSIBILITIES: 1. Under supervision of licensed teacher, prepares for classroom activities. 2. Works with small groups of students to reinforce material initially introduced by the teacher. 3. Assists individual children in need of special attention. 4. Performs clerical duties. 5. Sets up audiovisual equipment. 6. Guides independent study, enrichment work, and remedial work set up by the teacher. 7. Assists teacher with noninstructional classroom duties, such as snack, toilet, and clothing routines. 8. Checks notebooks, corrects papers, and supervises testing and make-up work. 9. Assists in drill work.10. Assists with reading and storytelling. 11. Assists small groups of students in the library.LITTLE ROCK SCHOOL DISTRICT POSITION DESCRIPTION POSITION\nInstructional Aide QUALIFICATIONS\n1. High school diploma (some college preferred). 2. Demonstrates competence for assigned responsibilities. 3. Typing ability preferred. 4. Possesses positive interpersonal relations skills. 5. Commitment to the importance of confidentiality of records. 6. Evidence of a strong commitment to quality desegregated education. REPORTS TO\nPrincipal and Assigned Teacher JOB GOAL\nTo aid and support assigned teacher and other certified personnel in implementing the instructional program and support services. BASIC PERFORMANCE RESPONSIBILITIES\n1. Reinforces instructional activities with students as prescribed. 2. Assists in the preparation of lesson plans and instructional materials. 3. Assumes responsibility for being prepared to perform instructional duties as prescribed. 4. Learns the curriculum content of the classes in which he/she assists. 5. Implements behavior management techniques. 6. Assists in data collection.7. Assists the teacher with maintenance of the classroom. 8. Assists with duties such as lunchroom, recess, bus, etc. 9. Participates in inservices, staffing, faculty meetings, etc. 10. Reports to and completes daily work schedules as assigned. 11. Other duties as assigned.LITTLE ROCK SCHOOL DISTRICT POSITION DESCRIPTION POSITION\nComputer Lab Attendant QUALIFICATIONS\n1. High school graduate (minimum). 2. Interest in computers and experience preferred, but not required. 3. Ability to type is an important consideration. 4. Must possess good communication and social skills. 5. Evidence of a strong commitment to quality desegregated education. REPORTS TO\nPrincipal JOB GOAL\nTo operate an automated computer laboratory. BASIC PERFORMANCE RESPONSIBILITIES\n1. Actively supervises each class, moving around the Computer Lab during instructional time, monitoring the computer interaction of each student to ensure that all students are on task. 2. Provides orientation to all new students regarding appropriate behavior in the Computer Lab, including proper handling and operation of all equipment. 3. Places students in appropriate lessons depending on placement tests results or recommendation. 4. Maintains equipment with periodic cleaning. 5. Updates the manuals as new or revised information is released so that it reflects the latest information at all times. 6. Demonstrates mastery of the system to the extent that it works smoothly and without the need of regular help in operating the system.7. Maintains positive relationships with school staff and students which promote the educational objectives of the program. 8. Prepares and transmits all reports for teachers and administrators as required. 9. After training, serves as a resource to school staff in use of stand-alone-micro-computers throughout the school. 10. Other duties as assigned.PLEASE POST ( 4/ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST January 6, 1992 The Little Rock School District is now accepting applications for the following positions for the 1991-92 school year\nPOSITIONS\nPhysical Education Teachers - Three (3) Positions - (1) Ish (1) Stephens (1) Rightsell Incentive Schools QUALIFICATIONS\n1. A bachelor's degree in physical education (K-6) or (K-12). 2. Must meet Arkansas certification requirements. 3. Competence in the total teaching act. 4. Knowledge of current educational theory and practice\nof cul- . tural, socioeconomic, ethnic, and gender differences\nand the principles of child growth and development. 5. The ability to apply this knowledge when working with students, parents, administrators, community members, and support staff. 6. The ability to teach to differences. 7. Sensitivity to cultural differences. 8. Commitment to staff development and to apply new techniques in the classroom., 9. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 10. Evidence of a strong commitment to quality desegregated education. note: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nPrincipal / JOB GOAL\nTo help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women./ I ( Physical Education Teachers BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Prepares for classes assigned, and shows written evidence of preparation upon requests of immediate supervisor. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and  in harmony with the goals  establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. \\ Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement, by instruction and action, the district's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, material and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administration regulation. Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedures, and maintains order in the classroom in a fair and just manner. Makes provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. Strives to maintain and improve professional competence. Attends staff meetings and serves on staff committees as required.( I Physical Education Teachers BASIC PERFORMANCE RESPONSIBILITIES\n(Continued) 16. Makes commitment of time necessary for staff development which will include extended day, extended week, and extended year. 17. Assumes responsibility for encouraging and involving community, staff, and where appropriate, students in decision making about educational programs, development and implementation at the building level. APPLICATION DEADLINE\nJanuary 15, 1992, or any time later until satisfactory applicants are recommended and approved. SALARY AND TERMS\nSalary based on a ten and three fourths (10.75) month teachers contract plus benefits package. EVALUATION\nPerformance of these jobs will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COM- PLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation Monitoring and Program Development.PLEASE POST ( LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 February 24, 1992 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1992-93 school year\nPOSITION\nJunior High School Principal QUALIFICATIONS\n1. At least five (5) years experience as a teacher and/or administrator. 2. A master's degree or higher, with eligibility for Arkansas Certification as a Secondary Principal. 3. Evidence of strong organizational skills. 4. Knowledge of curriculum development and successful teaching methods. 5. Demonstrates the conviction that all students can learn and will learn in the Little Rock School District. 6. Evidence of strong experience in dealing with student problems. 7. Evidence of successful experience with parent and staff involvement. 8. Evidence of a strong commitment to quality desegregated education. note\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES\n1. Assumes responsibility for management of his/her school, serves as chief advisor to the Associate Superintendent on and matters pertaining to administration and program implementation in that school. 2 . Serves on such advisory groups and task forces as assigned by the Associate Superintendent. 3 . 4 . Implements the process whereby school-level educational program needs are identified. Alerts the Associate Superintendent regarding needs logistical and consultative support in order to accomplish this task. Works with staff and patrons to determine educational program priorities and goals for his/her school.I. c Junior High School Principal BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 5. 6. 7'. 8. 9. 10. 11. Oversees the development of educational programs and the plan for implementing them on the school level. Seeks the necessary consultative and logistical support to assure effective educational program implementation. Monitors program implementation in his/her school. Works with supervisory and building staff to make the necessary program changes. Assumes responsibility for conducting the performance evaluation of the personnel assigned to his-her building. Assumes responsibility for encouraging and involving community, staff, and where appropriate, students in decision making about educational program development and implementation at the building level. Assumes responsibility for all record keeping and other administrative tasks. ORGANIZATIONAL RELATIONSHIPS: Reports to the appropriate Assistant Superintendent for Schools . Supervises all personnel serving in the assigned school, including resource and service personnel while they are functional in the school. EVALUATION: Performance of this job will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. SALARY AND TERMS: 38-0005 - Salary Schedule - $38,620 - $60,350 - A Twelve (12) Month Position plus Educational Stipend, Car Allowance and Benefits Package APPLICATION DEADLINE\nUntil a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO: Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN IN- DIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation Monitoring and Program Development.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK ARKANSAS 72201 PLEASE POST March 3, 1992 The Little Rock School District is now accepting applications for the following positions for the 1992-93 school year: POSITIONS\nElementary Principals - QUALIFICATIONS: (1) Western Hills (1) David 0. Dodd 1. At least five (5) years experience as a teacher and/or administrator. 2. A master's degree or higher, with eligibility for Arkansas certification as an elementary principal. 3. Evidence of strong organizational skills. 4. Knowledge of curriculum development and successful teaching methods. 5. Demonstrates the conviction that all students can learn and will learn in the Little Rock School District. 6. Evidence of strong experience in dealing with student problems. 7. Evidence of successful experience with parent and staff involvement. 8. Evidence of a strong commitment to quality desegregated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES\n1. Assumes responsibility for management of his/her school, and serves as a chief advisor to the Associate Superintendent for Educational Programs and Staff Development on matters pertaining to administration and program implementation in his/ her school. 2. Serves on such advisory groups and task forces as assigned by the Associate Superintendent. 3. Implements the process whereby school-level educational programs needs are identified. Informs the Associate Superintendent regarding needed logistical and consultative support in order to accomplish this task. / Elementary Principals BASIC PERFORMANCE RESPONSIBILIr Csntinvrr 4. Works with staff and patrons to determine educational program priorities and goals for his/her school. . 5. Oversees the development of educational programs and the plan for implementing them on the school level. 6. Seeks the necessary consultative and logistical support to assure effective educational program implementation. 7. Monitors program implementation in his/her school. 8. Works with supervisory and building staff to make the necessary program changes. 9. Assumes responsibility for conducting the performance evaluation of the personnel assigned to his/her building. 10. Assumes responsibility for all record keeping and other administrative tasks.. ORGANIZATIONAL RELATIONSHIP: Reports to the Associate Superintendent for Educationa] Programs. Supervises all personnel serving in the assigned school, including resources and service personnel^while they are functional in the school. EVALUATION: Performance of this job will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. SALARY AND TERMS\n37-0003 Salary Schedule- An Eleven Month (11) Month Contract plus Educational Stipend, Car Allowance, and Benefits Package APPLICATION DEADLINE\nMarch 12, 1992, or at any time later when satisfactory applicants are recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO: NOTE\nINDIVIDUALS WHO ARE IN- Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Ar. 72201 TERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. JOB CODE: 851001 ELEM. PRINCIPAL The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent( 3^. , PI^ASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST May 11, 1992 The Little Rock School District is now accepting applications for the following position for the 1992-93 school year\nPOSITION\nDirector of Transportation QUALIFICATIONS\n1. Bachelor's degree required. Master's degree with specialty in Transportation Management desirable. 2. Kinimiun of five (5) years successful experience in transportation fleet management. 3. Minimum of five (5) years experience in line management of hourly paid skilled and semi-skilled wage earners. 4. Specialized knowledge in vehicle maintenance scheduling and fleet routing procedures. 5. Evidence of ability to communicate effectively both orally and in writing. 6. Evidence of ability to deal effectively with the public in a public service environment. 7. Evidence of successful experience with patron and staff involvement in decision making. 8. Evidence of a strong commitment to quality desegregated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nManager of Support Services SUPERVISES\nDrivers and aides, supervisors, dispatchers, maintenance personnel and administrative staff. JOB GOAL: To enable students, through safe and efficient transportation, to take full advantage of the complete range of curricular and extracurricular activities offered by the District's schools.I (\" Director of Transportation BASIC PERFORMANCE RESPONSIBILITIES\n1. Develops and administers a transportation program to meet ail the requirements of the daily instructional program and extracurricular activities. 2. Recruits, trains, and supervises all Transportation Department personnel and makes recommendations on their employment, promotion, and retention. 3. Develops plans for emergency situations. 4. Responsible for maintenance of District-owned equipment, safeguarding against improper use of Transportation Department equipment and implementation of measures to provide security for facilities and equipment. 5. Prepares and administers the Transportation Department budget. 6. Authorizes purchases in accordance with budgeting limitations and District policies. 7. Maintains safety standards in accordance with state, federal, and insurance regulations. 8. Takes an active role in solving discipline problems that occur on school buses. 9. Develops recommendations for future equipment and personnel needs. 10. Acts as a liaison with Citizens' Committees and parents in dealing with transportation. 11. Assumes compliance with all state laws and regulations for school transportation. 12. Completes reports required by insurance carrier. 13. Completes and forwards to Manager of Support Services all reports required by State and Federal authorities. 14. Advises Superintendent on road hazards for decision on school closing or emergency routes during inclement weather. 15. Arranges contractual agreements with certain private agencies for transportation of students who are provided educational services by such agencies. 16. Attends appropriate committee, staff, and Board of Education meetings. 17. Performs other duties as assigned. SAIARY AND TERMS\nSalary To Be Determined - A Twelve (12) Month Position plus Benefits Package, and Car Allowance/ Diroctbr of Transportation EVALUATION\nPerformance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Support Services Personnel. SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director of Hxunan Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Phone 324-2085 APPLICATION DEADLINE\nMay 20, 1992, or any time later until a satisfactory applicant is recommended and approved. NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation Monitoring and Progreun Development.SAFETY AND SECURITY The Safety and Security Department is responsible for providing supporting services and programs that contribute to an orderly and peaceful atmosphere in the Little Rock Public Schools. The Director of Safety and Security organizes, trains, directs, and supervises the personnel in the department who will help provide for the safety and security of the students and staff in the schools. The Director works closely through the Manager of Support Services with the school building and central office administrators in matters related to safety and security. The Director of Safety and Security is responsible for the day-to-day operations of the department. Supervisor of Security Pupil/Personnel Safety. Personnel The Director is assisted by the and the Coordinator of secondary district-wide. assignments, These personnel have both primary and although their responsibilities are They serve as the front line of security, and are in direct service to the schools. Performance responsibilities are: Director of Safety and Security 1. Develops, revises, and implements department and district policies and procedures. 2. Develops and maintains a positive training program designed to meet the needs of the District. 3. Plans, organizes, assigns, and directs department operations with respect to personnel and equipment, training and discipline of personnel. Provides for the 4. Prepares department budget and authorizes department expenditures. 5. Develops procedures to respond to requests for assistance from schools for investigations of assaults, thefts,and vandalism. 6. Provides security for all school campuses, bus stops, graduation exercises, and other services. 7. Attempts to file criminal charges with the appropriate authority and pursue restitution for property damage or loss of school property. / 8. Plans and coordinates crime/violence prevention programs. 9. Meets with District administrators, staff, and other civic groups to explain and promote activities and programs of the department and promote public understanding of the departments function. i' ,^j^cuA\u0026gt;bb^  Qxbi^u^ /yr^i^AAy (! PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 4, 1992 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1992-93 school year: SmOE: Associate Superintendent-Organisational and Learning Equity (This is a revision of the previous announcement for Associate Superintendent-Desegregation) QUALIFICATIONS\n1. A record of successful experience in teaching and administration. highly desirable. Experience as a school prinicipal is 2. A Master's degree or higher from an accredited college or university. 3. Eligibility for Arkansas certification as a school administrator. 4. Successful experience as an administrator in a multicultural setting or urban setting. 5. ^idence of a strong commitment to quality and equity in student learning and school organization. 6. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 7. Evidence of successful experience with parent and staff involvement in decision-making and communication. 8. Demonstrated knowledge of how to apply the concept of high expectations to school organizational patterns. 9. Extensive experience in organizing staff development programs with a focus on Effective Schools research. 10. Such other credentials and/or experience that may be acceptable to the Superintendent of Schools. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW REPORTS TO: Superintendent of Schools JOB GOAL\nTo assist the Superintendent in the task of the implementation of all aspects of the desegregation plan so that organizational and learning equity are achieved in the Little Rock School District. BASIC PERFORMANCE RESPONSIBILITIES\n1. 2. 3. . 4. 5. 6. 7. Serves as a member of the Superintendent's Cabinet. Assists with the technical implementation of the District's desegregation plan. Assumes the responsibility of developmental planning in the areas of long-range student assignment policies, magnet school development, increasing student learning in incentive schools, program placement, and equal educational opportunity planning and proposal development. Assumes the responsibility of monitoring and evaluating the District's desegregation plan with the authority to make written requests for changes in the central office or building practices which give evidence of impending implementation as well as the spirit of the desegregation plan. Assumes the responsibility for the coordination of central office departments in the implementation of various policies, procedures, and practices relating to school desegregation. Maintains contact with state and federal officials so as to keep abreast of statutes, regulations, court decisions and legal opinions which pertain to the desegregation of the schools. Assists school principals to develop a site-based decision-making process based on the Effective Schools research. This decision-making process will place high 8. 9. 10. emphasis on teacher participation. Assists school principals and teachers to continually improve learning quality and equity through the application of research based instructional supervisory techniques. Attends the Board of Directors' meetings and prepares such reports for the Board as the Superintendent may request. Other duties as assigned by the Superintendent. SALARY AND TERMS\nCommensurate with that of the other Associate Superintendents and the Manager of Support Services. Twelve (12) month contract, benefits package, and automobile allowance.Performance of this position will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: June 12, 1992, or any time later until a satisfactory applicant is recommended and approved. SEND LETTERS-OF-APPLICATION, VITA, PLACEMENT PAPERS IF AVAILABLE. AND REFERENCES TO: Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 liSIEi INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS, THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION POES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED, The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Superintendent of Schools.PLEASE POST LITTLE ROCK SCHOOLDISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 4, 1992 iPLEASE POST The Little Rock School District is now accepting applications for the following position for the 1992-93 school year: POSITION: Assooiate Superintendent - School Operations and Climate QUALIFICATIONS\n1. A record of successful experience in teaching and administration. highly desirable. Experience as a school principal is 2. A Master's degree or higher from an accredited college or university. 3. Eligibility for Arkansas certification as a school administrator. 4. Successful experience as an administrator in a multicultural or urban setting. 5. Evidence of a strong commitment to quality and equity in student learning and school organization. 6. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 7. Evidence of successful experience with parent and staff involvement in decision-making and communication. 8. Knowledge of how to implement the Effective Schools research in a school setting. 9. Successful experience in implementing research-based teaching and learning strategies in a school setting. 10. Knowledge of how to implement Mastery Learning in a school setting. 11. Ability to work with District level and school administrators to continually improve school effectiveness and student achievement. 12. Such other credentials and/or experience that may be acceptable to the Superintendent of Schools. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nSuperintendent of Schools JOB GOAL\nServes as the Associate Superintendent responsible to the Superintendent for the operation and climate of the schools of the District. Supervises Assistant Superintendents and Building Principals in the attainment of the following: (1) (2) (3) (4) schools that embody effective school characteristics\nadministrators that effectively use clinical supervision skills and demonstrate behaviors associated with caring and effective instructional leadership\na caring, safe, and positive atmosphere in the schools\nand continual increases in academic achievement for all of the children of the District regardless of family background. BASIC PERFORMANCE RESPONSIBILITIES\n1. 2. 3. Serves as a member of the Superintendent's Cabinet. Supervises the student hearing officer and monitors the student hearing process to insure that student infractions are equitably dealt with in a just and efficient manner that is protective of a safe and orderly school climate. Monitors the implementation of the effective school research in the schools through a site-based team decision-making approach. This approach will place 4. 5. 6. high emphasis on teacher participation. Monitors a systematic effort to continually improve the ability of administrators to supervise instruction. Monitors the implementation of Mastery Learning and other instructional strategies in the schools. Directly and indirectly responsible for the supervision and evaluation of Assistant Superintendents and site 7. 8. administrators. Attends the Board of Directors' meetings and prepares  such reports for the Board as the Superintendent may request. Other duties as assigned by the Superintendent. SALARY AND TERMS\nCommensurate with that of the other Associate Superintendents and the Manager of Support Services. Twelve month contract, benefits package, and automobile( PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST June 9, 1992 The Little Rock School District is now accepting applications for the following positions for the 1992-93 school year: POSITIONS\nGeometry Teacher (1) - McClellan English Teacher (1) - P.H. Jr. High Sp. Ed. Teachers (2) - (1) - Mitchell, (1) - Wilson Sixth Grade Teachers (2) - 1 - Rockefeller, 1 - Stephens Second Grade Teacher (1) - Terry QUALIFICATIONS\n1. A bachelor's degree (minimuni). 2. Must meet Arkansas certification reguirements. 3. Competence in the total teaching act. 4. Knowledge of current educational theory and practice\nof cultural, socioeconomic, ethnic, and gender differences\nand the principles of child growth and development. 5. The ability to apply this knowledge when working with students, parents, administrators, community members, and support staff. 6. The ability to teach to differences. 7. Sensitivity to cultural differences. 8. Commitment to staff development and to apply new techniques in the classroom. 9. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 10. Evidence of a strong commitment to quality desegregated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nPrincipal JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and reasonable men and women.( ( Page Two (2) BASIC PERFORMANCE RESPONSIBILITIES\n1. 2. 3. Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and'abilities of the students. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. 4. 5. Prepares for classes assigned, and shows written evidence of preparation upon requests of immediate supervisor. Encourages students to set and maintain standards of classroom behavior. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Guides the learning process toward the achievement of curriculum goals and ~ in harmony with the goals -- establishes clear objectives for all lessons, units, projects and the like to communicate, these objectives to students. Employs a variety of Instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups Involved. Strives to implement, by instruction and action, the district's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, material and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administration regulation. Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules for classroom behavior and procedures, and maintains order in the classroom in a fair and just manner. Makes provisions for being available to students and parents for education-related purposes outside the instructional xlay when required or requested to \u0026lt;io so under reasonable terms. Strives to maintain and improve professional competence. Attends staff meetings/inservice training and serves on staff committees as required.Page Three (3) BASIC PERFORMANCE RESPONSIBILITIES\n(Continued) 16. c Assumes responsibility for encouraging and involving community, staff, and where appropriate, students in decision making about educational programs, development and implementation at the building level. APPLICATION DEADLINE\nJune 22, 1992, or any time later until satisfactory applicants are recommended and approved. SALARY AND TERMS\nSalary based on a nine and one fouirth (9.25) month teachers contract plus benefits package. EVALUATION\nPerformance of ^ese jobs will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN IN- DIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation Monitoring and Program Development.PLEASE POST little ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 June 11, 1992 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1992-93 school year\nPOSITIONS\nFifth Grade Teacher - Western Hills Elementary Sixth Grade Teacher - Western Hills Elementary QUALIFICATIONS\n1. 2. A bachelor's degree (minimum). Must meet Arkansas certification reguirements. 3. 4. 5. Competence in the total teaching act. Knowledge of current educational theory and practice\nof cultural, socioeconomic, ethnic, and gender differences\nand the principles of child growth and development. The ability to apply this knowledge when working with students, parents, administrators, community members, and support staff. 6. The ability to teach to differences. 7. 8. 9. 10. Sensitivity to cultural differences. Commitment to staff development and to apply new techniques in the classroom. Demonstrates the conviction that all children can and will learn in the Little Rock School District. Evidence of a strong commitment to quality desegregated education. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nPrincipal To JOB GOAL\n, To help students learn subject matter and skills that will contribute to their development as mature, able, and reasonable men and women. 1 Page Two (2) BASIC PERFORMANCE KESPONSIBILI'TIES: 1. 2. 3 . 4 .  5. Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. ^^tes a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Prepares for classes assigned, and shows written evidence of preparation upon requests of immediate supervisor. Encourages students to set and maintain standards of classroom behavior. 6. 7. Guides the learning process toward the achievement of curriculum goals and  in harmony with the goals  establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. 8. Strives to implement, by instruction and action, the district's philosophy of education and instructional goals and objectives. the 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Takes all necessary and reasonable precautions to protect students, equipment, material and facilities. 11. 12. Maintains accurate, complete, and correct records as required by law, district policy, and administration regulation. Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules for classroom behavior and procedures, and maintains order in the classroom in a fair and just manner. 13. Makes provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to dp so under reasonable tenns. 14. Strives to maintain and improve professional competence. 15. Attends staff meetings/inservice training and serves on staff committees as required. Page Three (3) I BASIC PERFORMANCE RESPONSIBILITIES\n(Continued) 16. Assumes responsibility for encouraging and involving community, staff, and where appropriate, students in decision making about educational programs, development and implementation at the building level. APPLICATION DEADLINE\nJune 18, 1992, or any time later until satisfactory applicants are recommended and approved. SALARY AND TERMS\nSalary based on a nine and one fourth (9.25) month teachers contract plus benefits package. EVALUATION\nPerformance of these jobs will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director of Human Resources Little Rook School District 810 West MarJtham Street Little Rock, Arkansas 72201 NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN IN- DIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation Monitoring and Program Development.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 August 24, 1992 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1992-93 school year\nPOSITION\nAssistant Superintendent of Schools - Secondary QUALIFICATIONS\n1. Six (6) years successful experience in teaching and secondary administration, at least three (3) of which should have been in administration. 2. A master's degree or higher from an accredited college or university. 3. Eligibility or an approved Deficiency and Removal Plan for Arkansas certification as an Assistant Superintendent. 4. At least two (2) years successful experience as an educational administrator in a multicultural or district setting. 5. Evidence of a strong commitment to quality and equity in student learning and school organization. 6. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 7. Evidence of successful experience with parent and staff involvement in decision making and communication. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nAssociate Superintendent for School Operations and Climate JOB GOAL\nTo assist the Associate Superintendent in providing leadership with the operation and climate of secondary schools in the District. the following\nSupervises site administrators in the attainment of 1. 2. 3. 4. Schools that embody effective school characteristics. Administrators that effectively use clinical supervision skills to enhance the quality of instruction. A caring, safe, productive, and positive learning environment. Continual increases in academic achievement and performance for all students regardless of family background.I Page Two (2) BASIC 1. KES PON.--- Meets and instructs' 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. the times designated^^^\"*\"'^ classes in the location P^gram of study that -axvxdual needs, inteJsS\nu shiHties'oJ as much as and at Creates and a classroom appropriate to the Prepares for classes preparation Encourages students behavior. possible, meets the  bbe students. environment that is conducive to - maturity and interests iinne assigned, and shows upon requests of immediate learning of the students. written evidence of supervisor. to set and maintain standards of classroom S achievement all lessoS '7 \"ablishes like to communicate these objective^ to'stSeS? Employs a al media. ai meaia, consistent with th cation provided \" uals or student physical limitations qroups involvar and the needs of curricu- instruction- of the lo- of the individ- aistrirt^J miMOThv of 'aructlon and action, the and objectives. P f education and instructional Assesses the Takes all students, Maintains goals as required  necessary and reasonable equipment, material anrt P^?ybfons to protect and facilities. by laC'^^iSSjr:' complete, and correct r aw, district policy, and administration correct records Assists the rules governing student life reasonable maintains just manner. Makes as required regulation. all policies rulS^orS^^' T fxf classroom behavior and/or order in the classroom in f^Sr^^nd^''' for .dSSSS^Sa*^ when required students find  or re,ueSSrd:::a' parents Strives to maintain and i so under reasonable terms. Attends staff improve professional competence. committees as meetingyinservice training required. and serves on staffI ( Assistant Superintendent of Schools - Secondary BASIC PERFORMANCE RESPONSIBILITIES\n1. 2. 3. 4. 5. 6. 7. Facilitates the implementation of District curriculum, programs, and policies in assigned schools. Monitors a systematic effort to continually improve the ability of administrators to supervise instruction. Is directly and indirectly responsible for the supervision and evaluation of secondary principals and assistant principals. Assists site administrators with the operational functions of the schools. Assists the Associate Superintendent of School Operations/ Climate in the preparation of drafts for needed Board policies and administrative procedures. Attends the Board of Directors' meetings and assists with the preparation of Board reports as directed by the Associate Superintendent. Other duties as assigned by the Associate Superintendent. SALARY AND TERMS\nCommensurate with that of other Assistant Superintendents in the District. EVALUATION\nPerformance of this job will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS\nSeptember 2, 1992, or any time later until a satisfactoiry applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO\nJanet L. Bernard Associate Superintendent - School Operations and Climate Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN IN- DIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Egual Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation Monitoring and Program Development. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.evaluation\nPerformance of this position will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR APPLICATIONS\nJune 12, 1992, or any time later xintil a satisfactory applicant is recommended and approved. SEND LETTERS OF APPLICATION, VITA, PLACEMENT PAPERS IF AVAILABLE. AND REFERENCES TO\nLynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS\nTHEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Superintendent of Schools.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST February 9, 1993 The Little Rock School District following position for the 1993-94 school year: Is now accepting applications for the POSITION: Principal - Martin Luther King, Jr. Interdistrict Elementary School: Theme To Be Announced QUALIFICATIONS\n1 . At least five (5) years experience as a teacher and/or administrator. . A master's degree or higher, with eligihlllty for Arkansas certification as an elementary principal. 3. Evidence of strong organizational skills. 4. Knowledge of curriculum development and successful teaching methods. 5 . Demonstrates the conviction that all students can learn and will learn in the Little Rock School District. 6 . Evidence of strong experience in dealing with student problems. 7 . Evidence of successful experience with parent and staff involvement . 8 . Evidence of a strong commitment to quality desegregated education. NOT: In the initial interview, evidence of the above qualifications. applicants should be prepared to show In addition, applicants will also be asked to critique a teachers classroom lesson on video and to write a narrative. BASIC PERFORMANCE RESPONSIBILITIES: 1 . Assumes responsibility for the management and monitoring of his/her school, and serves as a chief advisor to the appropriate assigned Associate/Assistant Superintendent on matters pertaining to administration, budget, and program implementation in his/her school. 2. Works with staff and patrons to determine educational program priorities and goals for his/1er school. 3 . Implements the process grams needs are identified. Whereby school-level educational pro- Informs the appropriate Associate/ Assistant sultat ive Superintendent regarding needed logistical and con-support in order to accomplish this task. / ( Principal nartin Luther King, Jr. Interdistrict Elementary School BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 4 . Serves on such advisory groups and task forces as assigned by the appropriate Associate/Assistant Superintendent. 5 . Oversees the development of educational programs and the plan for implementing them on the school level. G . Works with supervisory and building staff to make the necessary program changes. 7. 8. Assumes responsibility for conducting the performance evaluation of all personnel assigned to his/her building. Assumes responsibility for all record keeping and other administrative tasks. EVALUATION: . Performance of this Job will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. SALARY AND TERMS: To Be Determined for Eleven (11) Months APPLICATION DEADLINE: February 18, 1993, or any time is recommended and approved. later when a satisfactory applicant SEND WRITTEN LETTER OF INQUIRY TQ: Janet Bernard Associate Superintendent for School Operations and Climate Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. JOB CODE: 851001 ELEM PRINCIPAL The Little Rock School District Is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for School Operations and Climate. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, religion, national origin, or color, disability in its educational programs, activities or employment practices.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 February 9, 1993 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1993-94 school year: POSITION: Director of Vocational Education QUALIFICATIONS\nA record of successful experience In teaching and administration of vocational education in an urban setting. S. A master's degree or higher Including a minimum of 18 semes-ter hours in vocational education in an approved vocational teacher education program. 3. Eligibility for Arkansas certification as a Vocational Administrator or School Administrator. Evidence of a strong commitment to quality and equity in student learning and vocational education. Evidence of successful experience in dealing with students, parent s, and staff In decision making and communication. To develop, expand, and provide quality vocational and technical education programs to our students that will enable them upon graduation to be competitively employed. 7. Evidence of successful experience in developing and Implementing Tech Prep program of studies. Evidence of a strong commitment to quality desegregated educat i on. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Associate Superintendent - Curriculum and Learning Improvement JOB GOAL: To provide students enrolled in the vocational education program with education and training of sufficient excellence to enable them upon graduation to enter the job market with entry-level skills, varied intellectual iinntteerreessttss., and sufficient understand-ing and curiosity to continue their growth and maturation worker and as an individual. as a 1 . 4 . 5 . 6 . 8. ( BASIC PERFORMANCE RESPONSIBILITIES: 1 . Develops and supervises quality and technical education programs . AceicTs Plstrict in develoolng Tech Prep program of studies. Director of Vocational Education BASIC PERFORMANCE RESPONSIBILITIES: (Cent X nued) Assists in developing and providing quality staff development act ivitles for vocational and other support staff. Assists In the development and/or revision of curriculum for vocational programs in the District. Assists Instructors and administrators in selecting state-of- the-art equipment, educat 1 on. materials, and supplies for vocational Knows and Interprets local, state. and national trends, stan- dards, guidelines, and policies pertaining to vocational programs . Assists in the work of Vocational Education Advisory Commlt- tees and with vocational student organizations. 8. Prepares proposals for vocational and technical education. 3 . 4. 5 . \u0026amp; . 7. Develops 9. plans for needed renovatlon/expansion of existing laboratories and/or classrooms in coordination with Plant Services and other appropriate departments/individuals. 1 0 . Assists in recruiting and screening qualified applicants for teaching positions. 1 1 . Performs other duties as assigned. TERMS OF EMPLOYMENT: Twelve (12) month contract, plus benefits package EVALUATION: Performance of this position will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: 1993, or any time later until a satisfactory applicant April 30, is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO: Brady Gadberry Director of Human Resources Little Rock School District 810 W Markham Street Little Rock, AR 72201 Phone 324-2085 The Little Rock School Equity concerns may be for Organizational and NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. District is an Equal Opportunity Employer, addressed to the Associate Superintendent Learning Equity. It is the policy of the Little Rock Scliool District not to discriminate on the basis of age. sex, race, color, religion, national origin, or disabi1i t V in its educational programs, activities or employment26 Director of Financicl Services OUALIF1CA71OKS: . a f'it lee St a B.A. degree in accounting. 2.- Experience with a CPA firm desirable. Experience with fund accounting. REPORTS TO: Assistant Superintendent Business Services SUPERVISES\nAll personnel assigned to Department JOB GOAL: To administer the fiscal affairs of the district efficiently, expeditiously, ano to the ultimate benefit of each individual student enrol led. P rORPIAKCE RESPONSIBILIT 1 . 2. c. Directs all financial accounting. rrepares, enters, and records all disbursements of district funds. Recommends the purchase accounting equipment. of and oversees the maintenance of Provides advance warning of potential over-expenditure of budgeted funds. Verifies personally all bank accounts monthly. Makes all reoorts het are the re of the accoun ng function. J. /. Cooperates with the District auditors and provides information to tnem as requested. c. Reports to the Assistant Suoerintendent-Eusiness Services on - pc tino a nd-improvements rairs of the district and recommends changes as needed. a a I Oversees investment of available district funds. 10. Performs other duties as p. ess Services. assigned by the Assistant Superintendent Peoe Two (2) TERM 0\" EMPLOYMENT\n27 Twelve months. EVALUATION:  Perrormance of this job v.'ill be evaluated in accordance with provisions of the Board s polic}' on Evaluation of Professional Personnel. /PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 701 PLEASE POST April 19, 1993 The Little Rock School following position for District is now accepting applications for the the 1993-94 school year: POSITION: Director of Staff Development QUALIFICATIONS: 1 . Minimum of five (5) years' successful teaching and supervisory experience. E. A Master's Degree (minimum) with special in staff development. interest/experience 3. Eligible for Arkansas Certification as a Supervisor. 4. Certification and experience in training TESA programs. staff for PET and 5. Expertise and experience related to learning/thinkIng skills. 6. Evidence of a strong commitment to quality desegregated educat 1 on. 7. Evidence of successful experience with parent and staff Involvement. 8. Mastery of effective teaching techniques. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOU EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Associate Superintendent for Curriculum and Learning Improvement JOB GOAL: To provide the leadership and technical assistance to establish and maintain a Staff Development Component for the little Rock School District in order to respond to the learning needs of its school population/staff (certified and non certified), Hoard of Directors, and patrons. BASIC PERFORMANCE RESPONSIBILITIES: 1 . To be responsible for planning. coordinating, and successfully implementing all on-going staff development activities and programs in the Little Rock School District. Director of Staff Development BASIC PERFORMANCE RESPONSIBILITIES: (Continued) E . To plan, coordinate, training opportunities in the areas of: and successful 1y 1mp1ement specified Instructional methods, self-awareness (race and equity) and interpersonal relations , curricula, discipline techniques and classroom management strategies, and parent involvement and parent education. 3. To assist principals and otters with bul Idlng-level staff development needs and activities. 4. To be familiar and able to teach terms/issues related to equity and race. 5. To conduct values clarification training on the District philosophy and mission. 6 . To review and teach the components of the Little Rock School District's desegregation plan. 7 . To define roles and responsibilities of all Little Rock School District employees in effecting equity. 8. To teach all staff members human relations skills (listening skills, cross-racial communication, salesmanship, and situation management) to be modeled in the desegregated setting. 9 . To conduct inservice sessions for specified groups of employ- ees who must deal with special problems (e.g., principals and assistant principals will participate in inservice sessions which address the problem of racially-disproportionate discipline) . 1 0 . To continually investigate possible funding sources and other resources for Little Rock School District staff development and to work with area universities. dations whenever possible and appropriate. state agencies, and foun- SALARY AND TERMS: Based on twelve (IS) month administrative salary schedule plus educational stipend. car allowance, and benefits package. EVALUATION: Performance of this position will be dance with provisions of the Board's Professional Personnel. evaluated annually in accor- policy on Evaluation of DEADLINE FDR RECEIPT OF APPLICATIONS: 1993, or any time later until May 7, recommended and approved. a satisfactory applicant IsDirector of Staff Development SEND WRITTEN LETTERS OF INQUIRY TO: Brady Gadberry Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE : INDIVIDUALS WHO A VERY RIGOROUS ARE INTERESTED IN THE ABOVE POSITION PIUST COMPLETE SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School Equity concerns may be for Organizational and District Is an Equal Opportunity Employer, addressed to the Associate Superintendent Learning Equity. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex. race, disability in its educational programs, practices. color, religion, national origin, activities or employment or.FILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION EAST? U.S. DIS ..JU AT r ARKAti! may 0 1393 CAFxL n. \u0026gt; I LITTLE ROCK SCHOOL DISTRICT Ey:: TLAINTI EI?. CLERK VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. RECEIVED DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE W. KNIGHT, et al. MAY 6 1993 INTERVENORS Office of Desegregation Monitoring NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of job descriptions for the positions listed on the LRSD organization chart. The job descriptions are numbered to correspond to the numbered positions on the attached organization chart. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 BY: Christopher Heller Bar No. 81083 I CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following by depositing copy of same in the United States mail on this 5th day of April, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 ) Ci BY:^--- Christopher Heller -2-h  W' '*  i. I i I  I--------------- (4|)|^Asst^SMpt \u0026amp; 11 tjamrig Equily Ellectrva Schools bhw* I  n. I btss ? 1 1 Ui (2) CommunicalioM (5) Assoc. Sqpt. School Operat. ACftnate (9) Hairing Oflicar Studertf Assignment I 10) lr)cantrve Schools (7) (16) Aut.Supt. 1(^4 f  -! X25 I J. Monitormg Wplsmentstlory i JWjjnjmHonPhn HannJngt Evaluation p (26} Elementary 15 Schools Principal (17 J A^. Supt. Elamertf ary 14 Schoob 27} Principata (39:_ Volunteer! in  PubficSchook (40) Taacharv 41) Teichars (46)- Bafora-I  SI Aflw-SchoolCAAE (50)- Parant Recruit ma rtf (52)L Parant Coordinator sa 6! fit sa a n nwwiw !  . y* g Wp '- i : T- I . f* i.- Jt ! i i ! BOARD OF DIRECTORS Superintendent (18 Aset. Supt, . Supt. I Secondary I 13 Schools I r J 28) Principal! I 42) I Taachart (47)\" NawFuluraa (51) 153)^ Alhtatica Allamatfva Laeming (3) Human (6) (11) Raiding (19) - language Arts (29) - Sdanca (34) Matham at ica (43) L Soda! Studies pC] Little Rock School District Organizational Structure APRIL 1993 Raso ureas/ labor Relatiorw Assoc. Stftf. I CiTrfaJumS Uaning Imprvmt (20) (30) (7) Managw RwOUGMt School S(\u0026lt;yort Fine Art! Instructional Technology Physi^ Education Orxrg \u0026amp; Haahh Education l\n{ Early Childhood (48) Staff Davalopmant Il 13) Vocational l:= ( 2 Programs/ I Grant! /]- Excaptbnal I (361 .1 (45 r (49 Childran Adult Education Library Services Foreign Language r {22. ControRar Facilities Services (2^ Pracuramartf (32 Traneportation Sacurtfy/Ri*l( Management (37 Food Service! (38, Horm^ioo SarvioaaAugust 10, 1993, 2:45 p.m. Called ADE to inquire if any type of certification is needed to work in a department charged with the receipt, interpretation,and dissemination of test scores. Sequence of events below: 1. Called the certification division and Skip---- referred me to Bob Maddox in the accreditation department (683-1390). 2. Called 682-4390, asked for Maddox, and learned he was away from his desk. 3. Spoke with David Watts, also of the accreditation department, and described Sterlings responsibilities as they relate to test data. Asked if a person required certification to perform those duties or work in a department charged with those responsibilities. Watts said that no special certification is required, nor is the individual required to be certified at all. He also informed me that it is possible to have aU test information disaggregated by the test supplier. The best way to describe Sterlings job is that he serves as a \"clearinghouse\" for test data. 4. Shortly after this, I called the department again, seeking written confirmation of the information provided earlier. This time I did speak to Bob Maddox. He stated that the state department only monitors the certification for employees paid from the teachers salary fund. If the planner was paid from other district funds, certification would not be an issue at all. He clearly pointed out that this is perfectly acceptable as long as the non-certified person does not work as a teacher or supervise teachers. I furnished the ODM fax number and Maddox said he would try to send me something in writing by the end of the day on August 11. 1993. 1 1 11 ,.ii^ \u0026gt; )Board Of Directors c Little Rock School District Organizational Structure November 4,1993 n . ) J DRAFT #2 To Be Announced Special Assistant to Supt Dr. Russ Mayo Assoc. Superintendent tor Desegregation Jeanette Wagner Communications 1 Student Assignment Margaret Gremllllon Larry S. Robertson Asst. Sijpt, Eiem. p Asst. Si\u0026lt;rt. EJom. 16 Schools 14 Schools 1 Arma Hart Desegregation Facilitator Debbie Miam Volunteers in Public School Principals I Principals Bedw arerrt Rc Rather  Parerrt Recruitment Teachers Coordinator ] I Teachers Parent Involvement Incentive Schools Brad Montgomery Transportation Dr. Henry P. Williams Superintendent I Estelle Matthis Deputy Superintendent Sterling Ingram Associate for Instruction to the Deputy Superintendent Maik Mllhollen Actino Managerfor Support Services A Human Resources To Be Announced Planning, Research and Evaluation I Dave Kingsella Inform aSon Services I Business Systems Student Systems Dr. Victor Anderson Acting Asst. Supt, Sec., 13 Schools Alice Stovall Reading Gene Parker Language Arts/ Foreign Language *Rne Arts Instruct ionai Technology Prindpais Teachers Linda Young New Futures Athletics Othello Faison Alternative Learning Center Dennis Glasgow Science J _ To Be Artnounced Mathematics Marie A. McNeal Sodal Studies Dr. Linda Watson Hearing Officer Catherine Gill Parent Involvement Physical Educational _ Jo Evelyn Elston Pupil Services Pat Price Eady Childhood Donita Hudspeth Staff Development Carol Groen IVocational Education Leon Adams  Federal Programs/ Grants Dr. Patty Kohler Exceptional Children Financial Services Doug Eaton Facilities Services Jackie Boykin Food Services Brady Gadberry Labor Relations ] J' Paulette Martin I Adult Education Lucy Lyon Lbrary Services Charlie Neal Procurement BIN Bamhouse Security/Risk Management To Be Announced Human ResourcesOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor r\n9 ri APR 2 0 1995 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Offics of Ce33: !1 ! 0  y r- Date: April 12, 1995 iCtr To: Sterling Ingram, Associate to the Deputy SuperintefadeTQl'/\\/ Little Rock School District From: Melissa GuldioA4' Axilociate Monitor Subject: Job Descriptions for Instructional Aides On April 10, 1995, you testified in District Court that the LRSD had prepared a job description for the position of instructional aide several years ago. Could you please send me a copy of that job description, as well as those you may have for other types of aides such as: supervision. Writing to Read, computer, and the like? Please forward that information to me by Friday, April 21, 1995. Thank you for your attention to this matter. RECEIVED APR 141995 assistant TO DEPUTY SUPERINTENDENT PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST March 10, 1995 The Little Rock School District is now accepting applications for the following position for the 1994-95 school year\nPOSITION\nInstructional Aide - Williams Magnet Elementary School QUALIFICATIONS\n1. High school diploma (some college preferred). 2. Demonstrates competence for assigned responsibilities. 3. Typing ability preferred. 4. Possesses positive interpersonal relations skills. 5. Commitment to the importance of confidentiality of records. 6. Evidence of a strong commitment to quality desegregated education. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nPrincipal and Assigned Teacher JOB GOAL\nTo aid and support assigned teacher and other certified personnel in implementing the instructional program and support services. BASIC PERFORMANCE RESPONSIBILITIES\n1. Reinforces instructional activities with students as prescribed. 2. Assists in the preparation of lesson plans and instructional materials. 3. Assumes responsibility for being prepared to perform instructional duties as prescribed.Instructional Aide BASIC PERFORMANCE RESPONSIBILITIES\n(Continued) 4 . Learns the curriculum content of the classes in which he/she assists. 5. Implements behavior management techniques. 6. Assists in data collection. 7. Assists the teacher with maintenance of the classroom. 8. Assists with duties such as lunchroom, recess, bus, etc. 9. Participates in inservices, staffing, faculty meetings, etc. 10. Reports to and completes daily work schedules as assigned. 11. SALARY AND TERMS\nOther duties as assigned. $8,396 - $10,411 - a nine and one-fourth (9.25) month contract, plus benefits package. EVALUATION\nPerformance of this job will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Support Services Personnel. APPLICATION DEADLINE\nMarch 21, 1995, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO\nNOTE\nDr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST November 16, 1993 The Little Rock School District is now accepting applications for the following positon for the 1993-94 school year\nPOSITION\nInstructional Aide P.E. - Terry Elementary School QUALIFICATIONS\n1. High school diploma or the equivalent, plus 45 college hours. 2. Demonstrates aptitude for the work to be performed. 3. Must possess good communication and social skills. 4. Evidence of a strong commitment to quality desegregated education. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nPrincipal and Teacher JOB GOAL\nTo provide a well-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. BASIC PERFORMANCE RESPONSIBILITIES\n1. Under supervision of licensed teacher, prepares for classroom activities. 2. Works with small groups of students to reinforce material initially introduced by the teacher. 3. Assists individual children in need of special attention. 4. Performs clerical duties. 5. Sets up audiovisual equipment. 6. Guides independent study, enrichment work, and remedial work set up by the teacher.Instructional Aide BASIC PERFORMANCE RESPONSIBILITIES\n(Continued) 7. 8. Assists teacher with noninstructional classroom duties, such as snack, toilet, and clothing routines. Checks notebooks, corrects papers, and supervises testing and make-up work. 9. Assists in drill work. 10. Assists with reading and storytelling. 11. Assist small groups of students in the library. SALARY AND TERMS\n$8,396 - $10,411 INAIDE-01 - a nine and one-fourth (9.25) month contract, plus benefits package. EVALUATION\nPerformance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Support Services Personnel. APPLICATION DEADLINE\nNove^er 29, 1993, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO\nBrady Gadberry Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST March 30, 1995 The Little Rock School District is now accepting applications for the following position for the 1994-95 school year\nPOSITION\nSupervision Aide - Dodd Elementary School QUALIFICATIONS\n1. High school diploma preferred. 2. Demonstrates competence for assigned responsibilities. 3. Evidence of a strong commitment to quality desegregated education. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nPrincipal JOB GOAL\nTo assist in providing a well organized, smoothly functioning school through meaningful supervision of students in classroom, cafeteria, halls, and on the playground. BASIC PERFORMANCE RESPONSIBILITIES\n1. Guides children in working and playing harmoniously with other children. 2. Provides escort and assistance to children as necessary. 3. Assists with the supervision of students during emergency drills, assemblies, recesses, cafeteria, and bus loading zones. 4. Fosters good eating habits and table manners in children. 5. Assists individual children in need of special attention. 6. Constructs educational materials that will provide learning experiences for children.Supervision Aide BASIC PERFORMANCE RESPONSIBILITIES\n(Continued) 7. Operates and cares for equipment used for instructional purposes. 8. Collects and displays suitable material for educational displays. 9. Models a high level of ethical behavior. 10. Performs clerical duties as assigned. 11. Participates in inservice training programs as assigned. 12. Other duties as assigned. SALARY AND TERMS\nNine (9) months positions - minimum $4.70 per hour - five (5) hours per day. EVALUATION\nPerformance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Support Services Personnel. APPLICATION DEADLINE\nApril 10, 1995, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO\nDr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street NOTE\nLittle Rock, AR 72201 INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.PLEASE POST ^ITTLE ROCK SCHOOL DISTRIC. 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST November 13, 1 992 The Little Rock School District is now accepting applications for the following positions for the 1992-93 school year: POSITION: Chapter 1 Reading Instructional Aides - Two (2) Positions QUALIFICATIONS: High school diploma or the equivalent, plus 45 college hours. 2. Demonstrates aptitude for the work to be performed. 3. Must possess good communication and social skills. Evidence of a strong commitment to quality desegregated education. note: APPLICANTS MUST BE PREPARED TO SHOU EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Assistant Principal and Teacher JOB GOAL: To provide a well-organized, smoothly functioning class environment in which students can take full advantage of the instructional program and available resource materials. BASIC PERFORMANCE RESPONSIBILITIES: Under supervision of licensed teacher, prepares for classroom act ivit ies. Works with small groups of students to reinforce material initially introduced by the teacher. 3. Assists individual children in need of special attention. Performs clerical duties. 5. Sets up audio-visual equipment. Guides independent study, enrichment work, and remedial work set up by the teacher. Checks notebooks, corrects papers, and supervises testing and make-up work. Other duties as assigned. 1 . 4. 1 . 2 . 4 . 6 . 7 . 8 .Chapter I Reading Instrue,iona1 Aides Two (2) Posit.ons SALARY AND TERMS : 10,206 *8,231 *10,206 - a nine and one-fourth (9 25) plus benefits package. month position. evaluation. Performance of this Job will be evaluated annually In accordance ,, 2 I.  --------- .wwve-v, oluluaxxy ill aeco Board's policy on Evaluation of Support Services Personnel. APPLICATION DEADLINE: November 24, cant 1992, or any time later until IS recommended and approved. satisfactory appli- a SEND WRITTEN LETTERS OF INQUIRY TO: Brady Gadberry Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 INDIVIDUALS WHO ARE INTERESTED IN THE PLETE A VERY RIGOROUS SELECTION PROCESS? 7 INDIVIDUAL APPLIES FOR A POSITION DOES NOT AN INTERVIEW WILL BE CONDUCTED. ABOVE POSITIONS MUST COM- THEREFORE, BECAUSE AN NECESSARILY MEAN THAT The Little Rock School District is an Equal Opportunity Employer Equity concerns = 1 addressed to the Associate Superintendent - Organizational Learning Equity. It is the policy of the Little Rock School national origin. disability in its educational ----- pract ices. sex, color, District not to discriminate programs, activities, or employment orPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST September 16, 1992 The Little Rock School District is now accepting applications for the following position for the 1992-93 school year: POSITION\nComputer Lab Attendant - Southwest Junior High QUALIFICATIONS\n1. High school graduate (minimxim) . 2. Interest in computers and experience preferred, but not required. 3. Ability to type is an important consideration. 4. Must possess good communication and social skills. 5. Evidence of a strong commitment to quality desegregated education. note\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nPrincipal JOB GOAL\nTo operate an automated computer laboratory. BASIC PERFORMANCE RESPONSIBILITIES\n1. Actively supervises each class, moving around the Computer Lab during instructional time, monitoring the computer interaction of each student to ensure that all students are on task. 2. Provides orientation to all new students regarding appropriate behavior in the Computer Lab, including proper handling and operation of all equipment. 3. Places students in appropriate lessons depending on placement test results or recommendation. 4. Maintains equipment with periodic cleaning. 5. Updates the manuals as new or revised information is released so that it reflects the latest information at all times.Computer Lab Attendant BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 6. Demonstrates mastery of the system to the extent that it works smoothly and without the need for regular help in operating the system. 7. Maintains positive relationships with school staff and student which promote the educational objectives of the program. 8. Prepares and transmits all reports for teachers and administrators as required. 9. 10. After training, serves as a resource to school staff in use of stand-alonemicrocomputers throughout the school. Other duties as assigned. SALARY AND TERMS: $8,231 - $10,206 - a nine and one-fourth (9.25) contract, plus benefits package. APPLICATION DEADLINE: September 25, 1992, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO: Brady Gadberry Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN IN- DIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation Monitoring and Program Development. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, disability in its educational programs, activities or employment practices. orOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376.6200 Fax (501) 371 -0100 Date: April 21. 1995 To: Sterling Ingram From: ^^nn Brown Subject: job Descriptions for Aides Tlirough my associate, Melissa Guldin, 1 have received your response to her request to forward to us the job descriptions for aides, which you recently testified had been prepared several years ago. 1 see that what you sent us are various job announcements for aide positions, which the district posts as a means of publishing job openings. You noted that the district didnt have any job announcement on file for a Writing to Read aide. However, our request was not for job announcements, but for the job descriptions you testified about in court earlier this month. In some of our monitoring reports, we have noted the lack of job descriptions for aides, and recommended that the district develop specific, comprehensive job descriptions for all instructional and supervision aides. We have observed that such descriptions would be especially useful at the building level, not only to help delineate job responsibilities during the hiring, orientation, and training process, but also as the basis for performance evaluations and developing professional growth plans. It was this recommendation for developing such job descriptions that Judge Wright was referring to when she asked you about job descriptions during the hearing. So, please sent us the written job descriptions for aides. Tliank you very much.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 August 14, 1995 AUG c s. PLEASE @T Office Of Desegregation Monitoring The Little Rock School District is now accepting applications for the following positions for the 1995-96 school year\nPOSITIONS\nTitle I Instructional Specialists - Two (2) Positions - Office of Federal Programs QUALIFICATIONS\n1. A bachelor's degree (minimum). 2. Must meet Arkansas certification requirements. 3 . Minimum of five (5) years successful teaching experience with specific emphasis in the content area of teaching reading and mathematics. Consideration will be given to applicants with Chapter I experience. 4. Evidence of successful teaching experiences with computers. 5. Evidence of successful experience in working with curriculum development, implementation and monitoring. 6. Evidence of a strong commitment to quality desegregated education. 7. Evidence of strong interpersonal skills and record of successful interaction with students, teachers, parents, and supervisory personnel. 8. Evidence of knowledge and skills in integrating reading and mathematics with each other and with other subject areas using un experiential approach. (K-4 Crusade completion is desired). 9. Evidence of successful teaching and academic intervention with educationally disadvantaged students 10. Evidence of experience in working with other teachers as a trainer, coach, or mentor. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nDirector of Federal ProgramsTitle I Instructional Specialists JOB GOAL\nTo assist the Director in providing technical support to classroom teachers of Title I students in planning, developing and implementing the District's Title I Academic Support Plan. BASIC PERFORMANCE RESPONSIBILITIES\n1. Assists teachers in selecting learning materials and activities that meet needs identified by teachers. 2. Assists teachers and principals in improving learning of Title I students. 3. Shows an understanding of early childhood practices in reading and math. 4. Monitors Title I programs to ensure operation in accordance with State and Federal guidelines. 5. Develops and conducts inservice programs for teachers of Title I students. 6. Conducts staff development for teachers through building level inservice meetings and demonstration lessons. SALARY AND TERMS\nSalary based on a teacher's ten and one-half (10 1/2) month contract, plus benefits package. EVALUATION\nPerformance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE\nAugust 23, 1995, or any time later until a satisfactory applicant is recommended and approved. SEND WRITTEN LETTERS OF INQUIRY TO\nDr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201Title I Instructional Specialists NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices. Ann Brown Desegregation MonitoringOHN W. WALKER _ALPH WASHINGTON LARK BURNETTE USTIN PORTER, JR. JOHN W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEiViD UtC 1 5 1997 December 12, 1997 Honorable Judge Susan Webber Wright United States District Judge OFFICE OF DESEGREGATION MONITORING 600 West Capitol Little Rock, AR 72201 Re: LR-C-82-866 LRSD V PCSSD Dear Judge Wright: Enclosed please find the job postings by the Little Rock -  - - ---------- Associate Superintendents School District for four positions: _ for Desegregation, Support Services and Instruction and Director - ' ----------. I am writing to request of Planning, Research and Development. that you allow the Office of Desegregation Monitoring to review f the salary structure set forth in the and study the impact of the salary structure set rortn in one postings, i.e. $70-90,000.00 plus car allowance and benefits with one position being open ended defined as negotiable. o We have previously had extensive budget hearings. There is no budget that allows payment of $100,000.00 or more including y - -----_ J- believe that allowing the ji^ave previously had extensive budget hearings. benefits to any group of employees. . District to make these changes without court approval will have a tendency to have an adverse impact upon the ability of the District to meet, not only its desegregation obligations, but its other obligations as well. The effect will be magnified because the concept of equal pay will mean that scores of administrators may be able to make legitimate claims for upward pay adjustments. This will include principals and other persons at the Director level. Dr. Leslie Carnine, the new superintendent, may not be aware o f the budget concerns of the Court or the history of pay to The Court is reminded that there administrators in the District. been no showing of a dearth of qualified applicants for has administrative positions and thus Llius, that huge payment is required The salaries are grossly out of line to attract necessary staff. - . _ for this district in comparison to other districts in the State except the possibility of the Pulaski County Special School District where we have raised similar concerns regarding pay inflation for administrators, many of whom are unnecessary. Dr. Carnine's principal advisor appears to be Mr. BradyPage 2 - Letter to Juge Wright December 12, 1997 Gadberry who has expressed chagrin at being paid less money than Dr. Richard Hurley, the Personnel Director. You will recall that Dr. Henry Williams brought Dr. Hurley aboard and paid him far more than anybody else without adherence to the salary schedule That put him ahead of his supervisor, Mr. in existence. Gadberry. 7  , By allowing advertisement at these ranges of pay, a number of people like Mr. Gadberry will be able to make claims for pay adjustments. This, in turn, will generate, I believe, more contention from the teachers and the grossly unpaid services workers, most of whom are black. Because of the broad implications and the possible far May I reaching effect of the pay initiatives, I respectfully request that you allow ODM to review this matter and to make a prompt report to the Court before the February 1, 1998 deadline. May I remind the Court that such increases also will necessarily result in substantial budget adjustments for ODM staff, if the concept of comparability to administrative positions in the LRSD is carried forward and if the Court ends jurisdiction any time soon. For those monitors will be entitled to Associate Superintendent level pay as well. This is not a anti-Dr. Carnine letter. I expect that the teachers organization will express grave reservations regarding the source of additional revenues having been told that the District is on the verge of being broke in the recent negotiations. Thank you for your attention to this request. incerely, i John W. Walker JWW:js cc: Dr. Leslie Carnine Mr. Chris Heller Ms. Ann Brown i i IPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST December 9, 1997 The Little Rock School District is now accepting applications for the following position for the 1997-98 school year: POSITION: Associate Superintendent for Desegregation QUALICATIONS: 1. Minimum of a Masters Degree. 2. At least five (5) years experience in a management capacity. 3. Must possess or be able to obtain an Arkansas Admimstrators Certificate. 4. Successful experience as an administrator in a multi-cultural setting or urban setting. 5. Evidence of a strong commitment to quality and equity in student learning and school organization. 6. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 7. Evidence of successful experience with parent and staff involvement in decision-making and communication. 8. Demonstrated knowledge of how to apply the concept of high expectations to school organizational patterns. 9. Extensive experience in organizing staff development programs with a focus on Effective Schools research. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO. Superintendent of SchoolsJOB GOAL: To assist the Superintendent in the task of the implementation of all aspects of the desegregation plan so that organizational and learning equity are achieved in the Little Rock School District. BASIC PERFORMANCE RESPONSIBILITIES\n1. 2. 3. 4. 5. 6. 7. 8. 9. Assists with the technical implementation of the Districts desegregation plan. Assumes the responsibility of developmental planning in the areas of long-range student assignment policies, magnet school development, increasing student learning in incentive schools, program placement, and equal educational opportunity planning and proposal development. Assumes the responsibility of monitoring and evaluating the Districts desegregation plan with the authority to make written requests for changes in the central oflBce or building practices which give evidence of impending implementation as well as the spirit of the desegregation plan. Assumes the responsibility for the coordination of central office departments in the implementation of various policies, procedures, and practices relating to school desegregation. Maintains contact with State and federal officials so as to keep abreast of statutes, regulations, court decisions, and legal options which pertain to the desegregation of the schools. Assists school principals to develop a site-based decision-making process based on the Effective School research. This decision-making process will place high emphasis on teacher participation. Assists school principals and teachers to continually improve learning quality and equity through the application of research-based instructional supervisory techniques. Attends the Board of Directors meetings and prepares such reports for the Board as the Superintendent may request. Other duties as assigned by the Superintendent. SALARY AND TERMS: $70,000 - $90,000 - commensurate with experience, plus benefits package, a twelve (12) month position, plus car allowance.APPLICATION DEADLINE: February 1, 1998 - starting date negotiable NOTE: All interested applicants must include a letter detailing how/why they feel they should be considered for the position. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Boards policy on Evaluation of Administrative Personnel. SEND WRITTEN LETTERS OF INQUIRY TO: Dr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Superintendent of Schools. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST :O3 December 9, 1997 The Little Rock School District is now accepting applications for the following position for the 1997-98 school year\nPOSITION\nAssociate Superintendent for Instruction QUALIFICATIONS: 1. Minimum of a Masters Degree. 2. At least five (5) years experience in a management capacity. 3. Must possess or be able to obtain an Arkansas Administrators Certificate. 4. Successful experience, in an urban setting, as a principal and/or administrator with instructional program implementation responsibilities. 5. Evidence of successful experience with parent and staff involvement in decision making. 6. Evidence of a strong commitment to quality desegregated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Superintendent of Schools SUPERVISES\nStaff as may be designated by the Superintendent JOB GOAL\nTo assist the Superintendent in the task of providing leadership, support, and direction in the area of instruction by providing building principals with a vehicle to more effectively utilize the division of instruction to improve teaching and learning.To supervise, on a constant, ongoing basis, the translation of the Districts educational u philosophy, goals, and objectives into active terms that directly benefit each individual student. BASIC PERFORMANCE RESPONSIBILITIES: 1. Attends Board of Directors meetings, as necessary, and prepares such reports for the Board as the Superintendent may request. 2. Serves as the chief advisor to the Superintendent pertaining to instruction. 3. Monitors instruction K-12. 4. Works with Educational Programs staff and principals to determine educational priorities and goals for the District and schools. 5. Provides leadership and support to Assistant Superintendents for School Operations and to principals so that they can conduct effective building level needs assessments. 6. Assumes responsibility for conducting the personnel evaluation of personnel as may be assigned by the Superintendent. 7. Assumes responsibility for assisting the Assistant Superintendents for School Operations, Educational Programs staff and principals to encourage and involve community, staff and students, when appropriate, in decision making related to educational programs and instruction. 8. Other duties as assigned by the Superintendent. SALARY AND TERMS: $70,000 - $90,000 - commensurate with experience, plus benefits package, a twelve (12) month position, plus car allowance. APPLICATION DEADLINE: February 1, 1998 - starting date negotiable NOTE: All interested applicants must include a letter detailing how/why they feel they should be considered for the position. EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Boards policy on Evaluation of Administrative Personnel.SEND WRITTEN LETTERS OF INQUIRY TO: Dr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, reli^on, national origin, or disability in its educational programs, activities or employment practices.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST  V w a December 9, 1997 The Little Rock School District is now accepting applications for the following position for the 1997-98 school year: POSITION\nAssociate Superintendent for Support Services QUALIFICATIONS: 1. Minimum of a Masters Degree. 2. At least five (5) years experience in a management capacity. 3. Must possess or be able to obtain an Arkansas Administrators Certificate. 4. In-depth knowledge and experience with financial, budgeting, computer, and data processing systems and applications are essential. Evidence, through positive past accomplishments, is required to demonstrate the high level of analytical, problemsolving, and decision-making skills needed for this position. 5. A strong commitment to quality desegregated public education must be shown along with a foil understanding of the relationships required between student, parent, staff, and administration to be a highly motivated, successful school district. 6. Demonstrated ability to effectively communicate, both orally and in writing, is essential. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Superintendent of SchoolsJOB GOAL\nServes as Chief Financial Officer and Business Manager responsible for the implementation and coordination of all District financial services including budgeting, forecasting, and accounting. Provides leadership in developing, implementing, and monitoring support services and programs for the District in areas such as building construction, maintenance and operations, purchasing, accounting controls, warehousing, food services, safety and security, and risk management. I BASIC PERFORMANCE RESPONSIBILITIES: 1. As Chief Financial Officer, administers all financial services for the District. Includes direction of all accounting, payroll, budgeting, forecasting, and tracking activities\ndisbursement, accountability and investment of funds\nverification of bank accounts\ndevelopment of issuance of financial reports. 2. Manages the process whereby support services and programs needs are developed, modified, implemented, and monitored to achieve desired results, cost objectives, and District goals\nInvolves: (A) maintaining all physical plant facilities, including the coordination of new construction, renovation, repair, and custodial services to insure that high standards of workmanship, cleanliness, and safety, are maintained in a cost-efficient manner\n(B) controlling the procurement of supplies and equipment required for operation of the District, initiation contracts and purchase orders, securing bids and quotations, insuring quality of vendors products, managing inventory levels and coordinating central warehouse operation\n(C) planning, policy formulation, and implementation of food service requirements to meet District, State, and Federal guidelines by managing financial transactions, administering lunch and breakfast programs, controlling food service equipment and coordinating the purchasing, storage distribution and accounting of food and related supplies at the various units\n(D) administering a self-insurance loss program to ensure a high level of cost efficiency while maintaining a low loss ratio\n(E) implementing and maintaining security and safety programs to provide a high standard of security and safety throughout the District. 3. Serves as advisor to administrators in the resolution of grievances based on terms and conditions of existing collective bargaining agreements. 4. Attends Board of Directors meetings, prepares reports and presentations to the Board as requested by the Superintendent.5. Serves as chief financial and support services advisory to Superintendent, and serves as liaison with all professional staff, students, and the community on matters relating to financial and support services. SALARY AND TERMS\n$70,000 - $90,000 - commensurate with experience, plus benefits package, a twelve (12) month position, plus car allowance. EVALUATION\nPerformance of this job will be evaluated annually in accordance with provisions of the Boards policy on Evaluation of Administrative Personnel. APPLICATION DEADLINE\nFebruary I, 1998 - starting date negotiable NOTE\nAll interested applicants must include a letter detailing how/why they feel they should be considered for this position. SEND WRITTEN LETTERS OF INQUIRY TO\nDr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 PLEASE POST December 9, 1997 The Little Rock School District is now accepting applications for the following position for the 1997-98 school year: POSITION\nDirector - Planning, Research and Evaluation QUALIFICATIONS: 1. Minimum of a Masters Degree. 2, At least five (5) years experience in a management capacity. 3. Must possess or be able to obtain an Arkansas Administrators Certificate. 4. Experience in research, testing, and program evaluation. 5. Evidence of successful experience in developing and implementing monitoring and evaluation of educational programs. 6. A commitment to parent and staff involvement in decision making. 7. Evidence of a strong commitment to quality desegregated education. 8. Ability to administer programs and supervise professional staff. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Superintendent of Schools SUPERVISES: Planning and Evaluation Specialists and assigned clerical and secretarial support personnel assigned to the department.JOB GOAL: To assist the Superintendent in providing the Board of Directors with pertinent evaluation data on all programs and services (both educational and supportive) being provided by the school district. BASIC PERFORMANCE RESPONSIBILITIES\n1. To manage the process whereby the Board identifies, on a yearly basis, the programs and services which have priority for evaluation. 2. To supervise the development of an evaluation design for each of the programs and services which have received priority for monitoring and evaluation. 3. To supervise the implementation of planning and evaluation designs which have been approved by the school district. 4. To provide technical assistance in the compilation and statistical analysis of data that will enable the district to utilize such evaluation results in the development, improvement, and/or elimination of programs. 5. To assume responsibility for coordinating the process for selecting outside planners and evaluators when they are needed. 6. To supervise the design and implementation of a district-wide testing program. 7. Serves on such patron and staff committees as the Superintendent may direct. 8. Assumes the responsibility for developing such reports as necessary to keep patrons and staff better informed about programs and services, and to facilitate their participation in planning and decision making. 9. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to him/her. 10. Prepares reports related to student performance on national. State, and other standardized achievement instruments. SALARY AND TERMS\nSalary negotiable commensurate with experience, plus benefits package, a twelve (12) month position, plus Educational Stipend and car allowance.APPLICATION DEADLINE: February 1, 1998 - starting date negotiable SEND WRITTEN LETTERS OF INQUIRY TO: Dr. Richard E. Hurley Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: All interested applicants must include a letter detailing how/why they feel they should be considered for this position. EVALUATION: Performance of this job will be evaluated annually in accordance with the provisions of the Boards policy on Evaluation of Professional Personnel. NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. The Little Rock School District is an Equal Opportunity Employer. Equity concerns may be addressed to the Associate Superintendent for Desegregation. It is the policy of the Little Rock School District not to discriminate on the basis of age, sex, race, color, religion, national origin, or disability in its educational programs, activities or employment practices.Little Rock School District Job Description Job Title: Job Code: DOT Code: Division: Department: Location: Reports To: Prepared By: Prepared Date: Approved By: Approved Date: FLSA Status: Chief Financial Officer Superintendent Superintendent Administration Building Superintendent of Schools Director - Human Resources 07/01/99 Director - Human Resources 07/01/99 Exempt received 5P 2 8 2000 OFRGEOf OESEGRESAHON MOMITORIHG Dh^^ted^Iganization's financial planning and accounting practices as well as its relationship with the financial community and governmental entities by performing the following duties personally or through subordinate managers. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be SXls and directs treasury, budgeting, audit, tax, accounting, purchasing, real estate, long forecasting, and insurance activities for the organization. -Directs the controller and business office staff in providing and directing procedures and range computer application systems necessary to maintain proper records and to afford adequate accounting controls and services. -Directs the treasurer in activities such as custodian of funds, securities, and assets oi the organization. -Appraises the organization's financial position and issues yearly and periodic reports on organization's financial stability, liquidity, and growth. -Directs and coordinates the establishment of budget programs. -Coordinates tax collection program and governmental business relations activities. -Analyzes, consolidates, and directs all cost accounting procedures together with other statistical and routine reports. -Oversees and directs the preparation and issuance of the district's financial reports. -Directs and analyzes studies of general economic, business, and financial conditions and their impact on the organization's policies and operations. VAX mw V*  J--- * ... J -Analyzes operational issues impacting functional groups and the whole institution, and determines their financial impact. -Evaluates and recommends business and out sourcing partnering opportunities. -Chairs the Business Advisory Committee and maintains contacts with financial institutions and the investment community. -Performs other duties as assigned. QUALIFICATIONS To perform this job successfully, an individual must be able to perform Page 1each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE Master's degree (M. A.) minimum with CPA or MBA with five (5) years of successful experience in a similar position with budgets exceedi\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_1204","title":"Little Rock School District Operating Budget","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1992/1993"],"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--Economic aspects","Education--Evaluation","Education--Finance","Educational planning","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["Little Rock School District Operating Budget"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1204"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT OPERATING BUDGET 1992-93 3: rr, 3: 0 TO: FROM: RE: Little Rock School District 810 West Markham Little Rock, Arkansas 72201 July 23, 1992 Board Members Dr. Mac Bernd, Superintendent L \\.. \\. '~ Budget Proposal I. Introduction Enclosed is a proposed balanced budget for 1992-93 which I am submitting for your approval. Making decisions which might adversely affect the lives of employees and youngsters is not a responsibility I enjoy. However, it is my duty and pledge to you and the community that I will make the decisions which will ensure that the financial future of the District is optimistic rather than pessimistic. II. Process Used In Developing the Budget It is common knowledge that to balance the 1992-93 budget, the District can no longer maintain the status quo. Consequently, we have considered everything. However, the full-range of possible cuts has been limited because all personnel have been reelected for the 1992-93 school year. Therefore, the only possible reduction in personnel costs is the reassignment of personnel to fill currently vacant positions. We have accomplished this in two ways: 1) by reassigning personnel from programs which exceed state standards into classroom vacancies\nand 2) by eliminating small classes and reassigning the teachers who would have been assigned to those classes. Where possible, we have reduced non-personnel costs. Any purchases for the entire year will be monitored so that only purchases to comply with the desegregation plan, to maintain buildings, and to supply classrooms will be allowed. III. Continuing Process Once this budget is adopted, the budgeting process will not end. We must begin to restructure the budgeting process so that full attention and resources are directed at improving student achievement rather than providing so many different programs which ultimately distract the District's focus to other issues. It is my goal to place the entire District in the position of being accountable for improving student achievement. This will be done by concentrating our attention first on the core curricular areas. Next, programs which are designed to improve instruction and achievement in these areas will be linked to particular expected outcomes and goals. If a program does not have this linkage, I will be recommending in the Spring of 1993 that personnel contracts in these areas not be renewed for the next fiscal year. Finally, for the District to operate efficiently and effectively, it will be necessary to streamline the administration. Because contracts have been renewed for 1992- 93, this cannot be fully accomplished this year. On the other hand, the District has several cost centers where investment in personnel might produce savings or generate revenues for the District. All of these items will be considered in the coming months. IV. Budget Proposals The following summary of budget proposals is prioritized based on the impact on direct classroom instruction. Next are those items which indirectly impact on classroom instruction. Those items in the final group have no effect on classroom instruction. Should additional revenue become available during the school year, then those items with the direct impact on classroom instruction will be considered for adding back to the budget. Direct Impact on Classroom Instruction Restoring Carryover Teaching Vacancies Music Teachers Proposal No. 4 Proposals No. 6,14 Indirect Impact on Counseling Classroom Instruction Gifted \u0026amp; Talented Material, Supply, ... Seven-Period Day Utility Costs General support Certified Admin. Employee Benefits Misc. Adjustments Non-Cert. Vacancies Plant Services Transportation Proposals No. 5,14 Proposals No. 1,14 Proposal No. 9 Proposal No. 10 Proposal No. 12 Proposal No. 11 Proposal No. 13 Proposal No. 7 Proposal No. 8 Proposal No. 3 Proposal No. 2 $2,321,865 840,000 680,422 3,842,287 429,066 479,130 2,408,574 1,242,227 300,000 4,858,997 360,000 200,000 1,019,444 100,000 225,000 70,000 1,974,444 $10.-675,728 V. Desegregation Budget As part of the desegregation monitoring process, the District must improve its reporting capabilities. This will require rebuilding the desegregation budget by conducting a \"Desegregation Plan Audit.\" The desegregation budget for 1992-93 was developed in cooperation with the Office of Desegregation Monitoring. The individual desegregation programs have been given separate accounting codes to track programs across school and department lines. The dollars listed in this budget represent the dollars charged against Settlement and operating revenue. In addition, special revenue sources, such as Chapter I, are also used to support desegregation programs. VI. Long Range Projections On August 3, 1992, the District must present a revised long range revenue and expense projection to the Court. We are in the process of preparing such a report which will be shared with the Court. This report will be available for you as soon as it is available, but I will not be asking for you to vote on this report because we must use this projection as the basis for continued dialogue about the future of the District. VII. Conclusion Any time a community must suffer through an unexpected budget reduction is traumatic for everyone. However, this is also an opportunity to send a strong message that this District will not evade making tough decisions. Consequently, I am confident in recommending these proposals as the most appropriate alternatives at this time. VIII. Recommendation I recommend that you approve the budget document as submitted. BUDGET SUMMARY - - - LITTLE ROCK SCHOOL DISTRICT OPERATING BUDGET REVENUE PROJECTION FOR THE PERIOD ENDING JUNE 30, 1993 Actual (Unaudited) 1991-92 REVENUE - LOCAL SOURCES CURRENT TAXES 38,196,979 40% PULLBACK 21,081,833 DELINQUENT TAXES 4,250,186 EXCESS TREASURERS FEES 140,858 DEPOSITORY INTEREST 241,476 REVENUE IN LIEU OF TAXES 224,667 MISC. AND RENTS 406,878 INTEREST ON INVESTMENTS 354,446 ATHLETIC RECEIPTS 100,857 TOTAL 64,998,181 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 SEVERANCE TAX 15,350 TOTAL 88,769 - EVENUE - STATE SOURCES MFPA 27,264,460 SETTLEMENT PROCEEDS 8,637,482 SETTLEMENT LOAN 4,500,000 APPORTIONMENT 73,426 VOCATIONAL 1,513,699 HANDICAPPED CHILDREN 824,870 EARLY CHILDHOOD 147,050 ORPHAN CHILDREN 3,000 TRANSPORTATION 2,379,879 COMPENSATORY EDUCATION 858,743 M TO M TRANSFERS 1,770,486 ADULT EDUCATION 697,589 TOTAL 48,670,683 REVENUE - OTHER SOURCES PUBLIC LAW 874 9,385 TRANSFER FROM FED GRANTS 129,428 TRANSFER FROM BOND ACCT 394,675 - TOTAL 533,488 TOTAL REVENUE 114,291,121 Budget 1992-93 39,088,120 21,694,578 4,250,186 140,000 300,000 224,667 461,000 300,000 100,857 66,559,408 73,419 11,000 84,419 27,042,713 8,926,606 * 1,500,000- 73,419 1,341,887 821,449 229,403 3,000 2,692,563 548,034 2,490,900 697,589 46,367,563 40,000 262,000 600,000 902,000 113,913,390 --------------------------- - - LITTLE ROCK SCHOOL DISTRICT OPERATING BUDGET EXPENSE PROJECTION FOR THE PERIOD ENDING JUNE 30, 1993 EXPENSES SALARIES BENEFITS DESEGREGATION SERVICES, SUPPLIES, MATERIALS, EQUIP. DEBT SERVICE CONTINGENCY TOTAL OPERATING EXPENSES INCREASE (DECREASE) IN FUND BALANCE BEGINNING FUND BALANCE ENDING FUND BALANCE Actual (Unaudited) 1991-92 65,368,035 8,020,788 15,997,240 15,267,935 7,950,100 0 112,604,098 1,687,023 634,842 2,321,865 Budget 1992-93 65,063,011 9,162,732 17,013,029 14,536,674 9,597,115 500,000 115,872,560 (1,959,170) 2,321,865 362,695 ========================--= \"'C ::0 0 \"'C 0 (/') \u0026gt; r (/') Gifted and Talented Little Rock School District Budget Reduction Recommendations Proposal No. 1 The District currently employs approximately 32 FTE to implement its gifted and talented curriculum. This program costs the operating budget $1. 3 million annually, but the District must spend only $230,000 according to the state. As a result, the gifted program consumes a significant amount of local funds. It is proposed that the number of gifted and talented specialists be reduced to 16. Based upon the revised enriched curriculum that must be authorized by the Arkansas Department of Education, each gifted specialist would meet with each student to assess progress on a weekly basis. The specialist will work cooperatively with the regular teacher by reviewing student management plans, developing activities, and monitoring classroom exercises. The gifted specialist would provide technical assistance to every classroom where gifted and talented students have been identified. cost savings: $479,130 Impact: \"Pull-out time\" for separate instruction will be reduced. Transportation Little Rock School District Budget Reduction Recommendations Proposal No. 2 The District has operated with the same student assignment plan now for three years. As a result, the effects of previous student assignment plans are minimized as students matriculate from one level to the next. For 1992-93, the District can reduce, based on current knowledge, 7 driver positions because of increased routing efficiency. cost savings: $70,000 Impact: No significant impact is expected. Plant Services Little Rock School District Budget Reduction Recommendations Proposal No. 3 The Plant Services Department has been in the process of implementing the Omaha Formula in staffing schools with custodians. The formula currently shows that a reduction of ten FTEs can be made without going under the recommended staffing levels. This reduction can be made through adjustment of existing personnel to fill existing vacancies. In addition, one supervisor position is vacant and will not be filled. It is also common practice to charge bond proceeds for the actual costs of specific projects. In the past, the District has not had the capability to charge projects for the District's operating overhead. This practice will begin for 1992-93. Cost Savings: $225,000 Impact: No significant impact is expected. Teaching Vacancies Little Rock School District Budget Reduction Recornmendations Proposal No. 4 Currently, the District has over 100 teaching vacancies. It is proposed to eliminate 30 of these positions by attrition. The positions will be eliminated by strictly adhering to a minimum class size of 15 and combining small classes when possible. In addition, all hirings or voluntary transfers will be based on actual assignments rather than enrollment projections. cost savings: $840,ooo Impact: The District will not be able to fill any remaining teaching vacancies until the opening of school is near. Counseling Little Rock School District Budget Reduction Recommendations Proposal No. 5 The state standards require that \"[t]he ratio for [all grade levels] shall be not less than one (1) counselor for every four hundred fifty (450) students.\" However, \"[i]t is recommended that the district's ratio shall be not less than one (1) counselor for every three hundred (300) students.\" In 1991-92, the District staffed the schools at the 300:1 level, which has resulted in exceeding the standards by approximately 25 positions. For 1992-93, the level cannot be maintained. As a result, it is proposed to reduce the number of counselor FTEs by 19 as follows: Senior High Schools Junior High Schools Area Elementary Schools Cost Savings: FTE 4.0 7.0 ___b_Q ~ $429,066 Impact: Actual enrollment will determine final counselor assignments. Each counselor will be responsible for an increased caseload. Music Teachers Little Rock School District Budget Reduction Recommendations Proposal No. 6 By contract, teachers are provided 270 minutes of preparation time per week. This commitment is currently met as follows: PE Aides Music Minutes Per 60 60 Before/After School 150 m. Week To substitute 60 minutes per week which music instruction provides, it is proposed that 30 minutes per week be provided through instruction in the computer lab and 30 minutes per week in the library. This change will allow the reduction of 22.8 FTE of music teachers. Cost savings: $680,422 Impact: Classroom teachers will provide the required music instruction to meet state standards. This reduction in instruction is offset by an increase in library time. Miscellaneous Adjustments Little Rock School District Budget Reduction Recommendations Proposal No. 7 The following budget reductions will be made in the budget presented for approval. These items were included the budget presented last Spring which produced the initial $7.7 million deficit. Personnel to be charged to federal programs Positions which should not be budgeted Positions which should be charged to New Futures Transportation salary overstatement cost savings: Impact: None $415,310 141,491 62,643 400,000 $1,019,444 Non-Certified Vacancies: Little Rock School District Budget Reduction Recommendations Proposal No. 8 The following vacant positions will either not be filled or filled by reassigning personnel from other areas of the District. The secretarial vacancies will be filled by reassigning the two secretarial positions from the pupil personnel department. The nurse position will not be filled and existing coverage will be realigned to provide services to these schools. Secretary - McDermott Guidance Secretary - Central Nurse - Henderson/Otter Creek Located at the Instructional Resource Center are four instructional aides. It is proposed to reassign these aides to existing vacancies in the schools. These aides may choose from several existing vacancies before any new employees will be considered. In addition, three aides previously funded through federal programs will be reassigned to existing vacancies. Cost savings: $100,000 Impact: No significant impact is expected. Little Rock School District Budget Reduction Recommendations Proposal No. 9 Material. Supply. Equipment. \u0026amp; Substitute Budgets The following amounts have been reduced from departmental budgets from the budget presented last Spring. Vocational 44,721 Music 5,176 Health 5,280 Gifted and Talented 17,137 Math 6,680 Superintendent 4,807 Planning \u0026amp; Research 14,050 Communications 14,141 VIPS 2,800 Board of Directors 99,866 Support Services 31,570 Human Resources 4,280 Substitutes 150,000 Data Processing 143,470 Financial Services 4,160 Plant Services 293,564 Assoc. Sup't-curriculum 36,016 Reading 3,300 Assoc. Sup't-Climate 2,500 Science 10,646 Art 2,731 Labor Relations 525 English 5,360 Foreign Language 1,427 Exceptional Children New Futures Social Studies Ass't Sup'ts HIPPY Early Childhood Student Hearing Officer Student Assignment Uniforms Teacher Recruitment Learning Foundations Acad. Prog. Grants Learning Center Security Monitoring Transportation Community School Library Parent Recruiting Incentive Schools 130,747 132,600 1,404 6,600 4,000 30,000 4,000 9,560 110,000 3,000 27,456 480,000 2,000 20,000 3,000 200,000 100,000 25,000 25,000 190,000 Total $2.408.574 Impact: The immediate impact of all of these cuts is not known. The spending of all money will be closely monitored and nothing but essential i terns will be authorized. In addition, how these departments spend money will be completely reevaluated so that we are certain these dollars are improving achievement in the schools. Little Rock School District Budget Reduction Recommendations Proposal No. 10 Elimination of Seven-Period Day at New Magnets The District has proposed to initiate a seven-period day for the new magnet programs at McClellan and Henderson. However, the new programs may still be offered without incurring the salary increases which result from implementing a seven-period day. It is proposed that the District immediately move to make minor modifications to these programs. Cost Savings: $669,000 Impact: The most significant impact will be with public confidence. However, this impact must be balanced with the public's confidence with the District's ability to manage its money. Certified Administrators Little Rock School District Budget Reduction Recommen.dations Proposal No. 11 It is proposed that the following current vacancies not be filled: Athletic Director Music Supervisor Instructional Technology Supervisor Vocational Supervisor In addition it is proposed to combine labor relations with the human resources department and eliminate the pupil personnel department. cost savings: $360,000 Impact: Principals will be required to supervise the counseling program. The new Director of Personnel and Employee Relations will also act as a hearing officer for grievances. Utility Costs: Little Rock School District Budget Reduction Recommendations Proposal No. 12 By adjusting the start-up temperatures for activating heating and air conditioning systems, the District will be able to save considerably in utility costs. In addition, providing electricity for lighting at our stadiums is extremely expensive. It is proposed that when possible the District explore the possibility of playing football games on Saturday and early evenings so that electrical expenses will be saved. cost savings: $300,000 Impact: No impact is expected. It is also possible that security risks will be minimized by holding games during the day. Employee Benefits Little Rock School District Budget Reduction Recommendations Proposal No. 13 The District has had a long practice of providing District-paid benefits immediately after a non-certificated employee comes to work. It is proposed that the District not contribute any money to the employee's benefit package until the employee has served one year's employment. cost savings: $60,000 Impact: No current employees will be affected. Little Rock School District Budget Reduction Recommendations Proposal No. 14 Recommendations to the Magnet Review Committee It is our position that any reductions of personnel in the area schools should also be made in the magnet schools monitored by the Magnet Review Committee. Therefore, it is recommended that you authorize the administration to propose a reduction of magnet positions to the Magnet Review Committee as follows: Gifted \u0026amp; Talented - Elementary Counseling - Elementary Counseling - Secondary Music Teachers - Elementary (Except Booker) Teaching Vacancies - Secondary cost Savings: 1.5 1.4 2.0 3.0 _L_Q ~ Unknown Impact: No significant impact is expected. Potential cost savings are unknown because the funding levels for the Magnet Review Committee budget have not been established. c:c c:: 0 en rr, -i 0 rr, -i -\u0026gt; r Page 1 Little Rock School District 07/23/92 Budget 1992-93 e ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL SCHOOL/DEPARTMENT: CENTRAL CLASSROOM TEACHERS 01-0D-40-1140-0001-0110 66.40 2,118,578.20 267,495.57 2,386,073.n COMP ED 01-00-40-1595-0001-0110 4.00 116,838.00 15,210.22 132,048.22 COUNSELORS 01-00-40-2120-0001-0110 5.00 211,294.00 24,480.44 235,n4.44 INTERNATIONAL STUDIE 01-13-18-1145-0001-0110 2.00 44,885.00 6,470.96 51,355.96 KINDERGARTEN 01-00-40-1110-0001-0110 3.00 86,953.00 11,351.06 98,304.06 LIBRARY 01-00-40-2222-0001-0110 2.00 71,610.00 8,710.52 80,320.52 NURSES 01-00-40-2134-0001-0110 1 .00 31,302.00 3,9n.91 35,279.91 PRINCIPAL 01-00-40-2410-0001-0110 4.00 163,258.00 19,100.22 182,358.22 SPECIAL ED 01-00-40-12XX-0001-0110 3.84 142,038.04 17,105.22 159,143.26 STIPENDS 01-00-40-XXXX-0001-0110 0.00 78,809.22 6,604.21 85,413.43 VOCATIONAL 01-00-40-13XX0001-0110 15.80 631,979.60 74,365.73 706,345.33 107.04 3,697,545.06 454,8n.06 4,152,417.12 CLERICAL 02-00-40-2410-0001-0120 7.00 103,557.50 18,161.72 121,719.22 COMPUTER LAB ATTENDANT 02-13-10-1195-0001-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 02-00-40-2542-0001-0120 12.00 146,382.00 28,524.41 174,906.41 LIBRARY CLERICS 02-00-40-2222-0001-0120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 02-13-16-2587-0001-0120 5.00 54,280.00 11,322.66 65,602.66 STIPENDS 02-00-40-XXXX-0001-0120 0.00 2,650.80 222.14 2,872.94 TEACHERS AIDES 02-00-40-1140-0001-0120 3.00 36,839.00 7,151.51 43,990.51 29.00 _368, 153.30 70,140.45 438,293.75 - BUDGET CONTROL OPERATING 02-00-40-1140-0001-0300 0.00 67,952.00 0.00 67,952.00 0.00 67,952.00 0.00 67,952.00 BUDGET CONTROL - DESEGREGATION 02-13-18-1145-0001-0300 0.00 15,000.00 0.00 15,000.00 0.00 15,000.00 0.00 15,000.00 136.04 4,148,650.36 525,012.51 4,673,662.87 SCHOOL/DEPARTMENT: HALL ACADEMIC SUPPORT TEACHER 01-13-10-1195-0002-0110 1.00 23,302.00 3,307.51 26,609.51 CLASSROOM TEACHERS 01-00-40-1140-0002-0110 44.20 1,406,489.60 1n,745.99 1,584,235.59 COMP ED 01-00-40-1595-0002-0110 1 .00 25,865.00 3,522.29 29,387.29 COUNSELORS 01-00-40-2120-0002-0110 3.00 135,933.00 15,455.59 151,388.59 KINDERGARTEN 01-00-40-1110-0002-0110 1 .00 34,389.00 4,236.60 38,625.60 LIBRARY 01-00-40-2222-0002-0110 1 .00 40,368.00 4,737.64 45,105.64 NURSES 01-00-40-2134-0002-0110 0.70 21,367.50 2,738.96 24,106.46 PRINCIPAL 01-00-40-2410-0002-0110 4.00 187,133.00 21,100.95 208,233.95 SPECIAL ED 01-00-40-12XX-0002-0110 6.20 17o,6n.oo 22,702.49 193,379.49 STIPENDS 01-00-40-XXXX-0002-0110 0.00 117,735.60 9,866.24 127,601.84 VOCATIONAL 01-00-40-13XX-0002-0110 9.80 405,291.00 47,240.43 452,531.43 71.90 2,568,550.70 312,654.69 2,881,205.39 Page 2 Little Rock S_chool District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL CLERICAL 0200-40-2410-0002-0120 6.00 89,065.25 15,592.47 104,657.72 COMPUTER LAB ATTENDANT 02-13-10-1195c0002-0120 1 .00 9,466.00 2,148.05 11,614.05 CUSTOOIANS 02-00-40-2542-0002-0120 7.50 94,831.50 18,107.88 112,939.38 LIBRARY CLERKS 02-00-40-2222-0002-0120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 02-13-16-2587-0002-0120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 02-0040-XXXX-0002-0120 0.00 5,588.60 468.32 6,056.92 TEACHERS AIDES 02-00-40-1140-00020120 3.00 27,492.00 6,368.23 33,860.23 20.50 262,447.35 49,766.49 312,213.84 BUDGET CONTROL - OPERATING 02-0040-1140-00020300 0.00 36,764.00 0.00 36,764.00 0.00 36,764.00 0.00 36,764.00 92.40 2,867,762.05 362,421.18 3,230, 183.23 SCHOOL/DEPARTMENT: METROPOLITAN NURSES 01-0000-2134-00040110 1.00 15,674.00 2,668.28 18,342.28 PRINCIPAL 01-00002410-0004-0110 2.00 95,648.00 10,724.90 106,372.90 STIPENDS 01-oo-oo-xxxx-0004-0110 0.00 107,469.54 9,005.95 116,475.49 VOCATIONAL 01-000013XX-0004-0110 25.50 940,633.50 113,372.49 1,054,005.99 28.50 1,159,425.04 135,771.62 1,295,196.66 CLERICAL 02-00-00-2410-0004-0120 3.00 51,595.00 8,388.06 59,983.06 - USTOOIANS 0200-00-2542-0004-0120 6.00 79,955.00 14,829.03 94,784.03 ECURITY 02-13-16-25870004-0120 2.00 21,520.00 4,512.98 26,032.98 11.00 153,070.00 27,730.07 180,800.07 BUDGET CONTROL - OPERATING 02-00401140-0004-0300 0.00 336,450.00 0.00 336,450.00 0.00 336,450.00 0.00 336,450.00 39.50 1,648,945.04 163,501.69 1,812,446.73 SCHOOL/DEPARTMENT: DUNBAR ACADEMIC SUPPORT TEACHER 011310-1195-0007-0110 3.00 82,061.00 10,941.11 93,002.11 CLASSROOM TEACHERS 01-00-301130-0007-0110 33.60 959,219.20 125,903.85 1,085,123.05 COUNSELORS 01-00-302120-0007-0110 1 .80 76,796.20 8,874.16 85,670.36 COUNSELORS 01-13-27-2120-0007-0110 1.00 23,243.00 3,302.56 26,545.56 INTERNATIONAL STUDIE 01-13-18-1135-0007-0110 2.00 52,830.20 7,136.77 59,966.97 LIBRARY 01-00-30-2222-0007-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-30-2134-0007-0110 0.60 13,048.80 1,906.37 14,955.17 PRINCIPAL 0100-30-2410-0007-0110 3.00 124,480.00 14,495.82 138,975.82 SPECIAL ED 01-00-30-12XX-00070110 2.50 59,234.00 8,350.81 67,584.81 STIPENDS 01-00-30-XXXX-0007-0110 0.00 147,558.50 12,474.34 160,032.84 VOCATIONAL 01-00-30-13XX-0007-0110 3.00 106,543.00 12,992.70 119,535.70 51.50 1,685,381.90 211,116.13 1,896,498.03 Page 3 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS  TOTAL CLfRICAL 02-00-30-2410-0007-0120 3.00 50,045.00 8,258.17 58,303.17 COMPUTER LAB ATTENDANT 02-13-10-1195-0007-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 02-00-30-2542-0007-0120 7.00 91,876.50 17,182.85 109,059.35 LIBRARY CLERICS 02-00-30-2222-0007-0120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 02-13-16-2587-0007-0120 2.00 21,840.00 4,539.79 26,379.79 STIPENDS 02-00-30-XXXX-0007-0120 0.00 537.60 45.05 582.65 TEACHERS AIDES 02-00-30-1130-0007-0120 1.00 9,466.00 2,148.05 11,614.05 15.00 198,209.10 36,931.92 235,141.02 BUDGET CONTROL - OPERATING 02-00-30-1130-0007-0300 0.00 28,820.00 0.00 28,820.00 0.00 28,820.00 0.00 28,820.00 BUDGET CONTROL - DESEGREGATION 02-13-18-1135-0007-0300 0.00 36,000.00 0.00 36,000.00 0.00 36,000.00 0.00 36,000.00 66.50 1,948,411.00 248,048.05 2, 196,459.05 SCHOOL/DEPARTMENT: FAIR ACADEMIC SUPPORT TEACHER 01-13-10-1195-0008-0110 1.00 28,680.00 3,758.18 32,438.18 CLASSROOM TEACHERS 01-00-40-1140-0008-0110 33.80 1,010,522.20 130,474.00 1,140,996.20 COMP ED 01-00-40-1595-0008-0110 1.00 33,904.00 4,195.96 38,099.96 COUNSELORS 01-00-40-2120-0008-0110 2.20 91,098.80 10,614.64 101,713.44 - INDERGARTEN 01-00-40-1110-0008-0110 1.00 34,681.00 4,261.07 38,942.07 IBRARY 01-00-40-2222-0008-0110 1.00 34,749.00 4,266.TT 39,015.n NURSES 01-00-40-2134-0008-0110 0.60 13,981.20 1,984.50 15,965.70 PRINCIPAL 01-00-40-2410-0008-0110 4.00 175,982.00 20,166.49 196,148.49 SPECIAL ED 01-0040-12XX-0008-0110 7.50 238,695.00 30, 163.64 268,858.64 STIPENDS 01-00-40-XXXX-0008-0110 0.00 64,745.35 5,425.66 70,171.01 VOCATIONAL 01-00-40-13XX-0008-0110 10.00 355,615.00 43,348.54 398,963.54 62.10 2,082,653.55 258,659.45 2,341,313.00 CLERICAL 02-00-40-2410-0008-0120 7.00 102,154.25 18,044.13 120,198.38 COMPUTER LAB ATTENDANT 02-13-10-1195-0008-0120 1.00 9,466.00 2, 148.05 11,614.05 CUSTOOIANS 02-00-40-2542-0008-0120 7.00 86,846.00 16,761.29 103,607.29 LIBRARY CLERICS 02-00-40-2222-0008-0120 1.00 11,850.00 2,347.83 14,197.83 SECURITY 02-13-16-2587-0008-0120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 0200-40-XXXX-0008-0120 0.00 1,152.00 96.54 1,248.54 TEACHERS AIDES 02-00-40-1140-0008-0120 4.00 38,028.00 8,605.95 46,633.95 22.00 271,016.25 52,516.n 323,533.02 BUDGET CONTROL - OPERATING 02-00-40-1140-0008-0300 0.00 35,036.00 0.00 35,036.00 0.00 35,036.00 0.00 35,036.00 84.10 2,388,705.80 311, 176.22 2,699,882.02 Page 4 Little Rock School District 07/23/92 Budget 1992-93 - DESCRIPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS TOTAL SCHOOL/DEPARTMENT: FOREST HEIGHTS ACADEMIC SUPPORT TEACHER 01-13-10-1195-0009-0110 1.00 31,069.00 3,958.38 35,027.38 CLASSROOM TEACHERS 01-00-30-1130-0009-0110 27.80 802,039.20 104,874.32 906,913.52 CLASSROOM TEACHERS 0113-27-1130-0009-0110 1.00 21,981.00 3,196.81 25, 1n.81 COMP ED 01-00-30-1595-00090110 4.00 126,256.00 15,999.45 142,255.45 COJNSELORS 01-00-30-2120-0009-0110 2.00 80,742.00 9,475.78 90,217.78 JR HI RESTRUCTURE 0113-10-1137-0009-0110 4.00 102,915.00 14,043.48 116,958.48 LIBRARY 01-00-30-2222-0009-0110 1.00 36,602.00 4,422.05 41,024.05 NURSES 01-00-302134-0009-0110 1.00 29,748.00 3,847.68 33,595.68 PRINCIPAL 01-00-30-2410-0009-0110 3.00 138,202.00 15,645.73 153,847.73 SPECIAL ED 01-003012XX0009-0110 6.10 196,345.00 24,717.99 221,062.99 STIPENDS 01-00-30-XXXX-0009-0110 0.00 49,475.85 4,255.02 53,730.87 VOCATIONAL 01-00-30-13XX-0009-0110 6.20 213,385.40 26,281.46 239,666.86 57.10 1,828,760.45 230,718.15 2,059,478.60 CLERICAL 02-00-30-2410-00090120 2.00 31,782.00 5,372.93 37,154.93 COMPUTER LAB ATTENDANT 0213-10-1195-00090120 1.00 9,713.00 2,168.75 11,881.75 CUSTOOIANS 020030-2542-0009-0120 5.00 63,705.00 12,112.48 75,817.48 LIBRARY CLERKS 02-00-30-2222-0009-0120 1.00 11,411.00 2,311.04 13,722.04 SECURITY 0213-16-2587-0009-0120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 02-00-30-XXXX-0009-0120 0.00 1,075.20 90.10 1,165.30 TEACHERS AIDES 02-00-30-1130-0009-0120 2.00 22,964.00 4,633.98 27,597.98 13.00 162,170.20 31,202.26 193,372.46 eiUDGET CONTROL OPERATING 02-00-30-1130-0009-0300 0.00 29,396.00 0.00 29,396.00 0.00 29,396.00 0.00 29,396.00 70.10 2,020,326.65 261,920.41 2,282,247.06 SCHOOL/DEPARTMENT: PULASKI HEIGHTS CLASSROOM TEACHERS 01-13-27-1130-0010-0110 1.00 20,195.00 3,047.14 23,242.14 CLASSROOM TEACHERS 01-00-30-1130-0010-0110 31.20 920,513.60 119,408.80 1,039,922.40 COMP ED 01-00-30-1595-0010-0110 4.00 116,800.00 15,207.04 132,007.04 COJNSELORS 01-00-302120-0010-0110 2.00 82,417.00 9,616.14 92,033.14 JR HI RESTRUCTURE 01-13-10-1137-0010-0110 5.00 129,004.00 17,584.54 146,588.54 LIBRARY 01-00-302222-0010-0110 1 .00 36,602.00 4,422.05 41,024.05 NURSES 01-00-30-2134-0010-0110 0.60 14,121.00 1,996.22 16,117.22 PRINCIPAL 01-00-30-2410-0010-0110 3.00 131,914.00 15,118.79 147,032.79 SPECIAL ED 01-003012XX-00100110 6.00 190,639.80 24, 104.42 214,744.22 STIPENDS 0100-30-XXXX-0010-0110 0.00 54,925.16 4,711.67 59,636.83 VOCATIONAL 01-003013XX-00100110 5.00 182,332.00 22,053.42 204,385.42 58.80 1,879,463.56 237,270.23 2,116,733.79 CLERICAL 02-00-30-2410-0010-0120 3.00 48,344.00 8,115.63 56,459.63 COMPUTER LAB ATTENDANT 02-13-10-1195-0010-0120 1.00 9,054.00 2,113.53 11,167.53 CUSTOOIANS 02-00-30-2542-0010-0120 5.50 76,923.50 13,897.59 90,821.09 Page 5 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOONT BENEFITS TOTAL SECURITY 02-13-16-2587-0010-0120 2.00 21,200.00 4,486.16 25,686.16 STIPENDS 02-00-30-XXXX-0010-0120 0.00 288.00 24.13 312.13 11.50 155,809.50 28,637.04 184,446.54 BUDGET CONTROL OPERATING 02-00-30-1130-0010-0300 0.00 28,496.00 0.00 28,496.00 0.00 28,496.00 0.00 28,496.00 70.30 2,063,769.06 265,907.27 2,329,676.33 SCHOOL/DEPARTMENT: SOOTHWEST ACADEMIC SUPPORT TEACHER 01-13-10-1195-0011-0110 1.00 22,525.00 3,242.40 25,767.40 CLASSROOM TEACHERS 01-13-27-1130-0011-0110 1.00 24,078.00 3,372.54 27,450.54 CLASSROOM TEACHERS 01-00-30-1130-0011-0110 26.40 728,906.80 96,849.11 825,755.91 COMP ED 01-00-30-1595-0011-0110 4.00 116,334.00 15,167.99 131,501.99 COONSELORS 01-00-30-2120-0011-0110 2.00 62,863.00 7,977.52 70,840.52 JR HI RESTRUCTURE 01-13-10-1137-0011-0110 4.00 87,769.00 12,774.24 100,543.24 LIBRARY 01-00-30-2222-0011-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-30-2134-0011-0110 0.60 15,344.40 2,098.74 17,443.14 PRINCIPAL 01-00-30-2410-0011-0110 3.00 118,618.00 14,004.59 132,622.59 SPECIAL ED 0100-30-12XX-0011-0110 5.50 172,933.00 21,943.19 194,876.19 STIPENDS 01-00-30-XXXX-0011-0110 0.00 62,491.85 5,345.76 67,837.61 VOCATIONAL 01-0030-13XX-0011-0110 6.00 207,607.00 25,526.27 233,133.27 54.50 1,659,838.05 213,039.99 1,872,878.04 - LERICAL 02-00-30-2410-0011-0120 3.00 47,991.00 8,086.05 56,077.05 COMPUTER LAB ATTENDANT 02-13-10-1195-0011-0120 1.00 9,054.00 2,113.53 11,167.53 CUSTODIANS 02-00-30-2542-0011-0120 5.00 67,986.00 12,471.23 80,457.23 LIBRARY CLERKS 02-00-30-2222-0011-0120 1.00 13,167.00 2,458.19 15,625.19 SECURITY 02-13-16-2587-0011-0120 1.00 10,920.00 2,269.90 13,189.90 STIPENDS 02-00-30-XXXX-0011-0120 0.00 998.40 83.67 1,082.07 11.00 150,116.40 27,482.57 177,598.97 BUDGET CONTROL OPERATING 02-00-30-1130-0011-0300 0.00 29,072.00 0.00 29,072.00 0.00 29,072.00 0.00 29,072.00 65.50 1,839,026.45 240,522.56 2,079,549.01 SCHOOL/DEPARTMENT: MCCLELLAN ACADEMIC SUPPORT TEACHER 01-13-10-1195-0012-0110 1.00 21,748.00 3,177.28 24,925.28 CLASSROOM TEACHERS 01-00-40-1140-0012-0110 38.40 1,110,532.20 145,086.92 1,255,619.12 COMP ED 01-00-40-1595-00120110 0.60 11,650.80 1,789.22 13,440.02 COONSELORS 01-13-27-2120-0012-0110 1.00 31,069.00 3,958.38 35,027.38 COONSELORS 01-00-40-2120-0012-0110 3.00 123,130.00 14,382.69 137,512.69 KINDERGARTEN 01-00-40-1110-0012-0110 1.00 31,535.00 3,997.43 35,532.43 LIBRARY 01-00-40-2222-0012-0110 1.00 40,368.00 4,737.64 45, 105.64 NURSES 01-00-40-2134-0012-0110 1.00 21,748.00 3,177.28 24,925.28 Page 6 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL PRINCIPAL 010040-241000120110 4.00 178,412.00 20,370.13 198,782.13  SPECIAL ED 01004012XX00120110 6.50 182,461.00 24,096.43 206,557.43 STIPENDS 010040XXXX00120110 0.00 75,670.21 6,341.16 82,011.37 VOCATIONAL 01004013XX00120110 13.00 459,553.00 56,122.94 515,675.94 70.50 2,287,8TT.21 287,237.50 2,575,114.71 CLERICAL 020040-241000120120 6.00 70,025.50 13,996.94 84,022.44 COMPUTER LAB ATTENDANT 02131011950012-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 020040-254200120120 8.00 98,662.50 19, 106.32 117,768.82 LIBRARY CLERICS 0200402222-00120120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 02131625870012-0120 5.50 58,620.00 12,363.76 70,983.76 STIPENDS 020040XXXX00120120 0.00 3,898.17 326.67 4,224.84 TEACHERS AIDES 0200401140-00120120 4.00 49,775.00 9,590.35 59,365.35 25.50 305,425.17 60,142.05 365,567.22 BUDGET CONTROL OPERATING 02004011400012-0300 0.00 38,603.00 0.00 38,603.00 0.00 38,603.00 0.00 38,603.00 BUDGET CONTROL DESEGREGATION 021318114500120300 0.00 206,240.00 0.00 206,240.00 0.00 206,240.00 0.00 206,240.00 96.00 2,838,145.38 347,379.55 3,185,524.93 SC. DEPARTMENT: HENDERSON ACADEMIC SUPPORT TEACHER 011310119500130110 2.00 60,545.00 7,783.27 68,328.27 CLASSROOM TEACHERS 010030113000130110 37.80 1,175,896.40 149,751.56 1,325,647.96 CLASSROOM TEACHERS 011327113000130110 1.00 28,724.00 3,761.87 32,485.87 COUNSELORS 010030212000130110 2.00 79,900.00 9,405.22 89,305.22 LIBRARY 0100302222-00130110 1.00 40,368.00 4,737.64 45,105.64 NURSES 0100302134-00130110 0.00 0.00 2,647.86 2,647.86 PRINCIPAL 010030241000130110 4.00 159,212.00 18,761.17 1TT,973.17 SPECIAL ED 01003012XX00130110 6.50 204, 161.50 25,914.93 230,076.43 STIPENDS 010030XXXX00130110 0.00 62,175.80 5,319.27 67,495.07 VOCATIONAL 01003013XX00130110 5.00 150,990.00 19,426.96 170,416.96 59.30 1,961,972.70 247,509.75 2,209,482.45 CLERICAL 0200301130-00130120 2.50 41,859.50 6,894.83 48,754.33 COMPUTER LAB ATTENDANT 021310119500130120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 020030-254200130120 7.00 95,815.00 17,512.90 113,327.90 LIBRARY CLERICS 02003022220013-0120 1.00 14,484.00 2,568.56 17,052.56 SECURITY 0213162587-00130120 3.50 38,060.00 7,931.23 45,991.23 SPECIAL ED AIDE 02003012XX00130120 1.00 9,054.00 2,113.53 11,167.53 STIPENDS 020030XXXX00130120 0.00 576.00 48.27 624.27 TEACHERS AIDES 0200301130-00130120 2.00 22,962.00 4,633.82 27,595.82 18.00 232,TT0.50 43,892.59 276,663.09 Page 7 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUOGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL BUDGET CONTROL - OPERATING 02-00-30-1130-0013-0300 0.00 30,872.00 0.00 30,872.00 0.00 30,872.00 0.00 30,872.00 BUDGET CONTROL - DESEGREGATION 02-13-18-1135-0013-0300 0.00 116,987.00 0. 00 116,987.00 0.00 116,987.00 0.00 116,987.00 n.3o 2,342,602.20 291,402.34 2,634,004.54 SCHOOL/DEPARTMENT: ALTERNATIVE LEARNING CLASSROOM TEACHERS 01-13-27-1130-0014-0110 5.00 126,489.00 17,373.78 143,862.78 CCUNSELORS 01-13-27-2120-0014-0110 1.00 32,053.00 4,040.84 36,093.84 NURSES 01-13-27-2134-0014-0110 0.10 2,174.80 317.73 2,492.53 PRINCIPAL 01-13-27-2410-0014-0110 1.00 48,600.00 5,427.48 54,027.48 STIPENDS 01-13-27-XXXX-0014-0110 0.00 1,951.50 163.54 2,115.04 VOCATIONAL 01-13-27-13XX -0014-0110 1.00 24,926.00 3,443.60 28,369.60 8.10 236,194.30 30,766.97 266,961.27 CLERICAL 02-13-27-2410-0014-0120 1.00 10,594.00 2,242.58 12,836.58 CUSTODIANS 02-13-27-2542-0014-0120 2.00 20,684.00 4,442.92 25,126.92 SECURITY 02-13-27-2587-0014-0120 1.00 10,920.00 2,269.90 13,189.90 TEACHERS AIDES 02-13-27-1130-0014-0120 2.00 20,412.00 4,420.13 24,832.13 - 6.00 62,610.00 13,375.53 75,985.53 BUDGET CONTROL - DESEGREGATION 02-13-27-1130-0014-0300 0.00 13,150.00 0.00 13,150.00 0.00 13,150.00 0.00 13,150.00 14.10 311,954.30 44,142.50 356,096.80 SCHOOL/DEPARTMENT: CLOVERDALE JR. CLASSROOM TEACHERS 01-00-30-1130-0015-0110 30.40 732,775.20 102,592.48 835,367.68 CLASSROOM TEACHERS 01-13-27-1130-0015-0110 1.00 28,195.00 3,717.54 31,912.54 COMP ED 01 -00-30-1595-0015-0110 5.00 133,578.00 17,967.84 151,545.84 CCUNSELORS 01-00-30-2120-0015-0110 2.00 n,819.oo 9,230.83 87,049.83 JR HI RESTRUCTURE 01-13-10-1137-0015-0110 5.00 111,789.00 16,141.92 127,930:92 LIBRARY 01-00-30-2222-0015-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-30-2134-0015-0110 0.60 15,052.80 2,074.30 17,127.10 PRINCIPAL 01-00-30-2410-0015-0110 3.00 127,625.00 14,759.38 142,384.38 SPECIAL ED 01-00-30-12XX-0015-0110 4.20 117,874.80 15,568.07 133,442.87 STIPENDS 01-00-30-XXXX-0015-0110 0.00 46,966.78 4,044.76 51,011.54 VOCATIONAL 01-00-30-13XX-0015-0110 5.80 175,326.60 22,550.21 197,876.81 58.00 1,607,370.18 213,384.97 1,820,755.15 CLERICAL 02-00-30-2410-0015-0120 2.00 32,453.00 5,429.16 37,882.16 COMPUTER LAB ATTENDANT 02-13-10-1195-0015-0120 1.00 9,713.00 2,168.75 11,881.75 Page 8 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BLOGET CODE FTE SALARY/AMOJNT BENEFITS TOTAL CUSTODIANS 02003025420015-0120 5.50 71,482.00 13,441.59 84,923.59 LI BRA RY CLERKS 02-00-30-222200150120 1.00 12,728.00 2,421.41 15,149.41 SECURITY 02131625870015-0120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 020030XXXX00150120 0.00 1,075.20 90.10 1,165.30 TEACHERS AIDES 0200301130-00150120 1.00 16,373.00 2,726.86 19,099.86 12.50 165,344.20 30,790.85 196,135.05 BUDGET CONTROL OPERATING 02003011300015-0300 0.00 28,640.00 0.00 28,640.00 0.00 28,640.00 0.00 28,640.00 70.50 1,801,354.38 244,175.82 2,045,530.20 SCHOOL/DEPARTMENT: MABELVALE JR. CLASSR\u0026lt;XlM TEACHERS 011327-113000160110 1.00 32,079.00 4,043.02 36,122.02 CLASSR\u0026lt;XlM TEACHERS 0100301130-00160110 27.20 759,514.80 100,497.90 860,012.70 COMP ED 010030-159500160110 2.00 62,672.00 7,961.51 70,633.51 COUNSELORS 0100-30-212000160110 2.00 59,940.00 7,732.57 67,672.57 LIBRARY 01-003022220016-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 0100-30-213400160110 0.60 15,810.00 2,137.76 17,947.76 PRINCIPAL 0100302410-00160110 3.00 141,349.00 15,909.45 157,258.45 SPECIAL ED 01003012XX00160110 6.50 175,267.00 23,493.57 198,760.57 STIPENDS 010030XXXX00160110 0.00 74,163.70 6,323.86 80,487.56 VOCATIONAL 01003013XX00160110 4.20 _138,949.40 17,334.12 156,283.52 - 47.50 1,500,112.90 190, 171.40 1,690,284.30 CLERICAL 02-003024100016-0120 3.00 50,045.00 8,258.17 58,303.17 COMPUTER LAB ATTENDANT 0213101195-00160120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02003025420016-0120 4.00 45,073.00 9,196.32 54,269.32 LIBRARY CLERKS 020030222200160120 1.00 12,289.00 2,384.62 14,673.62 SECURITY 0213162587-00160120 2.00 21,520.00 4,512.98 26,032.98 STIPENDS 020030XXXX00160120 0.00 626.08 52.47 678.55 TEACHERS AIDES 0200301130-00160120 2.50 24,446.00 5,435.57 29,881.57 13.50 164,205.08 32,050.19 196,255.27 BUDGET CONTROL OPERATING 02003011300016-0300 0.00 25,732.00 0.00 25,732.00 0.00 25,732.00 0.00 25,732.00 61.00 1,690,049.98 222,221.59 1,912,271.57 SCHOOL/DEPARTMENT: BALE 4 YR OLD 011302110500170110 1.00 25,000.00 3,449.80 28,449.80 CLASSR\u0026lt;XlM TEACHERS 01002011200017-0110 12.00 359,757.00 46,405.24 406,162.24 COUNSELORS 0100202120-00170110 0.80 29,494.00 3,555.44 33,049.44 GIFTED 01002019100017-0110 0.25 8,014.75 1,010.34 9,025.09 KINDERGARTEN 010020-111000170110 3.00 97,964.00 12,273.78 110,237.78 LIBRARY 01002022220017-0110 1.00 36,602.00 4,422.05 41,024.05 Page 9 Little Rock School District 07/23/92 Budget 199293 _ E_SCRIPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS TOTAL NURSES 010020-213400170110 0.40 10,229.60 1,399.16 11,628.76 PRINCIPAL 010020-241000170110 1.00 43,786.00 5,024.07 48,810.07 SPECIAL ED 01002012XX00170110 4.50 126,402.00 16,689.09 143,091.09 STIPENDS 010020XXXX00170110 0.00 3,393.20 284.35 3,6TT.55 23.95 740,642.55 94,513.32 835,155.87 4 YR OLD AIDES 02130211050017-0120 1.00 9,000.00 2,109.00 11,109.00 CLERICAL 0200202410-00170120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 02131011950017-0120 1.00 9,000.00 2,109.00 11,109.00 CUSTOOIANS 02002025420017-0120 3.00 33,326.00 6,857.12 40,183.12 LIBRARY CLERKS 021332222200170120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 020020XXXX00170120 0.00 345.60 28.96 374.56 TEACHERS AIDES 020020-112000170120 8.00 64,560.00 16,248.53 80,808.53 15.00 145,374.60 32,504.40 1TT,879.00 BUDGET CONTROL  OPERATING 020020112000170300 0.00 9,640.00 0.00 9,640.00 0.00 9,640.00 0.00 9,640.00 BUDGET CONTROL DESEGREGATION 0213021105-00170300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 38.95 902,357.15 127,017.72 1,029,374.87 SW /DEPARTMENT: BRADY CLASSROOM TEACHERS 0100201120-00180110 17.00 457,450.00 61,365.91 518,815.91 COUNSELORS 010020212000180110 1.00 29,457.00 3,823.30 33,280.30 GIFTED 010020191000180110 0.50 17,835.50 2,172.01 20,007.51 KINDERGARTEN 010020111000180110 3.00 85,197.00 11,203.91 96,400.91 LIBRARY 0100202222-00180110 1.00 25,444.00 3,487.01 28,931.01 NURSES 010020213400180110 0.40 9,414.00 1,330.81 10,744.81 PRINCIPAL 0100202410-00180110 1 .00 49,028.00 5,463.35 54,491.35 SPECIAL ED 01002012XX00180110 2.00 65,011.50 8,157.56 73,169.06 STIPENDS 010020XXXX00180110 0.00 2,705.30 226.70 2,932.00 25.90 741,542.30 97,230.56 838,m.86 CLERICAL 02002024100018-0120 1.00 15,410.00 2,646.16 18,056.16 COMPUTER LAB ATTENDANT 0213101195-00180120 1 .00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 02002025420018-0120 3.00 36,421.00 7,116.48 43,537.48 LIBRARY CLERKS 02133222220018-0120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 020020XXXX00180120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02002011200018-0120 6.00 39,727.00 11,457.92 51,184.92 12.00 114,152.60 25,823.59 139,976.19 BUDGET CONTROL OPERATING 0200201120-00180300 0.00 12,149.00 0.00 12,149.00 Page 10 Little Rock School District 07/23/92 Budget 1992-93 - ESCRI~TION BUDGET COOE FTE SALARY/AMOUNT BENEFITS  TOTAL 0.00 12,149.00 0.00 12,149.00 37.90 867,843.90 123,054.15 990,898.05 SCHOOL/DEPARTMENT: BADGETT 4 YR OLD 01-13-02-1105-0019-0110 1.00 27,185.00 3,632.90 30,817.90 CLASSROOM TEACHERS 01-oo-20-1120-0019-0110 8.00 238,900.50 30,858.26 269,758.76 COUNSELORS 01-00-20-2120-0019-0110 0.50 14,676.00 1,907.25 16,583.25 GIFTED 01-00-20-1910-0019-0110 0.25 8,281.75 1,032.71 9,314.46 KINDERGARTEN 01-00-20-1110-0019-0110 1.00 38,564.00 4,586.46 43,150.46 LIBRARY 01-oo-20-2222-0019-0110 1 .00 31,820.00 4,021.32 35,841.32 NURSES 01-00-20-2134-0019-0110 0.30 6,524.40 953.18 7,477.58 PRINCIPAL 01-00-20-2410-0019-0110 1.00 51,124.00 5,638.99 56,762.99 SPECIAL ED 01-oo-20-12xx-0019-0110 2.00 54,700.50 7,293.50 61,994.00 STIPENDS 01-00-20-XXXX-0019-0110 0.00 2,063.20 1n.9o 2,236.10 15.05 473,839.35 60,097.47 533,936.82 CLERICAL 02-00-20-2410-0019-0120 1.00 13,965.00 2,525.07 16,490.07 COMPUTER LAB ATTENDANT 02-13-10-1195-0019-0120 1.00 9,054.00 2, 113.53 11,167.53 CUSTOOIANS 02-00-20-2542-0019-0120 2.00 21,410.00 4,503.76 25,913.76 E CHILDHOOO AIDE 02-13-02-1105-0019-0120 1 .00 9,713.00 2,168.75 11,881.75 LIBRARY CLERKS 02-13-32-2222-0019-0120 1.00 9,217.00 2,127.18 11,344.18 STIPENDS 02-oo-20-xxxx-0019-0120 0.00 192.00 16.09 208.09 TEACHERS AIDES 02-oo-20-1120-0019-0120 3.00 18,913.00 5,649.31 24,562.31 - 9.00 82,464.00 19,103.69 101,567.69 BUDGET CONTROL - OPERATING 02-oo-20-1120-0019-0300 0.00 5,848.00 0.00 5,848.00 0.00 5,848.00 0.00 5,848.00 BUDGET CONTROL - DESEGREGATION 02-13-02-1105-0019-0300 0.00 556.00 0.00 556.00 0.00 556.00 0.00 556.00 24.05 562,707.35 79,201.16 641,908.51 SCHOOL/DEPARTMENT: MCOERMOTT CLASSROOM TEACHERS 01-oo-20-1120-0020-0110 19.00 588,319.00 75,042.33 663,361.33 COUNSELORS 01-oo-20-2120-0020-0110 1.10 43,939.50 5,1n.41 49,111.91 GIFTED 01-00-20-1910-0020-0110 0.75 24,753.25 3,090.42 27,843.67 KINDERGARTEN 01-oo-20-1110-0020-0110 3.00 106,255.00 12,968.57 119,223.57 LIBRARY 01-oo-20-2222-0020-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-20-2134-00200110 0.50 10,874.00 1,588.64 12,462.64 PRINCIPAL 01-00-20-2410-0020-0110 2.00 87,884.00 10,074.28 97,958.28 SPECIAL ED 01-oo-20-12xx-0020-0110 1 .50 45,486.50 5,843.97 51,330.47 STIPENDS 01-oo-20-xxxx-0020-0110 0.00 2,294.20 192.25 2,486.45 28.85 950,173.45 118,710.51 1,068,883.96 Page 11 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL CLERICAL 02-00-20-2410-0020-0120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 02-13-10-1195-0020-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 02-00-20-2542-0020-0120 3.00 40,950.00 7,496.01 48,446.01 LIBRARY CLERKS 0213-32-2222-0020-0120 1.00 12,728.00 2,421.41 15,149.41 STIPENDS 02-oo-20-xxxx-0020-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0020-0120 5.00 32,847.00 9,526.58 42,373.58 11.00 113,988.20 24,455.02 138,443.22 BUDGET CONTROL OPERATING 02-oo-20-1120-0020-0300 0.00 15,230.00 0.00 15,230.00 0.00 15,230.00 0.00 15,230.00 39.85 1,079,391.65 143,165.53 1,222,557.18 SCHOOL/DEPARTMENT: BASELINE CLASSR004 TEACHERS 01-oo-20-1120-0022-0110 14.00 346,999.00 48,045.72 395,044.72 COUNSELORS 01-oo-20-2120-0022-0110 0.80 28,717.00 3,490.32 32,207.32 GIFTED 0100-20-1910-0022-0110 0.25 9,835.25 1,162.89 10,998.14 KINDERGARTEN 01-oo-20-1110-0022-0110 3.00 80,934.00 10,846.67 91,780.67 LIBRARY 01-oo-20-2222-0022-0110 1.00 30,226.00 3,887.74 34,113.74 NURSES 01-00-202134-0022-0110 0.40 11, 161.60 1,477.26 12,638.86 PRINCIPAL 01-00-20-24100022-0110 1.00 54,269.00 5,902.54 60,171.54 SPECIAL ED 01-oo-20-12xx-0022-0110 1.00 30,234.00 3,888.41 34,122.41 STIPENDS 01-oo-20-xxxx-0022-0110 0.00 2,063.20 172.90 2,236.10 - 21.45 594,439.05 78,874.45 673,313.50 CLERICAL 02-00-20-2410-0022-0120 1.00 14,447.00 2,565.46 17,012.46 COMPUTER LAB ATTENDANT 02-13-10-1195-0022-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 0200-20-2542-0022-0120 3.00 33,235.00 6,849.49 40,084.49 LIBRARY CLERKS 0213-32-2222-0022-0120 1.00 13,167.00 2,458.19 15,625.19 STIPENDS 02-oo-20-xxxx-0022-0120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02-oo-20-1120-0022-0120 5. 00 29,858.00 9,276.10 39,134.10 11.00 101,258.60 23,388.26 124,646.86 BUDGET CONTROL OPERATING 02-oo-20-1120-0022-0300 0.00 10,488.00 0.00 10,488.00 0.00 10,488.00 0.00 10,488.00 32.45 706,185.65 102,262.71 808,448.36 SCHOOL/DEPARTMENT: FAIR PARK CLASSR004 TEACHERS 01-00-40-1140-00230110 12.00 364,118.00 46,770.69 410,888.69 COUNSELORS 01-00-40-21200023-0110 0.60 15,045.00 2,073.65 17,118.65 GIFTED 01-00-40-1910-0023-0110 0.50 17,447.00 2,139.46 19,586.46 KINDERGARTEN 01-00-40-1110-00230110 3.00 99,323.00 12,387.67 111,710.67 LIBRARY 01-00402222-0023-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-40-21340023-0110 0.40 9,666.40 1,351.96 11,018.36 Page 12 Lfttle Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL PRINCIPAL 0100402410-0023-0110 1.00 40,641.00 4,760.52 45,401.52 SPECIAL ED 0100-4012XX00230110 1.50 50,186.00 6,237.79 56,423.79 STIPENDS 0100-40-XXXX-0023-0110 0.00 2,193.62 183.83 2,377.45 20.00 638,988.02 80,643.21 719,631.23 CLERICAL 02-00-40-2410-00230120 1 .00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 0213101195-0023-0120 1.00 10,000.00 2,192.80 12,192.80 CUSTODIANS 020040-2542-0023-0120 3.00 38,461.00 7,287.43 45,748.43 LIBRARY CLERICS 0213322222-00230120 1.00 11,850.00 2,347.83 14,197.83 STIPENDS 020040-XXXX-0023-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 0200401140-0023-0120 5.00 41,988.00 10,292.59 52,280.59 11.00 119,441.00 24,911.95 144,352.95 BUDGET CONTROL  OPERATING 02-oo-20-1120-0023-0300 0.00 8,744.00 0.00 8,744.00 0.00 8,744.00 0.00 8,744.00 31.00 767,173.02 105,555.16 872,728.18 SCHOOL/DEPARTMENT: FOREST PARK CLASSROOM TEACHERS 01-oo-20-1120-0024-0110 13.00 365,292.00 48,223.87 413,515.87 COUNSELORS 01-oo-20-2120-0024-0110 1.00 33,865.00 4,192.69 38,057.69 GI FTEO 010020-1910-0024-0110 0.75 23,398.75 2,976.92 26,375.67 KINDERGARTEN 01-oo-20-1110-0024-0110 4.00 101,673.00 13,939.40 115,612.40 - IBRARY 01002022220024-0110 1 .00 34,749.00 4,266.77 39,015.77 URSES 01002021340024-0110 0.40 9,414.00 1,330.81 10,744.81 PRINCIPAL 0100202410-0024-0110 1.00 49,028.00 5,463.35 54,491.35 SPECIAL ED 01-oo-20-12xx-0024-0110 1.00 31,010.50 3,953.48 34,963.98 STIPENDS 010020-XXXX-00240110 0.00 2,063.20 172.90 2,236.10 22.15 650,493.45 84,520.19 735,013.64 CLERICAL 020020-2410-00240120 1.00 14,150.00 2,540.57 16,690.57 COMPUTER LAB ATTENDANT 0213101195-0024-0120 1.00 9,713.00 2,168.75 11,881.75 CUSTODIANS 02002025420024-0120 3.00 36,235.00 7,100.89 43,335.89 LIBRARY CLERICS 021332-222200240120 1.00 10,973.00 2,274.34 13,247.34 STIPENDS 020020XXXX00240120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02-0020112000240120 .4.00 27,576.80 7,730.14 35,306.94 10.00 98,993.40 21,843.65 120,837.05 BUDGET CONTROL OPERATING 02-0020112000240300 0.00 13,200.00 0.00 13,200.00 0.00 13,200.00 0.00 13,200.00 32.15 762,686.85 106,363.84 869,050.69 SCHOOL/DEPARTMENT: FRANKLIN 4 YR OLD 0113-02-110500250110 3.00 87,187.00 11,370.67 98,557.67 Page 13 Little Rock School District 07/23/92 Budget 1992-93 - ESC~IPTIOH BUDGET COOE FTE SALARY/AMO.INT BENEFITS TOTAL CLASSROCf4 TEACHERS 01-oo-20-1120-0025-0110 19.00 468,537.00 65,004.60 533,541.60 COONSELORS 01-oo-20-2120-0025-0110 1.60 41,728.80 5,664.55 47,393.35 GIFTED 01-00-20-1910-0025-0110 0.50 19,670.50 2,325.79 21,996.29 INCENTIVE PROGRAM 01-13-72-1120-0025-0110 4.00 93,322.00 9,370.78 102,692.78 KINDERGARTEN 01-oo-20-1110-0025-0110 3.00 72, 176.00 10,112.75 82,288.75 LIBRARY 01-oo-20-2222-0025-0110 1.00 33,414.00 4,154.89 37,568.89 NURSES 01-00-20-2134-0025-0110 1.00 21,748.00 3,177.28 24,925.28 PRINCIPAL 01-00-20-2410-0025-0110 2.00 71,491.00 8,700.55 80,191.55 SPECIAL ED 01-oo-20-12xx-0025-0110 3.00 85,100.00 11,195.78 96,295.78 STIPENDS 01-oo-20-xxxx-0025-0110 0.00 5,876.00 492.41 6,368.41 38.10 1,000,250.30 131,570.05 1, 131,820.35 CLERICAL 02-00-20-2410-0025-0120 3.00 28,260.25 6,432.61 34,692.86 COMPUTER LAB ATTENDANT 02-13-10-1195 -0025-0120 12.00 112,682.00 25,700.35 138,382.35 CUSTOOIANS 02-00-20-2542-0025-0120 4.00 43,000.00 9,022.60 52,022.60 E CHILDHOOO AIDE 02-13-02-1105-0025-0120 3.00 29,139.00 6,506.25 35,645.25 INCENTIVE PROGRAM 02-13-64-1120-0025-0120 3.00 25,516.00 6,202.64 31,718.64 LIBRARY CLERKS 02-13-32-2222-0025-0120 1.00 13,606.00 2,494.98 16,100.98 STIPENDS 02-00-20-XXXX-0025-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0025-0120 6.00 43,210.00 11,749.80 54,959.80 32.00 295,816.45 68,143.02 363,959.47 BUDGET COHTROL - OPERATING 02-oo-20-1120-0025-0300 0.00 13,416.00 0.00 13,416.00 - 0.00 13,416.00 0.00 13,416.00 Extended Contracts 02-13-74-1120-0025-0300 0.00 45,000.00 0.00 45,000.00 Extended Day/~eek - Other 02-13-57-1120-0025-0300 0.00 15,000.00 0.00 15,000.00 Extended 0ay/~eek- Stipends 02-13-57-1120-0025-0300 0.00 120,000.00 0.00 120,000.00 Extended Year 02-13-65-1120-0025-0300 0.00 50,000.00 0.00 50,000.00 Incentive Recognition 02-13-66-1120-0025-0300 0.00 3,500.00 0.00 3,500.00 Incentive Schools - Control 02-13-75-1120-0025-0300 0.00 10,000.00 0.00 10,000.00 Staff Development 02-13-73-1120-0025-0300 0.00 10,000.00 0.00 10,000.00 Field Trips 02-13-59-1120-0025-0331 0.00 7,500.00 0.00 7,500.00 Extended Day/~eek - Food 02-13-57-1120-0025-0380 0.00 31,000.00 0.00 31,000.00 0.00 292,000.00 0.00 292,000.00 70.10 1,601,482.75 199,713.07 1,801,195.82 SCHOOL/DEPARTMENT: GARLAND 4 YR OLD 01-13-02-1105-0026-0110 1.00 37,787.00 4,521.35 42,308.35 CLASSROCf4 TEACHERS 01-oo-20-1120-0026-0110 13.00 346,778.00 46,672.40 393,450.40 COONSELORS 01-00-20-2120-0026-0110 1.00 31,787.00 4,018.55 35,805.55 GIFTED 01-00-20-1910-0026-0110 0.50 12,544.00 1,728.59 14,272.59 INCENTIVE PROGRAM 01-13-72-1120-0026-0110 4.00 103,245.00 10,202.33 113,447.33 KINDERGARTEN 01-oo-20-1110-0026-0110 2.00 51,768.00 7,047.76 58,815.76 LIBRARY 01-oo-20-2222-0026-0110 1.00 31,820.00 4,021.32 35,841.32 NURSES 01-00-20-2134-0026-0110 1.00 24,078.00 3,372.54 27,450.54 Page 14 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL PRINCIPAL 01-00-20-2410-0026-0110 1.00 51,200.00 5,645.36 56,845.36 SPECIAL ED 01-oo-20-12xx-0026-0110 3.00 93,051.50 11,862.12 104,913.62 STIPENDS 01-oo-20-xxxx-0026-0110 0.00 5,758.00 482.52 6,240.52 27.50 789,816.50 99,574.84 889,391.34 CLERICAL 02-00-20-2410-0026-0120 2.00 13,487.25 3,839.83 17,327.08 COMPUTER LAB ATTENDANT 02-13-10-1195-0026-0120 1.00 9,466.00 2,148.05 11,614.05 CUSTODIANS 02-00-20-2542-0026-0120 3.00 42,798.50 7,650.91 50,449.41 E CHILDHOOD AIDES 02-13-02-1105-0026-0120 1.00 10,206.00 2,210.06 12,416.06 INCENTIVE PROGRAM 02-13-64-1120-0026-0120 11.00 103,879.00 23,607.86 127,486.86 LIBRARY CLERICS 02-13-32-2222-0026-0120 1.00 11,850.00 2,347.83 14,197.83 STIPENDS 02-00-20-XXXX-0026-0120 0.00 192.00 16.09 208.09 19.00 191,878.75 41,820.63 233,699.38 BUDGET CONTROL OPERATING 02-oo-20-1120-0026-0300 0.00 7,240.00 0.00 7,240.00 0.00 7,240.00 0.00 7,240.00 Extended Contracts 02-13-74-1120-0026-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/Week - Stipends 02-13-57-1120-0026-0300 0.00 85,000.00 0.00 85,000.00 Extended Day/Week Other 02-13-57-1120-0026-0300 0.00 7,500.00 0.00 7,500.00 Extended Year 02-13-65-1120-0026-0300 0.00 30,000.00 0.00 30,000.00 Incentive Recognition 02-13-66-1120-0026-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0026-0300 0.00 7,500.00 0.00 7,500.00 - taff Development 02-13-73-1120-0026-0300 0.00 7,500.00 0.00 7,500.00 ield Trips 02-13-59-1120-0026-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/Week Food 02-13-57-1120-0026-0380 0.00 12,000.00 0.00 12,000.00 0.00 187,500.00 0.00 187,500.00 46.50 1,176,435.25 141,395.47 1,317,830.72 SCHOOL/DEPARTMENT: CHICOT CLASSROOM TEACHERS 01-oo-20-1120-0028-0110 21.00 557,114.00 75,136.95 632,250.95 COUNSELORS 01-oo-20-2120-0028-0110 1.10 34,327.50 4,366.92 38,694.42 GIFTED 01-00-20-1910-0028-0110 0.50 14,990.50 1,933.60 16,924.10 KINDERGARTEN 01-00-20-1110-0028-0110 4.00 114,314.00 14,998.71 129,312.71 LIBRARY 01-00-20-2222-0028-0110 1.00 33,195.00 4,136.54 37,331.54 NURSES 01-00-20-2134-0028-0110 1.00 24,885.00 3,440.16 28,325.16 PRINCIPAL 01-00-20-2410-0028-0110 2.00 85,262.00 9,854.56 95,116.56 SPECIAL ED 01-oo-20-12xx-002a-0110 7.00 211,900.00 27,240.82 239,140.82 STIPENDS 01-0020-XXXX-0028-0110 0.00 2,294.20 192.25 2,486.45 37.60 1,078,282.20 141,300.51 1,219,582.71 CLERICAL 02-00-20-2410-0028-0120 2.00 30,338.00 5,251.92 35,589.92 COMPUTER LAB ATTENDANT 02-13-10-1195-0028-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02-00-20-2542-0028-0120 4.00 40,546.00 8,816.95 49,362.95 LIBRARY CLERICS 02-13-32-2222-0028-0120 1.00 13,167.00 2,458.19 15,625.19 Page 15 Little Rock School District 07/23/92 Budget 1992-93 - EStRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL STIPENDS 02-oo-20-xxxx-0028-0120 0.00 403.20 33.79 436.99 tEACRERS AIDES 02-oo-20-1120-0028-0120 13.00 82,507.00 24,526.49 107,033.49 21.00 177,167.20 43,297.40 220,464.60 BUDGET CONTROL - OPERATING 02-oo-20-1120-0028-0300 0.00 15,010.00 0.00 15,010.00 0.00 15,010.00 0.00 15,010.00 58.60 1,270,459.40 184,597.91 1,455,057.31 SCHOOL/DEPARTMENT: WESTERN HILLS CLASSROOM TEACHERS 01-oo-20-1120-0029-0110 11.80 370,787.00 47,058.59 417,845.59 COONSELORS 01-oo-20-2120-0029-0110 0.80 24,057.00 3,099.82 27,156.82 GIFTED 01-00-20-1910-0029-0110 0.50 18,505.50 2,228.16 20,733.66 KINDERGARTEN 01-oo-20-1110-0029-0110 2.00 62,798.00 7,9n.o7 70,770.07 LIBRARY 01-00-20-2222-0029-0110 1.00 37,977.00 4,537.27 42,514.27 NURSES 01-00-20-2134-0029-0110 0.30 9,157.50 1,173.84 10,331.34 PRINCIPAL 01-00-20-2410-0029-0110 1.00 55,318.00 5,990.45 61,308.45 SPECIAL ED 01-oo-20-12xx-0029-0110 1.50 40,623.00 5,436.41 46,059.41 STIPENDS 01-oo-20-xxxx-0029-0110 0.00 2,063.20 1n.9o 2,236.10 18.90 621,286.20 77,669.51 698,955.71 CLERICAL 02-00-20-2410-0029-0120 1.00 14,928.00 2,605.77 17,533.77 COMPUTER LAB ATTENDANT 02-13-101195-0029-0120 1.00 9,960.00 2,189.45 12,149.45 - USTOOIANS 02-00-20-2542-0029-0120 2.50 34,464.50 6,275.13 40,739.63 IBRARY CLERKS 02-13-32-2222-0029-0120 1.00 12,n8.oo 2,421.41 15,149.41 STIPENDS 02-oo-20-xxxx-0029-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 02-oo-20-1120-0029-0120 3.00 20,882.00 5,814.31 26,696.31 8.50 93,250.50 19,330.20 112,580.70 BUOGET CONTROL - OPERATING 02-oo-20-1120-0029-0300 0.00 10,376.00 0.00 10,376.00 0.00 10,376.00 0.00 10,376.00 27.40 n4,912.10 96,999.71 821,912.41 SCHOOL/DEPARTMENT: JEFFERSON CLASSROOM TEACHERS 01-oo-20-1120-0030-0110 18.00 564,346.00 71,678.59 636,024.59 COONSELORS 01-oo-20-2120-0030-0110 1 .30 45,824.50 5,601.33 51,425.83 GIFTED 01-00-20-1910-0030-0110 0.75 27,617.25 3,330.43 30,947.68 KINDERGARTEN 01-oo-20-1110-0030-0110 4.00 122,265.00 15,665.01 137,930.01 LIBRARY 01-oo-20-2222-0030-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-20-2134-0030-0110 0.40 12,520.80 1,591.16 14,111.96 PRINCIPAL 01-00-20-2410-0030-0110 2.00 79,735.00 9,391.39 89,126.39 SPECIAL ED 01-oo-20-12xx-003o-0110 3.00 96,780.00 12,174.56 108,954.56 STIPENDS 01-00-20-XXXX-0030-0110 0.00 3,794.20 317.95 4,112.15 30.45 993,250.75 124,488.06 1,117,738.81 Page 16 Little Rock S~hool District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL CLERICAL 0200202410-00300120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 02131011950030-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02002025420030-0120 3.00 37,481.00 7,205.31 44,686.31 LIBRARY CLERICS 02133222220030-0120 1.00 14,484.00 2,568.56 17,052.56 STIPENDS 020020XXXX00300120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02002011200030-0120 5.00 32,135.00 9,466.91 41,601.91 11.00 111,563.20 24,251.80 135,815.00 BUDGET CONTROL OPERATING 02002011200030-0300 0.00 20,555.00 0.00 20,555.00 0.00 20,555.00 0.00 20,555.00 41.45 1,125,368.95 148,739.86 1,274,108.81 SCHOOL/DEPARTMENT: CLOVERDALE 4 YR OLD 0113021105-00310110 1.00 25,000.00 3,449.80 28,449.80 CLASSROOM TEACHERS 01002011200031-0110 16.00 408,964.00 55,947.98 464,911.98 COUNSELORS 010020-212000310110 0.90 25,204.00 3,331.42 28,535.42 IC I NDERGARTEN 01002011100031-0110 3.00 79,633.00 10,737.65 90,370.65 LIBRARY 01002022220031-0110 1.00 34,211.00 4,221.68 38,432.68 NURSES 01002021340031-0110 0.40 9,631.20 1,349.01 10,980.21 PRINCIPAL 010020241000310110 1.00 41,690.00 4,848.42 46,538.42 SPECIAL ED 01002012XX00310110 1.50 42,380.00 5,583.64 47,963.64 STIPENDS 010020XXXX00310110 0.00 563.20 47.20 610.40 - 24.80 667,276.40 89,516.80 756,793.20 4 YR OLD AIDES 02130211050031-0120 1.00 9,000.00 2,109.00 11,109.00 CLERICAL 02002024100031-0120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 021310-119500310120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 0200202542-00310120 3.00 32,703.00 6,804.91 39,507.91 LIBRARY CLERICS 02133222220031-0120 1.00 14,045.00 2,531.77 16,576.77 STIPENDS 020020XXXX00310120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02002011200031-0120 5.00 39,036.00 10,045.22 49,081.22 12.00 122,189.60 26,497.09 148,686.69 BUDGET CONTROL OPERATING 020020-112000310300 0.00 11,160.00 0.00 11,160.00 0.00 11,160.00 0.00 11,160.00 BUDGET CONTROL DESEGREGATION 0213021105-00310300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 36.80 807,326.00 116,013.89 923,339.89 SCHOOL/DEPARTMENT: DODD CLASSROOM TEACHERS 01002011200032-0110 12.00 319,446.00 43,027.17 362,473.17 Page 17 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL COUNSELORS 01-oo-20-2120-0032-0110 0.60 19,220.00 2,423.52 21,643.52 GIFTED 01-00-20-1910-0032-0110 0.50 11,233.50 1,618.77 12,852.27 KINDERGARTEN 01-00-20-1110-0032-0110 2.00 55,322.00 7,345.58 62,667.58 LIBRARY 01-00-20-2222-0032-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-20-2134-0032-0110 0.40 9,320.80 1,323.00 10,643.80 PRINCIPAL 01-00-20-2410-0032-0110 1.00 53,221.00 5,814.72 59,035.72 SPECIAL ED 01-oo-20-12xx-0032-0110 2.60 85,715.00 10,705.40 96,420.40 STIPENDS 01-00-20-XXXX0032-0110 0.00 2,563.20 214.80 2,778.00 20.10 596,409.50 77,210.60 673,620.10 CLERICAL 02-00-20-2410-0032-0120 1.00 14,928.00 2,605.77 17,533.77 COMPUTER LAB ATTENDANT 02-13-10-1195-0032-0120 1.00 9,466.00 2,148.05 11,614.05 CUSTOOIANS 02-00-20-2542-0032-0120 2.50 31,767.0D 6,049.07 37,816.07 LIBRARY CLERKS 02-13-32-2222-0032-0120 1.00 10,973.00 2,274.34 13,247.34 STIPENDS 02-00-20-XXXX-0032-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 02-oo-20-112D-0032-0120 1.00 42,692.00 4,932.39 47,624.39 6.50 110,114.00 18,033.75 128,147.75 BUDGET CONTROL - OPERATING 0200-20-11200032-0300 0.00 8,232.00 0.00 8,232.00 0.00 8,232.00 0.00 8,232.00 26.60 714,755.50 95,244.35 809,999.85 SCHOOL/DEPARTMENT: MEADOIICLI FF - LASSRCXlM TEACHERS 01-oo-20-1120-0033-0110 16.00 497,296.00 63,350.20 560,646.20 COUNSELORS 01-00-20-2120-0033-0110 1.00 27,127.00 3,628.04 30,755.04 GIFTED 01-00-20-1910-0033-0110 0.50 15,505.50 1,976.76 17,482.26 KINDERGARTEN 01-oo-20-1110-0033-0110 3.00 96,216.00 12,127.30 108,343.30 LIBRARY 01-oo-20-2222-0033-0110 1.00 33,195.00 4, 136.54 37,331.54 NURSES 01-00-20-2134-0033-0110 0.40 9,320.80 1,323.00 10,643.80 PRINCIPAL 01-00-20-2410-0033-0110 1.00 50,076.00 5,551.17 55,627.17 SPECIAL ED 01-00-20-12XX-0033-0110 1.00 31,272.50 3,975.44 35,247.94 STIPENDS 01-oo-20-xxxx-0033-0110 0.00 2,063.20 172.90 2,236.10 23.90 762,072.00 96,241.35 858,313.35 CLERICAL 02-00-20-2410-0033-0120 1.00 16,854.00 2,767.17 19,621.17 COMPUTER LAB ATTENDANT 02-13-101195-0033-0120 1 .00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 02-00-20-2542-0033-0120 3.00 39,571.00 7,380.45 46,951.45 LIBRARY CLERKS 02-13-32-2222-0033-0120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 02-oo-20-xxxx-0033-0120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02-00-20-1120-0033-0120 4.00 28,956.00 7,845.71 36,801.71 10.00 108,221.60 22,616.97 130,838.57 BUDGET CONTROL - OPERATING 02-oo-20-1120-0033-0300 0.00 13,474.00 0.00 13,474.00 0.00 13,474.00 0.00 13,474.00 Page 18 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 33.90 883,767.60 118,858.32 1,002,625.92 SCHOOL/DEPARTMENT: MITCHELL 4 YR OLD 01-13-02-1105-0034-0110 1.00 22,525.00 3,242.40 25,767.40 CLASSROOM TEACHERS 01-oo-20-1120-0034-0110 13.00 373,369.00 48,900.72 422,269.72 COJNSELORS 01-oo-20-2120-0034-0110 1.00 35,457.00 4,326.10 39,783.10 GIFTED 01-00-20-1910-0034-0110 0.50 17,583.00 2,150.86 19,733.86 INCENTIVE PROGRAM 01-13-72-1120-0034-0110 3.40 90,525.80 8,323.58 98,849.38 KINDERGARTEN 01-00-20-1110-0034-0110 2.00 44,506.00 6,439.20 50,945.20 LIBRARY 01-oo-20-2222-0034-0110 1.00 30,505.00 3,911.12 34,416.12 NURSES 01-00-20-2134-0034-0110 1.00 24,885.00 3,440.16 28,325.16 PRINCIPAL 01-00-20-2410-0034-0110 1.00 50,076.00 5,551.17 55,627.17 SPECIAL ED 01-oo-20-12xx-0034.0110 2.00 62,157.50 7,918.40 70,075.90 STIPENDS 01-00-20-XXXX-0034-0110 0.00 2,825.00 236.74 3,061.74 25.90 754,414.30 94,440.45 848,854.75 4 YR AIDES 02-13-02-1120-0034-0120 1.00 9,466.00 2,148.05 11,614.05 CLERICAL 02-00-20-2410-0034-0120 2.00 13,487.25 3,839.83 17,327.08 CUSTOOIANS 02-00-20-2542-0034-0120 3.00 39,000.00 7,332.60 46,332.60 INCENTIVE PROGRAM 02-13-64-1120-0034-0120 11.00 118,057.00 24,795.98 142,852.98 LIBRARY CLERKS 02-13-32-2222-0034-0120 1.00 11,850.00 2,347.83 14,197.83 STIPENDS 02-oo-20-xxxx-0034.0120 0.00 288.00 24.13 312.13 18.00 192,148.25 40,488.42 232,636.67 - UDGET CONTROL - OPERATING 02-oo-20-1120-0034.0300 0.00 8,648.00 0.00 8,648.00 0.00 8,648.00 0.00 8,648.00 Extended Contracts 02-13-74-1120-0034-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/Week - Other 02-13-57-1120-0034-0300 0.00 7,500.00 0.00 7,500.00 Extended Day/Week- Stipends 02-13-57-1120-0034-0300 0.00 85,000.00 0.00 85,000.00 Extended Year 02-13-65-1120-0034-0300 0.00 30,000.00 0.00 30,000.00 Incentive Recognition 02-13-66-1120-0034-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0034-0300 0.00 7,500.00 0.00 7,500.00 Staff Development 02-13-73-1120-0034-0300 0.00 7,500.00 0.00 7,500.00 Field Trips 02-13-59-1120-0034-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/Week - Food 02-13-57-1120-0034-0380 0.00 15,000.00 0.00 15,000.00 0.00 190,500.00 0.00 190,500.00 43.90 ,. 145,710.55 134,928.87 1,280,639.42 SCHOOL/DEPARTMENT: M.L. KING CUSTOOIANS 02-00-20-2542-0035-0120 1.00 16,666.00 2,751.41 19,417.41 1.00 16,666.00 2,751.41 19,417.41 1.00 16,666.00 2,751.41 19,417.41 Page 19 Little RocK School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL SCHOOL/DEPARTMENT: ROCKEFELLER 4 YR OLD 01130211050036-0110 3.00 n,284.oo 10,540.80 87,824.80 CLASSROOM TEACHERS 01002011200036-0110 14.00 360,088.00 49,142.57 409,230.57 COONSELORS 01002021200036-0110 1.00 28,680.00 3,758.18 32,438.18 GIFTED 0100201910-00360110 0.50 15,787.00 2,000.35 17,787.35 INCENTIVE PROGRAM 01-13-n-1120-0036-0110 5.00 155,055.00 15,898.81 170,953.81 KINDERGARTEN 01002011100036-0110 3.00 59,808.00 9,076.31 68,884.31 LIBRARY 010020222200360110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01 00202134-00360110 1.00 25,865.00 3,522.29 29,387.29 PRINCIPAL 01002024100036-0110 2.00 80,428.00 9,449.47 89,8TT.47 SPECIAL ED 01002012XX00360110 1.10 33,781.50 4,321.17 38,102.67 STIPENDS 010020XXXX00360110 0.00 5,876.00 492.41 6,368.41 31.60 883,020.50 112,940.00 995,960.50 CLERICAL 020020241000360120 2.00 11,561.25 3,678.43 15,239.68 COMPUTER LAB ATTENDANT 021310119500360120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 020020254200360120 4.50 68,700.50 11,853.70 80,554.20 E CHILDHOOO AIDES 02130211050036-0120 15.50 187,657.00 36,n5.06 224,382.06 INCENTIVE PROGRAM 0213641120-00360120 4.00 35,394.00 8,385.22 43,779.22 LIBRARY CLERKS 02133222220036-0120 1.00 14,484.00 2,568.56 17,052.56 TEACHERS AIDES 02002011200036-0120 10.00 95,645.00 21,563.05 117,208.05 38.00 423,647.75 86,984.08 510,631.83 - BUDGET CONTROL OPERATING 02002011200036-0300 0.00 10,8n.oo 0.00 10,8n.oo 0.00 10,8n.oo 0.00 10,8n.oo Extended Contracts 0213741120-00360300 0.00 30,000.00 0.00 30,000.00 Extended Day/WeeK  Stipends 021357112000360300 0.00 85,000.00 0.00 85,000.00 Extended Day/WeeK Other 021357112000360300 0.00 7,500.00 0.00 7,500.00 Extended Year 0213651120-00360300 0.00 30,000.00 0.00 30,000.00 Incentive Recognition 021366112000360300 0.00 3,000.00 0.00 3,000.00 Incentive Schools Control 0213751120-00360300 0.00 7,500.00 0.00 7,500.00 Staff Development 02137311200036-0300 0.00 7,500.00 0.00 7,500.00 Field Trips 021359112000360331 0.00 5,000.00 0.00 5,000.00 Extended Day/WeeK Food 02135711200036-0380 o.oo 15,000.00 0.00 15,000.00 0.00 190,500.00 0.00 -190,500.00 69.60 1,508,040.25 199,924.08 1,707,964.33 SCHOOL/DEPARTMENT: GEYER SPRINGS 4 YR OLD 0113021105-00370110 1.00 25,000.00 3,449.80 28,449.80 CLASSROOM TEACHERS 01002011200037-0110 10.00 236, 162.00 33,338.38 269,500.38 COUNSELORS 010020-212000370110 0.60 15,842.00 2,140.44 17,982.44 GIFTED 0100201910-00370110 0.40 5,580.80 1,009.59 6,590.39 KINDERGARTEN 0100201110-00370110 2.00 55,089.00 7,326.06 62,415.06 LIBRARY 010020222200370110 1.00 27,337.00 3,645.64 30,982.64 Page 20 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL NURSES 01-00-20-2134-0037-0110 0.20 4,660.40 661.50 5,321.90 PRINCIPAL 01-00-20-2410-0037-0110 1.00 47,980.00 5,375.52 53,355.52 SPECIAL ED 01-oo-20-12xx-0037.0110 2.00 65,137.50 8,168.12 73,305.62 STIPENDS 01-00-20-XXXX-0037-0110 0.00 2,563.20 214.80 2,778.00 18.20 485,351.90 65,329.85 550,681.75 4 YR OLD All~ES 02-13-02-1105-0037-0120 1.00 9,000.00 2,109.00 11,109.00 CLERICAL 02-00-20-2410-0037-0120 1.00 14,928.00 2,605.77 17,533.77 COMPUTER LAB ATTENDANT 02-13-10-1195-0037-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02-00-20-2542-0037-0120 2.00 26,630.00 4,941.19 31,571.19 LIBRARY CLERKS 02-13-32-2222-0037-0120 1.00 14,484.00 2,568.56 17,052.56 SPECIAL ED AIDE 02-oo-20-12xx-0037-0120 1.00 8,231.00 2,044.56 10,275.56 STIPENDS 02-00-20-XXXX-0037-0120 0.00 192.00 16.09 208.09 TEACHERS AIDES 02-oo-20-1120-0037.0120 6.00 42,691.00 11,706.31 54,397.31 13.00 126,362.00 28,201.54 154,563.54 BUDGET CONTROL OPERATING 02-oo-20-1120-0037.0300 0.00 7,400.00 0.00 7,400.00 0.00 7,400.00 0.00 7,400.00 BUDGET CONTROL - DESEGREGATION 02-13-02-1105-0037-0300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 S- /DEPARTMENT: 31.20 625,813.90 93,531.39 719,345.29 PULASKI HTS. CLASSROOM TEACHERS 01-oo-20-1120-0038-0110 13.00 346,058.00 46,612.06 392,670.06 COUNSELORS 01-oo-20-2120-0038-0110 1.00 27,127.00 3,628.04 30,755.04 GIFTED 01-00-20-1910-0038-0110 0.50 18,117.00 2,195.60 20,312.60 KINDERGARTEN 01-oo-20-1110-0038-0110 3.00 85,545.00 11,233.07 96,778.07 LIBRARY 01-oo-20-2222-0038-0110 1.00 30,525.00 3,912.80 34,437.80 NURSES 01-00-20-2134-0038-0110 0.40 9,414.00 1,330.81 10,744.81 PRINCIPAL 01-00-20-2410-0038-0110 1.00 47,980.00 5,375.52 53,355.52 SPECIAL ED 01-oo-20-12xx-003a-0110 2.10 66,015.20 8,377.15 74,392.35 STIPENDS 01-oo-20-xxxx-003a-0110 0.00 2,563.20 214.80 2,778.00 22.00 633,344.40 82,879.85 716,224.25 CLERICAL 02-00-20-2410-0038-0120 1.00 15,410.00 2,646.16 18,056.16 COMPUTER LAB ATTENDANT 02-13-10-1195-0038-0120 1.00 9,713.00 2,168.75 11,881.75 CUSTODIANS 02-00-20-2542-0038-0120 3.00 38,825.00 7,317.94 46,142.94 LIBRARY CLERKS 02-oo-20-2222-0038-0120 1.00 14,484.00 2,568.56 17,052.56 LIBRARY CLERKS 02-13-32-2222-0038-0120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 02-00-20-XXXX-0038-0120 0.00 434.72 36.43 471.15 TEACHERS AIDES 02-oo-20-1120-0038-0120 7.00 37,511.00 12,627.02 50,138.02 TEACHERS AIDES 02-oo-20-1120-0038-0120 1.00 9,466.00 2,148.05 11,614.05 15.00 138,132.72 31,897.53 170,030.25 Page 21 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOONT BENEFITS TOTAL BUDGET CONTROL - OPERATING 02-oo-20-1120-003s-0300 0.00 16,936.00 0.00 16,936.00 0.00 16,936.00 0.00 16,936.00 37.00 788,413.12 114,m.38 903,190.50 SCHOOL/DEPARTMENT: RIGHTSELL 4 YR OLD 01-13-02-1105-0039-0110 1.00 26,408.00 3,567.79 29,975.79 CLASSROOM TEACHERS 01-oo-20-1120-0039-0110 13.00 367,487.00 48,407.81 415,894.81 COONSELORS 01-oo-20-2120-0039-0110 1.00 32,564.00 4,083.66 36,647.66 GIFTED 01-00-20-1910-00390110 0.50 14,340.00 1,879.09 16,219.09 INCENTIVE PROGRAM 01-13-72-1120-0039-0110 4.00 109, 168.00 10,698.68 119,866.68 KINDERGARTEN 01-oo-20-1110-0039-0110 2.00 62,041.00 7,908.64 69,949.64 LIBRARY 01-oo-20-2222-0039-0110 1 .00 38,475.00 4,579.01 43,054.01 NURSES 01-00-20-2134-0039-0110 1.00 31,302.00 3,977.91 35,279.91 PRINCIPAL 01-00-20-2410-00390110 1.00 55,318.00 5,990.45 61,308.45 SPECIAL ED 01-oo-20-12xx-0039-0110 0.90 28,375.50 3,597.19 31,972.69 STIPENDS 01-oo-20-xxxx-0039-0110 0.00 6,875.00 576.13 7,451.13 25.40 m,353.50 95,266.36 867,619.86 4 YR AIDES 02-13 -02-1105-0039-0120 1.00 9,054.00 2,113.53 11,167.53 CLERICAL 02-00-20-2410-0039-0120 2.00 16,858.25 4,122.32 20,980.57 COMPUTER LAB ATTENDANT 02-13-10-1195-0039-0120 5.00 45,766.00 10,609.19 56,375.19 CUSTODIANS 02-00-20-2542-0039-0120 3.00 33,161.00 6,843.29 40,004.29 - INCENTIVE PROGRAM 02-13-64-1120-0039-0120 5.00 50,045.00 10,967.77 61,012.77 LIBRARY CLERKS 02-13-32-2222-0039-0120 1.00 11,411.00 2,311.04 13,722.04 STIPENDS 02-oo-20-xxxx-0039-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 02-oo-20-1120-0039-0120 1.00 2,888.00 1,596.81 4,484.81 18.00 169,471.25 38,588.08 208,059.33 BUDGET CONTROL - OPERATING 02-oo-20-1120-0039-0300 0.00 8,456.00 0.00 8,456.00 0.00 8,456.00 0.00 8,456.00 Extended Contracts 02-13-74-1120-0039-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/Week - Other 02-13-57-1120-0039-0300 0.00 7,500.00 0.00 7,500.00 Extended Day/Week- Stipends 02-13-57-1120-0039-0300 0.00 85,000.00 0.00 85,000.00 Extended Year 02-13-65-1120-0039-0300 0.00 40,000.00 0.00 40,000.00 Incentive Recognition 02-13-66-1120-0039-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0039-0300 0.00 7,500.00 0.00 7,500.00 Staff Development 02-13-73-1120-0039-0300 0.00 7,500.00 0.00 7,500.00 Field Trips 02-13-59-1120-0039-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/Week - Food 02-13-57-1120-0039-0380 0.00 15,000.00 0.00 15,000.00 0.00 200,500.00 0.00 200,500.00 43.40 1,150,780.75 133,854.44 1,284,635.19 Page 22 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL SCHOOL/DEPARTMENT: RCl41NE 4 YR OLD 01-13-021105-00400110 1.00 31,069.00 3,958.38 35,027.38 CLASSROOM TEACHERS 0100201120-0040-0110 17.00 474,441.00 62,789.76 537,230.76 CLASSROOM TEACHERS 01-13-25112000400110 2.00 49,000.00 6,815.80 55,815.80 GIFTED 010020-191000400110 2.00 36,n9.oo 5,787.49 42,516.49 KINDERGARTEN 0100201110-0040-0110 3.00 81,963.00 10,932.90 92,895.90 LIBRARY 0100202222-0040-0110 1.00 31,302.00 3,977.91 35,279.91 NURSES 01002021340040-0110 1.00 22,525.00 3,242.40 25,767.40 PRINCIPAL 0100202410-00400110 2.00 83,023.00 9,666.93 92,689.93 SPECIAL ED 01002012XX00400110 3.10 102,534.50 12,792.27 115,326.77 STIPENDS 010020XXXX00400110 0.00 2,063.20 1n.9o 2,236.10 32.10 914,649.70 120,136.74 1,034,786.44 4 YR AIDES 0213-02-1105-00400120 0.00 9,054.00 758.73 9,812.73 CLERICAL 020020-24100040-0120 1.00 15,410.00 2,646.16 18,056.16 COMPUTER LAB ATTENDANT 0213101195-0040-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTODIANS 0200202542-00400120 4.00 44,398.00 9,139.75 53,537.75 LIBRARY CLERKS 02133222220040-0120 1.00 11,850.00 2,347.83 14,197.83 STIPENDS 020020XXXX00400120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02002011200040-0120 6.00 36,018.00 11,147.11 47,165.11 13.00 127,035.60 28,257.99 155,293.59 BUDGET CONTROL  OPERATING 02002011200040-0300 0.00 10,392.00 0.00 10,392.00 - 0.00 10,392.00 0.00 10,392.00 BUDGET CONTROL  DESEGREGATION 02130211050040-0300 0.00 556.00 0.00 556.00 BUDGET CONTROL  DESEGREGATION 0213251125-0040-0300 0.00 30,000.00 0.00 30,000.00 0.00 30,556.00 0.00 30,556.00 45.10 1,082,633.30 148,394.73 1,231,028.03 SCHOOL/DEPARTMENT: STEPHENS 4 YR OLD 011302-1105-00410110 1.00 23,302.00 3,307.51 26,609.51 CLASSROOM TEACHERS 01-00-201120-0041-0110 10.60 265,716.00 36,627.88 302,343.88 COUNSELORS 01-oo-20-2120-0041-0110 1.00 39,341.00 4,651.58 43,992.58 GIFTED 0100201910-00410110 0.50 15,893.50 2,009.28 17,902.78 INCENTIVE PROGRAM 01-13-n-1120-0041-0110 6.00 168,411.00 18,3n.84 186,783.84 KINDERGARTEN 0100201110-0041-0110 2.00 52,253.00 7,088.40 59,341.40 LIBRARY 01-0020222200410110 1.00 36,602.00 4,422.05 41,024.05 NURSES 0100-20-2134-00410110 1.00 21,748.00 3,177.28 24,925.28 PRINCIPAL 0100202410-00410110 1.00 53,221.00 5,814.n 59,035.n SPECIAL ED 01002012XX00410110 3.00 73,293.00 10,206.35 83,499.35 STIPENDS 010020-XXXX-00410110 0.00 4,825.00 404 .34 5,229.34 27.10 754,605.50 96,082.23 850,687.73 Page 23 Little Rock S~hool District D7/23/92 Budget 1992-93 e E.SCRI PTION BUDGET COOE FTE SALARY/AMa.lNT BENEFITS TOTAL CLERICAL 02-00-20-2410-0041-0120 2.00 15,895.25 4,041.62 19,936.87 COMPUTER LAB ATTENDANT 02-13-10-1195-0041-0120 4.00 38,686.00 8,661.09 47,347.09 CUSTOOIANS 02-00-20-2542-0041-0120 3.00 41,910.00 7,576.46 49,486.46 E CHILDHOOD AIDES 02-13-02-1105-0041-0120 1.00 10,206.00 2,210.06 12,416.06 INCENTIVE PROGRAM 02-13-64-1120-0041-0120 5.00 47,822.00 10,781.48 58,603.48 LIBRARY CLERKS 02-13-32-2222-0041-0120 1.00 12,289.00 2,384.62 14,673.62 STIPENDS 02-oo-20-xxxx-0041-0120 0.00 288.00 24.13 312.13 TEACHERS AIDES 02-oo-20-1120-0041-0120 1.00 9,466.00 2, 148.05 11,614.05 17.00 176,562.25 37,827.51 214,389.76 BUDGET CONTROL - OPERATING 02-oo-20-1120-0041-0300 0.00 6,664.00 0.00 6,664.00 0.00 6,664.00 0.00 6,664.00 Extended Contracts 02-13-74-1120-0041-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/~eek - Stipends 02-13-57-1120-0041-0300 0.00 85,000.00 0.00 85,000.00 Extended Day/~eek Other 02-13-57-1120-0041-0300 0.00 7,500.00 0.00 7,500.00 Extended Year 02-13-65-1120-0041-0300 0.00 40,000.00 0.00 40,000.00 Incentive Recognition 02-13-66-1120-0041-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0041-0300 0.00 7,500.00 0.00 7,500.00 Staff Development 02-13-73-1120-0041-0300 0.00 12,000.00 0.00 12,000.00 Field Trips 02-13-59-1120-0041-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/~eek Food 02-13-57-1120-0041-0380 0.00 13,000.00 0.00 13,000.00 - 0.00 203,000.00 0.00 203,000.00 44.10 1,140,831.75 133,909.74 1,274,741.49 SCHOOL/DEPARTMENT: ~ASHINGTON 4 YR OLD 01-13-02-1105-0042-0110 2.00 53,225.00 7,169.86 60,394.86 CLASSROOM TEACHERS 01-oo-20-1120-0042-0110 39.00 945,221.00 132,046.72 1,077,267.72 COMPENSATORY EDUCATI 01-13-10-1595-0042-0110 0.50 16,000.00 2,018.20 18,018.20 COUNSELORS 01-00-20-2120-0042-0110 2.00 58,701.00 7,628.74 66,329.74 GIFTED 01-00-20-1910-0042-0110 0.75 20,345.00 2,721.01 23,066.01 KINDERGARTEN 01-oo-20-1110-0042-0110 5.00 142,217.00 18,691.78 160,908.78 LIBRARY 01-oo-20-2222-0042-0110 1.50 41,214.00 5,485.93 46,699.93 MAGNET PROGRAM 01-13-18-1125-0042-0110 4.00 115,270.00 15,078.83 130,348.83 NURSES 01-00-20-2134-0042-0110 1.00 20,971.00 3,112.17 24,083.17 PRINCIPAL 01-00-20-2410-0042-0110 3.00 114,758.00 13,681.12 128,439.12 SPECIAL ED 01-oo-20-12xx-0042-0110 2.00 82,488.00 9,622.09 92,110.09 SPECIAL ED 01-13-15-12XX-0042-0110 1.00 35,671.00 4,344.03 40,015.03 STIPENDS 01-00-20-XXXX-0042-0110 0.00 5,670.72 475.21 6,145.93 61.75 1,651,751.72 222,075.69 1,873,827.41 CLERICAL 02-00-20-2410-0042-0120 2.00 27,448.00 5,009.74 32,457.74 COMPUTER LAB ATTENDANT 02-13-10-1195-0042-0120 2.00 19,920.00 4,378.90 24,298.90 CUSTOOIANS 02-00-20-2542-0042-0120 5.00 52,900.00 11,207.02 64, 107.02 E CHILDHOOD AIDES 02-13-02-1105-0042-0120 2.00 19,673.00 4,358.20 24,031.20 Page 24 Little Rock School District 07/23/92 Budget 199293 - ESCRJPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS  TOTAL LIBRARY CLERICS 02-1332222200420120 2.00 25,456.00 4,842.81 30,298.81 MAGNET PROGRAM 0213181125-00420120 4.00 43,019.00 9,024.19 52,043.19 SPECIAL ED AIDES 02131512XX00420120 1.00 9,054.00 2, 113.53 11,167.53 STIPENDS 020020XXXX00420120 0.00 1,075.20 90.10 1,165.30 TEACHERS AIDES 020020-112000420120 6.40 21,569.50 10,478.24 32,047.74 24.40 220,114.70 51,502.73 271,617.43 BUDGET CONTROL OPERATING 0200201120-00420300 0.00 23,458.00 0.00 23,458.00 0.00 23,458.00 0.00 23,458.00 BUDGET CONTROL  DESEGREGATION 02131811250042-0300 0.00 53,500.00 0.00 53,500.00 BUDGET CONTROL  DESEGREGATION 02130211050042-0300 0.00 1,111.00 0.00 1,111.00 0.00 54,611.00 0.00 54,611.00 86.15 1,949,935.42 273,578.42 2,223,513.84 SCHOOL/DEPARTMENT: WILSON 4 YR OLD 0113021105-00440110 1.00 25,000.00 3,449.80 28,449.80 CLASSROOM TEACHERS 0100201120-00440110 14.00 462,907.00 57,758.81 520,665.81 COONSELORS 01002021200044-0110 0.90 31,981.00 3,899.33 35,880.33 GIFTED 01002019100044-0110 0.50 17,n8.50 2,163.05 19,891.55 KINDERGARTEN 0100201110-00440110 3.00 105,012.00 12,864.41 117,876.41 LIBRARY 01002022220044-0110 1.00 27,895.00 3,692.40 31,587.40 - URSES 0100202134-00440110 0.40 9,918.80 1,373.12 11,291.92 RINCIPAL 0100202410-00440110 1.00 46,931.00 5,287.62 52,218.62 SPECIAL ED 01002012XX00440110 4.50 128,314.00 16,849.31 145,163.31 STIPENDS 010020XXXX00440110 0.00 2,423.70 203.11 2,626.81 26.30 858,111.00 107,540.96 965,651.96 4 YR OLD AIDES 02130211050044-0120 1.00 9,000.00 2,109.00 11,109.00 CLERICAL 0200202410-00440120 1.00 11,557.00 2,323.28 13,880.28 COMPUTER LAB ATTENDANT 0213101195-00440120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 0200202542-00440120 3.00 39,325.00 7,359.84 46,684.84 LIBRARY CLERICS 02133222220044-0120 1.00 14,045.00 2,531.77 16,576.77 STIPENDS 020020XXXX00440120 0.00 345.60 28.96 374 .56 TEACHERS AIDES 02002011200044-0120 5.00 36,563.00 9,837.98 46,400.98 12.00 121,041.60 26,400.89 147,442.49 BUDGET CONTROL OPERATING 0200201120-00440300 0.00 11,304.00 0.00 11,304.00 0.00 11,304.00 0.00 11,304.00 BUDGET CONTROL DESEGREGATION 02130211050044-0300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 Page 25 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 38.30 997,156.60 133,941.85 1,131,098.45 SCHOOL/DEPARTMENT: IIOOORUFF 4 YR OLD 01-13-02-1105-0045-0110 1.00 25,000.00 3,449.80 28,449.80 CLASSRoc4 TEACHERS 01-00-20-1120-0045-0110 9.00 211,133.00 29,886.15 241,019.15 COUNSELORS 01-00-20-2120-0045-0110 0.60 26,987.00 3,074.39 30,061.39 GIFTED 01-00-20-1910-0045-0110 0.25 9,835.25 1,162.89 10,998.14 KINDERGARTEN 01-oo-20-1110-0045-0110 2.00 68,798.00 8,474.87 TT,272.87 LIBRARY 01-oo-20-2222-0045.0110 1.00 29,429.00 3,820.95 33,249.95 NURSES 01-00-20-2134-0045-0110 0.20 5,580.80 738.63 6,319.43 PRINCIPAL 01-00-20-2410-0045-0110 1.00 53,221.00 5,814.72 59,035.72 SPECIAL ED 01-oo-20-12xx-0045-0110 1 .00 30,379.50 3,900.60 34,280.10 STIPENDS 010020-XXXX-0045-0110 0.00 2,063.20 172.90 2,236.10 16.05 462,426.75 60,495.90 522,922.65 4 YR AIDES 02-13-02-1120-0045-0120 1 .00 9,000.00 2,109.00 11,109.00 CLERICAL 02-00-20-2410-0045-0120 1.00 13,965.00 2,525.07 16,490.07 COMPUTER LAB ATTENDANT 02-13-10-1195-0045-0120 1 .00 8,643.00 2,079.08 10,722.08 CUSTOOIANS 02-00-20-2542-0045-0120 2.50 27,392.50 5,682.49 33,074.99 LIBRARY CLERICS 0213-32-2222-0045-0120 1 .00 10,534.00 2,237.55 12, TT1 .55 STIPENDS 02-oo-20-xxxx-0045.0120 0.00 192.00 16.09 208.09 TEACHERS AIDES 02-oo-20-1120-0045.0120 3.13 20,065.20 5,921.99 25,987.19 9.63 89,791.70 20,571.27 110,362.97 - UDGET CONTROL OPERATING 02-oo-20-1120-0045.0300 0.00 5,992.00 0.00 5,992.00 0.00 5,992.00 0.00 5,992.00 BUDGET CONTROL DESEGREGATION 0213021105-0045-03DO 0.00 556.00 0.00 556.00 0.00 556.00 0.00 556.00 25.68 558,766.45 81,067.17 639,833.62 SCHOOL/DEPARTMENT: MABEL VALE CLASSRoc4 TEACHERS 01-00-20-1120-0046-0110 19.00 517,915.00 69,142.48 587,057.48 COUNSELORS 01-oo-20-2120-0046-0110 1.60 40,743.20 5,581.96 46,325.16 GIFTED 01-00-20-1910-0046-0110 0.50 18,893.50 2,260.68 21,154.18 KINDERGARTEN 01-00-20-1110-0046-0110 3.00 84,585.00 11,152.62 95,737.62 LIBRARY 01-00-20-2222-0046-0110 1 .00 31,820.00 4,021.32 35,841.32 NURSES 01-00-20-2134-0046-0110 0.40 10,540.00 1,425.17 11,965.17 PRINCIPAL 01-00-20-2410-0046-0110 2.00 83,834.00 9,734.89 93,568.89 SPECIAL ED 01-oo-20-12xx-0046-0110 2.80 69,703.20 9,634.57 79,337.TT STIPENDS 010020-XXXX-0046-0110 0.00 4,078.40 341.TT 4,420.17 30.30 862,112.30 113,295.46 975,407.76 CLERICAL 02-00-202410-0046-0120 2.00 32,264.00 5,413.32 37,6TT.32 COMPUTER LAB ATTENDANT 02-13-10-1195-0046-0120 1.00 10,206.00 2,210.06 12,416.06 Page 26 Li'ttle Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMCXJNT BENEFITS TOTAL CUSTODIANS 02-00-20-2542-0046-0120 3.50 36, 158.50 7,TT1.88 43,930.38 LIBRARY CLERICS 02-13-32-2222-0046-0120 1.00 11,411.00 2,311.04 13, n2.04 STIPENDS 02-oo-20-xxxx-0046-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0046-0120 6.00 38,255.00 11,334.57 49,589.57 13.50 128,697.70 29,074.66 157,m.36 BUDGET CONTROL OPERATING 02-oo-20-1120-0046-0300 0.00 14,338.00 0.00 14,338.00 0.00 14,338.00 0.00 14,338.00 43.80 1,005,148.00 142,370.12 1,147,518.12 SCHOOL/DEPARTMENT: TERRY CLASSROOM TEACHERS 01-oo-20-1120-0047-0110 18.00 499,994.00 66,285.90 566,279.90 COUNSELORS 01-oo-20-2120-0047.0110 1.30 35,320.00 4,n1.06 40,041.06 GIFTED 01-00-20-1910-0047-0110 0.80 28,041.70 3,433.73 31,475.43 KINDERGARTEN 01-00-20-1110-0047-0110 4.00 115,818.00 15,124.75 130,942.75 LIBRARY 01-00-20-2222-0047-0110 1.00 34,490.00 4,245.06 38,735.06 NURSES 01-00-20-2134-0047-0110 0.40 9,320.80 1,323.00 10,643.80 PRINCIPAL 01-00-20-2410-0047-0110 2.00 91,839.00 10,405.71 102,244.71 SPECIAL ED 01-oo-20-12xx-0047.0110 1.50 49,768.50 6,202.80 55,971.30 STIPENDS 01-0020-XXXX-0047-0110 0.00 3,700.80 310.13 4,010.93 29.00 868,292.80 112,052.14 980,344.94 - LERICAL 02-00-202410-0047-0120 2.00 28,411.00 5,090.44 33,501.44 OMPUTER LAB ATTENDANT 02-13-10-1195-0047-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 02-00-20-2542-0047-0120 3.50 42,082.00 8,268.27 50,350.27 LIBRARY CLERICS 02-13-32-2222-0047-0120 1.00 13,167.00 2,458.19 15,625.19 STIPENDS 020020-XXXX-00470120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-00-20-1120-00470120 9.00 32,021.00 14,876.56 46,897.56 16.50 126,290.20 32,937.31 159,227.51 BUDGET CONTROL - OPERATING 02-00-20-1120-0047-0300 0.00 20,sn.oo 0.00 20,8n.oo 0.00 20,sn.oo 0.00 20,sn.oo 45.50 1,015,455.00 144,989.45 1,160,444.45 SCHOOL/DEPARTMENT: FULBRIGHT CLASSROOM TEACHERS 01-oo-20-1120-004s-0110 21.00 621,038.00 80,493.78 701,531.78 COUNSELORS 01-oo-20-2120-004s-0110 1.30 42,096.00 5,288.88 47,384.88 GIFTED 01-00-20-1910-0048-0110 0.75 23,520.25 2,987.10 26,507.35 KINDERGARTEN 01-oo-20-1110-0045.0110 3.00 104,993.00 12,862.81 117,855.81 LIBRARY 01-oo-20-2222-004s-0110 1.00 40,368.00 4,737.64 45,105.64 NURSES 01-00-20-2134-0048-0110 0.50 10,874.00 1,588.64 12,462.64 PRINCIPAL 01-00-20-2410-0048-0110 2.00 87,216.00 10,018.30 97,234.30 SPECIAL ED 01-oo-20-12xx-0045.0110 3.00 91,323.00 11,717.27 103,040.27 STIPENDS 01-0020-XXXX-0048-0110 0.00 794.20 66.55 860. 75 Page 27 Little Rock School District 07/23/92 Budget 1992-93 - ESCRfPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS TOTAL 32.55 1,022,222.45 129,760.97 1,151,983.42 CLERICAL 02-00-20-2410-0048-0120 2.00 27,930.00 5,050.13 32,980.13 COMPUTER LAB ATTENDANT 02-13-10-1195-0048-0120 1.00 9,960.00 2,189.45 12,149.45 CUSTOOIANS 02-00-20-2542-0048-0120 3.50 40,994.50 8, 1TT.14 49,171.64 LIBRARY CLERKS 02-13-32-2222-0048-0120 1.00 14,484.00 2,568.56 17,052.56 STIPENDS 02-oo-20-xxxx-0048-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0048-0120 5.50 35,276.50 10,407.57 45,684.07 13.00 129,048.20 28,426.64 157,474.84 BUDGET CONTROL - OPERATING 02-oo-20-1120-0048-0300 0.00 15,346.00 0.00 15,346.00 0.00 15,346.00 0.00 15,346.00 45.55 1, 166,616.65 158,187.61 1,324,804.26 SCHOOL/DEPARTMENT: ISH 4 YR OLD 01-13-02-1105-0049-0110 1.00 27,651.00 3,671.95 31,322.95 CLASSROOM TEACHERS 01-oo-20-1120-0049.0110 8.40 248,667.00 32,218.61 280,885.61 COJNSELORS 01-oo-20-2120-0049-0110 1.00 30,020.00 3,870.48 33,890.48 GIFTED 01-00-20-1910-0049-0110 0.25 6,005.00 841.92 6,846.92 INCENTIVE PROGRAM 01-13-72-1120-0049-0110 4.30 110,972.50 11,256.34 122,228.84 KINDERGARTEN 01-oo-20-1110-0049.0110 3.00 87,021.00 11,356.76 98,3TT.76 LIBRARY 01-oo-20-2222-0049.0110 1.00 28,134.00 3,712.43 31,846.43 - URSES 01-00-20-2134-0049-0110 1.00 31,302.00 3,9TT.91 35,279.91 RINCIPAL 01-00-20-2410-0049-0110 1 .00 43,786.00 5,024.07 48,810.07 SPECIAL ED 01-oo-20-12xx-0049-0110 1 .90 60,372.90 7,633.37 68,006.27 STIPENDS 01-oo-20-xxxx-0049.0110 0.00 4,325.00 362.44 4,687.44 22.85 678,256.40 83,926.28 762,182.68 CLERICAL 02-00-20-2410-0049-0120 2.00 16,858.25 4,122.32 20,980.57 COMPUTER LAB ATTENDANT 02-13-10-1195-0049-0120 1.00 9,466.00 2,148.05 11,614.05 CUSTOOIANS 02-00-20-2542-0049-0120 3.00 37,694.00 7,223.16 44,917.16 E CHILDHOCXl AIDES 02-13-02-1105-0049-0120 2.00 9,000.00 3,463.80 12,463.80 INCENTIVE PROGRAM 02-13-64-1120-0049-0120 7.00 68,9TT.OO 15,263.87 84,240.87 LIBRARY CLERKS 02-13-32-2222-0049-0120 1.00 12,728.00 2,421.41 15,149.41 STIPENDS 02-00-20-XXXX-0049-0120 0.00 192.00 16.09 208.09 16.00 154,915.25 34,658.70 189,573.95 BUDGET CONTROL - OPERATING 02-00-20-1120-0049-0300 0.00 11,096.00 0.00 11,096.00 0.00 11,096.00 0.00 11,096.00 Extended Contracts 02-13-74-1120-0049-0300 0.00 30,000.00 0.00 30,000.00 Extended Day/Week - Other 02-13-57-1120-0049-0300 0.00 7,500.00 0.00 7,500.00 Extended Day/Week- Stipends 02-13-57-1120-0049-0300 0.00 85,000.00 0.00 85,000.00 Extended Year 02-13-65-1120-0049-0300 0.00 40,000.00 0.00 40,000.00 Page 28 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL Incentive Recognition 02-13-66-1120-0049-0300 0.00 3,000.00 0.00 3,000.00 Incentive Schools - Control 02-13-75-1120-0049-0300 0.00 7,500.00 0.00 7,500.00 Staff Development 02-13-73-1120-0049-0300 0.00 7,500.00 0.00 7,500.00 Field Trips 02-13-59-1120-0049-0331 0.00 5,000.00 0.00 5,000.00 Extended Day/Week - Food 02-13-57-1120-0049-0380 0.00 12,000.00 0.00 12,000.00 0.00 197,500.00 0.00 197,500.00 38.85 1,041,767.65 118,584.98 1,160,352.63 SCHOOL/DEPARTMENT: OTTER CREEK CLASSROOM TEACHERS 01-oo-20-1120-0050-0110 13.00 382,011.00 49,624.92 431,635.92 COONSELORS 01-oo-20-2120-0050-0110 0.80 30,271.00 3,620.55 33,891.55 GIFTED 01-00-20-1910-0050-0110 0.50 15,117.00 1,944.20 17,061.20 KINDERGARTEN 01-oo-20-1110-0050-0110 2.00 63,846.00 8,059.89 71,905.89 LIBRARY 01-oo-20-2222-0050-0110 1.00 36,383.00 4,403.70 40,786.70 NURSES 01-00-20-2134-0050-0110 0.00 0.00 1,134.80 1,134.80 PRINCIPAL 01-00-20-2410-0050-0110 1.00 44,835.00 5,111.97 49,946.97 SPECIAL ED 01-oo-20-12xx-0050-0110 1.00 27,340.60 3,645.94 30,986.54 STIPENDS 01-oo-20-xxxx-0050-0110 0.00 2,063.20 172.90 2,236.10 19.30 601,866.80 77,718.87 679,585.67 CLERICAL 02-00-20-2410-0050-0120 1.00 13,483.00 2,484.68 15,967.68 COMPUTER LAB ATTENDANT 02-13-10-1195-0050-0120 1 .00 10,206.00 2,210.06 12,416.06 CUSTODIANS 02-00-20-2542-0050-0120 2.50 28,655.50 5,788.33 34,443.83 - IBRARY CLERKS 02-13-32-2222-0050-0120 1.00 14,484.00 2,568.56 17,052.56 Tl PENDS 02-00-20-XXXX-0050-0120 0.00 345.60 28.96 374.56 TEACHERS AIDES 02-oo-20-1120-0050-0120 4.00 24,527.00 7,474.56 32,001.56 9.50 91,701.10 20,555.15 112,256.25 BUDGET CONTROL - OPERATING 02-oo-20-1120-0050-0300 0.00 10,824.00 0.00 10,824.00 0.00 10,824.00 0.00 10,824.00 28.80 704,391.90 98,274.02 802,665.92 SCHOOL/DEPARTMENT: WAKEFIELD CLASSROOM TEACHERS 01-oo-20-1120-0051-0110 18.00 520,714.00 68,022.23 588,736.23 COONSELORS 01-oo-20-2120-0051-0110 1.00 26,069.50 3,539.42 29,608.92 GIFTED 01-00-20-1910-0051-0110 0.50 15,379.00 1,966.16 17,345.16 KINDERGARTEN 01-oo-20-1110-0051-0110 3.00 83,226.00 11,038.74 94,264.74 LIBRARY 01-oo-20-2222-0051-0110 1.00 33,992.00 4,203.33 38,195.33 NURSES 01-00-20-2134-0051-0110 0.40 11,161.60 1,477.26 12,638.86 PRINCIPAL 01-00-20-2410-0051-0110 1.00 55,318.00 5,990.45 61,308.45 SPECIAL ED 01-oo-20-12xx-0051-0110 1 .00 30,234.00 3,888.41 34,122.41 STIPENDS 01-oo-20-xxxx-0051-0110 0.00 2,205.30 184.80 2,390.10 25.90 778,299.40 100,310.80 878,610.20 Page 29 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BLA\u0026gt;GET COOE FTE SALARY/AMOJNT BENEFITS TOTAL CLERCAL 02-00-20-2410-0051-0120 1.00 13,965.00 2,525.07 16,490.07 COMPUTER LAB ATTENDANT 02-13-10-1195-0051-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOJANS 02-00-20-2542-0051-0120 2.50 28,969.00 5,814.60 34,783.60 LIBRARY CLERKS 02-13-32-2222-0051-0120 1.00 14,484.00 2,568.56 17,052.56 STIPENDS 02-oo-20-xxxx-0051-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-oo-20-1120-0051-0120 6.90 34,072.30 12,203.38 46,275.68 12.40 102,099.50 25,355.46 127,454.96 BUOGET CONTROL - OPERATING 02-00-20-1120-0051-0300 0.00 13,589.00 0.00 13,589.00 0.00 13,589.00 0.00 13,589.00 38.30 893,987.90 125,666.26 1,019,654.16 SCHOOL/DEPARTMENT: WATSON 4 YR OLD 01-13-02-1105-0052-0110 1.00 27,904.00 3,693.16 31,597.16 CLASSROOM TEACHERS 01-oo-20-1120-0052-0110 17.00 443,791.00 60,221.29 504,012.29 COUNSELORS 01-oo-20-2120-0052-0110 1.00 27,904.00 3,693.16 31,597.16 COUNSELORS 01-13-27-2120-0052-0110 1.00 27,904.00 3,693.16 31,597.16 GIFTED 01-00-20-1910-0052-0110 0.50 17,058.50 2,106.90 19,165.40 KINDERGARTEN 01-oo-20-1110-0052-0110 3.00 99,867.00 12,433.25 112,300.25 LIBRARY 01-00-20-2222-0052-0110 1.00 28,632.00 3,754.16 32,386.16 NURSES 01-00-20-2134-0052-0110 0.50 10,874.00 1,588.64 12,462.64 PRINCIPAL 01-00-20-2410-0052-0110 2.00 97,319.00 10,864.93 108,183.93 - PECIAL ED 01-oo-20-12xx-0052-0110 2.00 65,060.00 8,161.63 73,221.63 TIPENDS 01-oo-20-xxxx-0052-0110 0.00 5,294.20 443.65 5,737.85 29.00 851,607.70 110,653.93 962,261.63 4 YR OLD AIDES 02-13-02-1105-0052-0120 1 .00 9,713.00 2,168.75 11,881.75 CLERICAL 02-00-20-2410-0052-0120 1.00 13,965.00 2,525.07 16,490.07 COMPUTER LAB ATTENDANT 02-13-10-1195-0052-0120 1.00 10,206.00 2,210.06 12,416.06 CUSTOOIANS 02-00-20-2542-0052-0120 3.00 30,936.00 6,656.84 37,592.84 LIBRARY CLERKS 02-13-32-2222-0052-0120 1.00 14,484.00 2,568.56 17,052.56 STIPENDS 02-oo-20-xxxx-0052-0120 0.00 403.20 33.79 436.99 TEACHERS AIDES 02-00-20-1120-0052-0120 5.00 26,078.50 8,959.38 35,037.88 12.00 105,785.70 25,122.45 130,908.15 BUDGET CONTROL - OPERATING 02-00-20-1120-0052-0300 0.00 12,523.00 0.00 12,523.00 0.00 12,523.00 0.00 12,523.00 BUDGET CONTROL - DESEGREGATION 02-13-02-1105-0052-0300 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 0.00 6,700.00 41.00 976,616.40 135,776.38 1,112,392.78 Page 30 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL SCHOOL/DEPARTMENT: EAST SIDE CUSTODIANS 02-00-00-2542-.0053-0120 1.50 20,563.50 3,755.42 24,318.92 1.50 20,563.50 3,755.42 24,318.92 1.50 20,563.50 3,755.42 24,318.92 SC: OOL/DEPARTMENT: VOCATIONAL COUNSELORS 01-oo-oo-2120-0055.0110 0.66 30,699.90 3,466.82 34, 166.n STAFF 01-oo-oo-2212-0055-0110 1.00 49,526.00 5,505.08 55,031.08 STIPENDS 01-00-00-XXXX-00550110 0.00 2,900.00 243.02 3, 143.02 1.66 83,125.90 9,214.92 92,340.82 STAFF 02-oo-oo-2212-0055-0120 2.00 42,082.00 6,236.07 48,318.07 2.00 42,082.00 6,236.07 48,318.07 BUDGET CONTROL OPERATING 02-oo-oo-2212-0055.0300 0.00 178,884.00 0.00 178,884.00 0.00 178,884.00 0.00 178,884.00 3.66 304,091.90 15,450.99 319,542.89 SCHOOL/DEPARTMENT: MUSIC - UOGET CONTROL OPERATING 02-00-00-2212-0056-0300 0.00 20,703.84 0.00 20,703.84 0.00 20,703.84 0.00 20,703.84 0.00 20,703.84 0.00 20,703.84 SCHOOL/DEPARTMENT: STAFF DEVELOPMENT STAFF 01-13092212-0059-0110 6.00 263,596.00 30,218.14 293,814.14 STIPENDS 011309-XXXX-0059-0110 0.00 6,534.81 547.62 7,082.43 6.00 270,130.81 30,765.76 300,896.57 STAFF 0213-09-2212-0059-0120 1.00 21,066.00 3,120.13 24,186.13 1.00 21,066.00 3,120.13 24,186.13 BUDGET CONTROL - DESEGREGATION 02-13-09-2212-0059-0300 0.00 122,363.00 0.00 122,363.00 0.00 122,363.00 0.00 122,363.00 7.00 413,559.81 33,885.89 447,445.70 SCHOOL/DEPARTMENT: HEALTH SERVICES NURSES 02-00-00-2134-0060-0120 1.00 33,634.00 4,173.33 37,807.33 STIPENDS 020000-XXXX-0060-0120 0.00 757.00 63.44 820.44 Page 31 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET COOE FTE SALARY/AMOJNT BENEFITS TOTAL 1.00 34,391.00 4,236.TT 38,627.n BUDGET CONTROL OPERATING 02000022120060-0300 0.00 21,118.40 0.00 21,118.40 0.00 21,118.40 0.00 21,118.40 1.00 55,509.40 4,236.n 59,746.17 SCHOOL/DEPARTMENT: ANNEX CUSTOOIANS 020000-254200610120 2.00 30,989.00 5,306.48 36,295.48 2.00 30,989.00 5,306.48 36,295.48 2.00 30,989.00 5,306.48 36,295.48 SCHOOL/DEPARTMENT: LEE/I RC CUSTOOIANS 02000025420062-0120 2.00 28,704.00 5,115.00 33,819.00 SECURITY 0213162587-00620120 1.00 13,978.00 2,526.16 16,504.16 3.00 42,682.00 7,641.16 50,323.16 3.00 42,682.00 7,641.16 50,323.16 SCHOOL/DEPARTMENT: BOYS ATHLETICS STIPENDS 010000XXXX00630110 0.00 645.54 54.10 699.64 - 0.00 645.54 54.10 699.64 STAFF 02000022120063-0120 1.00 21,066.00 3, 120.13 24, 186.13 1.00 21,066.00 3,120.13 24,186.13 BUDGET CONTROL OPERATING 02000022120063-0300 0.00 139,830.00 0.00 139,830.00 0.00 139,830.00 0.00 139,830.00 1.00 161,541.54 3,174.23 164,715.TT S~HOOL/DEPARTMENT: ASSOC. SUPT EQU !TY STAFF 011306232600640110 2.00 115,018.80 12,348.18 127,366.98 STIPENDS 011306XXXX00640110 0.00 5,100.00 427.38 5,527.38 2.00 120,118.80 12,m.56 132,894.36 CUSTOOIANS 02130625420064-0120 0.63 6,870.78 1,429.30 8,300.08 STAFF 021306232600640120 9.00 221,932.00 30,791.10 252,n3.10 STIPENDS 021306XXXX00640120 0.00 900.00 75.42 975.42 9.63 229,702.78 32,295.82 261,998.60 Page 32 Little Rock School District 07/23/92 Budget 1992-93 - E:SCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL BUDGET CONTROL DESEGREGATION 0213-06-2326-0064-0300 0.00 38,240.00 0.00 38,240.00 0.00 38,240.00 0.00 38,240.00 11.63 388,061.58 45,071.38 433,132.96 SCHOOL/DEPARTMENT: GIFTED STAFF 01-00-00-2212-0065-0110 2.00 85,146.00 9,844.83 94,990.83 STIPENDS 01-00-00-XXXX-00650110 0.00 4,376.00 366.71 4,742.71 2.00 89,522.00 10,211.54 99,733.54 STAFF 02-oo-oo-2212-0065-0120 1 .00 15,134.00 2,623.03 17,757.03 1.00 15,134.00 2,623.03 17,757.03 BUDGET CONTROL OPERATING 02-oo-oo-2212-0065-o3oo 0.00 53,548.00 0.00 53,548.00 0.00 53,548.00 0.00 53,548.00 3.00 158,204.00 12,834.57 171,038.57 SCHOOL/DEPARTMENT: GIRLS ATHLETICS BUDGET CONTROL  OPERATING 02-00-00-2212-0066-oJoo 0.00 43,250.00 0.00 43,250.00 - 0.00 43,250.00 0.00 43,250.00 0.00 43,250.00 0.00 43,250.00 SCHOOL/DEPARTMENT: MATH STAFF 01-oo-oo-2212-0061-0110 2.00 92,959.00 10,499.56 103,458.56 STIPENDS 010000-XXXX-00670110 0.00 2,188.00 183.35 2,371.35 2.00 95,147.00 10,682.91 105,829.91 STAFF 02-oo-oo-2212-0061-0120 1.00 18,535.00 2,908.03 21,443.03 1.00 18,535.00 2,908.03 21,443.03 BUDGET CONTROL OPERATING 02-oo-oo-2212-0061-0300 0.00 26,719.20 0.00 26,719.20 0.00 26,719.20 0.00 26,719.20 BUDGET CONTROL DESEGREGATION 0213-12-2212-0067-0300 0.00 30,000.00 0.00 30,000.00 0.00 30,000.00 0.00 30,000.00 3.00 170,401.20 13,590.94 183,992.14 Page 33 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUOGET COOE FTE SALARY/AHOONT BENEFITS TOTAL SCHOOL/DEPARTMENT: PUPIL PERSONNEL STAFF (To be reassigned) 02-00-00-2212-00690120 2.00 40,993.00 6,144.81 47,137.81 2.00 40,993.00 6,144.81 47,137.81 BUDGET CONTROL DESEGREGATION 021328-2121-0069-0300 0.00 1,500.00 0.00 1,500.00 0.00 1,500.00 0.00 1,500.00 2.00 42,493.00 6,144.81 48,637.81 SCHOOL/DEPARTMENT: SUPERINTENDENT SUPERINTENDENT 010000-2321-0070-0110 1 .00 110,000.00 10,572.80 120,572.80 1.00 110,000.00 10,572.80 120,572.80 STAFF 02-00-00-2321-0070-0120 2.00 59,819.00 7,722.43 67,541.43 2.00 59,819.00 7,722.43 67,541.43 BUDGET CONTROL - OPERATING 02-00-00-2321-0070-0300 0.00 19,228.00 0.00 19,228.00 0.00 19,228.00 0.00 19,228.00 3.00 189,047.00 18,295.23 207,342.23 SC- DEPARTMENT: PLAN/RESEARCH/EVAL STAFF 01-1322-2623-0071-0110 4.00 162,000.00 18,994.80 180,994.80 STAFF 01-0000-2623-0071-0110 3.00 149,304.00 16,576.08 165,880.08 STIPENDS 0100-00XXXX-0071-0110 0.00 17,222.40 1,443.24 18,665.64 STAFF 0200-00-2623-00710120 4.00 80,849.00 12,194.35 93,043.35 11.00 409,375.40 49,208.47 458,583.87 BUDGET CONTROL  OPERATING 02-00-00-2623-0071-0300 0.00 56,200.00 0.00 56,200.00 0.00 56,200.00 0.00 56,200.00 BUDGET CONTROL - DESEGREGATION 02-13-222623-0071-0300 0.00 14,500.00 0.00 14,500.00 BUDGET CONTROL - DESEGREGATION 0213-29-2229-00710300 0.00 11,350.00 0.00 11,350.00 0.00 25,850.00 0.00 25,850.00 11.00 491,425.40 49,208.47 540,633.87 SCHOOL/DEPARTMENT: COMMUNICATIONS STAFF 02-00-00-26320072-0120 1.00 45,732.00 5,187.14 50,919.14 STAFF 02-00-00-2632-0072-0120 4.00 69,807.25 11,269.05 81,076.30 STIPENDS 02-oo-oo-xxxx-0072-0120 0.00 495.42 41.52 536.94 STIPENDS 02-00-00-xxxx-00?2-0120 0.00 900.00 75.42 975.42 Page 34 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 5.00 116,934.67 16,573.13 133,507.80 BUDGET CONTROL - OPERATING 02-00-00-2632-0072-0300 0.00 56,564.00 0.00 56,564.00 0.00 56,564.00 0.00 56,564.00 BUDGET CQ!ITROL - DESEGREGATION 02-13-33-2632-0072-0300 0.00 27,000.00 0.00 27,000.00 0.00 27,000.00 0.00 27,000.00 5.00 200,498.67 16,573.13 217,071.80 SCHOOL/DEPARTMENT: VIPS STAFF 02-oo-oo-2219-0073-0120 4.00 94,423.00 13,331.85 107,754.85 STAFF 02-13-34-2219-0073-0120 3.00 50,100.00 8,262.78 58,362.78 STIPENDS 02-oo-oo-xxxx-0073-0120 0.00 835.00 69.97 904.97 7.00 145,358.00 21,664.60 167,022.60 BUDGET CONTROL - OPERATING 02-DO-D0-2219-0073-0300 0.00 7,500.00 0.00 7,500.00 0.00 7,500.00 0.00 7,500.00 BUDGET CONTROL - DESEGREGATION 02-13-34-2219-0073-0300 0.00 7,500.00 0.00 7,500.00 - 0.00 7,500.00 0.00 7,500.00 7.00 160,358.00 21,664.60 182,022.60 SCHOOL/DEPARTMENT: KLRE BUDGET CONTROL - OPERATING 02-00-00-2229-0074-0300 0.00 86,000.00 0.00 86,000.00 0.00 86,000.00 0.00 86,000.00 0.00 86,000.00 0.00 86,000.00 SCHOOL/DEPARTMENT: BOARD OF DIRECTORS BUDGET CONTROL - OPERATING 02-00-00-2319-0075-0300 0.00 399,462.00 0.00 399,462.00 0.00 399,462.00 0.00 399,462.00 BUDGET CONTROL - DESEGREGATION 02-13-35-2319-0075-0300 0.00 5,000.00 0.00 5,000.00 BUDGET CONTROL - DESEGREGATION 02-13-22-3800-0075-0300 0.00 196,000.00 0.00 196,000.00 BUDGET CONTROL - DESEGREGATION 02-13-14-4900-0075-0300 0.00 3,800,000.00 0.00 3,800,000.00 0.00 4,001,000.00 0.00 4,001,000.00 0.00 4,400,462.00 0.00 4,400,462.00 Page 35 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL SCHOOL/DEPARTMENT: HIPPY STAFF 021301155000760120 23.00 191,558.67 47,213.02 238, n1 .69 23.00 191,558.67 47,213.02 238,TT1.69 BUDGET CONTROL DESEGREGATION 021301155000760300 0.00 40,000.00 0.00 40,000.00 0.00 40,000.00 0.00 40,000.00 23.00 231,558.67 47,213.02 278,TT1.69 SCHOOL/DEPARTMENT: SUPPORT SERVICES Increments \u0026amp; Final Act 10 020000221200800110 0.00 2,194,330.00 0.00 2,194,330.00 0.00 2,194,330.00 0.00 2,194,330.00 CUSTOOIANS 020000254200800120 3.13 53,533.58 8,726.64 62,260.22 STAFF 020000221200800120 3.00 103,149.00 12,708.29 115,857.29 STIPENDS 020000XXXX00800120 0.00 1,200.00 100.56 1,300.56 6.13 157,882.58 21,535.49 179,418.07 BUDGET CONTROL  OPERATING 020000221200800300 0.00 126,280.00 0.00 126,280.00 Debt Service 020000510000800300 0.00 9,597,115.00 0.00 9,597,115.00 Contingency 020000600000800690 0.00 500,000.00 0.00 500,000.00 - ESERVE SCHOOLS 020000261000800690 0.00 190,713.00 0.00 190,713.00 0.00 10,414,108.00 0.00 10,414,108.00 BUDGET CONTROL  DESEGREGATION 021313158000800300 0.00 320,000.00 0.00 320,000.00 BUDGET CONTROL  DESEGREGATION 021349600000800690 0.00 200,000.00 0.00 200,000.00 0.00 520,000.00 0.00 520,000.00 6.13 13,286,320.58 21,535.49 13,307,856.07 SCHOOL/DEPARTMENT: HUMAN RESOORCES STAFF 010000264200810110 1.00 64,493.00 6,759.31 71,252.31 STIPENDS 010000XXXX00810110 0.00 2,400.00 201.12 2,601.12 SUBST JTUTES  CERTIFIED 010000264200810110 0.00 900,000.00 96,370.00 996,370.00 1.00 966,893.00 103,330.43 1,070,223.43 STAFF 020000264200810120 9.00 186,976.00 27,861.79 214,837.79 STIPENDS 020000XXXX00810120 0.00 504.00 42.24 546.24 SUBSTITUTE OFFICE 020000264200810120 3.00 68,106.00 9,TT1.68 n,8n.68 SUBSTITUTES NON CERTIFIED 020000264200810120 0.00 100,000.00 0.00 100,000.00 TEACHER RECRUITER 021308264200810120 1.00 28,464.00 3,740.08 32,204.08 13.00 384,050.00 41,415.79 425,465.79 Page 36 Little Rock School District 07/23/92 Budget 199293 - DE'SCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 'BUDGET CONTROL OPERATING 020000264200810300 0.00 17,120.00 0.00 17,120.00 0.00 17,120.00 0.00 17,120.00 BUDGET CONTROL DESEGREGATION 021308264200810300 0.00 10,000.00 0.00 10,000.00 0.00 10,000.00 0.00 10,000.00 14.00 1,378,063.00 144,746.22 1,522,809.22 SCHOOL/DEPARTMENT: DATA PROCESSING STAFF 021317266400820120 4.00 100,n3.oo 13,859.79 114,582.79 STAFF 020000266400820120 9.00 264,065.00 34,321.85 298,386.85 STIPENDS 020000XXXX00820120 0.00 1,811.00 151. 76 1,962.76 13.00 366,599.00 48,333.40 414,932.40 BUDGET CONTROL OPERATING 020000266400820300 0.00 573,880.00 0.00 573,880.00 0.00 573,880.00 0.00 573,880.00 BUDGET CONTROL  DESEGREGATION 021317266400820300 0.00 297,000.00 0.00 297,000.00 BUDGET CONTROL  DESEGREGATION 021324266400820300 0.00 10,000.00 0.00 10,000.00 0.00 307,000.00 0.00 307,000.00 - 13.00 1,247,479.00 48,333.40 1,295,812.40 SCHOOL/DEPARTMENT: TRANSPORTATION DRIVERS 020000255200830120 284.00 2,875,000.00 625,688.20 3,500,688.20 STAFF 020000255400830120 22.00 585,214.00 78,846.53 664,060.53 STIPENDS 020000XXXX00830120 0.00 10,370.00 1,024.56 11,394.56 306.00 3,470,584.00 705,559.29 4,176,143.29 BUDGET CONTROL OPERATING 020000255400830300 0.00 2,570,306.00 0.00 2,570,306.00 0.00 2,570,306.00 0.00 2,570,306.00 306.00 6,040,890.00 705,559.29 6,746,449.29 SCHOOL/DEPARTMENT: FINANCIAL SERVICES STAFF 020000252500840120 13.00 335,510.00 45,n8.14 381,238.14 STIPENDS 020000XXXX00840120 0.00 2,854.00 239.17 3,093.17 13.00 338,364.00 45,967.31 384,331.31 BUDGET CONTROL OPERATING 020000252500840300 0.00 16,640.00 0.00 16,640.00 0.00 16,640.00 0.00 16,640.00 Page 37 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL 13.00 355,004.00 45,967.31 400,971.31 SCHOOL/DEPARTMENT: PURCHASING STAFF 02-00-00-2572-0085-0120 16.00 427,972.00 57,540.85 485,512.85 STIPENDS 02-oo-oo-xxxx-0085-0120 0.00 5,876.50 492.45 6,368.95 16.00 433,848.50 58,033.30 491,881.80 BUDGET CONTROL - COPIER 02-00-00-2572-0085-0300 0.00 441,000.00 0.00 441,000.00 BUDGET CONTROL - OPERATING 02-00-00-2572-0085-0300 0.00 101,792.00 0.00 101,792.00 BUDGET CONTROL - PRINTING 02-00-00-2572-0085-0300 0.00 130,000.00 0.00 130,000.00 BUDGET CONTROL - TEXTBOOKS 02-00-00-2572-0085-0300 0.00 1,009,020.00 0.00 1,009,020.00 0.00 1,681,812.00 0.00 1,681,812.00 16.00 2,115,660.50 58,033.30 2,173,693.80 SCHOOL/DEPARTMENT: SAFETY \u0026amp; SECURITY STAFF 02-13-16-2587-0087-0120 4.00 124,711.00 15,869.98 140,580.98 STIPENDS 02-13-16-XXXX-0087-0120 0.00 5,464.00 457.88 5,921.88 4.00 130,175.00 16,327.86 146,502.86 BUDGET CONTROL - SECURITY 02-00-00-2587-0087-0300 0.00 140,000.00 0.00 140,000.00 - 0.00 140,000.00 0.00 140,000.00 BUDGET CONTROL - DESEGREGATION 02-13-16-2587-0087-0300 0.00 50,000.00 0.00 50,000.00 0.00 50,000.00 0.00 50,000.00 4.00 320,175.00 16,327.86 336,502.86 SCHOOL/DEPARTMENT: PLANT SERVICES CUST SUBS 02-00-00-2542-0088-0120 0.00 250,000.00 24,700.00 274,700.00 STAFF 02-00-00-2542-0088-0120 68.50 1,688,906.00 234,334.12 1,923,240.12 STIPENDS 02-00-00-xxxx-oosa-0120 0.00 18,252.00 1,529.52 19,781.52 68.50 1,957,158.00 260,563.64 2,217,721.64 BUDGET CONTROL - OPERATING 02-00-00-2542-0088-0300 0.00 1,174,258.00 145,020.81 1,319,278.81 BUDGET CONTROL - UTILITIES 02-00-00-2542-0088-0400 0.00 3,421,500.00 367,684.20 3,789,184.20 0.00 4,595,758.00 512,705.01 5,108,463.01 68.50 6,552,916.00 m,268.65 7,326,184.65 SCHOOL/DEPARTMENT: ASSOC. SUPT-CURR IC. STAFF 01-00-00-2212-0089-0110 1.00 65,000.00 6,801.80 71,801.80 STIPENDS 01-oo-oo-xxxx-0089-0110 0.00 3,600.00 301.68 3,901.68 Page 38 Little Rock School District 07/23/92 Budget 1992-93 - DESCRlnlON BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL 1.00 68,600.00 7,103.48 75,703.48 STAFF 02-oo-oo-2212-0089-0120 1.00 28,609.00 3,752.23 32,361.23 1 .oo 28,609.00 3,752.23 32,361.23 BUDGET CONTROL - OPERATING 02-oo-oo-2211-0089-0300 0.00 144,064.72 0.00 144,064.72 0.00 144,064.72 0.00 144,064.72 BUDGET CONTROL - DESEGREGATION 02-13-12-2211-0089-0300 0.00 146,362.00 0.00 146,362.00 0.00 146,362.00 0.00 146,362.00 2.00 387,635.72 10,855.71 398,491.43 SCHOOL/DEPARTMENT: READING STAFF 01-00-00-1560-0090-0110 2.00 202,028.00 10,510.21 212,538.21 STIPENDS 01-oo-oo-xxxx-0090-0110 0.00 2,900.00 243.02 3,143.02 2.00 204,928.00 10,753.23 215,681.23 STAFF 02-00-00-1560-0090-0120 1.00 22,n4.oo 3,263.26 26,037.26 1.00 22,n4.oo 3,263.26 26,037.26 esUOGET CONTROL - OPERATING 02-00-00-1560-0090-0300 0.00 13,200.00 0.00 13,200.00 0.00 13,200.00 0.00 13,200.00 BUDGET CONTROL - DESEGREGATION 02-13-10-1195-0090-0300 0.00 18,000.00 0.00 18,000.00 BUDGET CONTROL - DESEGREGATION 02-13-12-1560-0090-0300 0.00 25,150.00 0.00 25,150.00 0.00 43,150.00 0.00 43,150.00 3.00 284,052.00 14,016.49 298,068.49 SCHOOL/DEPARTMENT: ASSOC. SUPT-CLIMATE ASSOC. SUPT-CLIMATE 01-oo-oo-2211-0091-0110 1.00 69,000.00 7,137.00 76,137.00 STIPENDS 01-oo-oo-xxxx-0091-0110 0.00 3,300.00 276.54 3,576.54 1.00 72,300.00 7,413.54 79,713.54 STAFF 02-oo-oo-2211-0091-0120 1.00 33,574.00 4,168.30 37,742.30 STIPENDS 02-oo-oo-xxxx-0091-0120 0.00 168.00 14.08 182.08 1.00 33,742.00 4,182.38 37,924.38 BUDGET CONTROL - OPERATING 02-oo-oo-2211-0091-0300 0.00 10,000.00 0.00 10,000.00 Page 39 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUOGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL 0.00 10,000.00 0.00 10,000.00 2.00 116,042.00 11,595.92 127,637.92 SCHOOL/DEPARTMENT: SCIENCE STAFF 01-oo-oo-2212-0092-0110 1.00 49,480.00 5,501.22 54,981.22 STIPENDS 01-oo-oo-xxxx-0092-0110 0.00 2,688.00 225.25 2,913.25 1.00 52,168.00 5,726.47 57,894.47 STAFF 02-oo-oo-2212-0092-0120 1.00 19,927.00 3,024.68 22,951.68 1.00 19,927.00 3,024.68 22,951.68 BUDGET CONTROL - OPERATING 02-00-00-2212-0092-0300 0.00 42,584.00 0.00 42,584.00 0.00 42,584.00 0.00 42,584.00 2.00 114,679.00 8,751.15 123,430.15 SCHOOL/DEPARTMENT: ENGLISH STAFF 01-oo-oo-2212-0095-0110 1.00 39,380.00 4,654.84 44,034.84 STIPENDS 01-00-00-XXXX-0095-0110 o.oo 2,188.00 183.35 2,371.35 1.00 41,568.00 4,838.19 46,406.19 - TAFF 02-00-00-2212-0095-0120 1.00 17,221.00 2,797.92 20,018.92 Tl PENDS 02-oo-oo-xxxx-0095-0120 0.00 154.00 12.91 166.91 1.00 17,375.00 2,810.83 20,185.83 BUDGET CONTROL - OPERATING 02-oo-oo-2212-0095-0300 0.00 21,440.00 0.00 21,440.00 0.00 21,440.00 0.00 21,440.00 BUDGET CONTROL - DESEGREGATION 02-13-12-2212-0095-0300 0.00 15,731.00 0.00 15,731.00 0.00 15,731.00 0.00 15,731.00 2.00 96,114.00 7,649.02 103,763.02 SCHOOL/DEPARTMENT: EXCEPTIONAL CHILDREN STAFF 01-13-15-2212-0097-0110 1.00 37,284.00 4,479.20 41,763.20 STAFF 01-00-00-2212-0097-0110 15.00 520,682.00 63,955.15 584,637.15 STIPENDS 01-00-00-XXXX-0097-0110 0.00 17,445.20 1,461.91 18,907.11 16.00 575,411.20 69,896.26 645,307.46 STAFF 02-oo-oo-2212-0097-0120 13.00 280,238.00 41,096.34 321,334.34 13.00 280,238.00 41,096.34 321,334.34 Page 40 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOUNT BENEFITS TOTAL BUDGET CONTROL - OPERATING 02-oo-oo-2212-0097-0300 0.00 522, 98_7 .20 0.00 522,987.20 0.00 522,987.20 0.00 522,987.20 BUDGET CONTROL - DESEGREGATION 02-13-15-2212-0097-0300 0.00 17,361.00 0.00 17,361.00 o.oo 17,361.00 0.00 17,361.00 29.00 1,395,997.40 110,992.60 1,506,990.00 SCHOOL/DEPARTMENT: NEIi FUTURES BUDGET CONTROL - OPERATING 02-oo-oo-2212-0095.0300 0.00 530,400.00 0.00 530,400.00 0.00 530,400.00 0.00 530,400.00 0.00 530,400.00 0.00 530,400.00 SCHOOL/DEPARTMENT: INSTRUCTIONAL MATER! STAFF 01-13-10-1195-0099-0110 2.00 88,930.00 10,161.93 99,091.93 STAFF 01-13-32-22120099-0110 1.00 40,348.00 4,735.96 45,083.96 STIPENDS 01-00-00-XXXX-0099-0110 0.00 3,502.00 293.47 3,795.47 3.00 132,780.00 15,191.36 147,971.36 STAFF 02-oo-oo-2212-0099-0120 4.00 94,668.00 13,352.38 108,020.38 - TAFF 02-13-10-1195-0099-0120 1.00 11,034.00 2,279.45 13,313.45 TAFF 02-13-32-2212-0099-0120 1.00 16,937.00 2,774.12 19,711.12 STIPENDS 02-00-00-XXXX-0099-0120 0.00 1,737.00 145.56 1,882.56 6.00 124,376.00 18,551.51 142,927.51 BUDGET CONTROL - OPERATING 02-oo-oo-2212-0099-0300 0.00 5,616.00 0.00 5,616.00 0.00 5,616.00 0.00 5,616.00 BUDGET CONTROL - DE SEGRE GA Tl ON 02-13-12-2212-0099-0300 0.00 5,625.00 0.00 5,625.00 BUDGET CONTROL - DE SEGRE GA Tl ON 02-13-10-1195-0099-0300 0.00 1,115,714.00 0.00 1,115,714.00 BUDGET CONTROL - DESEGREGATION 02-13-32-2212-0099-0300 0.00 152,250.00 0.00 152,250.00 0.00 1,273,589.00 0.00 1,273,589.00 9.00 1,536,361.00 33,742.87 1,570,103.87 SCHOOL/DEPARTMENT: GILLAM CUSTODIANS 02-00-00-2542-0101-0120 0.50 6,950.50 1,259.85 8,210.35 0.50 6,950.50 1,259.85 8,210.35 0.50 6,950.50 1,259.85 8,210.35 Page 41 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BUDGET COOE FTE SALARY/AMOONT BENEFITS TOTAL SCHOOL/DEPARTMENT: INCENTIVE SCHOOLS COORDINATOR 01-13-51-221~-0120-0110 1.00 54,269.00 5,902.54 60,171.54 STIPENDS 011351-XXXX-0120-0110 0.00 900.00 75.42 975.42 1.00 55,169.00 5,9n.96 61,146.96 BUDGET CONTROL  DESEGREGATION 021351-2212-0120-0300 0.00 2,000.00 0.00 2,000.00 C~ter Labs 021354-1120-0120-0300 0.00 15,000.00 0.00 15,000.00 C~ter Loan Program 021356-1120-0120-0300 0.00 5,000.00 0.00 5,000.00 Foreign Language 02-1356-1120-0120-0300 0.00 7,500.00 0.00 7,500.00 Science Labs 02-13-53-1120-0120-0300 0.00 15,000.00 0.00 15,000.00 Writing to Read 02-13-52-1120-0120-0300 0.00 15,000.00 0.00 15,000.00 Extended Day/Week - Transport. 02-13-57-1120-0120-0331 0.00 60,000.00 0.00 60,000.00 Transportation 02-13611120-0120-0331 0.00 20,000.00 0.00 20,000.00 0.00 139,500.00 0.00 139,500.00 1.00 194,669.00 5,9n.96 200,646.96 SCHOOL/DEPARTMENT: HEARING OFFICER STAFF 0113-05-2212-0121-0110 1.00 50,041.00 5,548.24 55,589.24 STIPENDS 011305-XXXX-0121-0110 0.00 3,639.00 304.95 3,943.95 1.00 53,680.00 5,853.19 59,533.19 - TAFF 02-13-052212-0121-0120 1.00 19,927.00 3,024.68 22,951.68 Tl PENDS 02-13-05-XXXX-01210120 0.00 168.00 14.08 182.08 1.00 20,095.00 3,038.76 23,133.76 BUDGET CONTROL - DESEGREGATION 02-13-05-2212-0121-0300 0.00 16,420.00 0.00 16,420.00 0.00 16,420.00 0.00 16,420.00 2.00 90,195.00 8,891.95 99,086.95 SCHOOL/DEPARTMENT: MCCLELLAN COMMUNITY BUDGET CONTROL - DESEGREGATION 02-13-26-3100-0125-0300 0.00 115,000.00 0.00 115,000.00 0.00 115,000.00 0.00 115,000.00 0.00 115,000.00 0.00 115,000.00 SCHOOL/DEPARTMENT: RISK MANAGEMENT STAFF 02-oo-oo-2212-0121-0120 1.00 35,424.00 4,323.33 39,747.33 STIPENDS 02-oo-oo-xxxx-0121-0120 0.00 900.00 75.42 975.42 1 .00 36,324.00 4,398.75 40,722.75 BUDGET CONTROL OPERATING 0200-002589-0127-0300 0.00 1,068,440.00 0.00 1,068,440.00 Page 42 Little Rock School District 07/23/92 Budget 199293 - ESCRIPTION BUDGET CODE FTE SALARY/AMOUNT BENEFITS TOTAL 0.00 1,068,440.00 0.00 1,068,440.00 1.00 1,104,764.00 4,398.75 1,109,162.75 SCHOOL/DEPARTMENT: SOCIAL STUDIES STAFF 020000-258901280120 2.00 60,307.00 7,763.33 68,070.33 STIPENDS 020000XXXX01280120 0.00 688.00 57.65 745.65 2.00 60,995.00 7,820.98 68,815.98 BUDGET CONTROL OPERATING 020000-221201280300 0.00 6,412.00 0.00 6,412.00 0.00 6,412.00 0.00 6,412.00 BUDGET CONTROL  DESEGREGATION 021312-221201280300 0.00 17,447.00 0.00 17,447.00 0.00 17,447.00 0.00 17,447.00 2.00 84,854.00 7,820.98 92,674.98 SCHOOL/DEPARTMENT: ASST SUPT SECONDARY STAFF 0100002212-01290110 1.00 55,120.00 5,973.86 61,093.86 STIPENDS 010000XXXX01290110 0.00 1,200.00 100.56 1,300.56 1.00 56,320.00 6,074.42 62,394.42 - UDGET CONTROL OPERATING 0200002211-01290300 0.00 25,498.00 0.00 25,498.00 0.00 25,498.00 0.00 25,498.00 BUDGET CONTROL DESEGREGATION 02132722110129-0300 0.00 122,600.00 0.00 122,600.00 0.00 122,600.00 0.00 122,600.00 1 .oo 204,418.00 6,074.42 210,492.42 SCHOOL/DEPARTMENT: ASST SUPT GREMILLION STAFF 01000022120130-0110 2.00 74,478.00 8,950.86 83,428.86 STIPENDS 010000XXXX01300110 0.00 1,368.00 114 .64 1,482:64 2.00 75,846.00 9,065.50 84,911.50 BUDGET CONTROL  OPERATING 02000022110130-0300 0.00 8,930.00 0.00 8,930.00 0.00 8,930.00 0.00 8,930.00 2.00 84,TT6.00 9,065.50 93,841.50 SCHOOL/DEPARTMENT: ASST SUPT ROBERTSON STAFF 0100002212-01310110 2.00 70,055.00 8,580.21 78,635.21 Page 43 Little Rock School District 07/23/92 Budget 1992-93 - ESCRIPTION BLX\u0026gt;GET COOE FTE SALARY/AMCXJNT BENEFITS TOTAL STIPENDS 01-oo-oo-xxxx-0131-0110 0.00 1,368.00 114.64 1,482.64 2.00 71,423.00 8,694.85 80,117.85 BUDGET CONTROL - OPERATING 02-oo-oo-2211-0131-0300 0.00 8,855.00 0.00 8,855.00 0.00 8,855.00 0.00 8,855.00 2.00 80,278.00 8,694.85 88,972.85 SCHOOL/DEPARTMENT: ASSOC. SUPT-CURR IC. 4 YR OLD DIR 01-13-02-1105-0132-0110 1.00 56,919.00 6,124.61 63,043.61 1 .00 56,919.00 6,124.61 63,043.61 BUDGET CONTROL - DESEGREGATION 02-13-02-1105-0132-0300 0.00 27,000.00 0.00 27,000.00 0.00 27,000.00 0.00 27,000.00 1.00 83,919.00 6,124.61 90,043.61 SCHOOL/DEPARTMENT: ADULT EDUCA Tl ON STAFF 02-oo-oo-2212-0714-0120 14.50 479,971.14 59,866.18 539,837.32 STAFF 02-oo-oo-2212-0714-0120 7.00 91,929.50 17,187.29 109,116.79 STIPENDS 02-oo-oo-xxxx-0714-0120 0.00 1,500.00 125. 70 1,625.70 - BUDGET CONTROL 21.50 573,400.64 77,179.17 650,579.81 - OPERATING 02-oo-oo-2212-0714-0300 0.00 9,900.37 0.00 9,900.37 BUDGET CONTROL - OPERATING 02-oo-oo-2212-0714-0300 0.00 -2,475.09 0.00 -2,475.09 0.00 7,425.28 0.00 7,425.28 21.50 580,825.92 77,179.17 658,005.09 2,879.69 105,631,127.09 10,241,433.25 115,872,560.34 1992-93 BUDGET -CENTRAL FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0001 ADOPTED BUDGET 02.00.40.1140.0001.0300 __ --- .. _____ 02.oo.40.1140.0001.0326 02.oo.40.1140.0001.0342 02.00.40.1140.0001.0360 -------------- __ 02. o a. 40  .1140. o oo 1. 041 o 02.oo.40.1140.0001.0361 02.00.40.2410.0001.0410 ____ - _ .02.oo.40.1110.000.1.0410 02.oo.40.1110.0001.0412 02.00.40.2410.0001.0416 . ------- 02.00.40.2222.0001.0416--. - ---- -- - --- 02.00.40.1140.000l.0416 02.00.40.1140.0001.0421 02.00.40.1140.0001.0548 02.00.40.2410.0001.0548 02.oo.40.1110.0001.0416 ---- 02.00.40.1140.0001.0540 . -- --- - -- ... - ---- 02. 00.40.2410.0001. 0540 M-TO-M MAGNET SQIOOL 02.13.18.1145.0001.0300 CONTROL ACCOUNT- TOTAL _02.13.18.1145.0001.0416 02.13.18.1145.0001.0410 02.13.18.1145.0001.0421 02.13.18.1145.000l.0540 - 02.13.18.1145.000l.0548 CONTROL ACCOUNT. -TOT AL---- . 67,952.00 ----------------- 67,952.00 15,000.00 1992-93 BUDGET -HALL FU-SF-IO-FUNC-UNIT-OBJECT _o2.ao.40.1140.0002.0300 02.00.40.1140.0002.0326 02.oo.40.1140.0002.0342 -- ------- - - - - _ . 02.00.40.1140.0002.0360 . 02.00.40.2410.0002.0410 02.00.40.1140.0002.0410 02.oo.40.2222.0002.0410 02.oo.40.1110.0002.0410 02.00.40.1140.0002.0361 - ----- _ - - ---  -  02.oo.40.1110.0002.0412 02.oo.40.2222.0002.0416 _  - - ---------- _02.00.40.2410.0002.0416 02.oo.40.1110.0002.0416 02.oo.40.1140.0002.0416 ____ 02.oo.40.1140.0002.0421 ----- - -  g~:gg::~:i\n!~:gg~~:~~:~ OPERATIONAL UNIT CODE: 0002 ADOPTED BUDGET __ __ _ ________ .Q2.. 00.40.1140. 0002.0548 . - - - . - ----- -- - 02.00.40. 2410.0002.054S ------------- ---------- ------------ - - --CONTROL- ACCOUNl\"-+OTAL ------ - - --36~4-.-00- 1992-93 BUDGET Page 1 of 2 -METROPOLITAN FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0004 ADOPTED BUDGET ----------------------------------------------------------------------- 02.oo.oo.1140.0004.0300 02.oo.oo.114o.ooo4.o326 02.oo.oo.1140.0004.0342 02.oo.oo.1140.0004.0360 02.oo.oo.1140.0004.0361 02.oo.oo.1140.0004.0410 02.oo.oo.1140.0004.os40 02.oo.oo.1140.0004.os4B 02.oo.oo.114o.ooo4.o630 02.00.oo.1333.0004.0326 02.oo.oo.1333.0004.0360 02.oo.oo.1333.0004.0361 02.oo.oo.1333.0004.0410 02.oo.oo.1333.0004.0416 02.oo.oo.1333.0004.0421 oz.oo.oo.1333.ooo4.o440 02.oo.oo.1333.0004.0540 02.oo.oo.1333.0004.0548 02.oo.0J.1341.0004.0326 02.10.oo.1341.0004.0360 02.oo.oo.1341.0004.0361 02.oo.oo.1341.0004.0410 02.oo.Jo.1341.0004.0416 02.oo.oo.1341.0004.0421 02.oo.oo .. 1341.0004.0440 . 02.oo.oo.1341.0004.0540 02.oo.oo.1341.0004.0548 02.oo.oo.1353.0004.0311 02.oo.oo.1353.0004.0312 02.oo.oo.13s3.0004.o326 02.00. 00.1353.0004. 0333 -  -- -- - 02. oo .oo.1353.0004.0350 02.oo.oo.1353.ooo4.o360 02.oo.oo.1353.ooo4.o361 02.oo.oo.1353. 0 004.0410 0 2.oo.oo.13s3.0004.0416 02 ... oo.oo.1353.0004.0421 -- - --- - - - 02.oo.oo.13s3.0004.0440 02.oc.oo.1353.0004.0450 02.oo.oo.1353.0004.0540 02.oc .oo.13s3.0004.0548 0 2 .oo.oo.1354.0004.0333 02.00 .. 00.1354.00~4.041~ 336,450.00 - ---- --- 02.oo.oo.13s4.0004.0416 02.oo.oo.2120.0004.0410 02.o~.oo.2120..0004.04l..b------------- -- 02.oo.oo.2s39.0004.032l 02.oo.oo.zs39.0004.0322 02.oo..-00-253.9 ... ..l.004.1l32.3- ------- 1992-93 BUDGET -METROPOLITAN FU-SF-IO-FUNC-UNIT-OBJECT 02.oo.oo.zs39.0004.0326 02.oo.oo.zs39.0004.03z9 02.oo.oo.zs39.0004.o341 02.oo.oo.2s39.0004.0390 02.oo.oo.2s39.0004.0410 02.oo.oo.2s39.0004.0411 02.oo.oo.2s39.0004.0416 02.oo.oo.2s39.0004.o4s1 02.oo.oo.2s39.0004.04s2 02.oo.oo.2s39.0004.o4B3 02. oo.oo_.2539.0004.o4B4 ____ 02.oo.oo.2539.0004.04s5 02.oo.oo.2539.ooo4.o486 02.oo.oo.2s39.0004.04s1 02.oo.oo.2539.0004.04aa 02.oo.oo.2s39.0004.0489 02.oo.oo.2s39.0004.os4o __ 02.oo.oo.2s39.0004.os4s Page 2 of 2 OPERATIONAL UNIT CODE: 0004 ADOPI'ED BUDGET CONTROL ACCuUNT TOTAL 336,450.00 1992-93 BUDGET -DUNBAR FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0007 ADOPTED BUDGET ----- --.02.00.30.ll.30.0007.0300 -- ------ ------ ----- --- 02.00.30.1130.0007.0326 02.oo.30.1130.0001.0342 02.oo.30.1130.0001.0360 . . .. _ . _ 02.0C.30.1130.0007.0361 02.oo.30.2222.0001.0410 -- 02.00.30.1130.0007 . 0410 02.00.30.2410.0007.0410 02.00.30.2410.0007.0416 -02.00.30.1130.0007.0416 02.oo.30.2222.0001.0416 02.00.30.1130.0007.0421 02.oo.30.1130.0001.0540 . 02.00.30~2410.0007.0540 02.oo.30.1130.0001.054g . _ -. 02.oo.30.24.1.o .. 0001 .. os4s --------- CONTROL ACCOUNT TOTAL M-1D-M MAGNET SCHOOL 02.13.18.1135.0007.0300 02.13.18.1135.0007.0421 -- -- .. . CONTROL ACCOUNT .TOTAL ----- - 2a,s20.oo 28,820.00 36,ooo.oo 36~000.00 1992-93 BUDGET -FAIR OPERATIONAL UNIT CODE: 0008 FU-SF-IO-FUNC-UNIT-OBJECT ------------------------------------------------------------- ___ 02.oo  .40.1140  . 00013.0300 . ____ __ __ _ _____ _ ____ . __ 02.00.40.1140.000B.0326 02.00.40.1140.ooos.0342 ------- __________ 02..0.0 . 40.1140.000B.0360 ____ ___ __ ___ ___ ________ _ 02.00.40.1140.0008.0361 02.00.40.2410.0008.0410 02 .. 00.40.2222.oooa.0410 _________ ___ . __ 02.00.40.1110.oooa.0410 02.00.40.1140.0008.0410 ------ ___________ 02.00.40.1110.oooa.0412 .. 02.00.40.1140.0008.0416 02.oo.40.1110.oooa.0416 _02.00.40.2222.ooos.0416 02.00.40.2410.0008.0416 02.00.40.1140.0008.0421 ----- - - -- 02.00.40.2410.0008.0540 ----------- 02. oo.40.1140. oooa.0540 02.00.40.2410.0008.0549 02.00.40.1140.0008.0548 CONTROL ACCOUNT TOTAL ADOPTED BUDGET 35.,036.DC 35,036.00 -FOREST HEIGHTS FU-SF-IO-FUNC-UNIT-OBJECT 1992-93 BUDGET OPERATIONAL UNIT CODE: 0009 ADOPTED BUDGET --------------------------------------------------------------------------- 02.00.30.1130.0009.0300 02.oo.30.1130.0009.0326 02.00.30.1130.0009.0342 29,396.00 ________________ 02.oo.30.11.30.0009.0360 _ ______ __________ _ _ 02.00.30.1130.0009.0361 02.oo.30.2222.0009.0410 ---- ----- ----- -- 02.oo.30.1130.0009.0410 ____ -- __ -- --- - -----  --- -- - - - 02.00.30.2410.0009.0410 02.oo.30.2222.0009.0416 ---- - 02.oo.30.1130.0009.0416 -- .. _ ---------- -- ----- -- 02.oo.30.2410.0009.0416 02.00.30.1130.0009.0421 - -------02.oo....:io.1-130 .. 0009.0540 _ __ _ _ ------------ 02.00.30.2410.0009.0540 02.00.30.1130.0009.0548 - - - -  ----- _ 02. 00.30.24.10. 0009 ... 054..a -- CONTROL ACCOUNT TOTAL - --- - - ----- -- ---- ---- - -- - -------------- 1992-93 BUDGET PULASKI HEIGHTS JUNIOR FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0010 ADOPTED BUDGET 02.D0.30.1130.0010.0300 . --- -- ------ _ 02.oo .. 30.1130.0010.0326-- ______ ..... 02.00.30.1130.0010.0342 02.00~30.1130.0010.0360 ------- - ------- 02.00.30.1130.0010.0361-----~--- - -- - -- ------ -- 02. 00.30.2410.0010. 0410 02.oo.30.2222.0010.0410 .. ------ - 02.00.30.1130.0010.0410 . - --. _ 02.00.30.2410.0010.0416 02.00.30.1130.0010.0416 02.00.30 .. 2222.0010. 0416 _____________ 02. oo. 30.1130.0010. 0421 02.oo.30.2410.0010.os40 02.00.30.1130.0010.0540 02.00.30.2410.0010.0548 02.oo.30.1130.0010.0548 28,496.00 - --- -------- ----------------- CONTROL ACCOUNT TOTAL 28,496.00 1992-93 BUDGET -SOUTHWEST FU-SF-IO-FUNC-UNIT-OB.JECT OPERATIONAL UNIT CODE: 0011 ADOPTED BUDGET 02.oo.30.1130.0011.0300 02.oo.30.1130.0011.0326 - 02.oo.30.1130.0011.0342 .---------- ---- 02.oo.30.1130.0011.0360 02.00.30.1130.0011.0361 - - ------- - - _D2.00.30.ll.30.00.l1.0410- -- -- ____ _____ 02.oo.30.2222.0011.0410 02.oo.30.2410.0011.0410 ------- -----. _ 02.oo.30.1130.00-11,.0416 02.oo.30.2222.0011.0416 02.oo.30.2410.0011.0416 ___ _ ______ _ _ 02.oo.30.1130.0011.0421 02.oo.30.2410.0011.0540 _____ __ 02.oo.30.1130.0011.os40 02. 00 :30.1130. 0011. 0548 _ ____ , 02.oo.30.2410.0011.os4s --- CONTROL ACCOUNT TOTAL 29,072.00 1992-93 BUDGET -McCLELLAN FU-SF-IO-FUNC-UNIT-OBJECT OPERATIONAL UNIT CODE: 0012 ADOPTED BUDGET --------------------------------------------------------------------------- 02.00.40.1140.0012.0300 ---- -- ------- --- 02.oo.40.1140 . 0012.0326 _ 02.~0.40.1140.0012.0342 02.00.40.1140.0012.0360 38,603.00 _ _________ 02.oo.40.1140.0012.0361----- ---------- - - -- - --------- 02.oo.40.2222.0012.0410 02.oo.40.1110.0012.0410 ------- ---- 02.00..40..ll.40...0012.0410 .. _____ -- _________ ------ - ----- ---- --- --- - - -  - 02.oo.40.2410.0012.0410 02.oo.40.1110.0012.0412  02.oo.40.2222.0012.0416 . 02.oo.40.1140.0012.0416 02.oo.40.1110.0012.0416 ___ . ___ 02 .. oo.40.2410.0.012.0416. ___ _ 02.oo.40.1140.0012.0421 ___ . ___ o.2.oo.40.241\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1163","title":"Little Rock School District, personnel directory","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School administrators","School board members","School employees","School management and organization","School principals","School superintendents"],"dcterms_title":["Little Rock School District, personnel directory"],"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/1163"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nJohn Moore 374-6535 (work) 223-2297 (home Bill Hamilton 664-8727 (home) '\\. (.,4, - ,\ni,,::--: /t,,. 9 Dr. Katherine Mitchell 374-6305 (work) 375-9377 (home) John Riggs 570-3528 (work) Pat Gee 569-~ work) 562-0571 (home) Oma (0.G.) Jacovelli 568-7585 (home) Dorsey Jackson 375-3275 (work) 664-2393 (home) UTILE ROCK SCHOOL DISTRICT Board of Directors 1992-93 l j - ) 1992 Personnel Directory LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION AN ADVOCACY ORGANIZATION REPRESENTING THE INTERESTS OF THE LITTLE ROCK SCHOOL DISTRICT'S TEACHERS, CUSTODIANS, AIDES AND BUS DRIVERS \"OVER 20 YEARS OF OUTSTANDING SERVICE TO OUR MEMBERS\" LRCTA AEA NEA STRENGTH THROUGH UNITY 1500 West 4th Street, Suite 305 Little Rock, AR 72201 (501) 372-3519 j1(7~fi Little Rock School District Personnel Directory 1992 Board of Directors 1' Zone Director Term ends J:},--C, 3 o7' 1 ff1)1\n2 3 4 5 6 7 Dr. Katherine Mitchell 1993 PO Box 1896, 03 375-9377 W. D. \"Bill\" Hamilton 1992 306 Arthur Drive, 04 664-8727 Dorsey Jackson 1994 2901 No. Fillmore, 07 664-2393 Robin Armstrong 1992 711 Shea, 05 224-6982 John Moore 1993 12015 Pleasant Tree Drive, 11 223-2297 Patricia Gee 1994 8409 Dowan Drive, 09 562-0571 Oma Jacovelli 1994 6622 Gold Court, 09 568-7585 Dr. Ruth S. Steele, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501)324-2000 ,c, )' ?? fl f\nJ-i935 LRSD Central Offices All Plexar Station (228, 324, 455, 570, 671) can be called by dialing the laat four-digit extension. For information call 324-2000. LQCAJIQNS LASO Adminiatration Building 810 W. Markham, 72201 Adminiatration Annex 100 S. Arch, 72201 Adult Education 1401 Scott St., 72202 Alternative Learning Center 800 Apperson St., 72202 Cafeteria/Food Services 1501 Jonea, 72202 Instructional Resource Center (IRC) 3805 W. 12th, 72204 Computer Central Engliah Foreign Languages Math PAC Reading Science Social Studies Staff Development Metropolitan Vo-Tech. Ed. Ctr. no1 Scott Hamilton Roed, 72209 Plant Services/Maintenance 3601 S. Bryant, 72204 Purchaalng 1800 E. Sixth, 72202 Safety and Security 1001 E. 21 St., 72202 Student Aaaignment Offices 501 Sherman, 72202 Tranaportation Dept. 5400 Murray, 72209 Quigley Stadium 2409 W. 14th, 72202 DEPARTMENTS Adult Education Paulette Martin, Director Athletic Department John Dedman, Director Business Ed/Home Economics CARE Program Martha Rogers, Supervisor Cafeteria/Food Services Jackie Boykin, Director Communications Department Dianne G. Woodruff, Director Community Education Mala Daggett, Director Computer/Data Processing David Kingaella, Director 324-2000 324-2000 324-2260 324-2370 324-2250 671-6315 671-6310 671-6310 671-6320 671-6325 671-6326 671-6318 671-6310 671-6300 565-8465 570-4020 324-2230 324-2400 324-2272 570-4000 324-2426 324-2260 324-2426 570-4043 324-2395 324-2250 324-2020 570-4149 324-2055 Deputy Superintendent Tony Wood, Deputy Superintendent Margaret Gremillion, Asst Supt.  Elementary Larry S. Robertson, Asst. Supt.  Elementary Dr. Angela M. Sewall, Asal. Supt.  Secondary 324-2010 324-2006 324-2007 324-2017 Desegregation 324-2271 James Jennings, Assoc. Supt. Arma Hart, Desegregation Facilitator Early Childhood Education Pat Price, Coordinator Educational Programs/Staff Development Estelle Matthis, Aaaoc. Supt. English/Foreign Language Gene Parker, Supervisor Exceptional Children Gifted/Talented Mable Donaldson, Supervisor Special Education Dr. Patty Kohler, Director Family Lile Education/N- Futures Rene Carson, Coordinator Federal Programs Leon Adams, Director Financial Services Mark Milhollen, Controller Health Services Gwen Efird, RN, Coordinator HIPPY Marian Shead, Supervisor Human Resources Lynda White, Director Robert Robinson, Recruiting Coordinator Incentive Schools Catherine Gill, Coordinator Insurance Office KLRE/KUAR FM Regina Dean, Manager Labor Relations Brady Gadberry, Specialist Library/Instructional Tech Lucy Lyon, Coordinator Mathematica Dianne Wood, Supervisor New futures Linda Young, Liaison Parent Advisory Council Annie Abrams, Coordinator Parent Recruiter Partners In Education Debbie Milam, Coordinator Planning, Research and Evalu lion Sterling Ingram, Director Plant Services/Maintenance Doug Eaton, Director Pupil Services Jo Evelyn Elston, Director 324-2037 324-2015 324-2011 671-6313 324-2194 324-2180 671-6318 324-2110 324-2078 324-2161 (beeper)569-o244 324-2266 324-2080 324-2086 324-2015 324-2083 569-8485 324-2116 671-63n 671-6320 324-2112 671-6325 324-2286 324-2290 324-2120 570-4020 324-2162 PurchHing Department Chari Neal, Director Reading Alice Stovall, Director Safety and Security Bill Barnhouse, Director Science Dennis Glasgow, Supervisor Scott Flald Social Studi Marla A. McNeal, Supervisor Staff Development/Instructional Resource Center Marvin Zimmerman, Director Mary Jo Horton, Specialist Sue Walla, Specialist Marian Woods, Specialist Student Assignment Office Student Hearing Rudolph Howard, Officer 324-2230 671-6326 324-2400 671-6318 671-6299 671-6311 671-6300 671-6312 671-6300 671-6300 671-6300 324-2272 324-2169 Substitute Office (SOS), Sue Rodgers, Coordinator Student Records Superintendent's Office Dr. Ruth S. Steele, Supt. Supply Center Leonard Willia, Manager Support Services Jim Ivey, Manager Trade/Industrial Ed. Transportation Dept. Richard Johnson, Director Vocational/Tech. Ed. Canter James Miller, Director Vo-Tech Print Shop Terry Kirkpatrick, Manager Volunteers In Public Schools (VIPS) Debbie Milam, Coordinator 324-2100 324-2012 324-2237 324-2009 570-4044 570-4000 570-4043 570-4045 324-2290 [II\nJ1 r 'f\u0026gt;\u0026lt; /I ~ 2 -Jll ,.,do II[ Administrative Staff Abrams, Annie, PAC Coordinator ................................ 671-6325 Brooks, Sharon, Eval. Spec .......................................... 324-2127 Adams, Leon, Federal Programs Director ................... 324-211 O Brown, Willie, Adm. Bldg. Mgr ...................................... 324-2030 Adame, Polly, Voe. Ed. Secy ........................................ 570-4043 Browning, Benita, Fin. Serv .......................................... 324-2069 Adams, Wayne, Facll. Coor ........................................... 570-4020 Brumfield, Frank, IRC Security ..................................... 671-6326 Allen, Malinda, Math ...................................................... 671-6320 Burnley, Roy, Transportation, Drivers Trainer ........... 570-4000 Allen, Martha, Voe. Ed. Coun ........................................ 565-8465 Campbell, Sharon, Purchasing ..................................... 324-2230 Allison, Unda, HIPPY Aida ........................................... 324-2266 Car-ay, Gwen, PurchHing ......................................... 324-2230 Anderson, John, Cuat. Supv ......................................... 570-4024 Carpenter, Sharon, Deaeg. Data Entry Operator ........ 324-2289 Armstead, Vicki, Communications .............................. 324-2020 Carson, Rena, Family Life Coordinator ....................... 671-6318 Armstrong, Ramona, Labor Relations Secy ................ 324-2116 Carter, Lillie, Early Childhood Rockefeller .................. 324-2389 Armstrong, Sheila, Food Serv. Reimb. Coor ............... 324-2250 Carter, Ouida, Athletics Secy ....................................... 324-2426 Aycox, Carutha, Federal Programa .............................. 324-2110 Cash, Willard, Trana. Mech . .......................................... 570-4005 Baler, Keith, Trana. Mech . ............................................. 570-4005 Chapman, Susan, Sp. Ed. Supv. CBI ........................... 324-2176 Barksdale, Diana, Nutrition Ed. Coor ........................... 324-2250 Choate, Batey, Data Processing .................................. 324-2033 Barn, Kenneth, IRC Aida ........................................... 671-6326 Claypool, Ruth, Fin. Services ....................................... 324-2075 Barnhouse, Bill, Safety/Security Director ................... 324-2400 Cole, Troy, Parent Recruiter ......................................... 324-2286 Bat, Herron, Custodial Supv ..................................... 570-4024 Connolly, Robert, Systems Development Mgr ............ 324-2055 Beard, Kan, FS Main. Tech ........................................... 324-2250 Cooper, Floyd, Trana. Supv .......................................... 570-4004 Bannett.Pauline, Human Resources Secy ................. 324-2089 Corker, Sue, Reading .................................................... 671-6326 Bennett, Tammy, Plant Servic Secy ......................... 570-4026 Cox, Tanya, Fin. Serv .................................................... 324-20n Benton, Balle, Pupil Serv. Secy .................................... 324-2160 Crafton, Janet, Dropout PrevJRacovary Coord .......... 324-2265 Berkey, Randy, Psychological Examiner .................... 324-2192 Cranford, Joan, Fin. Serv .............................................. 324-2068 Barkhan, Dan, Transportation, Shop Clark ................. 570-4006 Crawford, Pam, Computers Spec ................................. 671-6315 Bilal, B. J., Trana. Dispatch .......................................... 570-4012 Daggett, Mala, Director, Community Education ......... 570-4149 Blagg, Lynn, English/For. LangJSoc. Stud. Secy ....... 671-6310 Davia, Betty, Eval. Spec ................................................ 324-2126 Bledsoe, Emma, Adm in. Custodian ............................. 324-2030 Davia, Johnnie, Trans. Mach ........................................ 570-4005 Bonda, Michelle, Switchboard Oper ............................ 324-2000 Dean, Regina, KLRE/KUAR Manager ........................... 569-8485 Boykin, Jackie, Food Ser. Director .............................. 324-2250 Dedman, John, Acting Supervisor of Athletics .......... 324-2426 Bramlette, Nancy, Data Processing ............................. 324-2063 DeVora, Dana, Trans. Supervisor ................................. 570-4008 Brant, Dennis, Computers Spec ................................... 671-6315 Driver, Juanita, Fin. Serv .............................................. 324-2076 Bray, Shirley, Fin. Serv .................................................. 3242071 Donaldson, Mable, Gifted/Talented Supervisor .......... 324-2197 Brawer, Jerry, Trana. Mech ........................................... 570-4005 Dudley, Tarry, Construction Manager .......................... 570-4026 \\JJ~ -:\n., /Ii, ~ \u0026lt;l' tt r/1 ~ 0~ ~ V Ounber, Ethel, Evat. Spec ............................................. 324-2123 'i' Eagles, Carletta, Food Serv. Whe ................................ 324-2257 \"J Eene, Bonnie, Computer Specialist ............................. 671-6315  ,.....- Eeton, Doug, Plant Servicee/Maint. Director ............... 570-4022 Jackaon, Chuck, Administration Printer ..................... 324-2031 Jackaon, Debbie, Data Proceaaing .............................. 324-2062 Jackaon, Roy, Cuat. Supv ............................................. 570-4024 Jackaon, Pearline, Reading .......................................... 671-6326 Edmondeon, Penny, Plant Services Secy ................... 570-4020 Jacobs, Joyce, Sp. Ed. Secy ........................................ 324-2180 Edwards, Diane, Student Records ............................... 324-2129 Jeffrey, Bonnie, Div. Exceptional Children ................. 324-2182 Efird, Gwen, Health Serv. Coordinator ........................ 324-2161 Jennings, Jamee, Aaaoc. Supt. Desegregation .......... 324-2271 Ellie, Archie, Trana. Supv .............................................. 570-4001 Johnaon, Jerry, Conetruction Manager ....................... 570-4026 Elston, Jo Evelyn, Pupil Services Dlrector .................. 324-2162 Johnaon, Mickey, FS Driver .......................................... 324-2257 Eubanka, Gail, Purch. Supv .......................................... 324-2234 Johnaon, Richard, Traneportation Director ................ 570-4000 Fairfax, Harriaon, Cuat. Supv ....................................... 570-4024 Jones, Rita, Human Reaourcee Secy ........................... 324-2082 Fella, Cedric, Trana. Mech . ........................................... 570-4005 Jones, Linda, Schools Secy ......................................... 324-2016 Ferguson, Anna, Fam. Ufe/N- Futures ..................... 671-6318 Jones, Robert, Safety and Security ............................. 324-2400 Forbee, Betty Jean, Staff AHt. ..................................... 324-2100 Jones, Virgil, Traneportation, Drivers Trainer ............ 570-4000 Ford, Glenn, FS Computer Program Specialist .......... 324-2250 Jordan, Trey, Trana. Mach ............................................ 570-4005 Fry, Ben, KLRE/KUAR FM ............................................. 569-8485 Joyce, Liu, Reading Secy ............................................ 671-6326 Fulmer, Angle, Deeeg .................................................... 324-2287 Kelly, Doria, Ina. Tech/Lib. Sacy ................................... 671-63n Fulmer, Lena, Sp. Ed. Supv .......................................... 324-2172 Kendall, Doug, Coord., Environmental Protection ..... 570-4026 Furrer, Jean, Food Serv. Supv ...................................... 324-2250 Kiilagaard, Sheron, Staff Dev. Secy ............................. 671-6300 Gadberry, Brady, Labor Relation Spacialiat .............. 324-2117 Kilpatrick, Willie, Math .................................................. 671-6320 Gardner, Gayle, Math Secy ........................................... 671-6320 Kingeella, David, Data Proc. Director .......................... 324-2055 Gentry, Ruthie, Student Auignmant Aut . ................. 324-2271 Knox, John, Food Sarv. Warehouee Mgr .................... 324-2257 Gill, Catharine, Incentive School Coordinator .......... 324-2015 Kohler, Patty, Special Ed. Director .............................. 324-2190 Glasgow, Dennie, Science Supervisor ........................ 671-6318 Korte, Paula .................................................................... 324-2193 Glenn, Randall, Special Ed ........................................... 324-2191 Kumpurie, Pat, Exec. Aaat. to Supt .............................. 324-2012 Goodwin, Cauandra, Subatance Abuae Cood ........... 324-2167 Land, Kitty, Transportation Secretary ......................... 570-4000 Goza, Jean, Financial Services .................................... 324-2074 Leidigh, Lynn, Computer Spacialiet ............................. 671-6315 Grable, Hazel, FS Bookkeeper ...................................... 324-2250 Logan, Kelli, Divieion of Exceptional Children ........... 324-2193 Gravn, Barbara, Sp. Ed ................................................ 324-2189 Loudermilk, Terry, Trana. Mechanic ............................ 570-4005 Green, Dorothy, Planning/Eva!. Secy ........................... 324-2120 Lucker, Liz, N-Futures Social Worker ..................... 671-6318 Gremillion, Margaret, Auiat. Superintendent ............ 324-2006 Lyon, Lucy, Library Coed ............................................. 671-63n Grier, Paula, Incentive Schools Staff Dev. Spec . ........ 324-2005 McCraw, Helen, Data Proc ............................................ 324-2059 Griffin, Beverly, Planning/Eva!. Secy .......................... 324-2124 McIntyre, Nina, Pay. Exam ............................................ 324-2173 Griffin, Robert, Supply Center AHt. Mgr ................... 324-2237 McMullen, Lille, Pay. Exam ........................................... 324-2171 Groae, Mary Bea, KLRE/KUAR FM ............................... 569-8485 McNeal, Marie A., Soc. Studia Supervisor ................. 671-6311 Hackler, Joan, Computer Specialiat.. ........................... 671-6315 Marsh, Wanda, Family Life/N- Futures ..................... 671-6319 Hamilton, Deborah, Trana. Diap ................................... 570-4012 Martin, Paulette, Adult Education Director .................. 324-2260 Handley, Marcy, SOS Ant. Coord ............................... 324-2090 Maateraon, Marilyn, Mgr. Trainee ................................. 324-2250 Harrie, Rhonda, Plant Servicee Secy ........................... 570-4022 Mataon, Lee Ann, VIPS .................................................. 324-2295 Hayes, Steve, Maint. Supv ............................................ 570-4020 Matthie, Estelle, Aaaoc. Supt. ....................................... 324-2011 Haygood, Angelia, Special Ed. Secy ............................ 324-2184 Mayfield, Rhetta, Community Educ. Secretary ........... 570-4149 Harper, Linda, Sp. Ed. Secy ....... - ............................... 324-2181 Milam, Debbie, VIPS Coordinator ................................. 324-2297 Hearne, Millicent, PIE .................................................... 324-2294 Milam, Judy, Reading .................................................... 671-6326 Hagge, Ureetla, PAC Secy ............................................. 671-6325 Milhollen, Mark, Controller ........................................... 324-2078 Herndon, Sherry, School Secretary ........................... 324-2018 Miller, Brenda, Student Aaaignment AHt. .................. 324-2272 Hill, Brenda, HIPPY Coordinator .................................. 324-2266 Miller, Jamee, VocJTech. Education Director ............. 570-4043 Hill, Claudette, Pay. Test. Secy .................................... 324-2186 Montgomery, Brad, Riak Manager ............................... 324-2400 Hilton, Betty, Food Serv. Supv ..................................... 324-2250 Moore, Avie, KLRE/KUAR FM ....................................... 569-8485 Hobby, Dr. Selma, Eval. Spec .................................. - .. 324-2128 Moore, Cathine, CARE Coor ......................................... 324-2395 Hodgae, Lela, VIPS ...... - ....................... - .................... 324-2291 Moore, Muriel, Sci. Secy ............................................... 671-6318 Hodges, Dewayne, Safety and Security ...................... 324-2400 ' Morgan, Nancy, Data Proc ............................................ 324-2057 Honorable, Maggie, Human Reaourcee ....................... 324-2081 Mouton, Veiina, Data Proc. Oparationa Mgr ................ 324-2064 Horton, Mary Jo, Staff Dev. Speclaliet --................... 671-6300 Murray, Fran, Purchaaing ............................................. 324-2230 Howard, Rudolph, Student Hearing Officer ................. 324-2170 Myers, Nona, Pay. Teat. Secy ....................................... 324-2178 Huddle, Mary, Gifted Secretary ...... - .......................... 324-2194 Nagel, Peg, Fin. Serv ..................................................... 324-2065 Hudaon, Valerie, VIPS ... - ...................................... .... 324-2292 Nahley, Gane, Community Ed. Prog. Coordinator ...... 570-4149 Huffman, Kria, IRC ............................................... - ....... 671-6326 Ne , Charin, Purchasing Director .............................. 324-2235 Hughett, Carol, Exec. Aut. Support Services ............ 324-2009 Newburn, Linda, Transp. Data Entry Operator ........... 570-4000 Hymphrey, Thereaa, Deeeg. Data Entry Operator ...... 324-2288 Nichole, Joyce, Homebound Teacher .......................... 324-2180 Ingram, Sterling, Planning, Rea. \u0026amp; Eval. Diractor ....... 324-2124 Norrie, Margaret, Homebound Teacher ....................... 324-2180 Ivey, Jim, Support Services Manager ................. --.. 324-2009 Norton, Faye, CARE ...................................................... 324-2395 Jack, Lynda, Div. Exceptional Children ....................... 3242179 oeaugh, Randy, Aut. Warehouse Mgr . ..................... 324-2257 Odle, Vicki, Pay. Test Secy ........................................... 324-2185 Olive, Tracy, KLRE/KUAR Secretary ............................ 569-8485 Pradl, Drrel, PurchHing, Contracting Supv .......... 324-2230 Prker, Gene, Englieh/Foreign Lngug Supv ......... 671-6313 Pul, Annlt, Femily Ufa Education ............................. 671-6319 Pyn, John, Cuet. Supv ............................................... 570-4024 Pedereon, Sue, DeHg. Info. Mgmt. Coordlntor ........ 324-2285 Ptty, Donn, Secretery, HIPPY ................................... 324-2266 Phillip, Don, Tren. Dlepatcher .................................. 570-4013 Price, Pt, Eerly Childhood Coordinator ..................... 324-2015 Porter, Dinn, Pay. Exam .............................................. 324-2174 Putt, Peulette, Voe. Ed .................................................. 570-4044 Quttlebeum, Larry, Pey. Exam . ................................... 324-2195 Rther, Becky, Student AHignment AHt . .................. 324-2272 Rector, Jenet, Plnt Serv. Budget Aeeietant .............. 570-4020 RMves, Sharon, Part Clerk ......................................... 570-4028 Renaud, Nan G., Date Proc ........................................... 324-2063 Reynold, Jnice, Fin. Services ................................... 3242066 Rhodes, Barbar, Dilta Processing Secy .................... 324-2055 Richardson, Jecquline, HIPPY Coor ............................ 3242266 Ridgell, Shirley, Human Resources, Secy ................... 324-2085 Roberteon, Larry S., AHietant Superintendent. ......... 324-2007 Robinson, Bettye, Trans, Supv .................................... 570-4002 Robinson, Robert, Teacher Recruitment Coor ........... 324-2086 Rodgers, Frances, Student Hearing Secy ................... 324-2169 Rodgers, Norme, Exec. AHt. Adm ............................... 324-2010 Rodgere, Sue, SOS Coor .............................................. 324-2091 Roger, Larry, Substence Abuse Specialist ............... 324-2165 Rogere, Marthe, CARE Supervisor .............................. 324-2395 Rolllne, Robert, IRC Aide ............................................. 671-6326 Roper, Annette, HIPPY Coor ......................................... 324-2266 Roee, Shyrel, Sp. Ed ...................................................... 324-2188 Ruffin, John, Dta Processing ................................... 324-2060 Ryndere, Din, Coor, Gihed ........................................ 324-2187 Sander, Lynette, Financiel Serv ................................. 324-2073 Sault, Chuck, KLRE/KUAR FM ................................... 569-8485 Schult, Shale, Fam. Life{ N-Futures ......................... 671-6318 Scoggin, Leola, Math ................................................... 671-6320 Sellers, Richerd, FS Supv. Mgr. - ............... 3242250 Sewell, Angele, AHistent Superintendent .................. 324-2017 Shead, Mrian, HIPPY Supervieor ................................ 324-2266 Shepherd, Martha, FS Trainee ...................................... 324-2250 Smith, Elwande, Plant Serv. Secy ................................ 570-4022 Smith, Gary, Sp. Ed. CBI ............................................... 324-21TT Smith, J-I, Cuetodian Annex ................................... 324-2168 Smith, Linde, Exec. AHi. Admin .............................. -.3242011 Smith, Mary, Safety/Security Secy ... - ........................ 324-2400 Smith, Dr. Peul, Eval. Spec ........................................... 324-2125 Smith, Vernon, Const. Mgr ..................................... - .. 570-4026 Soo, Evelyn, Computer Spec. -- .............. 671-6315 Spinelli, Gretchen, Purchaeing ..................... - .. - .. 324-2230 Spurgeon, Helen, Pupil Serv. Secy ...................... --.... 3242162 Stene, Jeanie, lnurance Secy ..................................... 324-2083 Steem, David, Trn. Mech . ................... ................... 570-4005 Steele, Ruth S., Superintendent .......................... - ...... 324-2100 Steelman, Mary Lynn, Sp. Ed. Speech Coor ............... 324-2196 Stephens, Roee, Food Serv. Secy ................................ 3242250 Story, Wallace, Pay. Exam ........ -- .. - .................... 3242183 StovII, Alice, Reeding Director ... - ............... --.......... 671-6326 StrMtt, Brbar .......................... - .................................. 324-2195 Sutton, Anne, Food Services Secretary ...................... 3242250 Sutton, Jernes, Supply Center --....... ---- .. 3242237 Swint, Janice, Fin. Serv ................................................. 324-2070 Tdlock, Mry Sue, Eval. Spec ..................................... 324-2122 Tanner, Gail, Adm. Secy. New Futures ........................ 324-2112 Tate, Sherrell, Purchasing ............................................ 324-2230 Teeter, Judy, Reading ................................................... 671-6326 Terry, Thomae, Sup. Center .......................................... 324-2237 Thomae, Deborah, HIPPY Aide ..................................... 324-2266 Thomae, Nanette, Division of Exceptional Children ... 324-21TT Thomas, Regina, Eval. Secy ......................................... 324-2121 Townsley, John, Drug Abuse Prevention Coor .......... 324-2164 Trowell, Judy, Math .. .\" .................................................... 671-6320 Tucker, Deborah, Purchasing ...................................... 324-2230 Umfleet, Don, Ina. TechJUb .......................................... 671-63TT Underwood, Dorothy, FS Supv ..................................... 324-2250 Ursery, Sharon, Family Life/New Futures ................... 671-6319 Van Driesum, Pat, Human Resources .......................... 324-2080 Viner, James, Trans. Foreman ...................................... 570-4005 Wagner, Jeanette, Communications Coordinator ...... 324-2020 Wagner, William, KLRE/KUAR ...................................... 569-8485 Walls, Collen Sue, Staff Dev. Specialist ...................... 671-6300 Wallie, Carolyn, Fin. Serv .............................................. 324-2072 Wallworth, Betty, Inst. Tech/Lib Secy ......................... 671-63TT Washington, Charlotte, Schools Secy ......................... 324-2013 WHhington, Daniel, Plant Serv ............... -570-4020 Whalen, Mike, Trans. Supv ........................................... 570-4008 White, Anthony, Supply C1r .......................................... 324-2237 White, Lynda C., Human Resources Director ............. 324-2087 White, Rita, Exec. Administrative AHi. ....................... 324-2084 Wiedower, Julie, Student Assignment Coordinator ... 324-2280 William, Ethel, Trans. Ad min. Coordinator ................ 570-4000 William, Patty, Secy. Lib. Serv .................................... 671-63TT Williams, Ruth, Data Processing .................................. 324-2061 William, Sharon, Student Assign. Data Entry ........... 324-2287 Williama, Sharon, Division of Exceptional Children ... 32421TT William, Sylvia, Custodian Annex .............................. 324-2168 William, Tommy, Supply Center ................................. 324-2237 Willis, Leonard, Supply C1r. Manager .......................... 324-2237 Wilson, Gayle, VIPS ....................................................... 3242293 Wofford, Pat, Food Services Secretary ....................... 324-2250 Wood, Dianna, Mathematics Supervisor ..................... 671-6320 Wood, Tony, Deputy Superintendent .......................... 324-2010 Woodruff, Dianne, Diractor of Communications  -  324-2020 Woods, Marian, Staff Development Specialist ............ 671-6300 Woosley, Lucy, Financial Serv ..................................... 324-2067 Young, Kriehna, Special Education ............................. 324-2192 Young, Linde, New Futures Liaison ............................. 3242113 Zawislak, Anna, VIPS ..................................................... 3242296 Zimmerman, Marvin, Staff DevelJIRC Director ........... 671-6312 Zoch, Edwin, KLRE/KUAR FM ............................. _ ....... 569-8485 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources. Data Processing and Communications Departments of the Little Rock School District. Employees' address and /or telephone changes should be sent as soon as they occur to the Human Resources Dept. Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. Other Frequently Called 1Numbers II Quick Reference List I] Alternative Learning Center .......................................... 324-2260 Arkansas Department of Education ............................. 682-4475 Arkansas Education Anoclation ................................. 375-4611 Arkansas PTA ................................................................ 753-5247 Arkansas Teachers' Credit Union ............................... 375-9250 Arkansas Teachers' Retirement ................................... 682-1517 Attorneys Friday, Eldredge, Clark ...... .... ................... ..................... 376-2011 First Commercial Bank Bldg Auditors Thomas \u0026amp; Thomas .. ..... .. ................................... ............ 375-2025 Heritage West Bldg. Changing Directions (TRAC) ........................................ 324-2265 Fax (LASO) ..................................................................... 324-2032 Little Rock Aeaociation of Edocational Office Personnel President Charlott Randel ...... ....................... 570-4180/868-5096 1st Vice Pres. Ouida Carter ........................... 3242426/375-8638 2nd Vice Pres. Sue Rodgers ..................... .... 3242091/5621683 Secretary Bobbie Levy ................................. 455-7420/2239760 Treasurer Barbara Ball .................................. 671-6281/666-8497 Past Pres./Advisory Nancy Wuneburger ....... 455-2413/565-0146 Little Rock Classroom Teachers Association 1500 W. Fourth, Suite 305 ............................................. 372-3519 President Eleanor Coleman ...... .... ................ 372-3519/663-6142 Vice Pres. John Gross .......... .. ....................... 671-6267/66431SO Sec. Betty Mitchell .............. ........................... 671-6250/982-0789 Treas. Linda J. Bell ...... .... .............................. 671-6250/982-0789 Exec. Dir. Frank Martin ................................................ . 372-3519 Adm. Asst. Brenda Walton ............................................ 372-3519 Little Rock PTA Council ................................................ 225-3882 Debbie Velez, President Little Rock School District Insurance Office ............... 324-2083 Little Rock Teachers Credit Union ............................... 374-7119 Magnet Review Com. Office .......................................... 758-0156 New Futures ................................................................... 374-1011 Office of Deeegregation Monitoring ............................. 376-6200 Pfeifer Camp .................................................................. 821-3714 Phyaican, School District ............................................. 320-4362 Dr Chris Smith Ark. Children's Hospital Principals' Roundteble President Dr. Diana Glaze ............................. 570-4195m1-1046 Pres. Elect Linda Swain ................................. 570-4100/945-mo Sec. Kay Loss ................................ .. .............. 671-6290/663-7982 Treas. Mavis Green ....................................... 455-7400/568-4422 Pulaski County Ed. Cooperative .................................. 375-2240 Substitute Office Service Elementary ...................................................... 324-2093 Secondary ....................................................... 324-2092 Treasurer Louis J. Schaufele ... ................. ...................... ........... 378-1000 Worthen Bank Bldg. Schools Principals Secretaries Cafeteria Nurses Alternative Learning Ctr. Othello Faison Melinde Rodgers Gwen Efird Badgett Mary Golston Shirley Moore Mary Lynch Estella Jones Lee Bala levanna Wilson Lucy Hendricks Barbara Glover Patay Cornelius Baseline William Finn Annett Jones Jean Loctscher Millie McKenzie Booker Dr. Cheryl Simmons Marye Powell Darcus Johnson Uvita Scott Brady Mary Menking Jackie Wherry Olene Curry Carla Kelley Carver Mary Guinn Betty Simpson Vivian Harris Mary Jo Curtis Central John Hickman Pattie Teach Betty Rone Nina Williams Chicot Otis Preslar Louise Tucker Edith Blythe Margaret Bland Cloverdale Elem. Sadie Mitchell Nettie Higgins Joyce Weems Stevie Cherepskl Cloverdale Jr. Gayle Bradford Darlene Martinek Stevie Cherepakl Dodd Mary Jane Cheatham Sue Mitchell Charlene Jay Vickie Barney Dunbar Nancy Volsen Marilyn McGrew Bobble Dickerson Lillian Wittenberg Fair Al Niven Nan Howard Rita Farner Kay Mosely Fair Park Barbara Means Veola Hughes Claire Burch Carla Kelley Foreet Heights Richard Maple Sarah Shelman Dalla Morgan Jo Gillum Foreet Park Virginia Ashley Pat Lusby Carolyn Cole Carla Kelley Franklin Franklin Davia Deana Keathley \u0026amp;ale Rayford Lavelle Rollins Fulbright Mac Huffman Karen Reddit Sylvia Boren Jo Ann Curry .. Garland Robert Brown Sharon Glover Wanda Gilley Ann Callaway Geyer Springs Eleanor Cox Karen Littleton Mae Kyzar Vicki Barney Gibbs Donna Davia Pam White Elizabeth Young Chris Beasley Hall Dr. Vic Anderson Kay Gunter Laurine Harrison Janice Yeatman Henderson Everett Hawks Merilee Low Kathleen Bisbee Marilyn Hagberg lsh Stan Strauaa Winnie Camp Annie Richardson Estella Lee Jefferson Francia Cawthon Barbara Ball Audrey Walker Barbara Bonner Mabelvale Elem. Julie Davenport Jo Greenlee Brenda Browning Frankie Falkner Mabelvale Jr. Clell Watte Nancy Wuneburger Carol Little Frankie Falkner McClellan Jodie Carter Elora Coleman Dorothy Robinson Thereaa Bour McDermott Mike Oliver Bobbie Sheets Earline Colline Pam Jackson Mann Marian Lacey Lynda Qualle Laura Tanner Becky Sage Meadowcliff Jerry Worm JeaaieWebb Arlene Chambleaa Vickie Barney Metropolitan Dr. Doyle Dillahunty Margaret Holt Brenda Matthews Mitchell Donita Hudspeth Sandra Johnson Mary Reece Estella Jones Lee Otter Creek Carolyn Teeter Martha Taylor Ruby Mickle Marilyn Hagberg Parkvlew Junious Babbs Carolyn Alexander Nancy Stogner Barbara Bonner Puleekl Heights Elem. Kay Losa Margie Northcutt Rose Wright Deborah Bolls Puleekl Heights Jr. Ralph Hoffman Eleanor Bodenh-r Rose Wright Deborah Bolla Rightaell Minnie Vault Mentha Gilliam Chris Beasley Rockefeller Melody Barnes Wanda Mobley Cindy Warren Romine Renee Smith Reba Henson Marsha Mahan Southwest Linda Anderson Gail Ivy Patsy Cornelius Stephens Lonnie S. Dean Beverly Harrie Alioa Byera Jo Ann Curry Terry laDell Looper Ann Campbell Pam Lawson Kay Mosely Wakefield Uoyd Black Donna Davis Sarah Sellers Millie McKenzie Waahington Karen Buchanan Rena Bullock Pat Singley Elizabeth Anglin Watson Dr. Diana Glaza Annie Davidson Martha Shepherd Pam Jackson Western Hilla Margie Puckett Peggy Weeks Ir-Gulley Janice Yeatman Williama Dr. Ed Jackson Girtrude Browning Constance Moore Sue Sheppard Wilson Gwen Zeigler Ella Anderson Georgetta Moore Margaret Bland Woodruff Pat Higginbotham Carolyn Burt Christine Farria Millie McKenzie Personal Numbers II  ALTERNATIVE LEARNING CENTER 800 APPERSON STREET LITTLE ROCK, AR 72202 324-2370 ANDERSON RUGENAL INTERN RT 2 HOUSE SUB #20 72355 338-2731 BANKS OTIS R HEALTH 410 DIVISION 72114 372-7637 CANADY-LAMBERT SANDRA F NURSE 9012 TANYA APT B 72204 225-8889 I CONNELLY KENNETH D SOC STU RT 8 BOX 860 72104 33231TT COTTOMS JOYCE A COUNSELR 4710 SAM PECK RD BLDG 33 72212 223-8115 DOBBINS TYRONE CUSTODAN 1109 G ~TREET 72114 945-5992 FAISON OTHELLO 0 PRIN ALT 1823 SOUTH TAYLOR 72204 666-8321 I HARRELL CYNTHIA G MEL TECH ** 72016 ** I HUNNICUTT JERRY A COMP LIT 8600 PAWNEE DRIVE 72015 TT88602 I MURRY EARLE CUSTODAN ** 72053 ** I OKERE CAROLI NE A AIDE 5913 LYNDELL DRIVE 72209 562-1487 I REINHART THOMAS T ALT L T ** 72202 ** ROBERTSON ANDREW A AIDE 714 PINE STREET 72032 327-4973 RODGERS MELINDA K SEC PRIN 7407 EMBER LANE 72209 562-1683 WESLEY ALLEN T GEN SCI 2300 REBSAMEN PARK RD C21 72202 666-2028 i BADGETT ELEMENTARY SCHOOL 6900 PECAN ROAD LITTLE ROCK, AR 72206 324-2475 ADAMS ARBELLE FS WRKR 2901 LOMA DRIVE 72206 490-1941 ALBERT REJEANA J ELEM V 10 MALCOLM COVE 72209 565-6837 BUEHLING CYNTHIA G ELEM MUS 19 FLOURITE COVE 72212 223-3198 I, CAMPBELL ETHEL J ELEM III 3806 DEBUSK CIRCLE 72206 374-4433 'I CANADY-LAMBERT SANDRA F NURSE 9012 TANYA APT B 72204 225-8889 CHILDS SANDRA D ELEM IV 427 SOUTH ASH APT B 72032 329-615,6 GOLSTON MARY R ELE PRIN 8419 LABETTE 72204 225-5594 GRAY KATHRYN M AIDE ** 72206 ** GREGORY PATRICIA A COUNSELR 601 NAPA VALLEY #1028 72211 851-8801 HOLMES ANNE I G \u0026amp; T 200 ELWOOD 72076 835-8953 JOHNSON CELENE F AIDE 13111 WEST MARKHAM APT 17 72211 372-0981 JONES MARY R FS WRKR 23 BEAUREGARD 72206 490-0734 LYNCH MARYE MGR F/S 3819 HOLT 72204 ** MCCRUEL LESLIE L CUSTODAN 3001 BATTERY 72206 374-5924 MCGOWAN DORIS J ELEM I 3505 HIGH 72206 374-7101 MCLENNAN ANNE ELEM II 2 ALBRIGHT CIRCLE 72206 372-0333 MITCHELL LILLIE M AIDE 8723 WARDEN ROAD 72116 835-4195 MOORE SHIRLEY J SEC PRIN 10904 APPOMATTOX n,03 455-3768 NELSON BETTY L SPEC ED 1906 RINGO 72206 374-0568 PEARSON BOYCE ELEM MUS 2016 EAST 4TH 72202 372-3267 PERSON LOUISE MEDIA CL 4916 AUGUSTA CIRCLE APT H 72118 ** PH I LLIPS THELMA AIDE 6406 DOVE LANE 72206 490-0757 PRUITT GAYLA R SPEC ED 1229 JERSEY 72032 452-7110 ROWE MARY M READING 17 FOREST BROOK COURT 72211 221-0809 SCRUBBS JR WALTER AIDE 1601 N SHACKLEFORD RD #25 72204 225-4874 SIMPSON ANGIE M KINDER 8802 BOULDER LANE 72207 225-0373 SINGER PATRICIA B ELEM Ill 320 NORTH SUMMIT 72205 ** SNOl.1)EN SALLIE R MATH 18 LONGSTREET DRIVE 72206 490-2431 TRAYLOR KATHLEEN A ELEM IV 119 ALMOND COVE 72116 834-83TT TRIMBLE BETTY J ELEM VI 1904 EAST CAPITOL 72202 375-7899 VALUE TERRI L SPEECH 3010 WEST 11TH 72204 666,9010 WATSON MERLYN F LIBRN 25 JANWOOD DRIVE 72207 228-9510 WATSON MURIEL C AIDE 2907 MARSHALL 72206 371-0831 Ill LLIAMS LARRY L CUSTODAN ** 72202 ** .. WOOD CRYSTAL A KINDER 215 NORTH CLAREMONT n116 833-6953 BALE ELEMENTARY SCHOOL 6501 WEST 32ND STREET LITTLE ROCK, AR 72204 570-4050 ALLEN LILLIAN F FS WRKR 7 WESTMONT CIRCLE n209 ** BRANCH MARTHA A ELEM I 8908 LEATRICE DRIVE n201 225-7629 BROWN CLARA J ELEM I 4508 WEST 1nH 71601 536-4108 BYRD FRANK CUSTODAN ** n204 ** CARR SUSIE FS WRKR 1867 RICE n202 374-1221 CARTER CHARLES R ELEM IV 1323 SOUTH TYLER n204 ** CHARLES KATHLEEN M READING 504 MCADOO n205 663-7388 CHILDS FRANCES C AIDE 9 SHAWNEE FOREST COVE n212 661-9132 COLLINS PEGGY S ELEM MUS 1806 BRUCE no32 ** CONLEY FRANCES J ELEM II ROUTE 2 BOX 91-C no32 327-3497 CORNELIUS PATSY B NURSE 9201 SIBLEY HOLE ROAD 72209 455-2506 DOCKERY MAE IC ELEM V 12007 TETON FOREST DRIVE 7,2212 224-3807 EFIRD WENDY L AIDE 4101 \"A\" APT 3 72205 666-7358 FLOWERS MARTHA L CUSTODAN 1406 PEYTON 72204 664-2150 FRENCH MELISSA K SPEC ED 1214 MAIN STREET n173 796-3585 GADDY ELLI ST! NE ELEM IV 3205 BOYD 72204 224-3938 GENTRY-HEARD RENEE' SPEC ED 5320 MARYLAND 72204 376-6649 GEURIN RAMONA M KINDER #6 BROOKRIDGE DRIVE 72205 223-8570 GLOVER BARBARA J MGR F/S 3805 HOLT ST 72204 565-2774 GOODEN CORI NE FS WRKR 1601 S CEDAR 72204 ** HENDRICKS LUCY M SEC PRIN 4314 PINE DRIVE 72015 847-2211 HILL CAROLYN AIDE 2100 WEST 22ND n202 376-1216 HUDSON MARY B AIOE #24 BAY STREET 72204 224-4280 HUTTO MARYE KINDER 2919 ADAM STREET 72032 327-9997 JACKSON JR JOSEPH ELEM VI RT 4 BOX 142 n111 ** JOHNSON CARTHORIA ELEM 111 11801 DESOTO FOREST n212 223-8162 JOHNSON DELMA J ELEM 111 P.O. BOX 164015 72216 565-8503 LEWIS JANICE MATH 1810 THAYER 72202 374-4665 MACK CHERYLL AIDE 9600 WEST 36TH #704 72204 568-4216 MILLER VANESSA C AIDE 4124 WEST 15TH 72204 664-4116 MOORE JERRY L CUSTODAN 5320 TIMBERLAND DRIVE n204 455-3324 NELSON JOANNE ELEM V 1223 SOUTH TAYLOR 72204 663-7793 NELSON WILBURLENE R MEDIA CL 1224 GEYER STREET 1016 n202 374-5070 NOWLIN DAISEY L SPEECH 3703 BOYD STREET 72204 568-2035 PADILLA PAULA A G \u0026amp; T 2005 DAKOTA 72116 ** PLEDGER OSHIE L SPEC ED 6212 SHIRLEY DRIVE 72204 666-1679 ROGERS CHARLENE I KINDER 4319 COBB 72204 565-7848 ROUSE WARREN J COUNSELR 2604 DOVER LANE n206 374-9009 SCHOFIELD SANDRA LIBRN 7703 ILLINOIS 72207 224-6022 SHENEP CYNTHIA IC SPEECH 824 BEACON HILL COURT 72211 225-7524 TALLEY HELEN J ELEM 11 3715 HOLT 72204 565-1365 TARKINGTON SUSAN D HATH 5 BELMONT DRIVE 72204 663-6909 THWEATT SUE T AIDE 6900 BRIARWOOD DRIVE 72205 666-5792 UNDERWOOO LEIGH A ELEM VI 30 PATRICIA LANE 72058 ** WILSON LEVANNA M ELE PRIN 1818 S JACKSON 72204 663-0119 YEAGER JUDITH A READING 1118 WILD TURKEY COURT n211 225-3804 11 I' BASELINE ELEMENTARY SCHOOL 3623 BASELINE ROAD LITTLB ROClt, AR 72209 570-4150 AKERS SHARRA D ELEM I 34 MELINDA DRIVE n209 562-8857 BLEDSOE RITA L ELEM MUS 9907 SUFFOLK DRIVE n204 227-9907 BROOICS LETITIA R ELEM V 116 SOUTH 24 TH 71923 246-7057 BROWN JlJ\u0026gt;ITH M MEDIA CL 16301 ARCH STREET n206 888-1580 CALDWELL JOSEPHINE B AIDE 2701 SOUTH CROSS n206 375-8055 CAMPER GLEN M ELEM VJ 6102 ARBOR COVE #4 n209 565-8441 CASEY DOROTHY A AIDE ROUTE 2 BOX 1228 n206 897-4347 COLEMAN BRIDGETTE D FS WRKR P.O. BOX 425 no53 490-0193 CRENSHAW ORAL COUNSELR P.O. BOX 7095 n116 834-8131 DEATON BETTY K ELEM V 1049 CLINTON 71923 246-8537 FINN WILLIAM F ELE PRIN 117 WHITEWOOD DRIVE n120 834-2114 FOWLER MILLICENT K SPEC ED 1811 SOUTH GRANT n204 661-1082 GLASON DIANNE M ELEM Ill 3313 WEST 10TH n204 663-4854 HAMRICK BARBARA L ELEM Ill 8 ELKHART COURT n204 227-5294 HARDESTY PA TTY J ELEM Ill BOX 231 ANDERSON ROAD noo2 455-3047 HARRIS BEVERLY CUSTODAN 2112 SOUTH MARTIN n204 666-6312 HILL KATIE A FS WRKR ** n209 ** HOUSE KEITH L ELEM IV 278 LEHIGH COURT n204 227-4407 HOWARD DOROTHY M KINDER P.O. 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ARTHUR 72207 664-9246 OKECHUICWU MARIAN FS WRKR 116 SOUTH LOCUST 72114 945-7895 OLIVER ORA D AIDE 2221 EAST WASHINGTON 72114 945-5788 PARKS CHERYL J ELEM I 824 N HARRISON 72205 329-8102 PLEASANT CARWIN J MUSIC 2714 STATE 72206 374-1309 POWELL MARYE M SEC PRIM #3 KARON CT 72205 225-1086 SARLO THOMAS C ELEM ART 2024 LLOYD COURT 72205 663-1095 SCOTT-JOHNSON UVITA L NURSE 912 BEDFORD 72202 ** SHER ELIZABETH ELEM I 824 NORTH HARRISON 72205 664-1407 SIMMONS CHERYL A ELE PRIN 3300 NORTH CYPRESS 72116 771-1035 SMITH MARY A SPEC INS 3609 TUDOR DRIVE 72204 224-0603 SOLOMON ALICIA R ELEM I 43 WARREN DRIVE APT #98 72209 565-0446 TAYLOR CAROLYN W ELEM IV 7905 DEERWOOO DRIVE 72204 224-8707 THOMAS WILLIAM L CUSTOOAN 3300 WEST 13TH 72204 663-7014 VICKERS SHELLY S WALLS BOBBIE J WEIR NANCY L WHITE DISHOUNGH WHITE GLORIA A WOOOS BRENDAL ZIES MARYE 7915 WEST MARKHAM BRADLEY ROZALYN M BROWN LAWRENCE CHARLES KATHLEEN M CHILLIEST WANDA J CRAWFORD CYNTHIA L CROMEDY GERALDINE CROSBY SUSAN M CURRY OLENE E DAVIS CAROLYN Y DUGAN FRANCES R FORRESTER WILMA J FOSTER DONALD GORDON JANICE L HANNAHS BARBARA HARKEY JANE A HILBURN HEATHER D HIMSTEDT KIMBERLY H KELLEY CARLA J KOON BETTY R LESTER SANDRA L MARTIN SHEILA R MCCLURKAN EDWINA Y MCGEE SUZANNE B MCINTYRE GORDON L MCKINNEY JULI A A MENKING MARY A MOORE PATSY A NEAL PAMELA N OLIVER SHELLY R PENNY JACQUELINE F PORTER LETA M RANEY SARAH L RODGERS ANNETTE S ROSE SHERRYL ROWLAND VIRGINIA S SHELLS GENEVA S SISSON SANDRA C SMITH PAMELA E STEWART KESHA S SURRATT DAVID A TAYLOR WONE D TEETER KATHRYN A TOLBERT IRMA J TROTTER DANIEL L VARDAMAN TAMIL WHERRY JACQUELINE L MEDIA CL KINDER ELEM VI ELEM Ill MATH AIDE ELEM MUS 620 NORTH SPRUCE 2617 LOUISIANA STREET 909 SCHRINER COURT 2201 CENTER 12815 HWY 365 1022 APPERSON 1503 SCOTT APT 3 72205 72206 72116 72206 72206 72202 72202 BRADY ELEMENTARY SCHOOL LITTLE ROCK, AR 72205 SPEECH CUSTODAN READING AIDE LIBRN ELEM II MUSIC MGR F/S MATH ELEM II FS WRKR CUSTODAN SPEC ED ELEM VI ELEM V ELEM V ELEM II I NURSE ELEM I ELEM V ELEM IV KINDER MATH SPEC ED FS WRKR ELE PRIN AIDE AIDE ELEM II I ELEM IV G \u0026amp; T KINDER ELEM II ELEM I ELEM VI READING ELEM I MEDIA CL AIDE AIDE AIDE ELEM IV KINDER CUSTODAN ELEM VI SEC PRIN 10613 BRAZOS VALLEY DRIVE 2109 BULAVARD STREET 504 MCADOO 504 HARRINGTON AVENUE #78 BOBOLINK CIRCLE 1105 SOUTH CLEVELAND 7608 \"T\" STREET APT 4 7904 WESTWOOD 6 CLIFFWOOO 3021 CHARTER OAK ROUTE 1 2301 SOUTH TAYLOR 10 SUMMERHILL CT 12704 ST CHARLES BLVD 2027 NORTH ARTHUR 1 SHADOW COVE P.O. BOX 1522 ROUTE 2 BOX 162A 4319 COBB 31 OAK FOREST DRIVE 3207 IZARD ST 19306 QUAIL RUN 112 CAMBRIDGE PLACE 111 S BARTON OAKS APT #43 809 HEALY STREET 5 HER IT AGE COURT 4022 ELAM 400 BROOKPARK 14 POWDERHORN COURT 1801 RESERVOIR #208 5916 OAKBROOIC ROAD 11701 MARA LYNN DR APT 21 #6 BRIANKEITH COURT 11700 PLEASANT RIDGE #141 1421 N UNIVERSITY APT S-2 6613 STERLING DRIVE 5 SU\\IAN NEE COVE 3720 TUDOR DRIVE 5300 BASELINE RD 98 ** 4619 IIEST 25TH 11800 PLEASANT RIDGE RD# 4820 TIMBERLAND DRIVE 5000 IIEST 29TH 7416 INDIANA ** 72212 72204 72205 72202 72205 72204 72207 72204 72118 72207 72135 72204 72211 72211 72207 72118 72203 72126 72204 72113 72206 72209 72207 72201 72116 72211 72204 72205 72212 72207 72002 72211 72206 72212 72207 72204 72118 72204 72209 72204 72204 72212 72204 72204 72207 72209 661-9248 375-8547 753-2785 ** 897-5788 374-2163 375-9556 228-3065 227-5536 663-8524 663-7388 374-4656 666-3955 664-5180 664-5534 565-4475 753-6063 227-0327 868-9219 ** 227-8857 223-9505 663-2892 753-9999 834-5200 333-2635 562-4652 851-3695 374-2189 455-1421 225-9590 372-4152 945-9546 225-3822 562-1408 227-0983 ** 221-0451 847-3158 221-3720 ** 225-5980 666-0087 664-n63 851-6369 227-0638 562-5483 ** 666-3336 225-7852 663-9353 666-9436 ** ** 1, 1, Ii ' I: It I, r, I ' WHITE LATONIA M MGR F/S 4204 WALKER n204 664-7386 WILLIAMS ERNESTINE FS WRKR ** 72206 ** WILLIAMS SARAH M AIDE 3423 POTTER n204 225-5517 woa\u0026gt;HAM MICHELE E CClJNSELR 1102 EDGEWOOD DRIVE 72022 ** CARVER MATH/SCIENCE MAGNET 2100 EAST SIXTH STREET LITTLE ROCK, AR 72202 324-2460 AMMEL LI NOA G CClJNSELR 2105 DORCHESTER n204 225-9438 ANDREWS SHARON F ELEM IV 9115 LEATRICE DRIVE n201 225-0522 BAKER PATRICIA A AIDE 717 EAST 15TH STREET n114 378-7826 BELOTTI VIRGINIA M LIBRN 5612 WALNUT ROAD n116 758-2576 BETTIS PAULA C MUSIC SP 407 FREIDA 71913 623-0432 BLACK MARY C ELEM I 1602 GREEN MClJNTAIN OR #1 n211 228-0596 BUTLER TAMMIE A CUSTOOAN ** 72117 ** BYRD DEBORAH H ELEM VI 6025 BATTLE TRL n211 868-5881 CAMPBELL KAREN G CUR SPEC #11 POST OAK LOOP n120 835-6367 CHASE MERED 1TH L G \u0026amp; T 1905 NORTH JACKSON n201 666-5052 CHATMAN DENNIS R CUSTOOAN ** 72206 ** CClJRTNEY THERESA J AST PRIN 5105 KAVANAUGH n205 663-8375 CRIJI JANES INT/SPEC 1012 CHEPSTOW LANE n116 835-8076 CURTIS JULIE B ELEM II ** n211 ** CURTIS MARY J NURSE 921 GILLETTE n205 225-6365 DOYNE ANGELA K KINDER P.O. BOX 166 72053 490-1255 FLEMING LINDA K ELEM VI 13600 OTTER CREEK PARIC\\IAY 72209 572-5608 FORBES PHYLLIS P SEC PRIN 1010 EAST 11TH n114 371-0213 GIBSON SUSANY AIDE 909 CORNING n202 374-1933 GLENN BETTY ELEM V 6200 11111 STREET 72207 666-9333 GLENN LI NOA F ELEM I 4500 COLVERT ROAD 72211 821-2137 GREEN THELMA AIDE 1509 EAST 38TH 72206 374-2607 GRIMMITT BONNIE S AIDE 8515 KENNESAW 72103 455-3317 GUINN MARY E ELE PRIN 13 LAKESIDE DRIVE 72204 562-0382 HAMILTON CLAUDIA J ELEM II 5301 CClJNTRY CLUB 72207 664-5843 HARRIS VIVIAN A MGR F/S RT 1 BOX 299 72142 ** HARRISON KATHLEEN A KINDER 7 FOREST BROOK CClJRT 72211 224-1020 HENRY JULIE D ELEM IV 1713 PARK STREET 72104 771-4217 HICKERSON JILL H KINDER 14307 RIDGEWOOD DRIVE 72211 221-7043 JACKSON LARRY D CUSTOOAN 3202 IIOLFE 72206 374-1047 JAMES MARSHAL ELEM IV 1601 NORTH SHACKLEFORD #2 72211 228-5443 JEMERSON CAROLYN A ELEM II I 1812 RESERVOIR RD #286 72207 228-5101 JOHNSON IRENE B AIDE 9705 HIGHWAY 365 72206 897-4942 KEITH CARLETHIA D AIDE 3501 IIILLIAMS ROAD 72206 897-4386 KELLEY BRYANA D ELEM Ill 12415 TIMBER BEND DRIVE n211 228-9589 KEOWN MARY J FS IIRKR RTE 2 BOX 652 72206 4900849 KILLINGSWORTH PATRICIA A SPE MATH 8215 EVERGREEN DR 72207 228-5537 LANGLEYS DIANNE II ELEM 111 3700 CANTRELL #703 72202 664-6613 LEE AUDREY M COMP SPC 7423 GRACE DRIVE . 72209 562-0412 MACK LISA K ELEM II 8 LAKE STREET 72058 679-4373 MACK ROBERT CUSTOOAN 910 KIRSPEL n202 374-5438 MANNING DEBRA A ELEM ART 2224 N MCKINLEY 72207 663-8865 MAULDIN MINNIE W FS WRKR 4601 IIEST 24TH 72204 ** MAY ROBERTA A SPEC INS 305 SPRINGWOOD DRIVE 72211 ** MAYWEATHER ELNORA AIDE 1117 BOONOLESS 72202 . 375-2849 MORRIS NELDA J MEDIA CL #26 OLD ORCHARD DRIVE 72103 455-1211 NESMITH ESTELLA ELEM VI 10516 TOPAZ APT B 72209 568-m9 OGLE LIBBY J FS IIRKR ** 72103 ** OLIVER CHRISTI L ELEM V 2101 SANFORD DRIVE n201 224-5917 - PACE TEATA D ELEM V 5100 SUMMERTREE SA 27 n116 771-2453 PENN PRISCILLA J ELEM 111 7 OAIC FOREST COVE n118 851-2913 PERRITT YORIICO U S/SPEC 15617 VIMY WOOOS DRIVE n103 847-8192 SANDERS PATRICIA A AIDE 604 \"M\" STREET APT 201 n116 758-6861 SHEPHARD ALI SA M FS WRICR 1509 COMMERCE STREET n202 376-3253 SIMPSON BETTY R SEC PRIN 11615 ASHWOOO n211 ** SICUBAL EUNICE L ELEM I 510 BRYANT MEADOWS DRIVE noo2 794-3927 SWEAT JESCENA PE SPEC 3410 DORSET DRIVE n204 221-2526 TATUM KATHY R COUNSELR 11411 HWY 365 n206 897-5142 THOMAS VANNETTA J ELEM VI 7107 YORICWOOO DR I VE n20\u0026lt;J 568-5263 THOMPSON CAROLE LIBRN 21 PLANTATION n206 490-0347 THRASH TON I A KINDER 13708 ABINGER COURT n212 227-9595 TOWNSEND HERRIN F AIDE 1709 EAST CAPITOL n202 372-4384 VALUE TERRIL SPEECH 3010 WEST 11TH n204 666-9010 WALKER SHIRLEY D SPEC ED 13101 A QUAIL CREEIC n206 888-3609 WILLIAMS MARY ANNE IC ELEM V 127 VERNON AVENUE n205 376-2530 II WILSON CYNTHIA L ELEM 111 1600 JOHN HARDEN DR no16 985-2196 WINFREY VEARLEAN AIDE ROUTE 2 BOX 543 72206 490-0250 WOOOS Ill ROBERT L CUSTOOAN 1207 WEST SCENIC APT T-13 72118 753-9285 CENTRAL HIGH SCHOOL 1500 PARK STREET LITTLE ROCK, AR 72202 324-2300 ADA! R GLADYS M SEC ATT 2914 MARSHALL 72206 ** I ALVERSON JR RAYMOND A AST LIBR 115 FAIRVIEW ROAD n205 663-2070 ARICIC JOYCE A DE COORD 5206 \"F\" STREET n205 664-2651 AYERS MARSHA P ORAL COM 17003 QUAIL RUN DRIVE n209 455-1481 BARBERIS ARMANDO RUSSIAN 7306 DENISE 72209 568-5233 BARBOUR DUANE J BAND 2403 SOUTH TAYLOR n204 663-3065 BASS MATTIE M COMP ST 2918 DORSET DRIVE 72204 227-0403 BA TT LES KAREN A ENGLISH 1421 SOUTH CLEVELAND 72204 ** BEST ANITA IC HOME ECO 6300 OSAGE n116 834-0721 BLAIR SAM K COUNSELR 6421 WEST 3RD STREET #2 n205 664-1m BLESSING DONALD IC SPEC ED 6609 NAVAJO n116 835-2013 BOOICER OOELL CUSTOOAN P O BOX 277 72053 490-0778 BOONE EDDIE L BOYS PE 2806 LENNOX DRIVE n204 225-3861 BOYETT EDWARD B SOC STU 3 TALMAGE COURT n204 565-2162 BRACK ROBERT L MUSIC 9425 DARTMOUTH DRIVE 72204 225-4282 BRIGGS BOBBY C CUSTOOAN 2004 WEST 12TH STREET n202 376-1424 BRIGGS DEMETRIA G SEC PRIN 3135 CENTER n206 372-2584 BROWN JAMES BLD TRAD 4714 WEST 29TH STREET n204 664-9314 BROWN JAMES A SOC STU 1201 WELCH n202 372-7458 BUCHANAN MATILDA W ENGLISH 2212 GAINES n206 375-7794 BURNS JOYCE M FS WRICR ** n204 ** CALDWELL SUZANNE 0 SPANISH 4207 WESTRIDGE n116 758-8931 CALLAWAY ELIZABETH W COUNSELR 6 LESLIE CIRCLE 72205 225-4336 CALLAWAY NORMAN M BOYS PE 1412 N MELLON n201 666-7095 CARPENTER MARGARET A SPEC ED 916 JEFFERSON n204 664-6089 CARUTH PHYLLIS V GEOMETRY P O BOX 2372 72203 ** CHAMBLISS PATRICIA A FRENCH 411 DEL RIO 72205 663-8482 CLAY SHERRI L KINDER 39 OPHELIA 72113 851-3271 CLOUD GAY LE H LATIN 21 LYRIC LANE 72205 227-8111 CLOUD JR WILLIAM L BLDG ENG 21 LYRIC LANE 72205 227-8111 COBB JEAN T ENGLISH 1022 NORTH CLEVELAND n201 666-9042 COOPER VIRGINIA R ART D 923 BEACON HILL COURT 72211 224-6618 CORTINEZ KATHERINE SOC STU 9 CHAPARRAL LANE 72212 225-5448 COX BERNIE L SOC STU 3121 HAZY RIDGE COURT 72207 227-0323 CREIIS MARY M C04P ST #9 ROCKLEDGE PLACE 72113 227-9175 DANIEL BRANTON P PHYSICS 1406 S CEDAR 72204 ** DAVIS ROBIN L ENGLISH 27 DEL TARA 72076 ** DEITZ SANDY G ALGEBRA 6519 EVERGREEN ROAD 72207 663-9077 DEMINT WILLIAM M AIR FRCE 3401 ROYAL OAK 72116 753-2974 DENNIS AUDRA T SOC STU 1905 S VAN BUREN 72204 664-8051 DIETZ JOAN B HOME ECO 2805 FOXCROFT APT #204 72207 225-2551 DILLARD KRISTI L OTHR SCI 2010 RIVERVIEW DRIVE 72205 246-3257 DOBBINS JR ALBERT L CUSTOOAN 1705 WEST 23RD 72206 376-4345 DONHAM MELISSA C BIOLOGY 6119 JAMES ROAD 72118 851-4755 DUMAS ELAINE K LIBRN 484 RIDGEWAY 72205 663-7180 DUNHOO KERVIS R CUSTOOAN 3502 LUDWIG 72204 227-7565 DYER JACQUELIN W CHEMSTRY 2212 CEDAR CREEK 72116 835-4833 EASTER MARION 0 ENGLISH 2450 SOUTH PARK STREET 72206 372-1690 ENDERLIN EVELYN H GEOMETRY 3111 PAINTED VALLEY DRIVE 72212 225-6159 EVANS KATHRYN S BUS ED 2602 WEST 26TH 71603 536-0845 FAGAN ROSIE L CUSTOOAN ** 72202 ** FELLS JACKIE S/B SEC 1514 WEST 20TH 72202 376-3739 FIELDS WILLIE J AIR FRCE 6 HAMPTON LANE 72076 982-8500 FITZPATRICK JR OLIVER SOC STU 5704 CHAUCER LANE 72209 568-5387 FUTRELL BRENDA J BUS ED 32 REGENCY CIRCLE 72209 568-3596 GADBERRY SARAH E AM HIST #3 POINT SOUTH COURT 72211 224-2801 GADDY HELEN B SPEC ED 9301 RUTGERS DRIVE 72204 224-2696 GIVENS WILLIE T CUSTOOAN 1409 SOUTH TYLER 72204 664-1704 GRAHAM HARRYETTE HOME ECO 10811 PLATTE VALLEY 72212 225-1771 GRAVES JESSICA A COUNSELR 7 WALNUT VALLEY DRIVE 72211 225-1508 GRAW PHYLLIS R ENGLISH 1701 N BRYANT APT 75 72207 664-2897 GRAY JOE A SOC STU 2606 CROSS 72206 664-4579 HARDIN GWENDOLYN E GEOMETRY 8600 EVERGREEN DRIVE 72207 224-8779 HARGIS ALISON C ENGLISH 4300 WOOOLAWN 72205 225-8217 HESSELSCHWERDT RONALD F DRAFT 9809 SNIDER COURT 72205 225-6493 HICKMAN JR JOHN L SEC PRIN #2 FOXHUNT TRAIL 72207 227-6697 HILL MARSHAK FS WRKR 106 VAUGHN ROAD 72118 771-2669 HOGAN SUSAN P ART 107 CRYSTAL COURT 72205 664-0815 HOLLADAY KATHLEEN T ORAL COM 108 SOUTH MAIN 72015 776-2189 HOLMES CAROLINE L CALCULUS 3805 S LOOKOUT 72205 663-6121 IVEY DELORES S COUNSELR 3011 IMPERIAL DR 72212 225-0714 JAMES BRENDA F GEOMETRY 1868 ARCH STREET 72206 371-0800 JARMON MYRA M SPEC ED 1705 MISSOUR 71601 534-1174 JEFFERSON RUTH A FS WRKR ** 72202 ** JOHNSON BENNY D S/B SEC 1805 WEST 18TH 72202 376-3901 JOHNSON GRACE E CUSTOOAN #5 DEER RUN DRIVE 72206 897-4575 JOHNSON JOHNNIE M FS WRKR 1509 SUMMIT 72202 372-6666 JONES ANTHONY L CUSTOOAN 4110 WEST 21ST 72204 664-0872 JORDAN MILDRED FS WRKR 1015 WEST 20TH 72206 375-1710 KEARNEY LESLIE A GERMAN 60 STONELEDGE DRIVE 72118 851-4851 LANCE CHARLES H JOURNAL! 4 BUFFINGTON COURT 72209 565-1918 LAND CHERYL D FS WRKR ** 72202 ** LLOYD OTTIMIS C AIDE 3019 WEST 1nH 72204 666-5061 LOYA SAMUEL T SPANISH P.O. 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BOX 165042 72216 ** WILLIAMS KELLY D SEC PRIN P.O. BOX 381 72164 ** WILLIAMS NINA N NURSE 7005 MORGAN DRIVE 72209 562-3620 WILLIAMS WANDA L FS WRKR 3418 WEST nH 72202 663-6446 WILLIS EULA M BUS ED 1867 IZARD 72206 888-2274 WILSON CLAUDINE FS WRKR PO BOX 112 72183 897-4561 WILSON NANCY L ART 2004 LLOYD COURT 72205 372-2934 WOLFE LI NOA D MATH 5816 PETIT JEAN RIVER RD 72116 834-3562 CHICOT ELEMENTARY SCHOOL 11100 CHICOT ROAD MABBLVALE, AR 72103  570-4062 BAILEY JACK H PE SPEC 316 NORTH PALM 72205 6641251 BALMAZ BETTYE M COUNSELR 1210 DOGIIOOD TRL 72032 327-5998 BEDOII LAURA M SPEC ED 725 SPRIGGS ROAD 72118 771-2057 BLAND MARGARET C NURSE 4804 TIMBERLAND DRIVE 72204 4552804 BLYTHE ED 1TH MGR F/S 7824 BERT MARSH 72103 888-4511 BOGARD ANNITA J ELEM I 8511 DREHER LANE 72209 565-4081 BOYD KATHLEEN AIDE 9920 PROSPECT LOOP 72209 568-1471 BRATCHETT REGINALD L CUSTODAN ** 72118 ** CARTER TIFFANY AIDE 823 !NEZ 72202 374.7905 CHAMBERS KATHLEEN M SPEC ED 429 KEIGHTLEY 72207 224-4146 CRAVEN ERNESTINE C LIBRN 10718 WARREN DRIVE 72209 562-0746 CUNNING GEORGIA L AIDE 11500 CHICOT ROAD #132 72103 565-4591 DALE SUSAN M AIDE 5001 WEST 65TH B202 72209 562-2837 DIMASSIMO SUELLEN H ELEM V 8 OAK FOREST PLACE 72118 851-3682 EANS SYLVERENE G ELEM II 804 EAST 31ST 71601 536-0183 FAIR DIXIE W MATH 1318 PINE VALLEY ROAD 72207 663-4113 FIKE SARAH L ELEM VI 11704 PLEASANT RIDGE #704 72212 224-5504 GERSHNER VICKI M READING 20621 RIVERVIEW DRIVE 72135 868-5209 HALEY LETHA J FS WRKR ** 72209 ** HICKS BARBARA A MATH 5813 BASELINE #153 72209 ** HICKS KATHLEEN F SPEC ED 7407 HENDERSON ROAD 72210 455-4807 HILL LUCIAL FS WRKR 3716 WILLIAMS ROAD 72206 897-4006 HOLLINGSWORTH Jll\u0026gt;Y A ELEM 111 25 DELLWOOD 72209 562-2710 HOOD KAYE AIDE 7424 SHADY GROVE LANE BOX 72103 562-5943 ISBELL PAMELON J ELEM 111 7008 GUINEVERE DRIVE 72209 568-1402 JOHNSOH BRENDA F SPEC ED 1l,19 COLLEGE 72202 372-0388 JOHNSON DEBRA J ELEM II 3812 PATRICK HENRY 72209 565-3296 JOHNSOM JORGE A ELEM V 7601 N CHICOT RD #1G 72209 5655105 KERR PAULA D KINDER 700 NORTH TYLER 72205 664-3127 KESTERSON ELIZABETH W ELEM IV 27 KINGSBRIDGE 72212 663-1289 LOVE VICKI L SPEC ED #42 GREEN VALLEY DRIVE 72058 679-3487 LUCY BRENDA F MEDIA CL 9413 CcISTOCK 72209 562-7152 MADDOX CYNTHIA I READING 1412 POINT WEST DRIVE 72211 2213411 MAJOR JACQUELINE COUNSELR 10002 RONALD DRIVE 72205 2252856 MALLETT ORA D ELEM VI 2415 JOHNSOH 72204 661-0743 MATLOCK NANCY S G \u0026amp; T 8901 KENNESAW MT DRIVE 72103 5683033 MCDOWELL PATSY L AIDE 7009 GUINERERE 72209 565-6618 MCILROY JILL M SPEC ED 4 HUNTINGTON ROAD 72207 225-4720 MEINS PHILLIS J ELEM IV 10709 DIAMOND 72209 5682986 MIMS SANDRA J KINDER 10714 WARREN DRIVE 72209 568 3123 MOORE CARRIE L SPEC ED 2200 RICE 72202 3726447 MORGAN LULA CUSTODAN 3201 BISHOP 72206 374-9670 MORGAN SHIRLEY A ELEM II 27 POINTER DRIVE 72002 455-4257 MORRIS WILLIE C AST PRIN 11206 ETHAN ALLEN DRIVE 72211 221-0990 MURPH KATIE F KINDER 1916 WIGWAM 72032 329-0478 NEWSOM JERRYL CUSTODAN 3219 SO MAIN ST 72206 375-8319 NORMAN ANN C ELEM MUS 7101 GUINEVERE DRIVE 72209 562-3435 NORRIS PAULA J ELEM I #3 PARTRIDGE COURT 72212 539-5761 PETTUS IDA M ELEM VI 9809 ROMANA DRIVE 72209 565-9164 PICKARD JIMMIE M FS WRKR 8 WESTMONT CIRCLE 72209 562-7581 PRESLAR OTIS M ELE PRIN 816 NORTH SHACKLEFORD 72211 228-9976 ROBINSON LINDA K ELEM I 5300 BASELINE ROAD APT 12 72209 562-6283 ROSE SARA G ELEM 111 8109 MELLWOOD ROAD 72204 568-7587 SABO DEBBIE L KINDER #16 BURNTTREE COURT 72212 ** SHANKS BETH L ELEM V 13111 WEST MARKHAM #48 72211 227-4387 SMITH RUFUS CUSTODAN 15621 ALEXANDER ROAD 72002 455-1933 SMITH SARA FS WRKR 6201 SENATE 72209 568-6938 SUSKIE KARLI D ELEM I 31 COLONY ROAD 72207 225-3630 THOMAS MATTIE M AIDE 6414 BASELINE #24A 72209 ** TIDWELL CATHY V AIDE 1708 IZARD #114 72206 374-4091 TUCKER WILLIE L SEC PRIN 2824 HARPER ROAD 72015 776-2346 WALKER CAROL A AIDE 10718 GALLAHAD 72209 562-0101 r} WALKER CONNIE S SEC PRIN 41 WELLFORD DRIVE 72209 565-2173 WATKINS RENEE L AIDE 11500 CHICOT ROAD APT 23 72103 568-4803 l WELLS JEANNIE L ELEM II 7311 OHIO 72207 663-5224 I WHEELER SUSAN M SPEECH 2221 WENTWOOD VALLEY DR# 72212 221-7869 I WILLIAMS ERMA J ELEM IV 6605 ONYX DRIVE 72209 568-6186 WILLIAMS KIMBERLY D AIDE 923 CONNER AVENUE 72202 376-8012 WILLIAMS SHERRY A AIDE 7318 PRESTON DRIVE APT 12 72209 666-7758 CLOVERDALE ELEMENTARY SCHOOL 6500 HINKSON ROAD LITTLE ROCK, AR 72209 570-4055 BAI LEY ANGELA A COUNSELR 1812 RESERVOIR 'ROAD APT 2 72207 221-0042 BETTON IRA L READING 6210 SHIRLEY 72204 663-6188 BUETTNER SALLY G ELEM I 2904 SALLISAW DRIVE 72116 835-5800 CHEREPSKI STEVANNA D NURSE 10607 WARREN ROAD 72209 562-4567 COOK ALICE A ELEM VI 12610 HILARO SPRINGS ROAD 72206 888-2837 COPELAND JACQUELYN G \u0026amp; T 3201 SOUTH WILLOW 71603 536-5401 CRUDUP VERDA M AIDE 5300 BASELINE ROAD il32H 72209 562-5405 CUNNINGHAM ELLENS SPEECH 2501 RIVERFRONT APT 206 72202 661-9184 DAY LORICE AIDE 1713 EAST 19TH STREET 72202 374-5493 DOVERS LI NOA M ELEM II 2638 COLE ROAD 72065 888-2712 ELLIS EDDIE M ELEM V 5120 WEST 24TH 72204 664-1352 EPPERSON BECKY J KINDER 4511 BOWERS 72204 771-4352 FIELDS FREDERICK L ELEM IV 5900 BUTLER ROAD LYNDELL 72209 562-3334 FINN ARPHIA D KINDER ** 72204 ** GONTERMAN CHRIS D ELEM V P.O. BOX 502 72002 847-3485 HALL DONNA R ELEM VI 9621 COMSTOCK ROAD 72209 565-8677 HIGGINS NETTIE SEC PRIN 9416 WOODFORD DRIVE 72209 565-2377 HOBBS BARBARA A CUSTODAN 15019 RENA ROAD 72206 ** HOOD SUSIE M AIDE 1223 WEST 37TH 72206 374-9475 KORDSMEIER LINDA C LIBRN 11010 DOGWOOD COVE 72209 455-2085 LEWIS OCIE L AIDE #11 BEAUREGARD DRIVE 72206 ** LLOYD JULIA F ELEM III ** 72209 ** MCCARTHER GERALDINE ELEM V ** 72212 ** MCCLINA MARY AIDE 6108 ARBOR COVE APT 1 72209 565-3662 MCCONNELL DONALD R CUSTODAN 5407 WESTMINISTER 72209 568-8112 MCCULLOUGH JOYCE M ELEM II 27 DOVE CREEK 72116 835-1383 ,, I, !..ii\n11 MITCHELL SADIE M ELE PRIN 10 TALL TIMBER COVE 72204 565-0741 NAGEL. 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GRANT 72207 661 -8095 FAIR PARK ELEMENTARY SCHOOL 616 N HARRISON STREET LITTLE ROCK, AR 72205 671-6260 BROWN REBECCA A KINCER 5217 COUNTRY CLUB BLVD 72207 664-1734 BRYANT CAROLINE J MATH 7325 RAINES TRAIL 72210 455-2262 BUCHANAN BELINDA M AIDE .3324 MAL LOY n204 221-9469 BURCH CLAIRE E MEL TECH 5817 \"C\" STREET 72205 666-6674 BURCHETT CARLETTA D ELEM I 9121 LEII DRIVE APT C 72209 ** BUTLER BARBARA A AIDE 2000 ROMINE ROAD 72205 224-6665 CAMP BRIGGETTE L MEDIA CL 3407 S CHESTER 72206 375-5232 CASTEEL MARY V ELEM V 14318 SHEPARD DRIVE 72212 ** ...__ DAILEY GENEVA FS WRKR 2011 VALMAR 72204 ** DAVIDSON JOHNETTE SPEC ED 501 NAPA VALLEY ROAD #219 72212 666-6231 DELOZIER MARY GAIL KINDER 801 SOOTH ROONEY PARHAM# 72205 ** HEAD SANDRA L ELEM 111 7820 WEST CAPITOL #305 72205 223-0962 HOLMES MICIIAEL E CUSTOOAN 907 VENTURA 72202 375-1526 HUGHES VEOLA H SEC PRIN 1604 MARLYN DRIVE 72205 228-9146 !SUM MARGARET V LIBRN 1915 KIMBERLY DRIVE 72205 227-6012 JACKSON VIRGINIAN AIDE-COM 5304 STONEWALL ROAD 72207 666-1045 JAMES CHARLOTTE A ELEM IV #53 LAKESIDE DRIVE 72204 562-3696 JOHNSON JENNIFER R COONSELR #30 LARIAT COORT 72211 2243646 JOHNSON KEVIN AIDE 1305 VINE STREET 72114 375-2244 JOOBERT KATHY A SPEC ED #3 HOGAN COVE 72118 851-3833 JUNIEL KATHON ELEM V 8701 INTERSTATE 30 APT 17 72209 568-5449 KELLEY CARLA J NURSE ROOTE 2 BOX 162A 72126 333-2635 LAMBERT ED ITH Y G \u0026amp; T 10100 SUFFOLK DRIVE 72204 ** LEWIS LEE E KINDER 5919 PECAN LAKE DRIVE 72204 ** MEANS BARBARA W ELE PRIN 33 MINE HILL DRIVE 72118 753-8294 OGDEN MAROLYN F READING 2701 WENTWOOO VALLEY DR 72212 225-6904 PARR GLORIA L ELEM VI 1919 S STATE 72206 372-2395 PEARSON BOYCE ELEM HUS 2016 EAST 4TH 72202 372-3267 PERKINS KIMBERLY H MATH 2505 GRIST HILL ROAD 72207 224-2157 POWELL ROSIE M ELEM VI P.O. BOX 225 72203 664-0551 PRICE BEATRICE ELEM II 4312 WEST 20TH 72204 666-5686 RACKLEY LINDA G AIDE 3424 LONGCOY STREET 72204 ** RICE OPAL E ELEM II 5013 STONEWALL ROAD 72207 663-5145 RILEY LEAH A ELEM 4314 WOOOLAWN 72205 666-9279 SHERWOOO SHERRY ELEM IV 11907 PLEASANT FOREST DR! 72212 228-9278 SMITH LUCILLE B AIDE #6 WHITMORE CIRCLE 72206 378-0518 STITH GRACIE H CUSTOOAN 2201 WRIGHT AVE APT 1 72204 661-1824 SUMMONS ELOISE W CUSTOOAN 2109 BOOLEVARD STREET 72204 663-6012 SWANSON MARGO N NURSE 27 NOBVIEW CIRCLE 72205 221-2977 TURNER MARILYN E ELEM 111 2921 LENNOX DRIVE 72204 224-5148 WASHINGTON COLA V FS WRKR 4815 WEST 11TH 72204 664-5580 FOREST HEIGHTS JR HIGH SCHOOL 5901 EVERGREEN LITTLE ROCK, AR 72205 671-6390 BAER KEVIN R LNG FNOS 7 ROANE CIRCLE 72204 663-7948 BAILEY ROSALYN S GIRLS PE 3014 ECHO VALLEY OR 72207 227-5510 BANKS RHONDA L MEDIA CL 9223 VICTORIA DRIVE 72209 562-1154 BEGGS HELi NOA J ENGLISH 1200 CORN FLOWER 72116 834-3456 BIRGE ANN A MATH 108 GLEN DRIVE 72207 ** BLANZENSKI REBECCA A B/KEEPER 512 GREEN HOONTAIN CIR #1 72211 ** BOBO WILLIAM SPEC ED 9321 LABETTE DRIVE 72205 223-2799 BOLDON GENEVA AIDE 1112 PULASKI 72202 374-3604 BOYLE JULI A L COONSELR 1720 EAST 38TH 72206 375-2646 BRADSHER PATRICIA J COMP LIT 46001 HWY 10 72126 333-2752 BROOKS NEVA B COONSELR 607 WEST ULII 72116 758-2323 BURNAM OPHELIA CUSTOOAN 3117 ELAM STREET 72204 568-5079 CAMPBELL PATSY R COONSELR 4309 11111 STREET 72205 663-1508 CHAMBERS ANNE W LNG FNOS 10 WARWICK PLACE 72032 336-0834 CLAYTON TERRY L SOC STU 1924 N TYLER ST 72207 664-9157 CLOIRD LORITA F AIDE P.O. BOX 224 72183 897-4020 COBBS MARY J COMP ST 1301 WEST 17TH 71603 536-7170 COi LE EDWIN H ENGLISH 2309 SOOTH FILLMORE 72204 ** COLE LEIGH MATH 1806 SANFORD DRIVE #1 72207 224-2819 COORTWAY PEGGY L PHY SCI 35 SHANNON 72207 663-2902 ., I I CRAIG SHERRY A SPEECH 14601 RJDGEWOOO DRIVE 72211 794-3978 CROMEDY VERNON voe c OR 1105 S CLEVELAND 72204 664-5180 i CROSS NANCY B ENGLISH 3301 ROCKY COURT 72207 223-2679 DAVIS LAVERA J BUS ED 3 PATRICIA LANE 72205 227-4960 DAVIS MABEL L LI FE SCI P.O. BOX 191674 72219 375-2314 DOOSON VINCENT R SOC STU 6603 SHERRY DR 72204 ** DOUCET KARIN P SPEC ED 23400 LAIISON ROAD 72210 ** DREII JR DANIELL PHY SCI 19 KOKO 72120 835-0330 DUNCAN DELO! S L FS IIRKR 3423 TATUM 72204 227-9115 DUNCAN EDIIARD A BAND 6310 SHIRLEY DRIVE 72204 664-2126 FINKBEINER CHRISTJANNE JSSP 2319 BLACICIIOOO 72207 661-1523 FRIES NICOLE M MATH 105 D ALMOND COVE 72116 835-0484 GILLUM JO H NURSE 1704 TARRYTOWN 72207 225-1882 ' GREEN II TROY II BOYS PE #6 MERIDITH COURT APT \"H\" 72207 224-8403 GRIGG PATRICIA C FRENCH 4710 SAM PECK #1098 72212 223-8753 GUY MARYS ENGLISH 2400 RIVERFRONT #2835 72202 663-5932 HANSBERRY-HARRISON BETTY LNG FNDS 4112 IIEST 14TH 72204 666-0920 I HARRIELL LARRY L CUSTOOAN 923 MAXIIELL 72202 376-7315 HENRY JC IND ARTS 7918 PARICIIOOO DR 72204 225-4372 HILL DORA B FS IIRKR 13309 ASHER ROAD 72206 897-4376 HOLCOMB KIM L ERTH SCI P.O. BOX 432 72032 357-1708 HOLLOIIAY GLENN MATH 2109 ROMINE 72205 ** HOOICS NAOMI L LIBRN 608 N COOLIDGE 72205 664-2811 ,1 HOUSE MICHELLE C ART 704 STEIIART 72211 821-2193 l HUDSON JOHN A CUSTOOAN 3016 IIEST 16TH STREET 72204 663-8412 JOHNSON ANNIE M FS IIRKR ** 72205 ** JOHNSON VIVIAN E MUSIC 1805 IIEST 18TH 72202 376-3901 JONES EDIIARD L AM HIST 505 GREEN MTN CIRCLE #38 72211 228-7031 KELLEYBREII BRIAN E S/B SEC RT 1 BOX 315 72142 961-2329 KIDD LILLIE SPEC ED 3625 VAUGINE 71601 534-4632 II KORNEGAY BETTY D ENGLISH 11 RIATA COURT 72209 565-0893 KRUGER MARILYN A COMP LIT 820 OUACHITA CIRCLE 72205 664-0807 MAPLE JR RICHARD L SEC PRIN 417 DEL RIO 72205 663-7919 MARYMAN ADRIENNE B SPEECH 1216 IIEST 26TH 72206 374-5857 1, MCCLELLAND BERNARD CUSTOOAN 1120 RICE APT N 72202 375-8638 II MCFADDEN SANDRA L B/G PE 6620 STERLING DR 72204 666-4288 MCMURRAY VICTOR C SOC STU P O BOX 118 72180 690-2431 MILLER EMMA A REG 1900 SOUTH MONROE 72204 661-0234 II MORGAN DALTA F MGR F/S 1715 PERRY 72205 225-3270 MUELLER CATHERINE SPEC ED #11 LUDINGTON COVE 72207 ** NICHOLS ROBERT N COMP ST 1824 VALMAR 72204 663-9296 NORR IS MABEL FS IIRKR 3411 IIEST 10TH STREET 72202 663-7675 NUN IS HAROLD S AM HIST 6515 LONGIIOOO 72207 663-3356 PIERCE MAUREEN HOME El I 2 CENTENARY DRIVE 72204 568-4569 PIKE LISA R LNG FNDS ROUTE 5 BOX 667 72032 327-3057 POOLE THOMAS LI FE SCI 12 BAY STREET 72204 227-4830 PURDY MARY M CUSTOOAN #16 LAKESIDE DRIVE 72204 565-4842 RANICJ N SHARON L FS IIRKR ** 72212 ** RUTTER JR IIILLIAM L S/B SEC 4900 PRINCETON DRIVE 72204 664-1152 SHELMAN SARAH E SEC ATT 6612 GRANADA 72205 666-8838 SM 1TH JR VERNON AST PRIN 1004 CHEPSTOII LANE 72116 834-1127 STOLZER PATSY N FS IIRICR 908 NORTH PALM 72205 ** SULLENGER BEVERLY C SPANISH 1021 MELLON 72207 666-7645 TATE HELEN M MATH 7101 MABELVALE CUTOFF 72209 568-4220 TERRY ANGELA Y ENGLISH 11401 MESA DRIVE APT E-13 72211 221-3180 THESSING GLENDA C SPEC ED 504 TRUMPLER 72211 223-3531 THOMAS MICHAEL C CIVICS 2803 CHARTER OAIC 72207 225-2950 I 1,:\ni'. THOMASON MARIAN M ART 2500 ECHO VALLEY DRIVE 72.207 225-4851 TOOD LINDA E SPANISH 624 CHOCTAW CIR 72.205 666-1249 TOLSON MARSHA G SPEC ED 518 EAST nH APT 21 72.202 375-5461 TRULOCK MARY B AIDE 6513 BEACON 72.205 663-1240 TUCK VIRGINIA C ERTH SCI 49 BRADFORD 72.207 225-0357 WALKER SCHRYL R HOME EC 3913 TUOOR 72.204 ** WHITEHORN DANIEL W AST PRIN 8529 SHJMROO 72.015 794-4217 WILLIAMS KATHY L MATH P.O. BOX 4813 72.214 ** WILLIAMSON NANETTE E COMP ST 9909 SATTERFIELD DR 72.205 225-7133 ZEIGLER SYLVIA J COMP ST 6302 SHIRLEY DRIVE 72.204 ** FOREST PARK ELEMENTARY SCHOOL 1600 N TYLER LITTLE ROCK, AR 72207 671-6267 ALEXANDER CAROLYN A AIDE 43 WARREN DRIVE APT #80 72.209 ** ALLISON !DONA R AIDE 3204 WEST 13TH STREET 72.204 661-0372 ASHLEY VIRGINIA B ELE PRIN 11706 PLEASANT RIDGE DR# 72.212 225-2990 BOYCE MARYL LJBRN 321 CHARLES 72.205 661-9424 CAPPS DEBBIE E ELEM V 88 STONELEDGE 72.118 ** CLEMENTS CAROLYN C ELEM JV 415 NORTH PALM 72.205 664-8662 COLE CAROLYN S MEL TECH 3226 BATTERY 72206 376-6939 COLEMAN ELEANOR R COUNSELR 6408 SHIRLEY DRIVE 72.204 664-3150 COLLINS CYNTHIA R ELEM IV 1221 RESERVOIR ROAD #273 72207 221-3540 COMBS BUENAH H G \u0026amp; T 6600 KENWOOO 72207 666-6296 CRAMER KATHY L FS WRKR 431 MCCAIN BLVD APT F-12 72116 753-8055 DOa4S LUANN 0 KINDER 16 OPHELIA 72113 851-6680 EVANS MYRTLE D COUNSELR 2309 BATTERY 72206 374-2931 FAULKNER LISA E KINDER 8301 EVERGREEN 72207 753-2120 GHANT JANET M READING 1715 LEWIS 72.204 666-7054 GHANT MILES 0 AIDE 2123 LABETTE DRIVE APT H2 72.204 221-0168 GORDON JANICE L SPEC ED 10 SUMMERHILL CT 72211 227-8857 HARRIS EARNESTINE FS WRKR 1710 BARROW ROAD 72204 225-6563 HOLMES ANNE I G \u0026amp; T 200 ELWOOO 72076 835-8953 HUNT MARIETTA S MUSIC 4000 LAKEWOOO VALLEY 72.116 771-1507 . JENKINS REBECCA L ELEM Ill 7700 INDIAN TRAIL APT D-4 72207 223-8605 KEARNEY MAPLE J ELEM JI P.O. BOX 45933 72214 562-7348 KELLEY CARLA J NURSE ROUTE 2 BOX 162A 72126 333-2635 KITCHENS DON E CUSTOOAN 6105 BATTLE ROAD 72209 568-8715 LEMLE NETTIE S ELEM VI ** 72212 ** LUSBY MARY B SEC PRJN 216 SCHOOLWOOO LANE 72207 664-3981 MACHEN JANET A ELEM II 317 ASH 72205 666-7557 MOLDEN HOMER L CUSTOOAN 2117 SOUTH VALMAR 72204 664-7388 MOORE CYNTHIA C KINDER 13206 WHITE FIR LANE 72212 225-5391 NOWLIN DA I SEY L SPEECH 3703 BOYD STREET 72204 568-2035 PAIGE CYNTHIA NOT ASGD 1716 JUNIOR DEPUTY ROAD 72205 221-9425 PETERS LORETTA AIDE 4101 ELAM STREET 72204 562-0987 ROBINSON MARYLEE H ELEM IV #7 LONGFELLOW LANE 72207 664-2222 RUSSELL TAJUANA I ELEM I IJ 1809 TULANE AVENUE 72202 375-9570 ST! LES DONNA M MATH 15 NOBVJEW CIRCLE 72205 225-1607 THOMPSON WENDY L CUSTOOAN 2900 SUMMITT 72206 376-6936 TURNER ALVIN D ELEM I 206 RHONDA STREET 71923 246-7025 WALLACE YULONOA A ELEM VI 800 GILLETTE 72205 221-3309 WENGER CAROLYN J ELEM I 18 HAYFIELD DRIVE 72207 227-5381 WHITE JO A MEDIA CL 4723 WEST 23RD 72204 ** WHITE PATRICIA K ELEM I 6 LAURA LANE 72032 327-6346 WILLIAMS KENNETH L AIDE 2123 LABETTE MANOR OR #21 72202 221-3760 WILSON GLORIA P ELEM V 4216 TATUM 72.204 565-0483 '1 i FRANKLIN ELEMENTARY SCHOOL 1701 SOUTH HARRISON LITTLE ROCK, AR 72204 671-6380 AHLSTRCJI HELEN L COONSELR 7689 CARRIE DRIVE 72015 794-2499 BEATTY SARAH L KINDER V.A. 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BOX 360 72023 843-6466 GARNER DEBRA A ELEM IV 5813 BASELINE ROAD #246 mo9 ** GETER LAVERNE AIDE/DES 5317 WEST 51ST #27 72209 374-4299 GRAY CAROLYN W G \u0026amp; T 1607 SHUMATE 72212 227-5928 GRAY LOO A READING 6123 LONGWOOD 72207 661-9324 HALEY IRIS J FS WRKR #7 SOUTHMONT DRIVE 72209 562-8147 HA!il40NS BRENDA J ELEM II 1812 RESERVOIR RD APT 180 72207 227-6358 HAYDEN DARRELL L AIDE/DES 1801 RESERVOIR #352 72207 227-9911 II HENRY SADIE A AIDE/DES 4721 TIMBERLAND 72204 455-1547 JACKSON GLOR I A J AIDE/DES 1322 WEST 21ST STREET 72206 374-4299 II JOHNSON MARILYN F SPEC ED #8 TANYA COORT 72204 225-6918 II JONES CAROLYN D AIDE 10627 PINEVIEW DRIVE 72103 847-9554 JONES SANDRA G SEC ATT 2301 DORCHESTER DRIVE APT 72204 225-6647 11 JORDAN DEMETRIA A SPEC ED 513 WISTERIA DRIVE 72118 ** KEATHLEY DEANA M SEC PRIN 8815 NANCY PLACE 72204 562-4246 KENNEDY DONNA J KINDER P.O. BOX 497 72103 847-2794 KHABEER FAREEDAH COE 2813 CUMBERLAND 72206 375-3417 LEE WILLATHAL FS \\IRKR 3316 MARYLAND 72204 ** MADYUN PEARLINE 0 AIDE 5112 WEST 30TH 72204 666-8363 MATHENY JUNE W ELEM Ill 8225 ALVIN LANE 72207 ** MCCLENDON ESSIE AUX P/S ** 72204 565-6353 MCFARLAND BILLY C ELEM PE 6200 ASHER APT 247 72204 565-2386 MCGEE TAMELA R KINDER 18519 FAWNTREE 72209 758-0176 MCNULTY LEANNE ELEM I n09 WEST 29TH 72204 227-6416 MOGSTAD BONNIE L ELEM ART #5 TIMBER PARK COORT 72211 225-0241 MONTGCJIERY JADE B SPEECH 2603 LEHIGH DRIVE 72204 224-5909 O'NEAL EARNEST L AIDE/DES 4920 AUGUSTA CIRCLE APT G 72118 753-9428 1, 1, I, l~- PALMER TARLISA AIDE 922 BATTERY #2 72202 664-7356 PARISH PATRICIA KINDER 11800 PLEASANT RIDGE RD# 72212 228-0976 PERSON PAMELA I READING 5716 RANDOLPH RD 72116 758-0887 PHILLIPS TABITHA L AST PRIN 1615 N. HUGHES 72207 663-6695 PORTER LUCILLE FS IIRKR 1214 IIEST 6 #4 72201 375-8785 POWELL DARRYL J AIDE/DES 3 KARON COORT 72205 225-1086 RAYFORD ESSIE R MGR F/S 4712 GRAND 72204 666-8387 ROBINSON ALICE M AIDE 1403 SOUTH VAN BUREN 72204 666-9203 ROLLINS HELEN L NURSE 13400 MEYER 72103 455-2819 ROY LORETTA AIDE SOOS IIEST 21TH STREET 72204 666-9487 SCOTT MONICA T AIDE 1915 SOOTH IZARD STREET 72206 372-3658 SCRUBBS VERNA M ELEM II P.O BOX 23512 72221 536-6639 SHARP CONNIE D ELEM IV 225 FAIRFAX 72205 ** SMITH BEVERLY A AIDE 804 IIEST 24TH 72206 374-7798 SMITH LEE M ELEM II 119 NORTH MONROE 72205 666-1340 SMITH PAUL L AIDE/DES 2405 SCHILLER 72206 374-2187 STAGGERS ANDREII AIDE/DES 2600 SOOT ff OAK 72204 666-7782 THORNTON JOSEPHINE CUSTOOAN P.O. BOX 26 72205 372-4326 TOLIVER KATHERINE L MATH 7220 \"L\" ST 72207 666-8910 TORAN STEVE A ELEM MUS 7515 GEYER SPRINGS #78 72209 568-1793 TRIMBLE BETTY J CUSTOOAN 2019 IIEST 18TH ST 72202 372-1619 IIEAVER FRANCES FS IIRICR 6009 STAGECOACH ROAD 72204 455-1952 IIINSTON JANE A KINDER 717 LEGATO 72205 227-4406 FULBRIGHT ELEMENTARY SCHOOL 300 PLEASANT VALLEY DRIVE LITTLE ROCK, AR 72212 228-3080 BAKER SUSIE MATH 2704 CENTER 72206 375-9444 BLAINE BARBARA B COONSELR 5 BERGERAC 72211 225 -3267 BOGA DIANE FS IIRKR 8820 MIZE ROAD 72209 568-6871 BOREN SYLVIA M MGR F/S 10224 JANA DRIVE 72209 565-6915 BROADAIIAY DONNA C LIBRN 51 ICINGS ARMS RD 72207 225 -4180 BUTLER GEORGIA CUSTOOAN ** 72204 ** CARTER RETA J ELEM IV ** 72212 ** CASON MARTHA L MEDIA CL 11815 BIRCHIIOOO DRIVE 72211 227-5673 COLE MARY I ELEM I I 10 JOHNNYCAKE 72211 455-4947 COOPER DOROTHY M KINDER 10822 BRECKENRIDGE DRIVE 72211 225 -6928 COORTNEY JUDITH E SPEECH 5 TIIIN PINE PLACE 72209 834-2867 OEADMON CAROLYN F CUSTOOAN 2018 CROSS 72204 376-6363 DUBOIS BETTY F FS IIRKR 16501 TAYLOR LOOP ROAD 72212 868-5787 FAUSETT LYNDA M KINDER 10709 PLATTE VALLEY DRIVE 72212 225-8803 FOOTE CHARLES R ELEM VI 120 VERNON APT #1 72205 663-7866 GADDIE OLIVIA S ELEM V 1601 NORTH BRYANT #26 72207 851-3682 GILLMORE IMOGENE M ELEM MUS 2924 SHENANDOAH 72212 225-6376 GRAY PEGGY A ELEM II 2620 CHESTER 72206 374-2430 HALL CAROLYN L READING 818 ARTHUR DR 72204 661 -9582 HAMMOND EILEEN A G \u0026amp; T P.O. BOX 23862 72221 354-8105 HARRIS SHARON R ELEM Ill #2 PLEASANT FOREST COVE 72212 224-0817 HARRISON MARY E ELEM I 1816 NORTH JACKSON 72207 663 -0038 HENDERSON BRENDA IC CUSTOOAN ** 72206 ** HONORE 1 SMITH KAREN P ELEM V 9203 TANYA DRIVE 72204 225-3101 HUFFMAN MAC II ELE PRIN 219 LINIIOOO CIRCLE 72205 663 -0513 HURO JACKIENEL KINDER 7417 CHOCTAII ROAD 72205 666-7158 JONES BEVERLY AST PRIN 1602 GREEN MTN #431-X 72211 225 -7218 JONES KAY ELEM II 26 COLONY ROAD 72207 225-0824 JOSEPH DONALO R AIDE 1702 ARRO\\IHEAD ROAD APT D 72118 753-9889 ICE 1TH BARBARA S SPEC ED 6909 IIEST 34TH 72204 758-9663 !I -.. ., ! LOYALL JULIA F SPEC ED PO BOX 6098 n116 835-6810 MCDANIEL BERNICE M ELEM I 3917 MAIN STREET 71601 535-4886 MILLER MARGARET L FS IIRKR 16504 TAYLOR LOOP ROAD n212 868-5804 NELLAN GLENDA B FS 1/RKR ** n202 ** NELSON LISA COUNSELR BOX 483 200 N BOWMAN n211 228-5261 NIGRO TAMARA K ELEM VI 22 MONICA n204 227-5082 PACE MARTHA V ELEM II 15 MCGOVERN DRIVE n205 227-0285 PADILLA PAULA A G \u0026amp; T 2005 DAKOTA n116 ** PAYNE DONNA L AIDE 14000 BAUCUM DRIVE n111 961-2087 PENN CARA L ELEM 111 63 LAKESIDE DR n204 568-2571 PERRY LUCIA G NURSE 610 BEVERLY n116 835-5m PITTMAN CHARLOTTE M AIDE 4503 IIEST 11TH n204 666-8380 PITTMAN DEVIN A AIDE 4503 IIEST 11TH n204 666-8380 REDD ITT KAREN L SEC PRIN 69 KINGSPARK ROAD n201 225-0890 RICHSTONE LEE E AIDE #3 IIEATHERWOOO LANE n118 661-9159 ROBERTO LOIS C AIDE 3006 VALLEY PARK DRIVE n212 225-3277 SCHERER PATRICIA H ELEM IV 1509 ELLEN DRIVE n212 224-0659 SMITH JEAN F AIDE 8500 KELLER #311 n204 221-0125 II TAYLOR EDNA P AIDE 3004 STATE n206 ** THOMAS FLORCIA L AIDE 2408 SOUTH MARTIN n204 666-4149 THOMPSON MITZI A ELEM VI #23 1/ILDIIO(X) DRIVE no23 223-3884 USSERY KAREN L AIDE 5300 BASELINE RD APT 29A n209 568-8165 VESOLE KAREN AIDECOM 31 VALLEY CLUB CIRCLE n212 228-9704 WATSON THELMA P ELEM IV 1509 GEYER STREET n202 375-n86 WESTLAKE BEVERLY A ELEM I #8 RIDGEIIELL 72120 834-0544 WILLIAMS IRISH A ELEM V 1601 N. SHACKLEFORD #207 72211 221-3421 WILSON ALVIN CUSTODAN 4023 LUGWIG 72204 565-3650 Ill LSON JULI A D ELEM Ill #2 CAMBRIDGE DRIVE 72032 329-4239 1/YATT JOYCE L SEC PRIN 13 MEADOIIBROOK 72205 225-9499 1/YATT MARIAN G ELEM I 704 ANDOVER COURT 72207 225-8776 GARLAND INCENTIVE SCHOOL 1, 3615 WEST 25TH STREET LITTLE ROClt, AR 72204 671-6275 II ANDERSON YOLANDA D ELEM VI 802 LOYOLA DRIVE 72211 221-9917 II ARNOLD THEESSA J KINDER 4308 IIEST 13TH 72204 666-1983 BEALER CAROL F AIDE ** 72204 ** BEALER LINDA F AIDE 4409 IIEST 25TH STREET 72204 663-0848 BOSLEY MICHAEL CUSTODAN 2919 CENTER STREET 72206 371-0343 BROWN JR ROBERT L ELE PRIN 5000 VINE 72116 758-8709 BUCKNER KENNETH A AIDE/DES ** 72204 ** CALHOUN ROBERT E AIDE 2022 S CROSS 72206 375-5764 CALLAWAY ANN II NURSE 120 NORTH WOODLAND 72032 327-4647 COLE BETTY J SPEECH 24810 SIMPSONVILLE LANE 72211 821-2281 CONEY TINA K KINDER 6824 HONEYSUCKLE 72204 455-4308 DAILEY MARYE AIDE/DES 1760 JOHN BARROW #104 72204 224-0661 DANIELS DOROTHY L AIDE 3200 CENTER 72206 374-5645 DAVIS PHILLIP L G \u0026amp; T 2205 FOREST CREEK 72211 221-9016 FANSLER BARBARA I AIDE 2909 II 25TH 72204 664-5289 FARLEY JENNIFER D ELEM 11 22 JOHNNY LANE 72116 834-8675 GILLEY WONDA L MEL TECH #2 HAYS COURT 72118 753-5571 GLOVER SHARON R SEC PRIN 9800 SATTERFIELD DRIVE 72205 221-7872 GREEN Ml CHAEL B ELEM PE P.O. BOX 443 72053 490-1855 GROSS DEBBIE C ELEM I 4311 NORTH LOCUST 72116 565-0126 HALL GRACIE J MATH 1723 S. TAYLOR 72204 666-6198 HAMPTON VALDA D AIDE 3701 LUDIIIG 72204 562-8576 HANDY ROSIE L AIDE P.O. BOX 195 n164 490-2278 1: HARRIS LORETTA M ELEM V 1500 S. TYLER 72204 ** HINES BEVERLY J KINDER 2600 HIGH 72206 375-3157 HUDSON DALE CUSTODAN 3212 MARSHALL 72206 374-5697 JESTER LINDA AIDE 4300 BOlo'MAN #34 72210 ** JONES CHERYL T COUNSELR 7708 OAKRIDGE 72116 835-3709 JONES TUNZA D COE 4103 WEST 22ND STREET 72204 661-0535 JOSEPH JUNE D ELEM 111 1702 ARROWHEAD RD APT D 72118 753-9889 JOUBERT KATHY A SPEC ED #3 HOGAN COVE 72118 851-3833 MCBRIDE DOROTHY L FS WRKR 1910 SOUTH JOHNSON 72204 663-8354 MIRANDA CARLA J AIDE 5511 BASELINE #32 72209 562-6303 NELSON REBECCA M LIBRN 11006 LEMONCREST LANE 72209 455-5544 NORWOOO FAYE C SPEC ED 2205 STATE 72206 374-4267 RICKS SHAWN D AUX P/S 1902 CROSS 72206 371-0225 ROBERTS KATHLEEN H AIDE/DES 9201 KANIS ROAD BLDG 15 # 72205 661-1937 ROBINSON MARLENE M SPEC ED 9518 DARTMOUTH DRIVE 72205 666-2027 RUNION DIANNE C READING 7117 SHAMROCK DRIVE 72205 224-3458 SKIPWORTH JEAN R AIDE 4 MARBLE COURT 72212 227-0038 SLATER LEROY ELEM VI P.O. BOX 5785 72215 224-8499 SMITH GLADYS M FS WRKR ** 72120 ** SMITH MARY C AIDE 201 SPRINGWOOD DR 72211 225-5936 STANSBERY ANITA L ELEM ART 3524 GUM STREET 72118 ** STEWART VANESSA K AIDE 6510 MABLEVALE CUT-OFF #E 72209 225-9258 SWEET CASSANDRA G ELEM P.O. BOX 671 71245 247-6982 TAYLOR SANDRA L ELEM 111 1400 OLD FORGE #1106 72207 ** TRIPCONY WALDA D ELEM IV 6904 SKYWOOD 72207 664-5074 TROTTER MARTHA A CUSTODAN 5000 WEST 29TH 72204 666-8701 WALKER BERTHENA C ELEM V 1317 SCHILLER 72202 664-2234 WILLIAMS FLORA V ELEM II ROUTE l BOX 124 72016 759-2664 WILLIAMS RACHELL MEDIA CL #17 THORNHILL 72116 835-8635 WILSON EDDIE L CUSTODAN 2911 DORSET DR 72204 224-0492 WILSON-ROBINSON PERRYLYN ELEM IV 431 MCCAIN BLVD APT 225-D 72116 ** WOOLLY CAROL J ELEM MUS 30 PAMELA DRIVE 72207 224-5341 YOUNG CORAL AIDE 1924 WEST 29TH 72206 375-3176 GEYER SPRINGS ELEMENTARY 5240 MABELVALE PIKE LITTLE ROCK, AR 72209 570-4160 ALLEN ROSALYN C FS WRICR ** 72209 ** BAINES CAROL ELEM II 6 LONGVIEW COVE 72212 221-7035 BARNEY VICTORIA G NURSE 7001 WEST 65TH 72209 565-5022 BOHRA REBECCA L ELEM IV 11009 KING AUTHOR COURT 72209 565-8030 BOX IV DAVID H AIDE 6401 SHIRLEY DRIVE 72204 663-5382 BRIGHT CARLE AIDE 7500 DOYLE SPRINGS RD 72209 568-9051 BRIGHT GLADIS CUSTODAN 60 SOUTH WAKEFIELD 72209 565-7705 BR0't/N THISSIE L AIDE 2319 ROCK 72206 378-0181 COOPER JUANITA AIDE 2116 SINGLETON COURT 72204 ** COUNTS CARLA M AIDE 15019 WEST BASELINE ROAD 72209 455-1927 COX ELEANOR V ELE PRIN 9219 TIMBER VALLEY ROAD 72204 568-1106 DOKES CAROLYN M SPEC ED 1418 SOURTH HARRISON 72204 663-8221 DOUGLAS PATSY G ELEM II 9303 TANYA DRIVE 72204 ** DUMAS JOSEPHINE READING 1830 SCHILLER STREET 72202 374-4200 FELDER ARTHUR L AIDE 3000 HIGH 72206 374-9638 FORD LINDA P G \u0026amp; T 7400 RAINES TRAIL 72210 455-1757 GILBERT JEAN H SPEC ED 6311 SHERRY DRIVE 72204 ** GINGERICH TAMARA L ELEM II I 5514 DEVONSHIRE COURT 72209 562-6852 GWIN LISA K ELEM I 1210 KELLOGG ROAD 72120 835-4571 HILL DOLORES J ELEM IV 2601 S CROSS STREET APT# 72206 375-5154 JONES MILDRED B KINDER 1617 SOOTH CLEVELAND n204  KOVACH LILLIAN R MATH 217 NORTH PIERCE n205 666-7851 KYZER ADAM MGR F/S 7825 H\u0026lt;CESTEAD DRIVE n103 888-5046 LANEHART FRANS MEDIA CL 2700 MONTREAL n204 225-5981 LEE SANDRA L ELEM V P.O. 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HILLS BLVD 9H 72116 753-3464 ARMSTONG DOROTHY W AIDE 3111 IZARD 72206 3721158 BARBEE BOBBIE J AIDE 1712 WOODROW 72204 664-4124 BATEMAN FRANCES K G \u0026amp; T 709 SHAMROCK 72118 758-2526 BL\u0026lt;CE CAROLYN H ELEM I 1819 NORTH HARRISON 72207 663-5276 BRYANT JIA\u0026gt;Y E COUNSELR ROUTE 1 BOX 145M 72132  CURRY CASSANDRA L SPEECH 906 APPERSON 72202 375-2132 DAVIS DONNA J ELE PRIN 609 NORTH BRYAN 72205 666-1271 DAVIS SHARON D AST PRIN 5721 OLD HICKORY 72204 565-4411 GOETZ TIMOTHY M ELEM V 2500 KAVANAUGH APT A-3 72205 666-3927 GONTERMAN VICKI L SOC STU P.O. BOX 502 72002 847-3485 GRAYSON KAYREN G IIJSIC 116 SOUTH BARTON APT A 72205 378-7819 HAMILTON NANCY P PE SPEC 6 ROANE CIRCLE 72204 663-7657 HURD ANN J READING 9224 DUKE DR 72204 2255677 JACKSON MORRIS A AIDE 2212 RINGO 72206 375-7892 JACKSON SHIRLEY F AIDE 11607 WARREN ROAD 72209 565-5102 JONES MARY R ELEM V 7 LAKESIDE DRIVE 72204 562-2022 KIMBALL BEATRIZ M ELEM 111 128 GLEN DRIVE 72207 664-0285 KITCHEN CLARA M CUSTOOAN 6105 BATTLE ROAD 72209 568-8715 LAVEY CATHERINE L LIBRN 501 N BRYAN 72205 666-5072 LEWELLEM WILHELMINA E ELEM IV 1922 l\u0026gt;LFE 72202 372-5612 LUZZI PATRICIA C ELEM V 9 BERGERAC LANE 72211 221-1189 MARTIN BRENDA L ELEM VI 1601 NORTH BRYANT #46 72207 666-9109 MCCUIEN ANGIE G FS IIRKR 6608 PECAN 72206 490-0112 MITCHELL NANCY B SPEC ED 105 HEATHERBRAE COURT 72116 835-0287 NEWS\u0026lt;CE PAMELA F ELEM I 11810 PL~ASANT RIDGE RD 1 72212 221-3671 PERRY LUCIA G NURSE 610 BEVERLY 72116 8355IB PHILLIPS ESSIE M AIDE 1918 BRAGG 72206 374-4557 PRICE BELINDA P KINDER 1511 NORTH HUGHES 72207 6631124 PRICE MARVIN K CUSTOOAN 7575 CANTRELL APT 87 72207 666-7849 PURVIS SUSAN T ART 3001 OZARK STREET 72205 663-9242 RAMIREZ MARIA FS IIRKR 821 JEFFERSON 72204 372-4474 ROBINSON SUSIE A ELEM JV 1605 WINBOURNE DRIVE 72116 n1-1678 SHUFELBERGER CAROLE ELEM II 4405 A STREET 72205 851-8727 SHUMATE CARLE CUSTODAN 1411 GAINES 72202 372-4647 SINGER PATRICIA K SPANISH 8101 CANTRELL ROAD #1205 72207 223-8794 SMITTIE DAISIE L AIDE ** 72206 ** TALLEY SHIRLEY A KINDER 17 BEAUREGARD 72206 490-0961 TAULBEE CARYN L ELEM II I 13000 MORRISON ROAD 72212 224-7252 TORRENCE MARY L MATH 1708 ABIGAIL 72204 666-7333 WHITE PAMELA D SEC PRIN 2124 BATTERY STREET 72206 372-4967 WHITESELL JEANNE S ELEM II 7800 WEST 25TH 72204 225-8503 WILLIAMS DONALD W GERMAN 216 WEST 20TH STREET 72206 375-0937 YOUNG ELIZABETH MGR F/S 712 WEST 22ND 72114 ** HALL HIGH SCHOOL 6700 \"H\" STREET LITTLE ROCK, AR 72205 671-6200 ALLEN CLARENCE SOC STU 1124 PEYTON 72204 753-3132 ALLEN KEVIN D S/B SEC 8701 130 APT 182 72209 562-1424 ALLGOOD EMMA J AIDE 1760 BARROW ROAD APT 111 72204 ** ANDERSON MARYL FS WRKR 4119 TATUM STREET 72204 565-3468 ANDERSON Ill VICTOR SEC PRIN PO BOX 3353 72203 227-5844 ARTHURS JANE G BUS ED #11 FOXHUNT TRAIL 72207 224-4388 BAKER CARLA S FS WRKR 1304 MARLYN DRIVE 72205 223-9844 BANKS WANDA F SEC GUID 14 DARTMOUTH DRIVE 72204 ** BENTLEY PAMELA B ALGEBRA 1000 N MELLON 72207 661-1369 BISBEE CHERYL A FS WRKR ** 72212 ** BLAKELY TERESA K ART 220 NORTH TYLER 72205 666-7181 BONA PATRICIA C ALGEBRA 315 N. 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Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_530","title":"Little Rock Schools: Booker Arts Magnet","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Booker T. Washington Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Booker Arts Magnet"],"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/530"],"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\nBooker Arts Magnet School offers students an environment for growing - an environment of spontaneity, freedom of expression, individuality, and creativity. While encouraging self-expression, the Booker staff emphasizes that freedom brings responsibility to develop self-discipline. Within the context of respect for one another, Booker students express their individuality. Booker offers a unique educational program, a program that provides opportunities for students to grow and develop their fullest potential. Booker Arts Magnet School is a good place for your child to grow, to reach higher and farther, to enjoy adventures and new experiences, to learn, to imagine and create, to explore and discover. 'Booker Arts Magnet School is a good place for growingl The Philosophy of Booker Arts Magnet School Booker Arts Magnet School will provide those educational experiences that will help each student develop to his or her highest potential. Emphasizing the interrelationship of the elementary curriculum and the arts, Booker Arts Magnet School will provide an education that fosters academic and aesthetic growth of students who express an interest and/or a need in the arts. The Goals of Booker Arts Magnet School *The goals of Booker Arts Magnet School are to nurturethe students learning, to encourage personal expression, to use the arts to motivate student achievement, to foster self-discipline inherent in artistic achievement, and to instill within students a lifetime understanding of the relationship of the arts to their daily lives. Faculty and Staff *The faculty of Booker Arts Magnet School challenges your child to grow, to strive for excellence, to express individuality, to cultivate creativity, to expand horizons. Booker educators celebrate your child's potential and nurture your child's development. They observe students as they grow and mature, and welcome each developmental stage as an exciting opportunity and challenge. The faculty of Booker Arts Magnet School includes 49 certified personnel, each playing an integral role in the unique educational program at Booker. The principal and assistant principal work with the carefully selected faculty: two arts curriculum specialists, two counselors, a speech and language pathologist, two special education resource specialists, two reading specialists, two math specialists, 1.5 library media specialists, two visual art specialists, two orchestra specialists, two music specialists, two creative movement specialists, a computer lab specialist, two gifted specialists, and 28 classroom specialists. Ninety percent of the certified personnel has had educational training above the Bachelor Degree. Many Booker staff members serve on various district-wide committees, as well as on national textbook advisory committees. The Booker faculty receives additional professional training, enabling them to provide learning experiences in the arts as they teach basic curriculum. Booker's support staff includestwo office secretaries, a media secretary, a nurse, a computer lab attendant, six supervision aides, four custodians, and six cafeteria personnel. The Booker faculty and staff cultivates your child's growth and strives to make Booker Arts Magnet School a good place for growing. For growth does not simply happen. It is facilitated by providing an environment of spontaneity within a climate of discipline. Opportunities for Learning Booker students growthrough learning. In addition to the prescribed grade level courses which a student should master with 85/o accuracy, special classes such as visual art, creative movement, instrumental and choral music, computer, photography, calligraphy, illumination, and creative writing are offered. Students benefit from unique facilities and equipment at Booker including a gymnasium, running track, and playing field: a mirrored dance studio equipped with ballet barres\nprops and costumes for performances\na performance stage\na four-track recording studio with computers and synthesizers\na photographic darkroom\na potter's wheel and kiln\nand calligraphy pens, inks, and graphic art materials. The music department enhances learning through a variety of instruments including guitars, snare drums, recorders, resonator bells, and an 18-station keyboard lab. An elaborate sound system enhances all of the student musical performances at Booker. Booker has two full-time, fully certified gifted specialists to serve K-6. These specialists use the Observe and Enrich Program in Grades K-2. In Grades three through six, identified students are pulled out 2.5 hours a week to work on appropriate activities. The computer lab provides learning experiences for every student from kindergarten to grade six. The lab consists of 32 Commodore computers, 15 disk drives, an extensive software library, and a 28-inch teaching monitor. Every student attends the lab at least once a week. The computer program has several objectives for the students: to become comfortable using computers\nto practice basic skills in reading, math, language arts, science, and social studies\nto learn to use word processing programs in orderto facilitate creative writing projects in all grades\ntodevelop keyboarding techniques\ntodevelopand expand problem solving skills\nto have fun. Continued...In addition, students benefit from two Program for Accelerated Learning academic labs. These labs, supported by a computer lab, provide reinforcement of basic reading and math skills. Booker Arts Magnet School offers every student opportunities to flourish by providing individualized learning. By being alert and sensitive to every students strengths and weaknesses, the Booker faculty helps each child to grow. Academics and the Arts earning at Booker Arts Magnet School means growing in many areas. Booker offers a strong emphasis on the arts, coupled with high academic standards maintained in the basic courses. Booker students not only master the curriculum, they experience it. Reading, writing, grammar, spelling, math, social studies and science are enhanced with a fine arts emphasis. Students learn by experiencing creative movement, by hearing and performing music, by creating and seeing art. Booker teachers are distinguished by a personal commitment to the arts, and by professional training in providing creative experiences in the classroom. Basic academic requirements are enhanced by emphases in visual arts, music, drama, and creative movement. Visual art, music, and creative movement specialists on the Booker staff offer additional creative opportunities in choral music, woodwind, percussion, keyboard instruments, orchestra, songwriting, creative movement, gymnastics, drama, and art. In addition, Booker students have opportunities to study with various artists-in-residence. Through this unique program, Booker students have enjoyed workingwith a photographer, acalligrapher.acreative writer, asculptor, aquilt maker, adancer, a juggler, a cartoonist, and a muralist. These residencies have also exposed students to varied creative disciplines and career paths such as commercial art and graphic design, illustration, drama, and audio-visual production. Commu nity resou rces of visual and performing artists further enhance the fine arts emphasis. Booker greatly benefits from a partnership with the University of Arkansas at Little Rock Fine Arts Department. Booker students also enjoy visits from guest artists, art collections at the Arkansas Arts Center, field trips to art museums, and a variety of artistic performances. Part of growing for Booker students is expanding their horizons by broadening their appreciation of the arts, and by developing their skills within these arts. BOOKER School nA Place For Growing 2016 Barber Little Rock, AR 72206 324-2482 It Dr. Cheryl Simmons, Principal TO: FROM: THROUGH: SUBJECT: SLIP SHEET FOR REGULAR BOARD MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED JAN 6IS92 December 19, 1991 Board of Directors Office of Desegregation Monitoring Ruth S. Steele, Superintendent of School T Tony Wood, Deputy Superintendent -im Ivey, Manager of Support Services NEW PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state, and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives.Expressions 19 9 4 Literary Arts Magazine WHATS INSIDE 3 POETRY PAGE...... .2 SEASONS PAGE......... .3 MEMORIES PAGE............0 POETRY \u0026amp; ARTWORK PAGE. 16 HUMOR PAGE.... .18 ART GALLERY PAGE .20 POETRY PAGE...... .20 ESSAYS PAGE..... .28 p-726 c 1986 3M Booker Arts Magnet School Little Rock Public School District Little Rock, Arkansas Volume One, Number One Dr. Cheryl A. Simmons, Principal Dr. Henry P. Williams, Superintendent Susan Coif ord. Language Arts Instructor Nancy Weir, Language Arts Instructor Tom Sarlo, Art Specialist Brian Kinder, Art Specialist Sue Ann Perry, Ar list-in-Residence C. Bruce Watterson, Magazine Designer-Mentor Printed by Prestige Press, N. Little Rock, Arkansas Expressions - page 1 [ Haiku are seventeen syllable Japanese forms using an image of nature. Deer Hiding in winter Dodging bullets left and right - A beautiful sight Jeremy Newkirk Rainbow of colors shining so bright in the sky - Fill the earth tonight Brandy Loring A squirrel gliding from tree to tree like a leaf flowing in the wind Matthew Cook Stars Diamonds in the sky at night glitter like flashlights in the darkened night Christopher Taulbee -Artwork by Chris Dor er Couplets are two rhyming lines of equal length A tree grows, a tree dies. But another tree is going to rise Martinza Lea 1 see poor people out on the street, It makes me want to give them something to eat. Opio Hardin A shih is a Chinese poem of rhymed couplets revealing an intense view of the world Three years ago my friend passed away But still it seems only yesterday. I miss her, she was a sister to me, But God won't bring her back, despite my plea. Ashlee Jones Pollution is tearing us apart Pollution is breaking people's hearts Everyone's dying because of our earth Please let everyone live to enjoy their birth Derrick Williams There is no lake with shining water With a home for the otter, There is no more White Way Delight, Everything's disappeared into the night. Sarah Ratliff PAGE 2 - Expressions Summer Hurray, hurray, school's out Now every day I'm out and about Going to camp, playing sports No more dull book reports. Lying in the sun, swimming in a pool Feeling sorry for the kids in summer school. Going to the beach, getting a tan Cooling myself with a fan Walking on the beach on the sand With the sun so bright 1 wish somehow 1 was there tonight. Summer Standing on the front porch of my grandparents farm I see cotton in the fields. Trees with green leaves are rustling in the wind. Green grass is swaying around. Charlotte Lindeman A Sense of Season SUMMER -Artwork by Antonio Ferguson Summer As 1 run in the yard 1 hear birds chirping. 1 feel the soft grass beneath my feet. I see blossoms blooming. I smell the sweet aroma of the flowers. 1 feel my mouth watering for the taste of honeysuckles. I feel the hot sun on my back. It is wonderful. Sarah Ratliff Summer Senses Don't you just love the smell of fresh morning dew? Waking up to the sounds of birds chirping? And tasting the fresh morning honey that the bees made just for you? I know I do! Joi Tate Sxunmer \"My favorite season is summer. To me summer smells hot and stuffy, and with the fact that I'm always by a pool, it smells like chlorine. Summer tastes like chlorine after you get in the water, and tastes like all that extra water 1 must drink because of the extreme heat. To me summer feels not Africa hot but not Antarctica cold either, so 1 guess it feels just right. It sounds like water splashing and kids and grown-ups having lots of fun. Last but not least, summer looks like everybody is not ashamed of their bodies, but just having a great time.\" Blossoming fruit on apple trees, Now and then a light, cool breeze. It's time for swimming and fun. Stuffy, hot air and shade when you're done. Hoses spraying throughout the day For the season of summer, I feel that way. It sounds like water gushing with might But the best thing about summer is the cool, clear nights. Will Vancuren Monique Ford Expressions - page 3 \"Summer is the best time of year because you can go outside and you don't have to worry about going to school the next day. The temperature is always the way you like it and the birds are always in a good mood. Summer is the best time of year because my birthday is in the summer, and also one of the greatest things of all - there are parties every day and since you don't have to go to school, you can stay out long as you want. And if you don't think that's fun, I don't know what is.\" Patrice Lannette Austin A Sense of Season SUMMER \"Summer looks like camp and the lake. It sounds like a big party and the road sizzles. Summer feels Artwork by. Antonio Ferguson \"I love summer. I see kids playing, like the Sahara and ice. It smells kids swimming and kidsbeing happy. like horses and sea air. It tastes like camp food and ice cream.\" Laura Sessoms \"Summertime means fun time. Every summer we go to Wild River I smell fresh air, pool water, and flowers. I hear laughing and shrieking. I also hear water splashing and birds chirping. I feel happy, but sad at the same time because I'm not seeing my school friends. I feel nervous about Country. The weather is great and going to a new school or new class. 1 the days are longer. We are also tastestrawberries, watermelons,can-out of school. Something else important that goes on during sum-mer is the newborn baby. I can't April Cruce wait.\" Jessica Johnston taloupe, and tomatoes. Strawberries are my favorite.\" \"I like summer a lot. I like to go outside and ride my bike and go swimming. I like to play basketball and fish and play Sega Genesis and go to the YMCA.\" Marcus Abraham \"In the summer time you see people cutting yards, playing, swimming and just having a good time. In the summer time you smell food cooking when people grill ribs and barbeque chicken. On the beach you will feel sand, sea shells, and maybe a bug or two. In the summertime you hear people talking and if you live in a bad neighborhood you hear gun shots.\" Deidre Hampton PAGE 4 - Expressions -Artwork by Antonio Ferguson \"My favorite season is summer. I like to hear the sounds of loud speakers with bass, people having fun, the sound of the rush at the mall and I like to hear the sounds of people begging for my food. Summer smells like fruit, peaches, plums, strawberries, grapes, and many other wild fruits. It looks like crowded streets, and hot wet fun. Summer tastes like diet time for me, but yet still, I love summer.\" Amber McCuien \"In summer I feel water from swimming. I see fish from fishing and I see the sun. I hear birds. I hear people talking. I smell cooking from cookouts. I taste grilled hamburgers.\" Laura Bell \"My favorite season is summer. In the summer you feel pool water, warm weather, and you also feelgood. I taste fresh fruit, candy and honeysuckles. I hear children playing and pool water running. I see baseball games and basketball games and me in summer clothes.\" Sharonda Williams \"First, we get out of school. You hear children laughingand friends gossiping. It's hot and humid and your clothes cling to you, but you're free! You have cookouts, burgers, hot dogs, and ice cream. It is very sunny and bright. At night you can smell the aroma of the barbeque and cook-outs. You can't stay out late though, because there are bugs that bite! I enjoy it though, because school will start back in no time!\" T. J. Connor \"My favorite season is summer because you get to go swimming at Wild River Country. It looks crowded and it sounds noisy and loud because everybody is outside. My season feels good and warm and cozy.\" Tamara Butler 7 IJ \"My favorite season is spring. I like the smell of the spring flowers. The sweet odor fills the air. I love the sight of the cute little bunnies. As I walk I can feel the grass on my bare feet. I hear a bird chirping in a tree nearby. But best of all, I can taste a cool glass of lemonade.\" Katie Roddy i \u0026lt;' 1 \"I like spring the most of all four seasons. I like the sight of blooming flowers, trees, and grass. 1 like to hear cars passing, birds chirping, tree leaves brushing in the wind, and children playing at school and at home. 1 like to feel the cool air blowing through my hair and clothes and the cool green grass rubbing my hands and feet. I like to smell fresh rain shower scents and fresh plant life. I like the taste of Mom's ice tea, chicken, ice cream, chips, candy and delicious, buttery pound cake.\" Tiffany B. Keown ? \"My favorite season is spring. I like the smells of spring. The flowers have a sweet scent and the smell of the air - I just love it. I also like the taste of spring. What I mean is, what I can eat in spring, like ice cream lemonade, etc. My favorite is how spring looks. It is so pretty, the flowers blooming, the sun shining on lakes, and children swimming. There are two more things I like about spring - how it feels and sounds. It sounds really great. I like to He in my backyard in the soft grass and listen to the birds. Also when it gets warm enough, we get to open the pool. And that is why I like spring.\" Katie Blakely \"Springtime is nice. The weather is warm but not hot. Spring looks like heaven, somewhat. Spring has flowers growing, people playing, and men and their sons fishing. Spring sounds like children swinging and dogs barking. I women whistling and singing. It smells like cakes cooking, like flowers blooming, and like fresh, sweet air. It feels warm, but yet not hot, cool, but yet not cold. It feels like the perfect season.\" Lauren Engle I I \u0026gt;- I is tiw season whtfr everything grows. There are ripe apples on the trees that are juicy and tweet. ThereareWbyatjimaUeverywhere, ' And a mother horse with a baby mre. Th are fluffy clouds in the sky, floating by. tbert ate bhds in the iteee talking t*tth the There are daffodils on the gronnd Where the butferftlea are f loafing round. Clare Barlow s I \"My favorite season is spring when the air is fresh and the blossoms, with their soft petals and sweet scent, are blooming. The birds are chirping and the sky above is bright blue. All of the children go ou t and frolic and play. Everyone is happy, everyone is gay. \"But then the rain comes down and turns the beauty of nature gray. Now all the children run in and the sky turns cloudy. The birds stop singing, the blossoms stop blooming. Oh man, what a bummer, but at least we still have summer.\" Ashlee Jones Expressions - page 5 Fall Fall is beautiful leaves falling down very colorful all over the ground Lori Vesole iFall \"Fall is a time when you hear all of the leaves blowing around. When fall comes, there are a lot of pumpkins to taste. When the leaves blow down, and you jump in them, they feel rough. The smell you smell in the fall is the smell of the leaves blowing. When you look out the window, you see that the wind is really blowing and leaves are everywhere.\" Jonathan Benecke L Artwork by Claudia A. Rodgers \"Winter is my favorite time of the year. It brings joy and happiness to me. When it snows it makes me think of peace. It seems so calm and quiet because snow is as light as a feather. During winter I see rain, sleet, ice, icicles, and snow. I see everyone wearing winter clothes and everything around us is white. I hear children outside playing in the snow and sometimes you can hear it sleeting. I feel the wind blowing and cold snow falling, softly and slowly.\" Lauren Hatfield Winter Outside in the cold and frosty air It seems that snow is everywhere. The streets are very icy. And the wind is very windy. All the trees are bare With nothing left to spare. The snow out there is very white. For many people it is some delight. The taste of snow is cold, The snow is also fun to hold. Oceanna Kuonen PAGE 6 - Expressions \"In winter I feel the icy winds cutting through my warm jacket and stabbing me with coldness. I always hear the wind moving what's left of the leaves down the street. I can also hear the wind knocking trees against windows - tap, tap, tap - and howling through the trees. Then I see all these things moving and happening. I see the snow drifting down slowly. I see the sleet coming down fast and cold, nonstop. I see people sledding down snow-covered hills. I touch the snow as if it were a fragile rose. I feel its stabbing cold as it numbs my hand. And the glorious smell! It smells so clean as does every thing else after a rain or snow. It feels as though Jack Frost wants to freeze the smell into our memories forever. And he does! I shall always remember winter as a wild animal, kind at times, but rambunctious at other times.\" Jamie Hartman \"I will always remember Booker as a great school. I know that I will miss all the great teachers and their classes. I will try not to think of lunch! If it weren't for this school I wouldn't be going to Horace Mann. I can't think of any other elementary I would like to have gone to. Memories of Booker will always be {in my heart}.\" Hannah Manire \"I will always remember my first day at Booker! I walked in this huge school and my eyes got big. I thought I was so special because I had some markers, a mat, and a big box of crayons. I was looking lost so somebody told me where I was. I will never forget.\" Cameo Crawford 'The thing I will remember about Booker is Mr. Dorer. He was the nicest teacher. I will also remember you, Mrs. Colford. You're nice and have more patience than me. I will remember everything. Don't forget the boys.\" Jessica Smith \"1 will not forget Dr. Simmons. The other thing I will not forget: these teachers. 1 will never forget the people in the office.\" Deidre Hampton \"I will miss the teachers because they taught me well. I will miss the girls. I will miss my locker, the nurse, Mrs. Johns first, Mrs. L. Kelley second, Mrs. Colford the most.\" Keith Harris PAGE 8 - Expressions MEMORIES What I Will Miss What I will miss the most about Booker is my very best friends, And I will not forget the ones who stuck with me till the end. I will also miss the teachers who told me what to do, Andi will also miss the times when they helped me through. These things I will remember about this school, All these wonderful things were really really cool. Jamesia Givan I 1 t Artvarkby Clare BOf law \"The one thing I will remember about Booker, my elementary school, is my friends. I will miss my friends so much 1 don't even want to leave. I am not only going to miss my friends. I'm going to miss my teachers. 1 hope to get to see my other friends after junior high, that aren't going to Horace Mann.\" Sherra Dunklin \"1 remember Booker by the strict teachers and the awful lunches that they have been serving but 1 got to get them credit about some of the things they serve. But anyway I would also remember it because every time when 1 see Ms. Tisa she's always trying to do a dance but when 1 talk about it she would always tell me to get out of her face.\" Crystal Johnson \"The thing 1'11 miss about Booker is the strict teachers and some of the girls. 1'11 definitely miss Mrs. Colford and Dr. Lacy. 1 will also miss my friends that are going to a different junior high.\" Jesse Jackson \"One thing 1 will remember about Booker is a good gym teacher. 1 like the music teacher. 1 like the stuff that we have in Sth and 6th grade. 1 love our vacations that we have over the summer. 1 wish 1 could stay in the 6th grade.\" Antonio Ferguson \"One thing 1 would remember about Booker is the parties. The parties are fun. They have music and refreshments. When 1 get out of school there will still be parties. But when 1 go the the 7th grade, there will not be parties.\" Natasha Scott Artwork by Coree Garman \"One thing 1 will always remember about Booker Arts Magnet is the friends 1 met here. When 1 get older and see a former classmate retire out of a successful job or maybe go into a successful job, 1 can say 1 went to school at Booker Arts Magnet with him/her. 1 will also remember the great teachers that have taught me, the teachers that really made it hard on me when 1 talked improper English or helped me when 1 seemed to be the only one that didn't understand.\" Monique Ford \"One thing I'm gonna miss about this school is my friends. They might not be in my school next year. All the fun and every thing else we did. And the girls most of all. And if 1 do become a famous writer, 1 won't forget you, Mrs. Colford, and Mrs. Hampton...all that homework you gave me. Who could forget.\" Ricardo Aaron \"The thing 1 would miss most of all is my friends, teachers, and classmates. The reason why is because 1 may never see them again. 1 will miss the teachers because they are nice and they taught me a lot of stuff. I hope some of them go to Henderson. 1 am also going to miss the familiar school.\" Amanda Leonard \"The things 1 will miss most about Booker are the girls, basket ball game, the girls, the food, girls, the teachers, girls, friends since kindergarten, and last but not least, uh, did I mention the girls?\" Bryant Young \"I've been at Booker for almost 7 years. 1 will miss my friends. My friends are very important to me. I'm going to Fuller. Everyone will be split up. 1 hope to see them again.\" Lacy Barnes \"1 will remember the special classes we got to take. 1 will remember orchestra, art, singing, and P.E. In junior high 1 know 1 will have a lot of privileges, but we won't have each one of our special classes we have now. Rachel Byrd \"1 will remember a lot. One thing I will remember is the teachers. Second the events and how big the school was. Most of all 1 will remember my classmates, and 1'11 miss how much fun we had. There were some times when 1 liked the school and some 1 didn't. But now 1 will be off to junior high, and now 1 like the school. Claudia Rodgers Expressions - page 9 M ' \u0026gt; nV J -Artwork by Rhonda Jarrtes \"1 will remember all of my friends at this school. I'll remember how all my friends won't be going to the same school as I will. I'll remember all of my teachers. I had all the nicest teachers ever since I came here.\" Jessica James \"When I go on to junior high next year, even though I've only been here a year, there are many things I'll miss. The one thing I'll miss the most would have to be friends, including the teachers. Everyone was pretty much willing to be my friend when I came here. The teachers were very helpful. What I like about the teachers was that they wanted to be more like they're friends. I will miss Booker a lot.\" Charlotte Lindeman \"The one thing that I can remember Booker by is the Arkansas Arts Center. I would always remember that because we go every month almost. I don't like going to the Arts Center, but I do like going to the Arts Center. I don't like going because we see nothing but pictures and I want to touch them but you can't. 1 like going because we get out of class for at least an hour. But then when I get in junior high I probably don't get a chance to go anymore. But it was great. I will never forget. I'll miss it. So long, wonderful Arkansas Arts Center.\" Patrice Jones \"One thing I will always remember is my teachers, especially my 2nd and 6th grade teachers, because you all were my first and last teachers at Booker. Mrs. Dooley was my second grade teacher. 1 will also remember D.A.R.E. and Officer Temple. I like D.A.R.E a lot. It is fun to me.\" Stephanie Milton \"I will always remember that at Halloween was the best time of the year at Booker Arts Magnet. We all got to dress-up and we all had a good time. You could be anything, anyone and not get laughed at. That was the best time for me.\" Angy Thennes \"I will always remember my teachers. Miss L. Kelly was nice and never yelled. Miss Ellington was sweet and she was so nice. Miss Armstrong was always perky with energy. Miss Harding -1 can't say much about her because she didn't like me and I didn\"t like her. Miss Clark was OK for a teacher and also nice. Miss Johnson was very strict but nice. Miss Hampton -1 could probably write a paragraph about her. She has been my favorite teacher ever. I think I've learned more from her than from any other teacher. I think I'll mail her some peanut butter and jelly sandwiches. Mrs. Col ford is strict but she is a good teacher!\" Amber Smith \"The one thing I will remember about this school is Mr. White. He gave me two D-halls. No one else had. I was shaky. But 1 got over it.\" Manoa Smith PAGE 10 - Expressions \u0026gt;3^ Bn I. v! MEMORIES jatjyyi  5' ^fZ^j *3 kW .1-: !w y\u0026gt; ?H ' n'/* !-XiptS -Artwork by Heather Lubansky -45, I r ^^'i * a?K    M? i '*^X\u0026gt;  w \"I could never forget Booker. I spent most of my life here. And the teachers I could never forget. Mrs. Colford, yes, you most of all, all the Creative Comers and oral language. But the things I got into. Boy, what a time we had. So much I want to say but I can't say it...but I can. 1 will never forget Booker.\" Chris Walls \"One thing I'll always remember about Booker is the first day of school in kindergarten. I started crying following my Mom. She kept trying to put me in class but I would not go. So, I finally stopped and went to class. But when 1 got in I started crying again. I looked around and I was not the only one. So I finally sat down.\" Karen Gaynor \"Memories of Booker\nbasketball, football. Mr. Dorer was our teacher. Races with scooters. The basketball tournament was fun: Mrs. Hampton's class came in last.\" Ted Carroll \" One thing I will always remember about Booker Arts is all of the teachers and staff. Booker is a good school 1 like everybody in my class. Sometimes the work is very difficult but sometimes it is easy. It is a nice school. I really like it. It is my first year here. I can get along with almost everybody.\" Melissa Perkins Farewell It's about time for me to leave this old school of mine Leaving lots of friends and memories behind. I hope this will not break us apart But all things will still be in my heart. Nia Bledsoe \"The thing I will miss Booker most for is all of the great times my classmates and 1 have had throughout these seven long years. 1 will also miss my friends - actually that's probably what 1 will miss most. I will also miss the many teachers who taught me over the years. And let me tell you 1 definitely will never forget that nasty old food. I will never forget the basketball tournament. I also won't forget D.A.R.E. and all the parties we've had. 1 will never forget the first time Mr. Kinder put \"BAABABA\" into Booker's theme song. \"All of these memories will remind us of our good and bad days at this place. 1 think Booker should honor us like no other class in Booker's history. I will also never forget the terrible times like when my best friend Micheal Hudson was killed in first grade. Right now all my memories are of Booker. Next year 1 have to start new ones. I hope when I'm old and gray that 1 can come back and visit. 1 probably will.\" Chris Dorer Expressions - page 11 IJ \"The people were the things that made Booker fun. I know we all had some ups and downs, but we all have to admit Booker can be fun. Some friends I have lost, but more I have gained. Booker was and still can be the best elementary school in the state of Arkansas.\" Diamond Evans \"Booker means a lot of things to me. The teachers are great and I have learned a lot. The specialist classes are lots of fun. In the orchestra I learned to play the viola. In band I learned how to play flute. I have attended two schools, but Booker is my favorite. I've had fun at this school and the teachers have prepared me well for junior high.\" Heather Lubansky \"What I like best is that we won the #1 championship basketball tournament. I will also miss field day and recess. Field trips were fun.\" Curtis Spaight \"I don't have a lot to say because this is my first year going to this school. I like my first teacher, Mrs. Newcomb, because she educates me in math, social studies, and science. I like my second teacher, Mrs. Weir, because she educates me in English, spelling, and writing. I love my principal because she is really nice. All of the school's workers are really nice, and I love this school.\" Jenny Lewis \"I like friends, basketball, bad lunches, P.E., Mrs. Weir, Ms. Kelley, Mrs. White, and Mr. Dorer.\" Bruce Evans \"I like the teachers at Booker. Especially my teachers. They are so nice. They help me with my work. I appreciate that. 1 wish I had them next year.\" Jamie Jackson \"I wish I could stay at Booker but 1 don't want to put trouble on you teachers, so 1'11 just leave. We have had so much fun. I like Mrs. Abbott, my 3rd grade teacheer, she is special. Then there's Mrs. Harding, she's okay, but I like Mrs. Clark best. We always played games and learned at the same time. I can't forget Mrs. Newcomb or Weir, they're cool. We've done so much\nwe've had a dance, award assembly, parties, summer and winter festivals and a whole lot more. I'm going to miss all my friends.. In my book, Booker is okay.\" Miriam Wilson V \"What 1 like best about Booker is when we get to play basketball when it is raining. Something else about Booker is the students. Some of them are nice and some are mean. They have lots of things for people to do if we have nothing else to do. That's exactly what I like about Booker! P. S. I also like it at the end of school year we get to play the teachers in a basketball game. P.S.S. They have something for us all the time.\" Recco Bennett MEM OKIES Artwork by.Vernee Peasier PAGE 12 - Expressions a \"When I first got here I felt very comfortable and welcome. When some kids go to a new school and they have been to so many, they feel uncomfortable, but not at Booker. Everybody was very nice and caring and I appreciate that. When I first came to Booker, everybody would say, \"Hi, welcome to Booker.\" That made me feel great.\" Amanda Norris \"I've been at Booker since I was in the 2nd grade. I love the teachers here. They're great. Two reasons I like Booker is that we have a large size gym and we have computers in the school. Most schools don't have computers. We are very lucky. Booker has a fair staff. Even when you get in the 6th grade you will play in a basketball tournament if you're good. Booker has holiday parties. Go, Booker!\" Vemee Peaster \"What I like about Booker is some of the teachers and Mr. Dorers class and some of the students. I have been here for six or seven years and I love Booker.\" Derrick Eackles \"I like Booker because we get a locker and most schools have to put their books in their desks! I like Booker because we get to have basketball games and because we have the opportunity to have specialists classes.\" Sarah Clemons \"What I like about Booker is the teachers, students, and friends. But the best things I like are the Just Say Club and D.A.R.E. They are very fun.\" Marjorie York \"When 1 came to Booker in 4th grade, I liked a lot of things. 1 like changing classes, lockers, specialists, that we have a gym, and computer labs. 1 like these things because at my old school 1 never had anything like I have had at Booker.\" Joel Jones \"At Booker I like friends, playtime, parties, specialists, basketball, volleyball, games, free time, kickball, Mrs. Weir, Mrs. Newcomb, projects.\" Anita Donley \" The teachers can get mean sometimes but they do it for a good reason They make sure that you do your work. Also, 1 like the fact that we have a big gym and lockers. I like the staff and the buildings. When I leave here I'll think of all these things, and it will bring a smile to my face. The only thing I wish we could do is have a field trip just for the sixth grade. That would be great.\" Derrick Williams \"Things 1 like are the basketball tournament, lockers, teachers, gym, and principal. Here is something I'd like to say. 1 love Booker, but 1 will have to leave this year to go to junior high. I will always remember Booker.\" Christopher Booth MEMORIES ROMANCE a \u0026lt;  ideasfiWORLD milk chocolate ^^people IQueen .'4' z 'i\u0026amp;C: Artwork by Amanda Norris Expressions - page 13 MEMORIES \"What I like about Booker is we have teachers here that care about what we learn and what we will make of ourselves when we're older. We also have very fun sports that all students can play in. Most of all we have a very special teacher by the name of Mrs. Dooley who is like a mother to us. What I will miss is all the fun things we do here and my little Sth grade friends like Sherrell, Tiffany, Kim, and Kerbie. But when I leave don't feel sad, just think about all the things we had.\" Patrice Austin \"I guess I don't know what I like best about Booker. It couldn't be the work because I would be lying if I said that. It could be the school itself but it's not. It is a combination of things. It's having something to do during the day and not just sitting around being bored. It is also being able to talk to my friends at school and on the bus (also having parties on the bus). It is also teasing my friends.\" Elizabeth Morris \"What I will miss about Booker: All the teachers, specialists. Pal Lab, recess, friends, Mr. Dorer, Mrs. Bishop, Mrs. Dooley and G.T., and Mrs. Huie and D.A.R.E. What I will not miss is our school lunch! What I liked : gym, computer, library, field trips, field day, baseball games, lockers, and a play I was in when I was in 4th grade. What I hated: music, lunch, spelling, English, writing and D-hall. What I will really miss at Booker: Mr. Dorer, Ms. Newcomb, Mrs. Weir, students vs. teachers, D.A.R.E. and all my good and best friends.\" Rhonda James \"I will miss my friends. I will miss the teachers. I will miss all of our activities. I will miss all of the field trips. I will miss bothering people. I will miss being in the highest grade. And I will especially miss the basketball games.\" Kiona Allen \"This year is my last with the class, the last time we play around on the playround. But of of all that I miss, I can't say I will be missing that downhome eating. I will be missing the friendly faces the teachers have when they ask us where's our hall passes. One thing I see I will be missing is a little part of me.\" Joi Tate \"I'll miss my friends, playtime and games, my homeroom teacher (Mrs. Weir), the sixth grade basketball tournament, Mr. Dorer, and Mrs. Newcomb.\" Millicent Eackles \"I will miss all the activities they have at Booker. Also I will miss my friends here. I will miss my grades, because I know I won't have the same grades. I will miss homework because I know 1 will have a lot next year. I will miss Booker.\" Kellee Mitchell \"1 will miss my friends the most. Most of them are going to different schools. I will miss them very much. I wish all of my friends could come with me to Horace Mann.\" Isaac Senior \"1 will miss Mrs. Weir, Mrs. Newcomb, Mr. Pleasant, Mr. Dorer, recess!!!!, the basketball tournament, Lauren, and everybody in my class.\" Sally Grimmett \"The things I will miss the most about Booker are recess and the basketball tournament. In junior high I hear that you don't get to have recess, and I don't think I can live without recess. And I will miss my friends, too. And the last thing I will miss is the activities they do here.\" Sharreka McCoy a \"What 1'11 miss the most about Booker is Booker. I'll miss the teachers and seeing my friends everyday. I'll even miss the work (Just a little bit though.) I'll miss going to specialist class. I'll miss recess, and talking with my friends, and watching my class winning the basketball tournament. I'll miss everything. (Except the cafeteria food.) But when I leave I'll take a lot of happy memories with me. Sarah RatliJJ \"There are many things I will miss about Booker Arts. Even though I haven't been here for very long, I have grown attached to many things. I will miss all the bright banners in the hall, having recess, and all the people and teachers I've met here. I'll miss the cafeteria food (surprising, isn't it?), also. One of the best times at Booker was winning the basketball tournament. I like to think about all the great field trips and how everyone made it so fun to learn. Goodbye, Booker Arts Magnet School, I'll miss you.\" Ashlee Jones \"What I like most about Booker is the teachers and the creative things we do. I think it is a good school because we have a gym, track, band, and advanced classes. There are also some PAGE 14 - Expressionsgreat friends here to support you. When I leave to go to junior high, I will miss everybody and everything. I also like the wonderful education you get here. I will never forget the special teachers that helped me through all of it.\" Lauren Hatfield \"I\"ll miss my friends, Mrs. Weir, Mrs. Newcomb, basketball tournaments, recess, P.E., dance class, art, our parties, free time and playing games, sitting at the lunch table with Clare, Mrs. Harding, Mrs. Armstrong, Mrs. Johnson, Mrs. Clark.\" Lauren Engle \"The things 1 like most are my friends, my teachers and of course, the basketball tournaments! I like the field trips and a few subjects or so. I'm going to miss Booker. 1 don't want to go. I'm going to miss everything! (almost)\" Clare Barlow \"What 1 like about Booker the best in my seven years here is my friends. Next, I'll have to say the teachers have been a big help to me because they've taught me to try my best, even when 1 thought it was impossible. It's good that most of my friends will be with me next year.\" Amber McCuien \"Something 1 will never forget about Booker Arts Magnet is all the things we get to do there. I will also never forget the good teachers. None of the teachers in junior high will bring treats as Mrs. Colford does. And also, how nice Mrs. Hampton is. 1 am very lucky to have such good teachers. P.S. About the good teachers business. NOT! P.S.S. Just joking!!! Jonathan Benecke Artwork by Amanda Leonard Expressions - page 15 I love hot dogs, Even though they look like logs. Lori Vesole Poetry \u0026amp; Art Artwork by Brian Rainbolt 1 / Fall I don't like fall because it's not fun. I've never liked it. This is the reason, It's not the best season. That is all I can say, so that is it. Except that fall is not a big hit. Patrick Parkinson \\ PAGE 16 - Expressions Two couplets, with a proper name in the first line. J Little Mary Doodle Had a little poodle, It was really small. So it couldn't go to the Mall. Sally Grimmett Poetry \u0026amp; Art Little Betty B Sitting in a tree didn't pick an apple so she picked on me. Patrice Austin Two turquoise tigers took ten tall turkeys. The ticked-off turkeys tacked the Terrified tigers to a timebomb by their tails. The tigers are tame and tactful today. Carol Mullins Seven swimming swans slowly sipped seven 7 Up sodas and slyly spied on Cynthia. Jamie Jackson -Artwork by. Jessica K. Smith Alliteration: ^Repetition of a single consonant sound. Five famous females fed on fried fish While fighting for funny friends. Kellee Mitchell Expressions - page 17 nOKt/nD Dream Vacation \"Two weeks before my trip to Disney World, somewhere around my tenth birthday, my bags were packed. My hopes were high and I was ready to a be on my way. And as it goes, wouldn't you know my mom's dreams came true. She got a note in the mail with a job from A.S.U. Coincidence wouldn't you say...her job started June 6th. That was the day we were going away. Can you imagine? (We're on again and I can't wait. We are leaving March Sth. My Mom is off. Dad's schedule is clear, Disney World is near.) I was all packed again and ready when, oh, bummer, it flopped again. I was expecting to hear someone say 4 \", sick,\" but oh, no, the air line was on strike. I heard those discouraging words, \"Don't worry, dear, have no fear, there will always be a next year.\" Sherra Dunklin 'm ij '5StS K '^7 PAGE 18 - Expressions \u0026gt;.' a .^i ik it I* laJ w ?\n3et- 5^'W. w  A ... \\  \\ A ' Artwork, by Charlotte LindemanHjaMGR THANKS-CIVINO: \"I CET TO BE CALLED THE BIRD. I CET TOBECALLEDTHEMAINCOURSE. MY FAVORITE IS MR. BUTTERBALL.\" When the Thanksgiving tradition of having turkeys for dinner started, I wasn't too thrilled. Would you like it if you were hunted? Most turkeys don't. Well, I'm not most turkeys. I actually enjoy Thanksgiving. Yes, me, a turkey, I like Thanksgiving. Thanksgiving does have many good things to it. Everyone is happy. Everyone is happy about me, the turkey. I like making people happy. I do think about more than just \"gobble, gobble.\" I even get to be called neat names. I get to be called \"the Bird.\" I get to be called \"the Main Course.\" My favorite is \"Mr. Butterball.\" Where did they get that name? I like being called names. I am also very popular. I can be found in almost every grocery around Thanksgiving. Hunters talk about me. Even little school kids have pictures of me. Around Thanksgiving time I am more popular than Bill Clinton. My favorite part is where I'm stuffed. Boy, does it tickle. I'd laugh, but my head was cut off. When your head gets cut off, it doesn't tickle. You get stuffed with nice smelling dressing. It smells so good that it makes you forget that you're dinner, not the eater. It is very fun when you are at the dinner table. You get to listen to people talk. Whether it's Uncle Bob or Micheal Jordan, the conversations are fun to listen to. They think you're dead. But really, your soul will always live on. Christopher Taulbe Artwork by Charlotte Lindeman Expressions - page 19 Poetry \u0026amp; Art j Chjdii aootj Clc'ad c '\u0026gt;-\u0026gt; = c-\\eu:i '*\u0026lt;*1 C\\c\u0026gt;'\u0026lt;jAk- e,\nc\\ovKi'c' Ooyd* 5 ^'c ort\u0026lt;' ^'' e\\cc d cV 'cVc Qf,'.  t.\\ct.\nr-  , dr\nc . Ue I, n Tl' ^\u0026lt;***0, \\1 _s Sb\\ d (' b. wcHr , *oi^ ^wAr vjoAtr vJoAar vJoJwnMoSer mow *io4er ctor_ . vJ^iw \u0026gt;10^ *10^ ikoAqjc vjb^ Moirer \u0026gt;Nadir v4o?er \u0026gt;JSSer voSr \u0026gt; okr vjo^ Wo.A MoAejc vlaVer mJO.^ woAw xo*cr yjcAar vin^ vioJor vsioJtr vOaAGf wodter vloit^r water viii\u0026gt;Ar water vkAw woAcc vtaiar ubodror woAw uboAr uoft^er v)o9er WoAw Wflir^r water Water water vdaJr^ wocter woAtr wodteC *Jater Motet Wetter vdodtel wo:^' Yio-ter vnoMt woctef vioJtC-r Wkt^ wndW tiater woAftX vioter woacT yjoAer wtxter wo3 yjoAreT. woter wodter wetter vda^w wocteeT wud yioAw \u0026gt;Kioar udtMT vo^r nmocV^T viojk^t tKkVw vJoAftX vkxMjC woaa *io?per Mooef yJoAw c k,\u0026lt;\u0026lt;' t 'c. 5 w a -Artwork by Sarah Ratliff Outdoors (A Sijo is a Korean form, containing nature references, opposition and symbolism) I watch the land racing With the sky to see who shall Win the race to the ocean. The birds are singing softly. The trees are stretching toward the sun. I run and play with my friends. Carol Mullins PAGE 20 - Expressions Artwork by Elizabeth Morris PAGE 22 - Expressions Artwor^\u0026lt;^ Kellee Mitchell Sijo All things must come to pass. I look around the world I see nothing but segregation. I wonder why this world is this way. If I can change it, it will be a blessing. Miriam Wilson Ebony people Are people from Africa They are beautiful Nia Bledsoe Haiku are seventeen syllable Japanese forms using an image of nature. I like the sparkle of dew as it sits on the old oak tree and the shine of the sun glowing as it rises over the horizon. I feel the sparkle of my eyes from the sun hitting them. Brian Rainbolt Poetry \u0026amp; Art Clouds White and fluffy cloud Looking like an animal Lying in the sky Rachel Byrd Expressions \u0026gt; page 23 Artwork by Jessica James A Cool Walk Walking through the woods I hear trees swaying with birds And 1 see the sun Tiffany B. Keown Friends, enemies, me. All of these people 1 see All around the world Hannah Manire Beach Yellowish, golden Good for hot summer weekends And nice cool breezes Manoa Smith PAGE 24 - Expressions Crucifixion On the cross he lay The unfair cruelty of death With the blood of life Charlotte Lindeman The thunder rolls, distant at first, then closer, voice of angry souls Laura Sessoms Rocks A rock collection Bumpy or smooth at the start Broken with one drop Monique Ford He's always gone And always wants to watch James Bond, He always has a gun And watches for the rising sun. Ronald Sanders II Poetry \u0026amp; Art Guns horrible and bad shooting, killing, dying. Oh, wish there were no Guns Rhonda fames -Artwork by Keith Harris Expressions \u0026gt; page 25 Yummy Smashing special fruit For our delightful jelly, Then eat it on bread. Katie Roddy PAGE 26 - Expressions May 1 sit here now Now with the trees around me With you by my side? Jamie Hartman A single red light slowly falling from the sky creeping towards its end Rhonda James Cats Sharonda Williams The past is what is left behind We must never think of it when we dine When you go those goodies 1'11 miss But every now and then 1'11 send a kiss! Amelia Jackson Expressions \u0026gt; page 27 Essays Our Capital Is our capital a place of fear and crime? That's what I'd like to know. 1 mean with all the gangs and things like that, what are we supposed to think? Our schools aren't the safest thing in the world and neither are our neighborhoods. What are we going to do about it? We can't just sit around getting shot at or watch the news and think: \"It won't happen to us. Our neighborhood isn't as bad as that.\" But it really is something that can happen to you. And when it does, you just become another victim, and victims aren't remembered very long usually. Only paying a reporter's salary.\" So as soon as we realize it could happen to us, the sooner we can help do something about it. Jamie Hartman Friends \"Don't walk in front of me - I may not follow, Don't walk behind me - I might not lead, Walk beside me - And just be my friend\" To me, this quote means, \"I don't want to be a leader or a follower. 1 just want to be a friend.\" It also means that friendship shouldn't be an uneven partnership. For a friend, 1 look for a kind person. A friend should be thoughtful, loyal, and truthful. A friend should also be smart. He/she should have a good sense of humor and should be fun to be with and someone who'll stick by you. People become friends because (hopefully) they get along well together. They also become friends for companionship. People should become friends if they trust each other, too. From a friend I need someone who'll stand by me. 1 also need someone who'll try to cheer me up when I'm mad or down. I need a friend who would try to help me through hard times. 1 think that friendship should be 50/50. A lot of times, though, it's more like 60/40 or 70/30. One of my friends goes to another school. She's pretty popular at her school. Sometimes, I feel like I'm at the short end of our friendship. Our friendship is 60/40 at the most. (In favor of her, of course.) Carol Mullins PAGE 28 - ExpressionsAcrostic Popping in pan Oily and buttery Popping like fireworks Crispy and crunchy Oily and greasy like Rocks hitting a car or roller coaster No, jxipping out of pan Melissa Perkins \"It was like a white volcano trying to get out. I thought I heard an earthquake! I smelled something buttery. It was like touching clouds. I tasted something heavenly, crunchy. As I did all this I wondered, \"What could this be?\" Then I knew. Popcorn!\" Hannah Manire \"Once upon a time a lady named Sady Perry came to the castle and popped some white fluffy popcorn. It smelled burnt at first, and then when it was served it smelled good. This fresh smell ran through the walls of the castle, and when it was cooking, the cooks got jealous. It sounded like fireworksand they thought Lady Perry was harming their com popper. But then they tasted it to see if it could be served to their king, and that yummy warm taste left them with their mouths wide open. It looked like neatly fluffed pillows.\" Monique \"The Princess\" Ford Popcorn, popcorn, light and yummy It really, really fills my tummy Sometimes it's cold, sometimes it's not But I really, really like it a lot It looks soft, it looks round When it sits there, it doesn't make a sound But in the pan when it starts to pop You never ever want it to stop When it's done it smells real good I would eat it up if only I could Rachel Byrd Pop Corn crunchy, bumpy smelly, yummy, fluffy It is very good for you Tasty Martinza Lea \"My mouth began to water as 1 smelled it. It smelled like a movie concession stand. It felt warm and oily in my hand and tasted satisfying in my mouth. As 1 chewed 1 heard crunch, crunch, squeak, crunch. It felt soothing and filling. Oh, Mrs. Perry, won't you give us some more popcorn? It looks soooo good!\" Laura Sessoms PAGE 30 * Expressions[ In Retrospect... Teachers nice, mean caring, shouting, teaching help us all our lives People Lori Vesole Star A twinkling star Hangs in the dark shady sky Watching the shy moon Oceanna Kuonen There is a star that shines bright in a room...this is a small spark of hope Stephanie Milton Autographs... Oi ver y 5 c a r V' c l 3 fgc 4-  P\nh 3 on 6 vT Q\u0026lt;b d4 I I ^5 on4-o 4-ht Concrete Poem by Sarah Clemons PAGE 32 - Expressions Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 received Jill Z 1995 Donna Grady Creer Executive Director Office of Desegregation Monitoring (501) 758-0156 TO: Dr. Cheryl Simmons, Principal Booker Magnet ia FROM: Donna Grady Cree: Magnet Review Coi j^xecutive Director ittee SUBJ: Proposal for Music Specialist at Booker DATE: July 21, 1995 Thank you for forwarding to the Magnet Review Committee your proposal on the need for a onehalf time music specialist to accommodate the number of Booker students needing orchestra. The Magnet Review Committee, at its July 11, 1995 meeting, fully endorsed your proposal. This action will enable Booker students to participate in the orchestra program that is unique to Booker, drawing students from all three Pulaski County districts. We appreciate your efforts to assure access and quality of Booker's arts program. Best wishes for a safe and productive 1995-96 school year. D GC : s 1 cc: Ann Brown, Federal Monitor - ODM Sadie Mitchell, Assistant Superintendent - LRSD Dr. Henry Williams, Superintendent - LRSDaS rl / k 1 I I 1 J OZBBBB LITTLE ROCK SCHOOL^ d'iSTRICT SI Booker Arts Magnet School 2018 Barbar Strati Phona 324-2482  Lima Rock, Arkansas 72308 Arkansas Public Schools t i V:- ( The Natural Place to Learn p f. (. i. ! .i'i ARKANSAS PUBLIC SCHOOLS WEEK j OefOBER 1 - T. 1995  I 4 I  I I /1 'I s ' I i 1\ni 1 1 I il^^l H I I  i i I I I 1 I Please joih us in celebrating Arkansas Public Schools Week. We\nwill hold'an Open House i ! I J 00 KC-  t t I, I 5 t 1.1 - I I lUacuAiuio (time) H I I I i  I.' I I I  I i i I  I 1 I I ! II I Come anc see for yourself why our I schools, are . . . The NdtUKdl PIdCG to LSdrK)! I I I I i  I J [ I s 1 - I I I LR?l  ra: 1 -501 1 F'. Ol/'O! Little Rock Schoo! District 810 West Markham Little Rock AR 72201 Phone: Fax: (501)324-2020 (501)324-2032 DA IE\nSeptember 26, 1997 TO\nCentral Arkansas Media Bi.LDIMj 16 FROM: Suellen Vann, Director of Communications SUBJECT: Booker Arts Students Create Cards for First Lady MESSAGE: Third grade students at Booker Arts Magnet Elementary will climb aboard the Canon Computer .Systems traveling van on Monday to design birthday cards for First Lady Hillary' Clinton's 50th birthday. The cards will be designed and printed on Canon equipment. Canon, in turn, will donate 10 Canon printers to Booker Elementary. Who\nBooker Arts Elementary 3rd grade students What: Design birthday cards on Canon computer van for First Lady Hillary Clinton and the school receives 10 Canon printers - a stop on the 'Create a Card for the First L.ady Tour. Where: Booker Arts Magnet Elementary, 2016 Barber When: Monday, September 29, 1997, 8:30 - 10:30 a m. # Pages (tncludrng cover) 1 To Fax # Speed Dial____ Preparing studetits for success eveiy day J i\n09/04/1998 08:4? 501-324-2023 LRSD COMMUNICATIONS (S'- OtA-PAGE 01/01 Fax\nhrtp://ww'w.Irsd.k12.ar.L!S Office of Communications 810 West Markham Little Rock, AR 72201 Phone: (501)324-2020 (501)324'2023 DATE: __ September 4, 1998 FROM: LOCAL MEDIA/JOHN SyKES_ Zeornee' Herts FAX SUBJECT\nCamp-out at Booker PHONE#\n501-324-2020- # OF PAGES (incL cover): i. b. TO: _ MEMO I I Second arade students ot Booker Arts Magnet wilt ____ -I .-- - ------ I lUIII*  - ----- - -- II i ! I I cornpl^their^ck-^chqol_^jj^on^r^^^ with a cani^^outpjcnicaUhe s^ol b^nni^^ ap_ 9:30 a.m. Ten^ have been set upandpa^pp^t!_ helpservefood and drinks. -Students will go fish- . inppnd then close up camp around 11:15 a.m. I 1' rS r'^i 5^^ r T 310 West Marttfiafn Litfle Rock. AR 72201 Little Rock School District Office (501)324-2020 Fax (501)324-2023 Tb: Central Arkansas Media From: Communications Dept Fax\nPages: 1 Phone: Date: January 28,2002 Re: School Closing CC: Q Urgent  For Review  Please Comment  Please Reply  Please Recycle Booker Arts and Science Magnet Elementary School will be closed today due to a broken water pipe inside the school. Repair work is underway. School will be open tomonrow. THURSDAY, FEBRUARY 24,1994 Black History Month essay winners named Students at Booker Arts Magnet Elementary School in Little Rock, Southeast Junior High School in Pine Bluff and North Pulaski High School in Jacksonville won $100 U.S. Savings Bonds VVVX4 4JJ.VU v.o. oavmgs nono for their winning entries in McDonalds Black History Month Essay Contest. The Central Arkansas McDonalds Cooperative sponsored the competition. Winners were Lori Vesole of Little Rock, elementary division\nJonathan Chism of Pine Bluff, junior high division\nand Brandon Wheeler of Jacksonville, high school division.Arkansas Democrat (gazette  WFDNESDAY, NOVEMBER 18,1998 ____ Booker Arts Magnet teacher wins vice presidency of union   ARKANSAS DEMOCRAT-GAZETTE\n_ Clementine Kelley, a fifth-grade tpacher at Booker Arts Magnet Elementary School, is the new vice president of the Little Rock Classroom Teachers Association after an \"injection conducted Nov. 9 -13.  *5 Votes were tallied Tuesday. \"'Kelley, 56, won a three-person bace to fill the vacancy created in Sepfember when former union Vice I^gident Willie Givens, the head custodian at Central High School, gicceeded Grainger Ledbetter as president of the union, Ledbetter, who\nhad held the position since JulyT997, resigned to become a spe- cjalrst in the Labor Education pro-am in the Institute for Economic Advancement at the University of  Arkansas at Little Rock, ' *Givens, a union member since . 1683 and one of several hundred educational support employees in the _^ociation, is the first non-teacher to hold the presidents position. The union has about 1,800 members. Besides Kelley, others seeking the vice presidency were Deborah Desjardin, a math teacher at Mann Magnet Junior High, and Cornelius Roberts, a civics teacher at Forest Heights Junior High. Kelley said Tuesday night that she will serve as vice president until the term expires Jime 30. New elections for both president and vice president are scheduled for March. Officers elected then will serve two-year terms starting July 1. Kelley said she was undecided about running for an office in March. She sought the presidency against Ledbetter in 1997. She served for more than a decade on the teacher contract negotiating team for the association and has been union treasurer as well as chairman of the membership and election committees.Arkansas Democrat ^C^azette [ ________ THURSDAY, NOVEMBER 4,1999 A juggler and a scholar 4 .rAWu ^:asgis\n^ 'X ia z S\" ^'S' ti, ' '2 I. 3jL*^ * X '^ A y 1% 'x - -i Arkansas Democrai-Gazsrte.'FlCK /cF-r-LA.\\: Seeker Magnei Arts Eiemeniary School fifth-grader Rakeem Coucn jjggiei Wednesday for srudents at Mann Magnet Junior High School in Little Rock. -jis classmates Cari Robertson (left) and Melissa Mitchell watch. The thre\nare In Robert Doerrs juggling class at Booker. jden:\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_542","title":"Little Rock Schools: Chicot Elementary","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, Chicot County, 33.26725, -91.29397","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1997"],"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","Educational statistics","School facilities"],"dcterms_title":["Little Rock Schools: Chicot Elementary"],"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/542"],"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\nreceived Attn. Ann Brown JUL 2 1993 Little Rock School District Desegregation Office o\nCS o' DessgregsGon .Mc-n o.'ir,g 201 E. Markham Heritage West Building Suite 510 Little Rock, AR. 72201 Dear Ms. Brown\n1 am writing this correspondence in behalf of the Chicot Elementary P.T.A. (representing staff and parents) We have monitored capital needs to our school for the past few years. We have tried to the best of our ability to maintain the upkeep of our facility. However it is impossible to prevent the wear and tear on certain items when serving a large number of pupils daily. Our carpet throughout the school is in desperate need of repair. We are requesting your assistance school is in desperate need of repair. We are requesting your assistance on a special project of work toward recarpeting on our entire building. We appreciate the financial commitment you have given us throughout the years. Please let us know at what capacity you can help us. We will be eagerly awaiting your isponse. iTicerely, Tina Gatson Chicot Elementary PTA Chairman d.o.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Date\nSeptember 22, 1993 To: From: Estelle Matthis, Interim Superintendent in Brown, Federal Monitor Subject Construction at Chicot Last April 30,1993, the Court approved LRSDs motion to build a cafetorium at Chicot Elementary School. 1 was pleased to learn of the districts intention to add a cafeteria to Chicot, and the Courts approval, because my staff and 1 had been concerned about conditions we observed at Chicot when we visited the school last spring. You will recall that Associate Monitor Melissa Guldin testified about Chicot during a March 19, 1993 hearing on the impact of LRSD 1992-93 budget cuts. In her testimony, Melissa pointed out that Chicot is the only school in the district without a cafeteria, meaning that the children must eat in their classrooms, thereby creating additional demands on the schools custodians. On September 9, 1993, members of my staff made an informal visit to Chicot to look over e new cafetorium, only to find that construction on the facility had not even begun. Yet, in its motion for approval of construction projects that included the Chicot cafetorium, the LRSD stressed that the project was part of promises made to the public in exchange for approval of a millage increase in April 1990. The motion also states that the district \"plans to have the [Chicot] cafetorium constructed in time for the beginning of the 1993-94 school year.\" The Court has repeatedly admonished the district about the importance of keeping its commitments to the community. If we ever again expect to ask the public to approve a millage increase, we must be able to point to promises kept as evidence that the district can be trusted to keep its word and act quickly on its pledges. 1 would appreciate your answering the following questions so 1 can report to the Court as a follow-up to the April order on Chicot: 1. When is construction of the Chicot cafetorium scheduled to begin? 2. When is the construction scheduled for completion? 3. Why was the Chicot project not completed before the beginning of the 1993-94 school year? 4. How has the district determined the construction schedule for the Chicot cafetorium? 5. If Chicots construction is undertaken during the school year, how does the district plan to minimize the disruption the building project will have on the academic day?Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: September 22, 1993 To: From: Estelle Matthis, Interim Superintendent in Brown, Federal Monitor Subject- Construction at Chicot Last April 30, 1993, the Court approved LRSDs motion to build a cafetorium at Chicot Elementary School. 1 was pleased to learn of the districts intention to add a cafeteria to Chicot, and the Courts approval, because my staff and 1 had been concerned about conditions we observed at Chicot when we visited the school last spring. You will recall that Associate Monitor Melissa Guldin testified about Chicot during a March 19, 1993 hearing on the impact of LRSD 1992-93 budget cuts. In her testimony, Melissa pointed out that Chicot is the only school in the district without a cafeteria, meaning that the children must eat in their classrooms, thereby creating additional demands on the schools custodians. On September 9,1993, members of my staff made an informal visit to Chicot to look over the new cafetorium, only to find that construction on the facility had not even begun. Yet, in its motion for approval of construction projects that included the Chicot cafetorium, the LRSD stressed that the project was part of promises made to the public in exchange for approval of a millage increase in April 1990. The motion also states that the district \"plans to have the [Chicot] cafetorium constructed in time for the beginning of the 1993-94 school year.\" The Court has repeatedly admonished the district about the importance of keeping its commitments to the community. If we ever again expect to ask the public to approve a millage increase, we must be able to point to promises kept as evidence that the district can be trusted to keep its word and act quickly on its pledges. 1 would appreciate your answering the following questions so 1 can report to the Court as a follow-up to the April order on Chicot: 1. When is construction of the Chicot cafetorium scheduled to begin? 2. When is the construction scheduled for completion? 3. Why was the Chicot project not completed before the beginning of the 1993-94 school year? 4. How has the district determined the construction schedule for the Chicot cafetorium? 5. If Chicots construction is undertaken during the school year, how does the district plan to minimize the disruption the building project will have on the academic day?MEMORANDUM Date: September 16, 1993 From: Melissa To: Ann Subject: Chicot Construction Due to the brevity of our visit to Chicot Elementary School, it was not included in the summary of our September 9,1993 site visits. Upon arriving at Chicot, we asked to see the new cafeteria. The secretary told us that the cafeteria construction had not begun. We also spoke to the principal and he said that Doug Eaton informed him that construction would probably begin in January 1994. Since we travelled to the school only to look at the new construction, we left immediately after talking to the principal. After returning to the office, I checked the court record and noted that the Chicot construction project received court approval on April 30, 1993.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS SEP 2 9 1993 TO: FROM: SUBJECT: September 28, 1993 Oifics of Oesegfesstion Zoiiwiina Ann Brown, Federal Monitor, Office of Desegregation Monitoring Estelle Matthis, Interim Superintendent 1. Construction at Chicot 2. State Standards - Class Sizes This communication is a follow-up of your letter dated September 22, 1993, in which you requested information regarding the construction of the cafeteria at Chicot Elementary School. I have visited with Doug Eaton, Director of Plant Services, and Larry Robertson, Associate Superintendent for Chicot, in order to provide the requested information. Doug Eaton has a previously-scheduled meeting with the architects for this project on September 29, 1993, at 9 a.m. I will have a more accurate schedule for the completion of the project tomorrow. A communication that includes responses to your letter will then be forwarded to you. On September 24, 1993, a meeting was held to re-assess staff needs of our elementary schools as we are aware of several classrooms that exceed state standards. Brady Gadberry is meeting today with Frank Martin, Executive Director of the Little Rock Classroom Teachers Association, to review the process used to move existing teachers to schools where the student enrollment indicates a need for additional staff. All schools will be staffed in compliance with Arkansas State Standards for Accreditation as of October 1, 1993. Your assistance in this matter is deeply appreciated. /Ikse LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVE OCT October 1, 1993 1 1993 Office of Pesegregauor\nTO: FROM: Ann Brown, Federal Monitor, Office of Desegregation Monitoring ^^Idle Matthis, Deputy Superintendent SUBJECT: Construction at Chicot This communication is a response to your memorandum dated September 22, 1993, and received in our office on September 24, 1993. 1. When is construction of the Chicot cafetorium scheduled to begin? The actual construction of the cafetorium is scheduled to begin February 1, 1994. The decision was reached with the architect/engineer and our director of plant services. 2. When is construction scheduled for completion? The Chicot cafetorium is scheduled to be completed by July, 1994. 3. Why was the Chicot project not completed before the beginning of the school year? Following the districts March, 1993, filing, the district began to advertise for an architectural/engineering firm to do the bond work for the next school year. This process was completed in April and assignments were initiated in May. On May 14, 1993, the director of Plant Services, Doug Eaton, identified and contracted an architectural/engineering firm to do the Chicot project. The preliminary Scope of Work was completed on or about June 15, 1993. During the summer of 1993, theConstruction at Chicot Page 2 readjustments to the budget, scheduling the completion of ongoing projects, and the preparation for the start of the school year caused certain projects to be delayed. Plant Services accelerated its activities and covered projects necessary for the opening of schools. Delays due to the lengthy budgetary process and other projects caused the Chicot project not to proceed on its originally-intended schedule. 4. 5. How has the district determined the construction schedule for the Chicot cafetorium? The construction schedule for the Chicot cafetorium is done in concert with the architectural/engineering firms by analyzing the size of the project, the anticipated duration to construct a project of this size, and by allowing for design time and contractual advertising. If Chicots cafetorium construction is undertaken during the school year, how does the district plan to minimize the disruption during the academic day? The Chicot cafeteria expansion will be a stand-alone building which will be connected to the new building with a hallway. By working closely with the principal, there should be no disruption to the academic day. During e latter part of July, I instructed Larry Robertson to secure from Otis Preslar, principal of Chicot, and Doug Eaton a status report regarding this project. From this point, we have been closely attuned to getting this project back on schedule. The district is committed to completing this project in a manner that provides for the needs of our students and our community. Please contact me if further information is needed.ODM Visits to LRSD Schools, Opening Days 1994 Chicot Elementary School We -were pleased to note that:  The entire school was very clean, despite the mess created by the ongoing construction of the cafeteria.  The exterior of the new cafeteria harmonizes with the existing building in both design and materials.  Students were triendly and outgoing.  Bathrooms we visited were clean, stocked, and operational.  New floor tiles had replaced the dirty, worn carpet in the main corridor. We also noted some areas needing attention.  The new cafeteria was still unfinished when monitors visited during the second week of classes.  A serious drainage problem on the south side of the building resulted in cascades of water entering the building during rainstorms.  Carpeting throughout the building was stained, worn, and stretched from more than 15 years of use.  Some classrooms and the counselors' offices had serious leaks.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371.0100 Date: December 2, 1994 To: Doug Eaton From: Subject: Brown Meeting of Committee on Rebuilding Chicot Elementary Last month I received a November 11,1994 letter from Dr. Williams about serving on a committee for rebuilding Chicot. 1 was pleased to accept the superintendents invitation. His letter read that 1 could expect to hear from you about the work of the committee. As yet, 1 havent learned of a meeting timetable or of who is serving on the committee. Please let me know what dates you have identified for convening this group. My office calendar fills rapidly, and 1 want to be able to attend or send a representative to these meetings since Im very interested in the Chicot community, as well as the entire southwest section of our city. Thank you very much. cc: Hank WilliamsCe.' Little Rock School District RECElVSh DEC 9 1994 December 7, 1994 0ffi6Q of Desegregation Monitoring Ann Brown, Federal Monitor, ODM Heritage West Building, Room #510 201 East Markham Street Little Rock, AR 72201 Dear Ann: On November 11th, Dr. Henry P. Williams, Superintendent of Schools, requested that you serve on a committee to assist the District in its course of action regarding the rebuilding of Chicot Elementary School. The first meeting of this committee will be December 13th, 1994, from 4:00 p.m. to 5:00 p.m.. in the Little Rock School District Board Room, 810 West Markham Street. The purpose of this meeting will be to update the committee on the actions that have occurred since the fire on October 13th to discuss the general process that the District must pursue in rebuilding the school. committee in this District's process. and to determine the interplay of the Should you not be able to attend, please contact me at 570-4020. incerely, DCE/rlh/cesc cc: CL Di luglas C. Eaton DIRECTOR PLANT SERVICES DEPARTMENT Dr. Henry P. Williams, Superintendent Little Rock School District 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 1 Little Rock School District December 9, 1994 Ann Brown, Federal Monitor, ODM Heritage West Building, Room #510 201 East Markham Street Little Rock, AR 72201 OWice BiC 1 2 W* ^g5p3^ Dear Ann: This is to advise you that the Chicot Rebuilding Committee meeting originally set for 4:00 pm, tuesday December 13th. has been changed to 5:00 pm. tuesday December 13th. It will still be held in the Little Rock School District Board room at 810 W. Markham st. Sihcerely, Do las' Eaton Director of Plant Services 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 FROM : JOHN YORK PHONE NO. : 562 Dec. 12 1994 09:56AM F2 To: Ann Brown Office of Desegregation Monitoring 201 East Markham #510 Little Rock, AR. 72201 From: John York 7324 Knollwood Little Rock, AR. 72209 December 10,1994 Dear Ms Brown, I am writing to you in regards to the recent actions taken by Dr. WiOiaxns, and others concerning the rebuilding of Chicot School and the closure of Watson. 1 am not completely positive as to who started what and how. What I am positive about, is that the residents of the Fairfield Sub-Drvision were completely left out of the process which has lead to the current recommendations. Those recommendations being to close Watson School and merge it's population into a new and expanded Chicot School. It is also my understanding that Dr. Williams made statements regarding the staff of Watson and the Failfield residents to the affect that this issue was none of our concern, \" This is School Busmess\". It was not until I learned of the actions of the District and fire Chicot PTA, and began to raise a ruckus, that the Fairfield residents were contacted regarding these plans. As of the date of this letter the District has failed to recognize the Fairfield Sub-Division. The Chicot School PTA did contact us regarding this issue and invited us to attend a meeting scheduled for Dec 11, 2 p.m., at McClellan High School. This has been are only contact until board member Gee called me this evening. If my interpretation of the Desegregation Plans are correct Dr. Williams statements and actions are in direct contempt of die court ordered plan. Specifically sections 2.c., 3.c., and 3.d. listed under Parent involvement / Community linkages. And, sections 9.b, and 9.c., listed under Public Relations in the Inter District plait The latter specifically instructs the District to \" immediately inform die public\", and to  refrain from springing surprises*. I would greatly appreciate your opinion on this situation as well as copies of any court orders in support or opposition of my position, including the court order dated 11/4/91. It would probably be in die best interest of the community if Judge Wright was aware of the situation as well. Thank You for your time and interest t i/ * FROM : JOHN YORK PHONE NO. Dec. 12 1994 09:57AM P3 : 562 i I To : Ann Brown Office of Desegregation Monitoring 201 East Maikham # 510 Little Rock, AR 72201 From: John York 7324 Knollwood Little Rock, AR. 72209 December 11, 1994 Dear Ms Brown, After attending the meeting held at McCleOan High School this afternoon, I felt that this supplemental to my letter dated December10, 1994 was necessary in order to validate certain statements in that letter and statements made during the meeting. First of aH I made statements in die letter, and at the meeting regarding the fact that residents of the Fairfield Subdivision were not contacted in regards to planning process nor of the meeting that was scheduled for December 11th, and that it was the Districts responsibility to insure that all affected parties were notified. School Board President Linda Poindexter vehemently denied that die District had anything to do with this committee or today's meeting However, the committee's minutes as presented at the meeting as the \"Committee History\" indicated that District officials became involved as early as November 28th. I have received verbal information from what I believe to be a reliable source that District Officials met to discuss the closure of Watson at a closed meeting at a Board Members home shortly before Thanksgiving A second source has indicated that the meeting did in fret occur but would not confirm the content of this meeting Also noted in the committee's minutes is that on December 6th, Board Member Pat Gee \" requested\" that Dr. Williams approve flyers announcing the meeting be distributed through schools in Southwest Little Rock. Dr. Williams was asked to contact the prmcipals of each school and ok distribution of the flyers to students. Statements made by Chicot PTA President Kevin McGuire to me during a telephone conversation and a fax transmission on December 6th indicated that District personnel were very much involved in the situation and intended to withhold information from the Fairfield residents and Watson parents. A copy of the fax transmission is attached.FROM : JOHN YORK PHONE NO. : 562 Dec. 12 1994 09:58AM P4 Although miscommunication could be credited with portions of tins situation, specifically between School Board members, and neigfiboriiood groups. I still believe that there is sufficient evidence to support the theory that School District Administration took an active part in the organizational plan to close Watson as a public school, as well as concealing tins action from the Fairfield Residents and Watson Parents in direct violation of file Desegregation Plan and Federal Court orders. The fact that flyers were sent home from all of the affected schools with die exception of Watson and possibly Mabolvalo would tend to support die theory as well. There is the added consideration that would suggest that \"Administration\" may be playing both ends against the middle by supplying nris-information to Kevin McGuire and the Chicot PTA. During the meeting on December 5th, Doug Eaton conducted a short presentation where in he made numerous references to court approved formulas that were utilized in determining which schools should dose and which should remain open based on attendance and capacities. When pressed by the Chicot parents to present and define the formula, Doug Eaton became evasive, commenting that it was a \"very complex formula\". He later admitted that there was no specific formula to make these determinations. The inaccuracies and half truths perpetuated during the meeting on December 5th are again in direct contempt of the Desegregation Plan. Specifically section 9 of the Interdistrict Plan (Public relations) which deals with credibility and trust And section 3 which requires the District to \" Continue to disseminate public information in ways the districts customarily employ, paying careful attention to qualhv. accuracy, and a positive tone\". I recognize that you are not in a position to adjudicate these complaints but I also recognize your authority in investigating this matter, and in bringing these concerns to the attention Judge Wright should they prove valid. Sincerely, FROM : JOHN 'fORK PHONE NO. Dec. 12 1994 09:59AM P5 QCL,-\u0026gt;13ia - (321____1.7TI1 - SCHOOL COMMITTEE HISTORY FIRE AT CHICOT. CH I COT- PARENTS MEET AT WATSON DISTRICT OFFICIALS OK IMMEDIATE GYMNASIUM CONTINGENCY WITH PLASS ON GETTING STUDENTS BACK TO SCHOOL. QC.T_ - PTA MEETING AT McCLELLAR AUDITORIUM FOR PARENTS TO ADDRESS DR. WILLIAMS AND SCHOOL BOARD. \"COMMITTEE WILL WOULD BE FORMED IN A WEEK\". WILLIAMS QUOTED NOY. o ED. DEMOGRAPHICS OF COST OF REBUILDING, COURT APPROVAL FOR REBUILDING, NEIGHBORHOOD AND RECOMMENDATIONS FROM WILLIAMS. BOARD DECIDED THEY WOULD NEED ALL THIS INFORMATIDK AND EE ABLE TO VOTE OS DECISION AT DEC. AGENDA MEETING. NgJL . ITll - \"HE ENLARGED. CLOSED. 1 FINANCIAL CHICOT el: INTENDS TO DR. WILLIAMS RECOMMEND THAT QUOTED BY CHICOT BE CYNTHIA HOWELL REBUILT @ GAZETTE AND POSSIBLY IF SCHOOL IS ENLARGED, ANOTHER SCHOOL IN SWLR WOULD BE BOARD MEMBERS AGREED THAT THEY WOULD HAVE AND DEMOGRAPHIC INFORMATION THE NECESSARY n'U .EMENTARY BY EARLY DECEMBER.'^ TO MAKE A DECISION ON REPORT 0 SCHOOL ENTER INTO UPDATE BOARD, ON REBUILDING DISCUSSED 1 CHICOT. DOUG EATON GAVE KB HOPES DEC.!SION ON WHETHER TO REBUILD DAMAGE AND FACTORS TO SCHOOL. THAT WILL EATON STATES ADMINISTRATION DECEMBER, 1994. HAVE ENOUGH TO TRY AND VOTE ON INFORMATION FOR THE BOARD AND THE FUTURE OF CHICOT.BY MID ANOTHER ITEM THAT WILL BE CONSIDERED TO COMBINE THIS WITH ANOTHER SCHOOL IK THE AREA, IS WHETHER KCY._Z.Til - PAUL HOWELL, KEVIN McGUIRE WITH CHICOT PTA MEET 1 IN WITH SOUTHWEST UNITED FOK PROGRESS ON RAILROAD OVERPASSES SWLR. IT IS AT THIS MEETING WE SPOKE WITH JOAN ADCOCK, CITY DIRECTOR\nB.J. WYRICK, CITY BOARD ELECT\nCONGRESSMAN RAY THORNTON AND HIS AIDE DEBBIE TABLERIOU\nJOA HUMPHRIES, SOUTHWEST UNITED PROGRESS PRESIDENT. PAUL HOWKT.L ADDRESSED AUDIENCE OF FOK PROGRESS ON MEETING WE SPOKE FOR PRESIDENT. TABLERIOU\nJOA HUMPHRIES, PAUL HOWELL AUDIENCE ARKANSAS DEMOC.RAT GAZETTE TO REI ARKANSAS SCHOOL DEMOCRAT GAZETTE \"CHICOT PARENTS MAP CAMPAIGN 3 r'tr ARKANSAS DEMOCRAT GAZETTE \"DSCISIOh? ON CHICOT DUE IN 1FROM : JOHN YORK PHONE NO. : 562 7722 Dec. 12 1994 09:59AM P6 BUSINESS 0OE8S, MERCHANTS, ARD SWLR RESIDENTS ON NEIGHBORHOOD ASSOCIATION PRESIDENTS, STATUS OF CHICOT. BEFORE AD.JOUKNED, PTA DISCOVERED THAT SCHOOL MEETING BOARD FAILED TO COMMIT TO REBUILDING CHICOT AGENDA MEETING HELD MINUTES EARLIER. THEN THAT THE IT IS GROUP PLEDGED THEIR THORNTON'S SUPPORT. ASKED ABOUT STATUS OFFICE LOCKING FOR AIDE FROM WASHINGTON. NOTIFIED AS TO WHO IS OF COMMITTEE. PTA RESPONDED WK WE FREEDOM EXPRESSED CONCERN SERVING ON THE COMMITTEE OR WHEN CONGRESSMAN CITY LEADERS HAVE NOT BEEN THAT NO HAS OF INFORMATION ACT HAS BEEN INFORMATION REQUESTED TO MEET. THROUGH LARGER. PROPOSED SWLR SCHOOL CLOSURES OR MERGERS MADE AVAILABLE AND DISTRICT NO INFORMATION IS QUESTIONED HOW THESE RECOMMENDATIONS ARE BEIN: IF CHICOT rebuilt WE HAVEN'T WITHOUT LEADERS. HEARD THS iiQiL_i4.TlL - THEY HAVE 1 ELEMENTARY. AVAILABLE TO BASE THEM ON. MADE IF SCHOOL FROM DISTRICT DISTRICT AND SOON, INVITE WE WOULD WE AGREED THAT IF CITY START AND MEETING COMMUNITY COMMITTEE MEMBERS STARTED RECEIVING NOTICES THAT BEEN SELECTED TO SERVE ON COMMITTEE TO REBUILD CHICOT NOriCIs MAILED NOV. 11, 1S94 FROM DOUG EATON. NOY, izxa. - PTA NOTICES. CHICOT ADDRESSED LSSC SCHOOL THANKED COMMITTEE REPRESENTATION CHOOL BOARD. BOARD FOR BOARD MEETING. MR. MEET AS AT SWLR CONFIRMED APPOINTMENTS, McGUIRE, CHICOT RECEIPT OF COMMITTEE SOON AS RECOMMENDATION TO REBUILD CHICOT. CHRISTMAS POSSIBLE MADE PARADE. BOARD WARE TO MAKE ASKED PLANS OF THAT FOR r CHICOT ELEMENTARY PTA ENTERS SOUTHWEST LITTLE ROCK PARADE WITH A FLOAT AND 150 WALKERS, WEARING \"CHICOT FAMILY - UNITED TO REBUILD CHICOT\" T-SHIRTS. \"ALL WE WANT FOR CHRISTMAS IS OUR SCHOOL REBUILT\" THIRD PLACE AND WAS WELL RECEIVED BY SUPPORTERS ALONG A FLOAT AND n FOR CHRISTMAS IS OUR SCHOOL PARADE/FLOAT THEME. FLOAT WINS ROUTS. THE PARADE CHICOT ELEMENTARY PTA HAS BEEN IN CONTACT WITH HORNTOK'S OFFICE\nSTATE REP PHIL WYRICK BOARD ELECT, B.J. WYRICK\nJOAN ADCOCK, CITY DIRECTOR SCHOOL DISTRICT AND BOARD MEMP.ERS. THE PTA CALLS MEETING FUR NOV. 28TH AT SOUTHWEST COMMUNITY CENTER. CONGRESSMAN PTA HAS STATE REP THE IN AS A AND CITY WELL AS SPECIAL . SOUTHWEST COMMUNITY CENTER. IT WAS FELT THAT IF PUBLIC R.ECORDS INDICATE THAT A DECISION ON CHICOT WOULD BL MADE AT DECEMBER SCHOOL BOARD AGENDA MEETING AND HAS YET TO CONVENE THE COMMITTEE TO REBUILD CHICOT PUBLIC RECORDS INDICATE THAT A the COMMITTEE TO REBUILD CHICOT. GET ORGANIZED NOW AND NOT WAIT FOR THE SCHOOL DISTRICT, THE DISTRICT WE BETTER NOV 2 STM PTA ATTENDANCE CHICOT MKT AT SOUTHWEST CITY BOARD PTA\nJOAN ADCOCK, CITY COMMUNITY CENTER. IN ELECT\nJOA HUMPHRIES, PRESIDENT PROGRESS\nKELLY TUCKER, NEIGHBORHOOD DIRECTOR\nB.J. WYRICK. SOUTHWEST UNTIED FOR ALERT CENTER\nPAT GEE, LRSD 4.. FROM : JOHN YORK. PHONE NO. Dec. 12 1934 10:013AM P7 BOARD MEMBER. INVITED BUT NOT PRESENT\nLINDA JOYCE. CITY BOARD\nO.G. JACOVELLI, LRSD BOARD\nWATSON ELEMENTARY PTA. SPECIAL CALL.ED MEETING TO ANNOUNCE FOBMATIOH OF A COMMUNITY BASED GRASS ROOTS COALITION UNITED IN AN EFFORT TO HAVE CHICOT ELEM.ENTARY REBUI LT. TO SET E\u0026gt;RECEDENT FOR COMMUNITY INVOLVEMENT IN THE DECISION MAKING PROCESS TO DETERMINE THE FUTURE OF CHICOT ELEMENTARY AND THE DIRECT IMPACT IT WILL HAVE ON THE COMMUNITY. COMMITTEE APPOINTMENTS MADE. PLANS FOK DSC. IITH MEETING TO INVOLVE NEIGHBORHOOD ASSOCIATIONS, SWLK SCHOOL PTA'S, PARENTS AND BUSINESS TO BE INVITED. DJiC__aiK - SOUTHWEST CHICOT COMMUNITY CENTER. ELEMENTARY VISION COALITION MET INVITED AND NOT PRESENT, JOYCE, CITY BOARD\nO.G. JACOVELLI SCHOOL BOARD\nWATSON PTA. ' AT LINDA SPECIAL GUESTS INVITED - DR. WILLIAMS, O.F THE SCHOOL DISTRICT. W AT SON ELEMENTARY. THERESA COURTNEY, AN DOUG EATON, LEON MODESTE THE COMMITTEE EXPLAINED WILLIAM KETCHER OF MET SEPARATE FORM DISTRICT'S COMMITTEE. TO DISTRICT WHY WE SCHOOL BOARD DECISION STILL TELLING DUE WITHIN TWO WE EXPRESSED THAT WITH A WITH FELT IT US, THAT IT JUST US THAT THEY HAVE NO WEEKS AND THE DISTRICT IS OWN THAT INVOLVES WAS NOT AVAILABLE. FURTHER INFORMATION TO SHARE THE VISION COMMITTEE NECESSARY TO GET BUSY AND PREPARE A BUSINESS PLAN OF OUR NOT FEEL THE DISTRICT INPUT FROM ALL SOUTHWEST LITTLE ROCK. WE DID TOGETHER IF THEY WOULD BE ABLE TO PUT A STILL DIDN'T COMPREHENSIVE PLAN HAVE COMMUNITY INVOLVEMENT THAT WAS PROMISED. FIGURES AVAILABLE OR THE DR. WILLIAMS DISCUSSED WITH THAT COULD MERGE COMMITTEE: CENSUS IN SWLR WITH CHICOT\nBUDGET PARTNERSHIPS WITH SCHOOL DESEGREGATION NUMBERS. SCHOOLS\nPOTENTIAL DEFICIT OF 7 SCHOOL MILLION\nLOW COURTNEY, COMMITTEE CLOSURES\nAND WATSON ELEMENTARY PRINCIPAL, ASKED FOR OPINION FROM THERESA ON CHICOT AND WATSON, AS DR. WILLIAMS PREVIOUSLY HAD A PARTNERSHIP WITH BE CONSIDERED WITH LARGER. MEETING. OF WEEK. OTHER SCHOOL IN COMMITTEES THEN MET TO PREPARE SWLR IF CHICOT PROPOSED COULD WERE REBUILT FOR DEC. IITH COMMUNITY WILLIAMS SAID KE WOULD PROVIDE INFORMATION TO US BY END IXEJL_TBL - PAT GEE ANNOUNCING MEETING REQUESTED DR. WILLIAMS APPROVE WAS ASKED TO BE DISTRIBUTED THROUGH SCHOOLS IN SWLR. FLYERS DISTRIBUTION. IITH SOUTHWEST CONTACT FLYERS : VISION PRINCIPALS OF ENCOURAGE COMMUNITY MEETING EACH SCHOOL AND HE OK INVOLVEMENT AUDITORIUM. AT McClellan HIGH IN DEC. SCHOOL. FROM : JOHN YORK PHONE NO. : 562 7722 Dec. 12 1994 10:QIAN P8 D.EC__S.TMl - BUSINESSES. fLYERS DISTRIBUTED - PRESS RELEASES TO MEDIA AND FOLLOW INFORMATION REQUEST. MADE BOARD, AVAILABLE UNTIL UP ON THE OCTOBER 27TH FREEDOM DR. WILLIAMS NOTIFIED ME THEY WOULD AFTER IT WAS FIRST PRESENTED TO THE LRSD ON OCTOBER OF FIRST PRESENTED NOT BE spoke with jerky MALONE denial of request. DEC. 9TH. , ----- - attorney for LRSD ABOUT RKCEIVx.D CALL FROM MR. MALONE AT 9:30 PK ON MADE AVHimg^msoi? iTERIAL' WOULD BE UESBAY, DSC. 13TH. OMMITTEE MEMBERS RECEIVED NOTICE MEETING- OF THE LKSD COMMITTEE TO 4:00 SPOKE WITH MS. attending conference. PM. WITH FLYER ABOUT DEC, IF OTHER PARENT THAT THE FIRST ,,,,,, rebuild CHICOT IS DEC. 13TH AT ELLIS, MABELVALE 13TII PTA PRESIDENT ABOUT ATED HER CHILDREN DID NOT IITH MEETING. SHE b 1 COME HOME .RECEIVED NOTICES. SHE WAS COING TO CHECK OUT McClellan high school auditorium - P5 VISION :OO PM. 4FROM : JOHN YORK RAMSCC TEL:501-o62 PHONE NO. : 562 7722 589 r, c Dec. 12 1994 10:02RM P9 2:02 No.QOO- P.Ol AAMSCO 9811 INTERSTATE 30 P 0 Box 190065 LITTLE ROCK, AR 72219-0065 (501) 562-3737 FAX (501) 562-5389 (800) 221-S857 (AR WATS) FACSIMILE MESSAGE DATE: TO: 15.- G\u0026gt;\u0026gt;q4 ZgfiiK FAX#: FROM: SG^. - KEVIN McGUIRE COMPANY: NUMBER OF PAGES INCLUDING COVER SHEET: notes : (Mp. ________________________________________________________ ^cLeok. X (a\nis\u0026gt;^ ktc /Ua?^ \u0026gt;fU(/gitZi\u0026amp; {teu\u0026gt; MUCH Eftteiveg. ^vrrXtv^jusTNQv^ gvg- ihJ w HAS ^J^ghT^^lAJAS, 'TP 0A6UF VIAucH- WrA-^  t^KznctpATgb * IXauc fcg- C IcSoifcc roAJS/pgtfcAnoA,  ___________ V\n^fA4L UJlL/iCT- tUmiVp^ TtfeT hkJl\u0026gt; rr Geoub ^X^CT- 7~Pr~ i\\fe(\u0026lt;^iADorA\u0026amp;oJl* *1^( bfSTjttCr Lm\u0026gt;P^ ye \u0026amp;ftxxA\u0026gt;,vA7ATxo^ \"rri/yr te ($ (Jk\u0026lt;/ j^vac^ l^yOT. X MfttJ 1 IF YOU DO NOT RECIEVE ALL OF THE PAGES, PLEASE CALL 501 562-3737. 5(2\nCL-'5'737 iv\\X- Kev (Sytl^TH'j fOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: December 13, 1994 To: Members of the LRSD Board of Education and Dr. Henry Williams From: n S. Brown Subject: Data on Southwest LRSD Schools Enclosed are some charts which my staff has prepared for me in anticipation of todays meeting of the committee which is to consider rebuilding Chicot School. Dr. Williams has graciously asked me to serve on this committee. Im sharing these charts with that group and you because I think youll find them informative and helpful. The charts contain information about schools in Southwest little Rock. Weve included more detailed information about Chicot and Watson because these two schools have recently been publicly discussed in tandem with rebuilding Chicot. It would probably be helpful to the district to have this level of detailed data analysis on all LRSD schools. Such information would help you assess attendance patterns throughout the district and determine how you may wish to address the burden of bussing and concomitant transportation efficiency. School Black Baseline 245 Chicot 344 Cloverdale 312 Dodd 193 Geyer Springs Mabelvale Meadowcliff Otter Creek Wakefield Watson Western Hills Wilson Total 223 340 279 154 327 340 215 254 3,226 LRSD SOUTHWEST AREA SCHOOLS 1994-95 Enrollment and Capacity October 1,1994 Enrollment White Other Total % BIk 1994 Capacity Percent Filled Number of Vacant Seats 77 151 74 97 66 124 131 196 73 81 95 83 1,248 4 8 6 8 11 10 1 9 13 6 7 8 91 326 503 392 298 300 474 411 359 413 427 317 345 4,565 75% 68% 80% 65% 74% 72% 68% 43% 79% 80% 68% 74% 71% 390 558 492 328 328 515 465 351 492 492 328 394 5,133 Prepared by the Office of Desegregation Monitoring 12/13/94 Based on information submitted by LRSD 84% 90% 80% 91% 91% 92% 89% 102% 84% 87% 97% 88% 89% 64 55 100 30 28 41 54 0 79 65 11 49 576Chicot Attending and Area Students by Race Attending School Name Chicot Mablevale Elem Cloverdale Elem Watson Baseline Geyer Springs Wakefield Wilson Bale Meadowcliff Badgett Brady Dodd Western Hills Group Total To Incentive Schools Franklin Rightsell_____________ Rockefeller Group Total To Majority White Schools Forest Park Fullbright Jefferson McDermott Otter Creek Terry I Group Total To Interdistrict Schools M L. King Romine Washington Group Total To Magnet Schools Booker Carver Gibbs Williams Group Total To High Sch. Kindergartens Fair McClellan Community High Sch Parkview Group Total Grand Total Students from the Chicot Attendance Zone Students From Other Attendance Zones Attending Chicot BLACK 181 31 24 23 9 6 4 WHITE 116 11 7 3 5 3 2 TOTAL i 2971 421 311 261 141 I ! Sending School Mablevale Elem Cloverdale Elem Watson Baseline 91 ! Geyer Springs BLACK WHITE 51 3| 21 21 01 1 295 66% 2 21 91 13| 72% I I 01 if II 9l 1 17 81%| 1 0 4 5 38% 6 4 5 20 77% 1 2 2 5 100% 355 67% I 1 1 0 0 0 61 61 41 4l 2i Wakefield Wilson Bale Meadowcliff 16 33 22 6 3 11 2 1 1 8 1 6 21 oT o' 2' 1 ' 21 01 1511 34% I 01 01 sT 51 28% i I OI oT II 01 31 41 19%l -4 II 61 ___81 62% 1 3 2 1 0 61 23% 0 0 0 Oi 0%j 174j 33% I 21 Brady 21 11 446i Dodd Western Hills Fair Park Woodruff 21 2\n141 18i Franklin Rightsell Rockefeller Mitchell Stephens 01 Forest Park 21 Fullbright 2! 41  Jefferson 121 'Otter Creek II 21' 2! M.L. King 11 101 Washington 131 SI 8I 5i 5i 26 i 11 Nozone 21 Legal Transfer 21 51 I 5291 Total of Other Zones to Chicot Chicot Chicot Enrollment Prepared by the Office of Desegregation Monitoring 12/13/94 Based upon information supplied by the LRSD 11 41 Tl II TT I 41 21 61 21 1 1 1 0 0 TOTAL 0 ______ 34 28 8 8 11 2 3 _______2 0 2 5 2 1 1 1 1 2 1 10 18 0 3 153 82% 181 61%| 3341 69% I 01 TT 01 I 01 1I 1 I T 0 0 0 T 1 0 33 18% 116 39% 149 31% 2 4 3 6 2 1 2 4 0 1 0 10 0 18 1 1 186 297 483Watson Attending and Area Students by Race Attending School Name Students from the Watson Attendance Zone Students from Other Attendance Zones Attending Watson Sending School Watson Mablevale Elem Chicot Cloverdale Elem Wakefield Geyer Springs Dodd Woodruff Bale Baseline Fair Park Forest Park Meadowcliff Western Hills Wilson Badgett Brady Group Total I To Incentive Schools Franklin Rightsell Rockefeller Group Total To Majority White Schools Fullbright Jefferson McDermott Terry Otter Creek Group Total To Interdistrict Schools M.L. King Romine Washington Group Total To Magnet Schools Booker Carver Gibbs Williams Group Total To High Sch. Kindergartens Fair McClellan Community High Sch Parkview Group Total Grand Total T BLACK 2411 301 ______ 17' 9' 8' 5' 3 2' 2 21 2 1 1 1 0 0 346I 80%  4 1| 3| 8| 89% I I oT 0 2 o' 3' 5' 71%' 4 1 10 15 75% 8 9 1 8 26 90% 0 3 0 3 100% 403 81% WHITE 66 1 6 4 5 0 0 1 1 0 0 TOTAL 01 0 o' o' 0 84 20% ZjI ___qi 01 II 11%' 01 2' o' o' 0 2 29%' 1 1 3 5 25% 0 1 0 3 10% 21 0 0 0 0% 95 19% I T T WT 31 ' 28' 21  14' 8' s' 4' 3 2 2 2 1 1 ' BLACK WHITE Mablevale Elem Chicot Cloverdale Elem Geyer Springs Dodd Bale Baseline Meadowcliff 11 0| 4301 5 1 3 Garland 9I + 1 i 15 23 16 6 1 31 6 1 1 8 1 1 11 01 J. 01 6' 1 0 01 Fullbright 2!Jefferson 21 0 3 7 51 2' 13' 20' Washington 10 9 2 IS 291 0 31 0 3 498 Nozone Total of Other Zones to Watson Watson Watson Enrollment Watson Capacity I 4 21 1  1' i i T 01 01 4 0 3 0 81 80% 241 79% 322 79% 20 20% 66 21%l 861 21%| 83% I TOTAL 0 21 26 19 0 7 1 0 1 14 0 0 2 1 1 1 4 3 101 307 408 492 12/13/94 Prepared by ODM based upon information supplied by the LRSDSouthwest Schools by Enrolled Grade School Name Baseline Ethnic BL WH P4 K 01 02 03 04 05 06 Baseline Total Chicot BL WH Chicot Total Cloverdale Elem BL WH Cloverdale Elem Total Dodd BL WH Dodd Total Geyer Springs BL WH Geyer Springs Total Mablevale Elem BL WH Mablevale Elem Total McClellan Community Hig BL McClellan Community High Sch. Tota Meadowcliff BL WH Meadowcliff Total Otter Creek BL WH Otter Creek Total Wakefield BL WH Wakefield Total Watson BL WH Watson Total Western Hills BL WH Western Hills Total Wilson BL WH Wilson Total Grand Total BL WH Optimum Number of Sections 22 13 35 9 9 18 34 12 46 0 0 0 23 13 36 9 9 18 0 0 0 0 0 0 0 0 0  0 23 6 29 0 0 0 9 9 18 200 129 71 11 42 14 56 35 22 57 45 13 58 29 9 38 29 11 40 49 12 61 20 20 37 18 12 27 39 42 16 58 44 15 59 29 10 39 3S 11 46 626 448 178 31 32 6 38 49 17 66 42 14 56 26 20 46 35 12 47 49 18 67 0 0 50, 14 64 22 27 49 48 11 59 51 10 61 27 15 42 47 14 61 656 478 178 29 31 10 41 31 4 35 28 10 38 25 7 32 29 5 34 Grand Total I 240' 69' 309 78% 22% 45 21 66 38 11 49 25 21 46 27 11 38 16 62 0 0 41 19 60 25 25 50 41 12 53 38 13 51 31 14 45 33 13 46 607 421 186 26 50 20 70 52 15 67 45 23 68 47 24 71 332 151 483 69% 31% 41 9 50 20 9 29 28 5 33 48 15 63 0 0 4^ 22 70 18 24 42 51 11 62 47 11 58 27 19 46 29 14 43 601 438 163 26 28 8 36 35 3 38 46 5 51 309 75 384 80% 20% 33 15| 48 31 19 50 24 10 34 188 103 291 65% 35% 17 9 26 32 9 41 19 3 22 210 73 283 74% 26% 48 23 71 45 16 61 44 25 69 338 134 472 72% 28% 1 1 0 0 0 0 21 21 39 22 61 31 37 68 47 6 53 45 12 57 34 14 48 24 8 32 606 427 179 24 31 19 50 30 13 43 276 127 403 68% 32% 19 37 56 22 30 52 149 207 356 42% I 58% 42 14 56 41 17 58 312 87 399 78% 22% 36 4 40 38 15 53 322 86 408 79% 21% 30 11 41 31 19 50 209 102 311 67% I 33% 37 13 50 39 8 47 253 90 343 74% 26% 583 408 175 584 410 174 4463 3159 1304 71% 29% 23 23 12/13W Prepared by the Office of Desegregation Monitoring based upon Information supplied by the LRSDUttie Rocx Scnoot Ostnc: EnroilmsrK Comparison r QctoOf 1 1993 OctoOfI 1994 OMTwvnc* I I I \"5 ' I ! I , 3 u 2 I\nI ' i 3 I a I I RtCSSVs OCT 1 2 1994 Office of Desegregation Mci 1994 Cenral HS^ Paw HS Hail HS UcOeilan HS'^ Pamiaw HS\" J  J 12231 6181 5961 3141 5861 362! 5661 2131 -4631 315i Sutr-ioaill 35391 18221 MO Maoneisij 30761 1507' C.osraa aH Dunoar^H pyasi Haignts :jH henaeraonJH~ MaoeivaieJH Mann JH\" Puiasn Heiqnts JH Souimwst JH I SuB-Toaii :o6i 1301 4391 2511 47141 195! 331 187Si S5.35%l 5 ! S ill I 5i l_  o 2 S' 1 S' s i s :04UI Sai 19I 1637 53\n3%4-588l -701 161-242! ! 32%l 31 281 71 101 9131 34 92%) 5311 2791 \"3 9)71 5331%J 35i -35i -li 9761 50 04%\n 6691 3261 361 10311 54 39% I 886 i 75.17%) 5841 2031 )0i 7881 58 76%li 4351 3281 37' 361 5447' i4.97'\u0026lt;.il 34591 16841 1391 5232' 761 46591 S6.02%li 30241 13561 102 51 111 181 701' 30 74%ll 521! ',191 701: 52.52%l| 4631 227! -51 8781 2101 27! 4531 1971 4941 341 i 4341 3511 5241 1411 41 i^ 7881 72.97*11 9151 74l0%f 5541 59.27%il 5551 561! 197! 2291 8 417! 1611 351' 58.05Ail 4551 3661 31 750 ! 54 94%lf 431! 14i 579  '~i 17%li ^7' 3341 31 81 3971 75 25% 3001 54 33% 331 -36! 81 551 181 -101 31 111 -28! 131 271 121 3.89% 4 85% 1891 -254 9541 -37 12911 -260 4482! 65.49*/.4 -801-1381 631-1651 57.477'.4 -621-151. 2Si -177' 108% 1199! -302 -4 38% 10001 -200 0.52%) 53351-1053 l.-iasi 53351 -353 'Magnei  Magner Program Incentive -InterdBtnct 347' aO533'.li -45! -II! 21 -541 -J22%1 5681 -22? 49.11% 73.67% Area HS Range 7071 .'301 FtV 585\n30 2'21411 291 -241 II '2 44%i| -101 21 01 72.C3%i| -171 191 01 71 23%.  1 357%l 812! -105 -8i -0 53%! -361 -361 31 -691 3451 53 56911 -381 771: 510 JI *5 S4%l 71 202%! -6' -4 08%! 11 -19. 371 -36: 4} -69 0.96%) 2.56*1 41531 191Si lOO\n5079! 58.48%i| 4006! 17381 118: 5862 : 58.\u0026gt;t%^\u0026gt;l571 \u0026lt;781 181-217 woMaqnvaii 36691 1475! 34I 5228! ro.18%11 35501 13721 5017' 70.75*A8-119l-103! 111-211' 358! 3071 -78 10 514! -29 3501 7451 -5 26 -37! .127, .3.14%) 33911 -529 0.58%) 65411 -524 51.25% 76.88% Area JH Range Baogea ' Baie I Baseana i SooKef I Braaa ! Ca/vef I C.5icot I Cloieraaw 1 Cooo ! Pair Pan i PvestPanr 1 PraniOin^ Patmqnt I Ganana' Caver Sonngs Gibbs' Jeiiarson King- 1 Maowvaia MbOermit Meaooitctiff MitbneiH Ctter Green Pulasn Heignis Rigntseil* Rocxemler* Romne- Slebnensl Taipr Wanetieid Wasningiarv- Waison iveslem Hills Williams' Wilson Hrooonrrf Ssaaai Scnools Sut\u0026gt;-Total 2S5i J^1 31: 53! 761 2651 1221 3251 2S3! 3561 1471 3041 891 200! 751 971 501 2001 2531 3001 401 2331 2721 1811 208! 31 101 21 9! 121 71 1 71 18S. 3964%! 1 j3i 303 - 74 26%lt 2141 343 . 77 2S%li 441 37' 771 31 31 177 .'c 4% 4 3091 55 2514 It 01 .12! 19' -2I .95%ll 3051 2451 397 55.25%IL 555 ' 54 62%ll '^1 137! 7: 3091 2671 509 ' 39.94%I| 3441 1511 386' 3.76%ll 312! 51 292 ' 54 73%ll 31 51 51 15! 31 211 781 170! 1211 2131 2871 3571 1891 3111 1741 262! 232! 3061 1271 2151 121 1411 1951 1901 197! 1841 2401 2471 1411 41 931 731 31 2431 2921 3371 1061 451: 2601 3531 391 2151 1141 2571 2071 2631 147! 271 871 341 23! 5.3C%l 257  -60 326' 5 ':%a -201 51 -3.00%l I! 21 -17' -2.11%! 3-%i) -161 -201 14 2 -J.72%i 5561 4011 -92 390! -64 -63 408 -9i 5881 52.55%ii -161 I5i 5t 41 51 2531 76.05*4 204 i 4581 43.57*11 345\n36.96%ir 5201 44 81%f 205 ' 38.29%ll 971 731 1981 2281 3331 411 8l 5! 3! 5i 5! 91 235 ! 2891 131 5031 58.39% 11 -121 392 298 ' 5^ -9 5 j 41 21 -3.99%) \" -2.07*1 11 -155%,' 467' -59 6131 -25 5581 -55 74 4 31 -11 -11  I 252 2 234%) 45 53%t 41 41 31 21 131 21 3 0.84%: 492! -100 3.04%, 3281 -30 191 -3.71%l 351. -69 4431 38 '74 If 931 -21 -25\n1 I -25i 11 41 981 217% 1 76% 542! 43.36%1 21 171 31 22! -145% 399' 4341 5401 33 9 2 2! \"F 41 T| 31 I5t II 31 51 111 7' 141 II 251 41 \"ioT 01 31 31 41 51 II I 9l 7!' 2881 7222%! 299' 56.86*) 2231 661 1601 1211 504\n4Z26%I| 2131 2791 111 \"iF 5i 51 282: 87 23% 4 3001 74 33%! 6Si 5i 51 77' -1 06% 151 -'2! 91 '2: 2931 54S(%I) -iQl 302 ' 43 43%! 01 41 -61 211% -2.25% 2981 -16 3281 -28 3531 -60 51 61 II 5531 54 56%l( 3C9I 227' 4881 53.73%!) 3401 1241 FoT 509I 51 47%\n 2411 233 I 20I -1 if 4341 70.51%l 230 ! 9348%! 341' 41 35*1 279! 1311 2501 31 1541 1961 II 41 T 3981 4774%! 1971 207! 161 )89i 97 35%! 225i 340 70 59*1 41 01 2641 1241 '51 334 . 73 95%! 2341 145. 9724%! 561. 4332%r 2341 447 ' 75 39%l 3271 721' 52.55*1 442\n79.36*1 332! 64 76%l 731 '61 2951 Closed 301 731 131 443' 2111 331 3401 2151 811 951 472! 54 45%! 2501 2141 3541 74 29%! 2541 2361 5229%! 1481 51 52 ^%l 151 831 871 211 51 71 10! 31 81 01 551 474. 56 0874 4 -461 38! 31 21 1.16% 2: -3 48% 291 -501 71 -14. 494\n48 '9794 -211 4111 67 68% if 272 : 95 69%t -271 451 359 42.30%il 131 420 ' 46 9C%y 229 98 25% if 403 , 55 Ol'S II 323' 2 45% J 1 559. 4f 36%![ 4131 9 384 9 587  54 48% 11 3.00% II 51 -151 -259% 41 01 -231 -2.52% 41 11 421 1'1 41 181 211% 1 55% 492! 10 723! -177 5151 41 517! -23 4651 -54 298! -26 71 10l 5I 12' 3511 3741 a 46 411 01 -1! 40, 0.90% 241 31- 31 531 -5.08% -131 -91 Oi 21 -1 Closed 31 41 ' -1 51% 2581 -29 4691 -66 4871 -164 ' -1 46% 5151 44 -101 -331 91 -34, -31 -491 231 -34. 3 79% 193% 427' 7963%ll -131 61 51 -15i -0.24% 317! 67 327'. 01 -191 41 -15' 3 06% 492! -79 8361 -149 4921 -65 3281 -11 474\n52. 74%| 345 . 73 62%j 243' 5OS1%S -71 -91 II 7' 21 : -1 71% 5171 63 41 -91 -067% 3941 69 31 31 \" -138% 3241 61 W72: 48451 251' 14068\n53.787wl 3915 . 4772' -WOI 14087 36. 41 37 ii -12! -21 -II -15' -11 27% 36 MoMionaail 7872 39661 218i 12056 35.30V.il 78751 39041 3431 12123 S3O99l| ST -73 1491 S4.37\u0026lt;.il 41 -62 1251 19\n6.49%1 15717 -1630 Cnana .'obi II'5674 . 8483 437 25594 Kio MaonefS\ni '^6^1 6948 . 178 2'943 55 15% 1116380 , 8194 557 25231 56 51% 1114406 5632 54U 2lb!2 64 92% ij-294i-289-2201-363' 66 oj74 J-167--315 162'-32' -0.33% j 135781-1455 0 23% 128443 -3212 9 22% 124454 .-2832 40 00% 60 00% Area Bem Range 4_5 XLS Office o1 Oetegreigaiion icvsiwLRSD SOUTHWEST AREA SCHOOLS SEVEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegregation Monitoring 12/13/94 and Based upon LRSDs October 1 Enrollments School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 Baseline Elem Black 292 282 272 258 262 265 245 While 108 100 91 74 74 76 77 Other 4 7 7 3 2 5 Total 400 389 370 337 339 343 326 Chicot Elem % SIk Black 73 72 74 77 77 77 75 363 339 362 341 350 356 344 White 197 188 180 187 177 147 151 Other 2 3 8 6 8 4 Total 560 531 544 531 535 509 503 % BIk 65 64 67 64 65 70 68 Cloverdale Elem Black White Other 281 165 294 289 304 291 364! 122 98 84 71 75 3 2 4 4 7 74 6 Total: 446 419 389 392 366 386 392 Dodd Elem % BIk Black White 63 70 74 78 80 79 80 270 253 194 166 183 189 193 144 138 134 134 121 97 97 Other 8 3 3 3 0 6 Total 414 394 331 303 304 292 298 % BIk 65 64 59 55 60 65 65 Geyer Springs Elem Black White 457: 136 145 180 177 208 223 82 69 56 74 105 78 66 Other 0 0 2 0 0 11 Mabelvale Elem Total % BIk Black 239 66 373 205 66 311 201 254 282 288 300 72 71 63 72 74 321 266 278 311 340 White 213 222 235 234 219 174 124 Other 10 3 3 3 2 5 Total 586 535 559 505 500 488 474 % BIk 64 58 57 53 56 64 72 Meadowcliff Elem Black 312 268 287 252 292 306 279 Whit 144 162 154 174 147 127 131 Other Total %Blk Otter Creek Elem Black White 456 68 207 154 2 432 62 170 172 3 1 1 1 1 444 427 440 434 411 65 59 66 71 68 180 179 160 143 141 154 191 203 195 196 Other 0 9 0 5 7 5 Total % BIk 361 57 342 50 359 50 356 45 353 41 341 41 359 43LRSD Southwest Area Schools Seven Year Enrollment Comparison Page 2 School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 Wakefield Elem^ I Watson Elem Black WNle Other Total %Blk Black White Other 316 185 501 63 297 168 301 'IO 294 160 2 326 329 347 169 1 502 url 337 106 327 73 65 69 IB O IH 4 447 75 ,13 413 79 347 338 332 353 340 168 126 117 89 81 3 3 2 0 6 Total 465 456 518 467 451 442 427 % BIk 64 64 67 72 74 80 80 Western Hills Elem Blac^ 213 Wilson Elem While Other Total %Blk Black White Other 119 196 140 204 131 190 130 1 4 3 209 216 124 114 2 215 95 7 332 64 289 123 337 58 339 323 335 332 317 263 134 0 60 59 62 65 68 298 288 265 263 254 118 2 105 1 90 87 83 0 4 8 Total 412 397 418 394 355 354 345 % BIk 70 66 71 73 75 74 74 Total Black White Other Total %Blk 3,370 1,802 5,172 65 3,107 1,767 27 4.901 3,225 1,713 36 4,974 65 3,072 1,664 42 4,768 64 3,129 1,595 36 4,760 66 3,248 1,565 4,656 70 3,228 1,248 91 4,565 71AAM^CO TEL:501-562-5389 Dec 1994 16:33 No .004 P.02 TO: Pl ouglas C. Eaton, Director of Plant Services FROM: Kevin McGuire, Chairman Chicot Rebuilding Committee DATE: December 19, 1994 SUBJECT: Reply to Districts Request for Special called Committee Meeting for Monday. Dec. 13, 1994 regarding decision of rebuilding options for Chicot Elementary Districts for s outlined by District The consensus Committee rendering of meet ing the Committee was that granting a on a decision on Monday, Dec. 19, the Coiiimittee' s for the special called purpose proposed option rebuilding Chicot would be premature and irresponsible. of for The financial crisis Committes decision data and analysis frame. that the District be derived and then from a faces requires that correlated into defined proces ths based on a management time In order def ined District, for the Committee decision to render a we available to comprehensive, well the on. the proposed options submitted by request that the following F.O.I. request the Committee so that the data can be responsibly that the oata can L... ..,.^^^,,1 analysed nd correlated into our recommendation to the Board. be made The sooner the District complies with the Committee's the sooner we will be able to oblige the District's request decision of the options they have made available to render a The Little District complies with be able to oblige request, to us, Rock graciously entrusted School District submit this Committee Board of our Elementary. recommendations with the Director's have In doing on the rebuilding responsibility to so, they approved of Chicot release the of information pertinent to the rebuilding of Chicot in our motion at the School Meeting, Dec, 15, 1994. We therefore 1ejpeoufu1ly request the following information under the Arkansas Freedom of Information Act and further decline the District's invitation for a special called meeting for Dec. 19 to render a decision. Board the rebuilding of Chicot 15, 1994 . further decline for a meeting for We further wish to- make clear that the recommendations Committee are to be submitted to the Little Rock ______ District s Board of Directors for their review and consideration, not to the Little Rock School District Administration. to. be Little of this SchoolAAMSCO TEL:501-562-5389 Dec 1994 16:33 No.004 P . 03 Douglas C. Eaton December 13, 1994 Page Two We await compliance to our request for inforroation. Linda Pendexter Cc : President, L.R.S.D. Board Jerry Malone/Chris Hellex'  L.R.S.D. Attorneys Ann Brown - Office of Deseg. \u0026amp; Monitoring Joan Adcock - City Director, City of Little RockRAMSCO TEL :501-562-5389 Dec 1994 16:34 No.004 P.04 Request for Distr.ict in public information from the Little Rock School compliance with the Arkansas Freedom of Information Act and the Little Rock School District Board of Directors Requested By: Kevin Committee McGuire, Chairman, Chicot Rebuilding Date Ruquested: December 19, 1994 1. Copy of the Districts correspondenoe to Architects/Engineers requesting drawings and financials for first two options. Option one: \"As is\", option two: \"With enhancements\". and financials for option two: 4 . Copy of Architect/Engineer including scope of work. contract with q chool D istr ict Copy of response from Architeot/Engineers including complete cat nl! ________ _______________________________ .. set of drawings and preliminary specifications incorporating educational specifications. 4 . Copy of Architect/Engineer of work contracted timeline information. and percent correspondence indicating phases completed, as well as any, pAMSCO TEL:50i-562-5389 Dec 1994 16:32 No .004 P.Ol DATE: to: COMPANY: AAMSCO 9811 INTERSTATE 30 P 0 Box 190065 LITTLE ROCK, AR (501) 562-3737 72219-0065 FAX (501) 562-5389 (800) 221-8857 (AR WATS) FACSIMILE MESSAGE FAX#\ntO41\u0026gt; ^~feBLEujN3 FROM NUMBER OF PAGES INCLUDING COVER SHEET: NOTES: -K(\u0026lt;A^-rnzv^^ 7 7 IF YOU DO NOT RECI EVE ALL OF THE PAGES, PLEASE CALL 501 562-3737.0( 2 1995 Offics of Desegregaiion ?zon\ntorifig THE COMMITTEE TO REBV1LB CHICOT HAS SCHEBVLEB 1TS FIRST MEETING OF 1995^-96 ON THVRSPAV, SEPTEMBER 21, 199^ 6:00 P,M, AT THE SOVTHWEST LITTLE ROCK RECREATION CENTER 6401 BASELINE ROAD f THE COMMITTEE TO REBUILD CHICOT RECEJV\"' WILL MEET NOV 2 9 1995 Office of Desegrsgaiion Monitoring ON MONDAY, DECEMBER 4,1995 6:00 P.M. AT THE SOUTHWEST LITTLE ROCK RECREATION CENTER 6401 BASELINE ROAD *** X- * X-*** X- * X- **** X- 5fr * sf-x- * *\u0026gt;{\u0026gt;{ X- **\u0026gt;{ 5E st-*** * * * s(- *\u0026gt;{ Sf- \u0026gt;{ X- ** 5f- * X- PLEASE NOTE: TUESDAY, NOVEMBER 28,1995 AT 12:00 NOON ALL COMMITTEE MEMBERS ARE INVITED TO PARTICIPATE IN A WALK-THROUGH OE THE CHICOT BUILDING.,_D 1-^09/97 11:40 @002/002 fi 501 324 2023 LRSD COMMl'XICATI ODM Iit Little Rock Schoo! District Chicot Elementan' Without Power For Immediate Release January 9, For more infonnation' Suelien Tann, 324-2020 J Teachers and students at Chicot Elementary' School are workint\nin small groups R K in the school cafeteria due to a power outage in the building. Entergy crews advised that power should be restored within an hour, so the school will remain open. The Jo* temperature in the cafeteria was 69 degrees at 9\n45 a.m. Parents who decide to take their children home may pick them up al the cafeteria door. Otherwise, school will continue in a warm, positive en\\'ironmcnt as teachers and JlS students work on lessons in the cafeteria. Vi f, ..4'5 810 West Narkham Street  Little Roch. Arkansas 72201  (501)324-2000 \\ ttli 03/29/96 16:55 501 324 2023 I.RSI) CO'IMUNICATT ODM 0002/002 /LSFECjAl INVITATION FOR YOU YOU ARE CORDIALLY IMTFED TO BE OUR SPECIAL GUEST AT THE GRAND OPENING OF CH1COT ELEMENTARY SCHOOL ON SA WRDAY, APRIL 13, 1996, FROM 10:00 .iM TO 3:00 PM. OUR THEME WILL Be\\ EHE NEW CHICOT AND YOU\\ 3 As J OU are awaie, Chicot Elemetitar^' SchwTol was destro^-ed due to lire approximately eighteen (J 8) months ago. How'sver. foanks i the (.ommunity, the city and the school district, we have reopened. X Mayor Jim Dailey, Dr. Henrv Williams, and one of our CBf StuG ents will perform our ribbon cutting ceremony. Folknrirp the ribbon cutting, there will be a short program along wifo Centra* I High Schoo? s Band anidt Chicots very own Macstro' .Rick i BanJis, accompanied by the 5th and 6th graiiers. ji' Thuf- Will be many booths set up, plenty of food to eat, and i souvenirs to purchase for a small fee Chicot PTA has carehihv ,plaruied tins special occasion wth the whole familv in mini? Rie Cit\\ Of Lit Aick Will be heavily visible in iheii support. This is an event you (dont want to missll Lhere will also I. t^e 3 isileiit auction of merchandise donated bv the Southwest Littie Rocit Business Comiounitv, COiVlE, JOIN US AND TAKE THROUGH OUR NEW STATE! U /. personal BUILDING AND iUAI.K IFUT OUR THANK YOU FOR YOo P: CONTlNtTD SI 'ORT! .2B  WEDNESDAY, NOVEMBER 25, 1992   Noble feast FRIDAY, NOVEMBER 26,1993 Aikansas Democrat \"^(gazette About Face tells pupils to turn backs on bad choices BY DENNIS A. BYRD Associated Press Writer . Theres nothing new about military personnel going into the schools to talk to students. But the approach of the group About Face is different. Its not just the Army or Navy or the Marines. Its all of those plus Vietnam veterans and the groups founder, Ruth James. Their message is one of self-esteem and choosing the right options in life. We want to recruit young people back into the positive things of life, James said after an hourlong program Tuesday at Chicot Elementary School in Little Rock The program features patriotic music, skits and student participation. James, a singer-songwriter, said she saw the need for such a program after moving to Little Rock from Houston a year ago. I was seeing actually more violence here than I was in Houston. I think it kind of creeps up on you. What is happening is, the Los Angeles gangs are going through smaller communities, recruiting young people, she said. Some 500 students sat and stood alternately on a paved playground behind the school as they listened to the military speakers and heard songs performed by James, Marine Cpl. Steve Savage and Navy Petty Officer 2nd Class Pat Lauderdale. Savage showed the students how to do an about-face maneuver as Lauderdale shouted the command. The about-face was used to illustrate what students should do if they are approached by anyone trying to give or sell them drugs or alcohol or entice them to join a gang. What do you do when a drug dealer comes up to you? Lauderdale asked. Say no, the students shouted. Thats right, then you turn around  do an about-face  and head in the other direction, Lauderdale said. Paul Howell, president of the Arkansas Council of the Vietnam Veterans of America, is an active participant in the group. I have three daughters, and I dont want them to be in a gang or on drugs or alcohol, Howell said in an interview before the program.SUNDAY, AUGUST CoDvright  uttle Boa, Chicot pupils should sign up at Ish, LRSD 6. 1995 ______ N*\u0026gt;w\nnar\\Ari Democrat-GazeWe Staff Pupils who will attend Chicot Elementary School during the 1995- 96 school year should register at Chicots Ish School at 3001S. Pulaski St. or at the Little Rock School Districts student assignment office on Monday and Tuesday. The old Oakhurst School, which also houses Chicot students, will not be open during registration. Chicot Elementary School was damaged by fire in 1994. While the school is being rebuilt, Chicot pupils are divided between the old Ish and Oakhurst campuses. All new and current pupils in the Little Rock School District should register for the 1995-96 school year at their assigned schools on Monday or Tuesday. The registration hours are from 8 a.m. until 6 p.m. Parents who are unsure of their childs assigned school should contact the student assignment office by calling 324-2272 or by visiting the office at 501 Sherman St. Parents should take proof of their childs home address, immunization records, birth certificate and Social Security number. Parents do not have to disclose their childs Social Security number.IJi, -14 - 94 10\n13 501 324 2032 L R School Dlst ODM @002002 MEDIA ADVISORY October 14, 1994 Contact: Jeanette Wagner, 324*2020 The Little Rock Schoo! District will hold a press conference Loday at 3 p.m., in the Administrative Board Room to release details concerning the temporary relocation of Chicot Elementary School students. District officials are currently assessing damage to the school and are evaluating other facilities for student placement. Transportation issues are being addressed. There will be a meeting for parents of Chicot Elementary School students to inform them of the arrangements being made for their children. The meeting will be held Sunday, October 16, at 3 p.m. at Watson Elementary located at 7000 Valley Drive. Chicot, students will not attend school on Monday, October .17, Tuesday, October 18 or Wednesday, October 19 which was previously scheduled teacher workday. a Parents are asked to read their newspaper, stay tuned to local radio and television stations, or watch LRSD Cable 4 for further information. ###10/17 94 11:26 3301 324 2032 L R School Dlst ODM @002/003 CCtCBSB^ Little Rock School District MEDIA ADVISORY October 17,1994 For more information: Dina Teague, 324-2020 SFEaAL BOARD MEETING The Little Rock School District Board of Directors will hold a special meeting with the Parent Teacher Assodation of Chicot Elementary School at 7:00 p.m. on Wednesday, October 19. The meeting will be held in the LRSD administration building at 810 W. Markham. ###10/17.-94 11:27 0301 324 2032 L R School Dlst ODM @003.003 fa Little Rock School District MEDIA ADVISORY October 17,1994 For more information: Dina Teague, 324-2020 Following is a list of events for announcements, news coverage and/or photo opportunities in the Little Rock School District for this week 1:15 - 2:00 p.m, Craig O'Neal visits students in the \"Just Say No ?? prevention book. The event is to kick off Red Ribbon, activities at Bale Tuesday, October 18.9:30 -10:30 a.m. Sixth grade students from Otter Creek the hydro-electrical facility in North Little Rock to answer student's question raised during a classroom study on energy. a Wgt^esday O^^ 19. 7:00 p.m. The LRSD Board of Directors hold a special meefctngr wilb tho n------------t-kt- a  meeting with the Chicot Elementary PTA. ^day, October 21,10:00 a.m. -12:00 nnnn The \"Mountain Man\" of Pinnacle Mountam State Park speaks to students from Martin Luther King, Jr. High Intensity Learning Int^distnct Magnet Elementary School during a field trip to the park and arboretum. He explains how to live in the wild and learn to interact with toe environment to survive. 21, 7:30 p.m.., The UAPB Golden Lion Marching Band performs at halAme during J. A, Fair High Sdiool's homecoming game against El Dorado High ### Slowest Markham10/18/94 13:44 0501 324 2032 L R School Dlst ODM @002/004 Little Rock School District News Release October 18,1994 For more information: Dina Teague, 324-2020 The Little Rock School District announces that transportation service has been revised for Chicot Elementary students who were reassigned to Ish Elementary School and Oakhurst Elementary School due to the destruction of Chicot by fire on October 13,1994. Beginning Thursday, October 20, former Chicot Elementary students in the pre-Kindergarten (four-year-olds) through third grade levels will attend Ish Elementary while students in fourth through sixth grades will go to Oakhurst Elementary. Transportation procedures will OQtJnyolye,a_s,tndent-transfer point as previously announced. On Thursday morning, regular route buses 28A (Red), 28B (Blue), 28C (Green), and 28D (Pink) will pick up students according to the current route schedules, and go directly to Ish and Oakhurst Schools. In the afternoon, the route buses will pick up students at Ish at 2:00 p.in. and Oakhurst at 2:20 p.m. and deliver them to their stops at approximately the regular times. (more) A A10/18/94 13:45 501 324 2032 L R School Dlst ODM 0003/004 Chicot Elementary Student Transportation - page 2 The school day will be shortened temporarily to accommodate transportation schedules. Additional buses will be used to pick up students who previously walked to Chicot The added buses will begin picking up students at 7:20 a.m. at eight new bus stops. In the afternoon, these buses will pick up students at Ish at 2:00 p.m. and Oakhurst at 2:20 p.m. and will return them to the new stops at approximately 2:45 p.m. The new bus stops are at the following locations: Deer Meadow and Chicot Yorkwood and Chicot DePriest and Chicot Morris and Chicot Woodhaven and Chicot Thompson and Legion Hut Whispering Hills Trailer Park and Chicot An additional stop will be added for students who were transported by private vehicle. This stop will be at Skateworld (6512 Mabelvale Cut-off). Buses will begin picking up these students at 7:20 a.m. In the afternoon, the buses will pick up students at Ish at 2:00 p.m. and Oakhurst at 2:20 p.m. and will return them to Skateworld at approximately 2:45 pjxv (more)10'18-94 15:45 301 324 2032 L R School Dlst ODM @004-004 Chicot Elementary Transportation - page 3 Supervision will be provided for students only at Skateworld from 7:00 a.m. until the bus arrives. In the afternoon, supervisors will stay with students from the time the bus drops them off until 3:00 pun. Additional personnel will ride buses to supervise children who are unfamiliar with school bus transportation procedures. Pick up times for students on special (CBI) buses will remain as previously scheduled. Special Education students will be delivered directly to Ish and Oakhurst Schools. Drop off times may be slightly different because of a shorter school day. Parents and other patrons who have questions about transportation may contact the LRSD transportation department at 570-4000. Ish Elementary School is located at 3001 Pulaski Street and may be reached by telephone at 324-2410. Oakhurst Elementary School, the old Martin Luther King Jr. School, is located at 4800 W. 27th Street The telephone number is 671-6397. ###. - to- 18/94 13:44 301 324 2032 L R School Dlst ODM 002-004 LmxE Rock School District News Release October 18,1994 For more information: Dina Teague, 324-2020 ITie Little Kock School Ehstrict announces that transportation service has been revised for Chicot Elementary students who were reassigned to Ish Elementary School and Oakhurst Elementary School due to the destruction of Chicot by fire on October 13,1994, Beginning Thursday, October 20, former Chicot Elementary students in the pre-Kindergarten (four-year-olds) through third grade levels will attend Ish Elementary while students in fourth through sixth grades will go to Oakhurst Elementary. ri in 1V( Lt lini previously announced. On Thursday morning, regular route buses 28A (Red), 28B (Blue), 28C (Green), and 28D (Pink) will pick up students according to the current route schedules, and go directly to Ish and Oakhurst Schools. In tire afternoon, the route buses will pick up students at Ish at 2:00 p.m. and Oakhurst at 2:20 p.m. and deliver them to their stops at approximately the regular timps (more) 810 West Markham Street  Little Rock, .Arkansas 72201  \u0026lt;501)324-2000- lD.'18/94 15:45 OSOl 324 2032 L R School Dlst ODM  003.- 004 Chicot Elementary Student Transportation - page 2 The sciiool day will be shortened temporarily to accommodate transportation schedules. Additional buses will be used to pick up students who previously walked to Chicot The added buses will begin picking up students at 7:20 a.m. at eight new bus stops. In the afternoon, these buses will pick up students at Ish at 2:00 p.m. and Oakhurst at 2:20 p.iiL and will return them to the new stops at approximately 2:45 p.m. The new bus stops are at the following locations: Deer Meadow and Chicot Yorkwood and Chicot DePriest and Chicot Morris and Chicot Woodhaven and Chicot Thompson and Legion Hut Whispering Hills Trailer Park and Chicot An additional stop will be added for students who were transported by private vehicle. This stop will be at Skateworld (6512 Mabelvale Cut-off). Buses will begin picking up these students at 7:20 a.m. In the afternoon, the buses will pick up students at Ish at 2:00 p.m. and Oakhurst at 2:20 p.m. and will return them to Skateworld at approximately 2:45 p.m (more)* ro/is-94 15:45 0301 324 2032 L R School Dlst ODM @004-004 Chicot Elementary Transportation - page 3 Supervision will be provided for students only at Skateworld from 7:00 a.m. until the bus arrives. In the afternoon, supervisors will stay with students from the lime the bus drops them off until 3:00 p.m. Additional personnel will ride buses to supervise children who are unfamiliar with school bus transportation procedures. Pick up times for students on special (CBI) buses will remain as previously scheduled Special Education students will be delivered directly to Ish and Oakhurst Schools. Drop off times may be slightly different because of a shorter school day. Parents and other patrons who have questions about transportation may contact the LRSD transportation department at 570-4000. Ish Elementary School is located at 3001 Pulaski Street and may be reached by telephone at 324-2410. Oakhurst Elementary School, the old Martin Luther King Jr. School, is located at 4800 W. 2/th Street The telephone number is 671-6397. ###10 20'94 16:47 SOI 324 2032 L R School Dlst @002'002 -- ODM Little Rock School District News Release October 20,1994 For more information: Dina Teague, 324-2020 Ihe [jttle Rock School District will host an open house for patrons of Chicot Elementary at the new Chicot Primary and Chicot Intermediate Schools on Tuesday, October 25 from 9:00 to 11:00 a.m. Transportation wiU be provided to and from the event. Parents and other patrons will have an opportunity to visit the new Chicot schools which are housed in the Ish Elementar)^ and Oakhurst school buildings located at 3001 S. Pulaski and 4800 W. 27th Street, respectively. School staff members will be available to provide tours of the buildings and to answer questions. LRSD buses which provide service for Chicot students will repeat their regular routes beginning at 8:30 a.m. for patrons who wish to attend the open house. Service from the newly added eight stops will be provided as well. As a service for parents who have children at both locations, a shuttle will be available at 9:50 a.m. for patrons to travel between the two Chicot buildings. Transportation service back to the Chicot neighborhoods wnll begin at 11:00 a.m. ### 810 West Markham Street  Little Rock, Arkansas 72201  001)324-200011-03-'94 . 10:22 501 324 2032 L R School Dlsr ODM @002-002 men Little Rock School District Media Advisory Spedal Board Meeting November 3,1994 For more information: Dina Teague, 324-2020 The Little Rock School District Board of Directors will hold a special meeting tonight at 6:00 p.m. after the regularly scheduled agenda meeting. Both meetings wiU be held at Chicot Elementary School housed in the Ish Elementary Building at 3001 S. Pulaski. Items submitted for board action include a federal grant application, a personnel recommendation, and student disciplinary recommendations. The board will discuss a policy on surplused property, identification of extended programs evaluation, stationary scanners, dates for the LRSD Board retreat, financial information, the program budget document, and the project management tool.CECEHH Little Rock School District December 9, 1994 Ann Brown, Federal Monitor, ODM Heritage West Building, Room #510 201 East Markham Street Little Rock, AR 72201 aS 12 w* OS-'ce \u0026gt; Dear Ann: This is to advise you that the Chicot Rebuilding Committee meeting originally set for 4:00 pm, tuesday December 13th. has been changed to 5:00 pm. tuesday December 13th, It will still be held in the Little Rock School District Board room at 810 W. Markham st. Sihcerely, Do la Eaton 1 Director of Plant Services 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 CKCBBS^ Liitle Rock School District Media Advisory Special Board Meeting December 13,1994 For more information: Dina Teague, 324-2020 The Plant Services Director for the Little Rock School District will meet with Chicot Elementary building committee members at 5\n00 p.m. tonight in the administrative board room to provide updated information on the rebuilding process. Board members representing Zones in southwest Little Rock have been invited to attend. cO/30 d RTO West Markham Street  Little Rock. Arkansas 72201  (SOI)324-2000 OS: VT 176. 21 33a 2Cc-tz32-T02-l:xej S33Ifid3S idOddflS QSdH10 -ll. '94 10:13 501 324 2032 L R School Dlst ODM @002'002 MEDIA ADVISORY October 14, 1994 Contact: Jeanette Wagner, 3242020 The Little Rock School District will hold a press conference today at 3 p.m.. in the Administrative Board Room to release details concerning the temporary relocation of Chicot Elementary School students. District officials are currently assessing damage to the school and are evaluating other facilities for student placement. Transportation issues are being addressed. There will be a meeting for parents of Chicot Elementary School students to inform them of the arrangements being made for their children. The meeting will be held S unday, October 16, at 3 p.m. at Watson Elementary located at 7000 Valiev Drive. Chicot students will not attend school on Monday, October 17. Tuesday, October 18 or Wednesday, October 19 which previously scheduled teacher workday. was a Parents are asked to read their newspaper, stay tuned to local radio and television stations, or watch LRSD Cable 4 for.further information. ###\\WS!S8iWSS^ 1 s ?l .jSawssJ^\\w Little Rock School District OFFICE OF THE SUPERINTENDENT RECEIVED NOV 1 5 1994 November 11, 1994 Office of Desegregation Monitoring Ann Brown, Federal Monitor Office of Desegregation N^nitoring Heritage West Buildings 201 East Markham/^ Little Rock, AP^72201 oom 510 Dear Mrs\nBrown: You have been nominated to serve on the committee for rebuilding of Chicot Elementary School. Im certain that this committee will serve as an effective team to give the district direction in our efforts to serve the Chicot community and the entire City of Little Rock. Mr. Doug Eaton, Director of Plant Services, will be in touch with you in the very near future to schedule a meeting of the committee. Thank you in advance for your assistance and cooperation. Please call my office or Mr. Eaton if you have any questions. Sincerely, Hf nry P. Williams, Superintendent of Schools bjg 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 Date: December 2, 1994 To: Doug Eaton From: Subject- Brown Meeting of Committee on Rebuilding Chicot Elementary Last month 1 received a November 11,1994 letter from Dr. Williams about serving on a committee for rebuilding Chicot. I was pleased to accept the superintendents invitation. His letter read that 1 could expect to hear from you about the work of the committee. As yet, I havent learned of a meeting timetable or of who is serving on the committee. Please let me know what dates you have identified for convening this group. My office calendar fills rapidly, and 1 want to be able to attend or send a representative to these meetings since Im very interested in the Chicot community, as well as the entire southwest section of our city. Thank you very much. CC: Hank Williams -\"O-Little Rock School District DK 9 1994 5 n December 1, 1994 Office of Desegrega'Jon Moniiorina Ann Brown, Federal Monitor, ODM Heritage West Building, Room #510 201 East Markham Street Little Rock, AR 72201 Dear Ann: On November 11th, Dr. Henry P. Williams, Superintendent of Schools, requested that you serve on a committee to assist the District in its course of action regarding the rebuilding of Chicot Elementary School. The first meeting of this committee will be December 13th, 1994, from 4:00 p.m. to 5:00 p.m.. in the Little Rock School District Board Room, 810 West Markham Street. The purpose of this meeting will be to update the committee on the actions that have occurred since the fire on October 13th to discuss the general process that the District must pursue in rebuilding the school. and to determine the committee in this District's process. interplay of the Should you not be able to attend, please contact me at 570-4020. incerely, DCE/rlh/cesc cc: CL lugl as C. Eaton DIRECTOR PLANT SERVICES DEPARTMENT Dr. Henry P. Williams, Superintendent Little Rock School District 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 .'FROM : JOHN YORK PHONE NO. : 562 I' I Dec. 12 1934 09156AM R2- To: Ann Brown Office of Desegregation Monitoring 201 East Markham # 510 Little Rock, AR. 72201 From\nJohn York 7324 Knollwood Little Rock, AR. 72209 December 10,1994 Dear Ms Brown, I am writing to you in regards to the recent actions taken by Dr. Wiffiams, and others concerning the rebuilding of Chicot School and the closure of Watson. 1 am not completely positive as to who started what and how. What I am positive about, is that the residents of the Fairfield Sub-Division were completely left out of the process which has lead to the current recommendations. Those recommendations being to close Watson School and merge ifs population into a new and expanded Chicot School. It is also my understanding that Dr. Williams made statements regarding the staff of Watson and the Fairfield residents to the affect that this issue was none of our concern, \" This is School Business. It was not until I learned of the actions of the restrict and the Chicot PTA, and began to raise a ruckus, that the Fairfield residents were contacted regarding these {dans. As of the date of fins letter the District has failed to recognize the Fairfield Sub-Division. The Chicot School PTA did contact us regarding fins issue and invited us to attend a meeting scheduled for Dec 11, 2 p.m., at McClellan High School. This has been are only contact until board member Gee called me this evening. If my interpretation of file Desegregation Plans are correct Dr. Williams statements and actions are in direct contempt of file court ordered plan. Specifically sections 2.C., 3.c., and 3.d. listed under Parent involvement / Community linkages. And, sections 9,b, and 9.c., Hsted under Public Relations tn the Inter District plan. The latter specifically instructs file District to \" immediately inform the public, and to  refrain from springing surprises. I would greatly appreciate your opinion on this situation as well as copies of any court orders in support or opposition of my position, including the court order dated 11/4/91. It would probably be in the best interest of the community if Judge Wright was aware of the situation as well. Thank You for your time and interest I FROM : JOHN YORK PHONE NO. : 562 Dec. 12 1994 09 :7AM P3 To\nAnn Brown Office of Desegregation Monitoring 201 East Maikham #510 Little Rock, AR 72201 From\nJohn York 7324 Knollwood Little Rock, AR. 72209 December 11, 1994 Dear Ms Brown, After attending the meeting held at McClellan High School this afternoon, I felt that this supplemental to my letter dated DecembcrlO, 1994 was necessary tn order to validate certain statements in that letter and statements made during the meeting. First of all I made statements in die letter, and at the meeting regarding die fact that residents of the Fairfield Subdivision were not contacted in regards to planning process nor of the meeting that was scheduled for December 11th, and that it was die Districts responsibility to insure That all affected parties were notified. School Board President Linda Poindexter vehemently denied that die District had anything to do with this committee or today's meeting. However, the committee's minutes as presented at the meeting as the \"Committee History\" indicated that District officials became involved as early as November 28th. I have received verbal information from what I believe to be a reliable source that District Officials met to discuss the closure of Watson at a closed meetmg at a Board Members home shortly before Thanksgiving. A second source has indicated that the meeting did in fact occur but would not confirm die content of this meeting. Also noted in the committee's minutes is that on December 6tfa, Board Member Pat Gee \" requested\" that Dr. Williams qjjwove flyers announcing the meetmg be distributed through schools in Southwest little Rock. Dr. Williams was asked to contact the principals of each school and ok distribution of the flyers to students. Statements made by Chicot PTA President Kevin McGuire to me during a telephone conversation and a fax transmission on December 6th indicated that District personnel were very much involved in die situation and intended to withhold information from the Fairfield residents and Watson parents. A copy of the fax transmission is attached.- FROM\nJOHN YORK PHONE NO. : 562 '22 Dec. 12 1'394 09:53AM P4 Although misconununicalion could be credited with portions of this situation, specifically between School Board members, and neighborhood groups. I still believe that there is sufficient evidence to support the theory that School District .Administration took an active part in the organizational plan to close Watson as a public school, as well as concealing this action from the Fairfield Residents and Watson Parents in direct violation of die Desegregation Plan and Federal Court orders. The fact that flyers were sent home from all of the affected schools with the exception of Watson and possibly Mabolvalo would tend to support tho theory as well. There is the added consideration that would suggest that \"Administralion\" may be playing both ends against the middle by supplying mis-information to Kevin McGuire and the Chicot PTA. During the meeting on December 5th, Doug Eaton conducted a short presentatten where in he made numerous references to court approved formulas that were utilized in determining which schools should close and which should remain open based on attendance and capacities. When pressed by the Chicot parents to present and define the formula, Doug Eaton became evasive, commenting that it was a \"very complex formula\". He later admitted that there was no specific formula to make these determinations. The inaccuracies and half truths perpetuated during the meeting on December 5th are again in direct contempt of the Desegregation Plan. Specifically section 9 of the Interdistrict Plan (PubKe relations) which deals with credibility and trust And section 3 which requires the District to \" Continue to disseminate public information in ways the districts customarily employ, paying careful attention to quality, accuracy, and a positive tone\". I recognize that you are not in a position to adjudicate these complaints but 1 also recognize your authority in investigating this matter, and in bringing these concerns to the attention Judge Wright should they prove vaHd. Sincerely, . FROM : JOHN YORK PHONE NO. 562 7722 Dec. 12 1994 09:59AM P5 ____XJZXH - SCHOOL COMMITTEE HISTORY FIiRE AT CHICOT. CHICOT PARENTS MEET AT DISTRICT OFFICIALS On immediate WATSON GYMNASIUM WITH CONTINGENCY FLANS ON GETTING STUDENTS BACK TO SCHOOL.i OCT ADDRESS PTA MEETING AT KcCLELLAN AUDITORIUM FOR PARENTS TO DR. WILLIAMS AND SCHOOL BOARD. -COMMITTEE WILL WOULD BE FORMED IN A WEEK\". WILLIAMS QUOTED NOY. ED. DEMOGRAPHICS OF COST OF REBUILDING. COURT APPROVAL FOE REBUILDING, NEIGHBORHOOD AND RECOMMENDATIONS FROM WILLIAMS. BOARD DECIDED THEY WOULD NEED ALL THIS INFORMATION AND BE ABLE TO VOTE ON DECISION AT DEC. AGENDA MEETING. aO3L.. ITH - \"HE ENLARGED. CLOSED. 1 FINANCIAL INTENDS TO DS. WILLIAMS RECOMMEND THAT QUOTED BY CHICOT BE CYNTHIA HOWELL @ GAZETTE REBUILT AND POSSIBLY IF SCHOOL IS ENLARGED, ANOTHER SCHOOL IN SWLR WOULD BE BOARD MEMBERS AGREED THAT THEY WOULD HAVE AND DEMOGRAPHIC INFORMATION THE NECESSARY CHICOT ELEMENTARY BY EARLY DBCEMBER.s TO MAKE A DECISION ON S02 7TH REPORT 0 SCHOOL UPDATE BOARD, ENTER INTO ON REBUILDING DISCUSSED 1 CHICOT. DOUG EATON GAVE HS HOPES DECISION ON WHETHER TO REBUILD DAMAGE AND FACTORS THAT WILL TO SCHOOL. EATON STATES ADMINISTRATION DECEMBER, 1994. HAVE ENOUGH TO TRY AND VOTE ON INFORMATION FOR THE BOARD AND THE FUTURE OF ANOTHER ITEM THAT WILL BE CONSIDERED CHICOT. BY MID TO COMBINE THIS WITH ANOTHER SCHOOL IK THE AREA. IS WHETHER aOiL-ZTil - PAUL HOWELL, KEVIN McGUIRE WITH CHICOT PTA MEET\nIN WITH SOUTHWEST UNITED FOK PROGRESS ON RAILROAD OVERPASSES SWLR. IT IS AT THIS MEETING WE SPOKE WITH JOAN ADCOCK, CITY DIRECTOR\nB.J. WYRICK, CITY BOARD ELECT\nCONGRESSMAN RAY THORNTON AND HIS AIDE DEBBIE TABLERIOU\nJOA HUMPHRIES, SOUTHWEST UNITED PROGRESS PRESIDENT. PAUL HOWKT.T. ADDRESSED AUDIENCE OF FOK PROGRESS ON MEETING WE SPOKE FOR PRESIDENT. TABLERIOU\nJOA HUMPHRIES, PAUL HOWELL AUDIENCE TO ARKANSAS DEMOCRAT GAZETTE ARKANSAS ILD SCHOOL DEMOCRAT GAZETTE 'CHICOT PARENTS MAP CAMPAIGN ARKANSAS DEMOCRAT GAZETTE DECISION ON CHICOT DUE INFROM : JOHN YORK PHONE NO. : \u0026gt;b2 Dec. 12 1994 09:59ftM PE BUSINESS OWNERS. MERCHANTS, ARD SWLR RESIDENTS ON NEIGHBORHOOD ASSOCIATION PRESIDENTS, STATUS OF CHICOT. BEFORE MEETING ADJOURNED, PTA DISCOVERED THAT SCHOOL BOARD FAILED TO COMMIT TO REBUILDING CHICOT AT AGENDA MEETING HELD MINUTES EARLIER. THEN THAT THE GROUP PLEDGED IT IS THORNTON THEIR SUPPORT. ASKED ABOUT STATU OFFICE LOOSING FOR AIDE FROM WASHINGTON. NOTIFIED AS TO WHO IS OF COMMITTEE. PTA RESPONDED WE WE FREEDOM EXPRESSED CONCERN SERVING ON THE COMMITTEE OR WHEN CONGRESSMAN CITY LEADERS HAVE NOT BEEN THAT NO HAS OF INFORMATION ACT HAS BEEN INFORMATION REQUESTED TO MEET. THROUGH LARGER. PROPOSED SWLR SCHOOL CLOSURES OR MERGERS MADS AVAILABLE AND DISTRICT NO INFORMATION IS QUESTIONED HOW THESE RECOMMENDATIONS ARE BEINi IF CHICOT REBUILT WE HAVEN'T HEARD AVAILABLE TO BASE THEM ON. MADE IF WITHOUT LEADERS. THS SCHOOL FROM DISTRICT DISTRICT AND SOON, INVITE WE WOULD WE AGREED THAT IF CITY START AND MEETING COMMUNITY NOV. 14111 - THEY HAVE 1 ELEMENTARY. COMMITTEE MEMBERS BEEN SELECTED TO SERVE ON STARTED RECEIVING NOTICES THAT COMMITTEE TO REBUILD CHICOT NOTICE MAILED NOV, 11, 1994 FROM DOUG EATON. PTA NOTICES. CHICOT JJLTil  ADDRESSED LRSC SCHOOL THANKED SCHOOL SOARD. BOARD MEETING. COMMITTEE REPRESENTATION BOARD FOR MEET 6.S AT SWLR CONFIRMED APPOINTMENTS, MR. McGUIRE, CHICOT RECEIPT OF COMMITTEE SOON AS RECOMMENDATION TO REBUILD CHICOT. CHRISTMAS POSSIBLE MADE PARADE. BOARD WARE TO KAKE ASKED PLANS OF THAT FOR\n CHICOT ELEMENTARY PTA ENTERS SOUTHWEST LITTLE ROCK CHki^lMAS PARADE WITH A FLOAT AND ISO WALKERS. WEARING \"CHICOT FAMILY - UNITED TO REBUILD CHICOT\" T-SHIRTS. \"ALL WE WANT FOR CHRISTMAS IS OUR SCHOOL THIRD PLACE AND WAS WELL RECEIVED BY SUFIC A FLOAT AND PARADE/FLOAT THEME. ROUTE. xREBUILT\" . RTERS ALONG FLOAT WINS THE PARADE NOV-.__22IiI CONGRESSMAN - CHICOT ELEMENTARY PTA HAS STATE REP BEEN IN THORNTON'S OFFICE\nSTATE REP PHIL WYRICK BOARD ELECT, B.J. WYRICK\nJOAN ADCOCK, CITY DIRECTOR\nSCHOOL DISTRICT ARD BOARD MEMBERS. THE PTA CALLS MEETING FOR NOV, 28TH AT SOUTHWEST COMMUNITY CENTER. ARD BOARD MEMBERS. CONTACT WITH AS A AND CITY WELL AS SPECIAL ajiAxxwt, i'UK uv, zaTH AT SOUTHWEST COMMUNITY CENTER. IT WAS FELT piAT IF PUBLIC RECORDS INDICATE THAT A DECISION ON CHICOT WOULD BL MADE AT DECEMBER SCHOOL BOARD AGENDA MEETING AND HAS YET TO CONVENE THE COMMITTEE TO REBUILD CHICOT. PUBLIC RECORDS THAT A the COMMITTEE TO REBUILD CHICOT. GET ORGANIZED NOW AND NOT WAIT FOR THE SCHOOL DISTRICT, THE DISTRICT WE BETTER NOY. 2STM PTA ATTENDANCE CHICOT MET AT SOUTHWEST CITY BOARD PTA\nJOAN ADCOCK, CITY COMMUNITY CENTER. IN ELECT\nJOA HUMPHRIES, PRESIDENT PROGRESS\nKELLY TUCKER, NEIGHBORHOOD DIRECTOR\nB.J. WYRICK, SOUTHWEST UNTIED FOR ALERT CENTER\nFAT GEE, LRSD 64- 'FROM : JOHN 't'ORK PHONE NO. : 562 7722 Dec. 12 1934 10:00AM P7 BOARD MliMBKR. INVITED BUT NOT PRESENT: LINDA JOYCE, CITY BOARD\nO.G. JACOVELLI, LRSD BOARD\nWATSON ELEMENTARY PTA. SPECIAL CALLED MEETING TO ANNOUNCE FORMATION OF A COMMUNITY BASED GRASS ROOTS COALITION UNITED IN AN EFFORT TO HAVE CHICOT ELEMENTARY REBUILT. TO SET PRECEDENT FOR COMMUNITY INVOLVEMENT IN THE DECISION MAKING PROCESS TO DETERMINE THE FUTURE OF CHICOT ELEMEiNTARY AND THE DIRECT IMPACT IT WILL HAVE ON THE COMMUNITY. COMMITTEE APPOINTMENTS MADE. PLANS FOK DSC. IITH MEETING TO INVOLVE NEIGHBORHOOD ASSOCIATIONS, SWLR SCHOOL PTA BUSINESS TO BE INVITED. * o , PARENTS AND SOUTHWEST CHICOT COMMUNITY ELEMENTARY CENTER. VISION INVITED AND COALITION MET NOT PRESENT, ' AT LINDA JOYCE, CITY BOARD\nO.G. JACOVELLI SCHOOL BOARD\nWATSON PTA. SPECIAL GUESTS INVITED DR. WILLIAMS. DOUG EATON, LEON MODESTE OF THE SCHOOL DISTRICT. THERESA COURTNEY, AND WILLIAM KETCHER OF S AT SON ELEMENTARY. THE COMMITTEE EXPLAINED TO DISTRICT WHY WE MET SEPARATE FORM DISTRICT'S COMMITTEE. '4^ EXPRESSED THAT WITH A SCHOOL BOARD DECISION DUE WITHIN TWO WEEKS AND THE DISTRICT IS STILL TELLING US THAT THEY HAVE KO FURTHER INFORMATION TO SHARK WITH FELT IT US, THAT IT JUST WAS NOT AVAILABLE. THE VISION COMMITTEE NECESSARY TO GET BUSY AND PREPARE A BUSINESS PLAN OF OUR OWN THAT INVOLVES INPUT FROM ALL SOUTHWEST LITTLE ROCK. WE DID KOT FEEL THE DISTRICT WOULD BE ABLE TO PUT A COMPREHENSIVE PLAN TOGETHER IF I'HEY STILL DIDN'T HAVE FIGURES AVAILABLE OR THE COMMUNITY INVOLVEMENT THAT WAS PROMISED. DR. WILLIAMS DISCUSSED WITH COMMITTEE: PARTNERSHIPS WITH SCHOOL THAT COULD MERGE CENSUS IN SWLR WITH CHICOT\nBUDGET DEFICIT OF 7 DESEGREGATION NUMBERS. SCHOOLS\nPOTENTIAL COMMITTEE SCHOOL CLOSURES\nMILLION: LOW AND ASKED FOR OPINION FROM THERESA OURTNEY, WATSON ELEMENTARY PRINCIPAL, ON A PARTNERSHIP WITH CHICOT AND WATSON, AS DR. WILLIAMS PREVIOUSLY HAD PROPOSED COULD BE CONSIDERED WITH OTHER SCHOOL IN SWLR IF CHICOT WERE REBUILT LARGER. MEETING. OF WEEK. COMMITTEES THEN MET TO PREPARE FOR DEC. ilTH COMMUNITY WILLIAMS SAID KE WOULD PROVIDE INFORMATION TO US BY END PAT GEE ANNOUNCING MEETING REQUESTED DR. WILLIAMS APPROVE FLYERS WAS ASKED TO DISTRIBUTION. IITH SOUTHWEST AUDITORIUM. BE DISTRIBUTED THROUGH SCHOOLS IN SWLR. CONTACT FLYERS\nVISION PRINCIPALS OF ENCOURAGE COMMUNITY MEETING AT EACH SCHOOL AND HE OK INVOLVEMENT MnCLELLAN HIGH IN DEC. SCHOOL 3  FROM : JOHN YORK PHONE NO. : 562 7722 Dec. 12 1994 10:01AM P8 D.EC.^TE - businesses. fLYERS DISTRIBUTED - PRESS RELEASES TO MEDIA AND FOLLOW information REQUEST. UP ON THE OCTOBER 27TH FREEDOM OF MADE BOARD. AVAILABLE UNTIL DR. WILLIAMS NOTIFIED ME THEY WOULD AFTER IT WAS FIRST PRESENTED TO THE LRSD FIRST PRESENTED NOT EE JERRY MALONE DENIAL OF iDSQUEST. PF Anvje:, CALL PROM MR^S hade AVATLABLE^rmsS?. D.SC. 9TH. AT 9-.30 PH ON EC. 13TH. material WOULD BE OMMITTEE MEMBERS RECEIVED NOTICE MEETING OF THE LKSD COMMITTE''^ TO 4:00  ----- PH. SPOKE WITH MS. attending conference. WITH FLYER ABOUT DEC, IF OTHER PARENT THAT THE FIRST REBUILD CHICOT IS DEC. 13TH AT ELLIS, MABELVALE  13TII PTA PRESIDENT ABOUT xAiED HER CHILDREN DID NOT IITH MEETING. SHE COME HOME RECEIVED NOTICES. SHE WAS GOING TO CHECK OUT McClellan high school auditorium - F? 'fisios 2:00 PM. 4AAM3CC TEL 501-o6i 589 use 06  94 12:02 No.006 P.Ol AAMSCO 9811 INTERSTATE 30 P 0 Dox 190065 LITTLE ROCK, AR 72219-0065 (501) 562-3737 FAX (501) 562-5389 (300) 221-8857 (AR WATS) FACSIMILE MESSAGE DATE: TO: COMPANY: tg.- u-q4- jAphh) FAX#: FROM: S(,Z. - KEVIN McGUIRE NUMBER OF PAGES INCLUDING COVER SHEET: NOTES: |hR. ____________ _______n? bJpUcb SFttNc Utrti VoO i/u bax-. 11 .INye\u0026gt;{ui^ ^c-Iapp^. r i^AiA2\u0026lt;i r\u0026gt;^ iidypii/iJi much gftfclviat -TSgt^i^re-tezr UAS ^^rg^hTHiAJ^ yo ^de' VIA^CH- WtA^ i^AZnetpATgb  {be.\u0026gt;/2 Uso\u0026lt;tg re\u0026gt;*DS/pgtfcAnoA /AJe[vO//j\u0026amp;, _______________ ^rAPt.TP UJH-Acr N^Seerr ^0 ftkJb rr Ggoub gX^cf- r(\\' LrAooJl^ttog) t bfSTittcr C-tStCAc\n. tS Ct)k\u0026lt;/ vb Ttfej^.,t:ax(\u0026amp;tcA^.  (j9ivv*AaJ i^yoT, X. MAt^ 1 IF YOU DO NOT RECIEVE ALL OF THE PAGES, PLEASE CALL 501 562-3737. Woe-4--=b'Ti-) Ho^vW^ 5(0^-131S I^cvisVcathV f P^ADate: December 13, 1994 To: Bob and Polly From: Ann k Subject: Southwest elementaiy school capacities Since both of you are at lunch right now, Im writing this note to get whats on my mind on paper. As you know, a committee is meeting this afternoon to discuss the future of Chicot. In addition to the great chart you showed me this morning. Bob, it will be helpful if I can also take the information listed below with me in some sort of nice, coordinated order, as it a chart. The two of you please work to get this stuff together by committee meeting time, which is now 5:00 p.m. Thanks very much. the capacities of the southwest elementary schools the October 1, 1994 enrollment and racial ratios of the southwest elementaries if possible, a similar breakdown on Watson as you did on Chicot (attending and area students by race) anything else you think will be helpful to the committee P.S. Be sure to date all charts and identify them as from ODM based on data from e LRSD.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: December 13, 1994 To: Members of the LRSD Board of Education and Dr. Henry Williams From: S. Brown Subject: Data on Southwest LRSD Schools Enclosed are some charts which my staff has prepared for me in anticipation of todays meeting of the committee which is to consider rebuilding Chicot School. Dr. Williams has graciously asked me to serve on this committee. Im sharing these charts with that group and you because 1 think youll find them informative and helpful. The charts contain information about schools in Southwest Little Rock. Weve included more detailed information about Chicot and Watson because these two schools have recently been publicly discussed in tandem with rebuilding Chicot. It would probably be helpful to the district to have this level of detailed data analysis on all LRSD schools. Such information would help you assess attendance patterns throughout the district and determine how you may wish to address the burden of bussing and concomitant transportation efficiency. Southwest Schools by Enrolled Grade School Name Baseline Ethnic BL WH P4 K 01 02 03 04 05 06 Baseline Total Chicot BL WH Chicot Total Cloverdale Elem BL WH Cloverdale Elem Total Dodd BL WH Dodd Total Geyer Springs BL WH Geyer Springs Total Mablevale Elem BL WH Mablevale Elem Total McClellan Community Hig BL McClellan Community High Sch. Tota Meadowdiff BL WH Meadowcliff Total Otter Creek BL WH Otter Creek Total Wakefield BL WH Wakefield Total Watson BL WH Watson Total Western Hills BL WH Western Hills Total Wilson BL WH Wilson Total Grand Total BL WH Optimum Number of Sections 22 13 35 42 14 56 32 6 38 31 10 41 31 4 35 28 10 38 25 7 32 29 5 34 Grand Total 240 69 309 78% 22% 9 9 18 35 22 57 49 17 66 45 21 66 50 20 70 52 15 67 45 23 68 47 24 71 332 151 483 69% 31% 34 12 46 45 13 58 42 14 56 38 11 49 41 9 50 28 8 36 35 3 38 46 5 51 309 75 384 80% 20% Oi 0 0 23 13 36 9 9 18 0 0 0 0 0 0 0 0 0 0 0 23 6 29 0 0 0 9 9 18 200 129 71 11 29 9 38 26 20 46 25 21 46 20 9 29 33 48 31 19 50 24 10 34 188 103 291 65% 35% 29 11 40 49 12 61 20 20 37 18 55 12 27 39 42 16 58 44 15 59 29 10 39 35 11 46 626 448 178 31 35 12 47 49 18 67 0 0 50 14 64 22 27 49 48 11 59 51 10 61 27 15 42 47 14 61 656 478 178 29 27 11 38 28 5 33 17 9 26 32 9 4t 19 3 22 210 73 283 74% I 26% 46 16 62 48 15 63 48 23 71 45 16 61 44 25 69 338 134 472 72% 28% 0 0 0 0 1 1 0 0 0 0 21 21 41 19 60 48 22 70 39 22 61 31 19 50 30 13 43 276 127 403 68% 32% 25 25 50 41 12 53 38 13 51 31 14 45 33 13 46 607 421 186 26 18 24 42 31 37 68 19 37 56 22 30 52 149 207 356 42% 58% 51 11 62 47 6 53 42 14 56 41 17 58 312 87 399 78% 22% 47 11 58 45 12 57 36 4 40 38 15 53 322 86 408 79% 21% 27 19 46 34 14 48 30 11 41 31 19 50 209 102 311 67% 33% 29 14 43 24 8 32 37 13 50 39 \"T 47 253 90 343 74% 26% 601 438 163 606 427 179 583 408 175 584 410 174 4463 3159 1304 71% 29% 26 24 23 23 12/13/94 Prepared by the Office of Desegregation Monitoring based upon information supplied by the LRSDOctob^ t 1993 Little Rock Sctiooi Oistnc: Enmilmont Comparison Octobf 1. 19U 0t1t9f9tK RECEIVEP OCT 1 2 1994 Office of Desegregation Monitoring 19W Central HS\" FairHS HailHS 1 MfcCWIanHS Partmevf HS* Sul\u0026gt;-'otill yeo Magnets Cdveroare jH DunoarJH\" 5 I g  I s \u0026gt; - i  ' \"S I B I 1 I ! I ' I 1 s I * I.LI la ( 2  S -= J! illiiL 12281 8181 331 1878 : 55.35%ll 1040! 5481 491 1637 ' 63 53%ii-18ai 701161-2421 -1 82% 596 i 3141 81 5861 3621 281 9181 54 92% 9761 50.04% 6311 279I 7I * i 5* (J 6661 2131 71 8861 75.17% 6691 3261 361 10311 64 39% I 9171 63 31%i| 35i -35i -li -II 831 -361 81 551 3.89%l 4.85% 1891' -254 9541 -37 'Magnet  Magnet Program 12911 -260 * Incentive 4631 315! 101 7881 58 76% 5841 2031 101 4351 328 ! 37' 397 , 76.25% 8001 54 33% 181 -101 31 111 1.08% -281 131 271 121 -4 38% Forest Heignts JH HenaanonJH\" MaoelvaieJH Mann JH\" Puiasn Heignts JH Saut/nnest JH Sub-Totalll vee Magnetti Baagett I Saw______________l_ Baseline___________ Booker*___________I Breov______________ Carver*_____________ Ctiicot_____________ Cknenjale_________ Pood______________ Far Pant FvesiPant________ FfanKHrT'__________ Ftabngm___________ Gartana' Gayer Sonngs Gibbs'_____________ Jeiiersbn King-_____________ Maoeiraie_________ MbOermt________ Meaooyyailf MiIcneiH GtterCieeK Pulastg Heignts Rigntsait*__________ RocKeleiler* Romine-__________ Sleobens*_________ Terry______________ WaMtield_________ Was/nngton- IVatson____________ IVestem Hilts Williams'__________ Wilson____________ Woodruti Soeaai Schools Sul\u0026gt;-Totat veo Magnatsi Grana Total i ruo Magnets XLS 35391 18221 30761 15071 5661 1301 4391 251! 575! 1951 361 5447! 34.97%\n34591 16841 1391 5282! S5.49%i -301-1381 831-1651 781 46591 66.02^911 3024! 13561 1021 44821 S7.4r/.4 -521-151. 261-1771 0.52% 1.45% 51 111 181 6781 2101 271 4531 197! 4941 3411 4341 351! 5241 1411 41 161 5i 141 7011 30 74%|l 5211 1191 7011 62.62% 4681 227! 7881 7297%! 565! 197! 915! 7410%! 5611 2291 5541 59.27%! 417! 1611 851' 58.05%! 790 ! 54 94%! 679' 7717%! 7' 12! 181 271 71 4561 3661 23! 4311 3341 487! 1051 5! 181 547 ' 30 =3% ij -451 -111 21 -541 -022%! 7071 56 20% Il 291 -241 1| 7801 72 44%lj -101 21 01 9171 72.C8%i( -171 191 01 5851 71 23%l 61 3.57% -31 -0.53% 21 -2.02% 1199! -302 10001 -200 53351-1053 5335! -353 3631 -221 312! -105 - Intefctstricl 49.11% 73.67% Area HS Range -361 -361 31 -691 3451 53 563911 -381 251 7| T!\\ 1 55 SCSI 610, 5 54%l -31 -171 41631 18161 1001 80791 6S.4S%II 40061 17381 1181 58621 38691 14751 132! 225, 2651 571 84! 52281 70.18%U 3550! 1372! 01 581 101 761 321' 2651 2531 122! 325! 2S3I 356I 1471 3041 1391 2001 751 971 501 21 91 121 71 31 71 31 31 1891 69,84%!! 303' 74 26%!) 3431 77.26%!) 595 . 53.95%!! 397 35.25%!) 595 ' 54 62%!) 509 ' 39.94%ll 386 , 78.76%i 292 ' 34 73%) 2531 76.05%!| 1331 214! 2451 441 371 771 3051 2451 2541 137! 2001 2531 3001 401 202% -61 -4.08% 1! -191 0.96% -371 -36 ! 4) -691 2.56% 51 4581 43.67%ll 51 3451 36.96%1 2331 2721 15 ! 5201 4481%! 1811 2081 3I 211 781 1701 1211 2131 2871 357' 1891 3111 174! 262! 232! 3061 1271 2151 121 1411 1951 1901 1971 1841 2401 2471 1411 41 931 731 31 358! 907! 78 10 5141 -29 3501 745, - 26 7371 -127 S8.344i|-157i -781 181-2171 -0.14%) 5391! -529 951 5017 ' 70.7S%J-119l-103l 111-2111 0.58661 2! 81 4! 2051 88.29%ll 2881 72.22%!) 299 ' 56 86%ij 504\n42.26%! 7| 5531 64 56%l 31 151 1! 31 51 111 II 71 141 II 243! 292 I 25! 3371 1061 4511 2601 3531 215? 391 1141 2571 2071 2631 147! 271 871 341 23! 41 101 0! 31 31 41 51 II 4881 53.73%r 5091 51 47%|r 4341 70.51%ir 2301 93 46%ir 341: 41 35%l' 3981 47 74%r 1891 97 35%!' 340 . 70.59%!' 3341 73 95%|' 145' 9724%!' 561, 43 32%|' 447 ' 75 39%r 721' 52.55%  442 ! 79.86% ' 3321 54 76% ' 472! 54 45% ' 3541 74 29% ' 2361 62 29% ' 51 52 94%' 01 81 41 171 177! 76'4% 3091 69 2514 3261 75.15% 53.23%l 4O8i 52.25%! 3091 267! 12! 3441 1511 3121 1931 204! 741 971 731 198! 2281 3931 41! 31 31 3! 51 3! 235! 289I 18I 2461 2231 1! -131 01 -12! 5.30% -111 191 -21 51 -5.00% -201 1! 21 -17' -211% -161 -201 14! -22' -0.72% -91 151 51 5881 52.55%ll -161 5031 58 39%ii -121 392 ' 79.59% I 298\n64'1% I 282 : 7234%! 432 46 63% I 443 , 38 7'% I 542 ! 43.36%l 9i 27I 2821 37 23% 661 111 1601 1211 121 3001 74 33% I 2931 54 6f%l' 41 51 4l 21 11' -7! 31 -11 -11 41 01 21 31 3, 3.99% 2.07% 1 55% 0.84% 0.04% 4| 131 21 191 -3.71% -2! -25\n1| -261 217% 55411 -524 257! -80 4011 -92 3901 -64 5561 -83 467! -59 5131 -25 5581 -55 492! -100 3281 -30 351\n-69 51.25% 76.88% AreaJH Range 931 II 41 98i 1.76% 21 171 31 22! -145% 55i 61 6i 771 -1 06% 151 -12! 9I 121 211% -101 01 4! -61 -225% 2181 279! 3091 2271 5! 151 502' 43 43%l 51 -81 II -21 1.16% 340! 1241 101 2411 2331 201 551' 56 C8% 474 , 71 '3% -481 381 81 -2! -3 48% 291 -50. 7i -141 4941 48 79%! -211 8.00% 279! 1311 2601 81 154! 1961 1971 207! 2251 41 II 41 9! 161 01 2641 1241 151 2341 73I 161 Closed 4111 6738%! 272: 95.59% I' 359 42.30%  420 ' 46 90%' 229 , 98 25%r 403 , 55 51%\n' 3231 7245% ' 27! 451 131 II 51 -151 -269%! 41 01 -231 -2.62% -41 II 421 i\n41 181 211% 1 55% 71 101 51 22! -0.83% 411 01 -1! 40 i 0.90% 241 31' 81 531 -5.08% -131 01 21 111 -151% Closed 234 I 2951 301 3271 731 131 4431 2111 331 5591 JI o6% 4131 79.1674 5871 64 -91 31 41 -2! -1 46%l -101 -33! 91 -34 , 3 79% -81 491 231 -341 1 93% 3401 2151 811 951 61 427 ' 79 63% -13! -81 61 -151 -0.24% 71 2501 2141 101 2541 1481 151 831 871 211 81 81 01 3171 67 32?^ 474\n52 74% 345 , 73 52% 243' 50 91% 01 -191 41 -15i 306% -71 7' 21 21 -1 71% Tgi TTTl -91 -0 57% II 31 31 71 -1 38% 8972 ! 4845 , 2511 14068\n63.78%l| 8915 . 4772 ' 400I 14087 7872 : 39661 218, 12056\n6S.3O%if 36, 41 .9 S33:9%l 78761 39041 3431 12123 - 54.97'.! 16674 1^3 : 437 25594 . 65 f5%Hf63flQi jf94 657 I46I7 59481 J78 66 51%314450  6632 ' 21622 64 92% 66 63^4 Office of Oe^e^fegation -121 -2! -11 -15, -11 27% -57' -73 1491 19' -0.49% 41 -62 125i 57 -0.33%, 399' 4341 5401 33 9 2 2961 -18 3281 -28 3531 -60 492! 10 723! -177 5151 41 517! -23 45i -54 2981 -26 3511 3741 8 46 2581 -29 4691 -66 4871 -164 5151 44 492! -79 3361 -149 4921 -65 3281 -11 5171 -43 3941 -49 3241 -81 I 36 15717 1630 135781-1455 4000% 6000% Area Elem Range -294!-289 2201-3631 -0 23% 2844J -3212 -1671-316 1621-321 0 27% 24454 . -2832 i(ys/O4LRSD SOUTHWEST AREA SCHOOLS SEVEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Deseqreqation Monitorinq 12/13/94 and Based upon LRSD's October 1 Enrollments School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 Baseline Elem Black 292 282 272 258 282 White 108 100 91 74 74 265 76 245 77 Other 7 7 5 3 2 4 Total %8ik 400 73 389 72 370 74 337 77 338 77 343 77 328 75 Chicot Elem Black 363 339 362 341 350 356 344 White 197 188 180 187 177 147 151 Other 2 3 8 8 4 6 Total 560 531 544 531 535 509 503 % BIk 65 64 67 64 65 70 68 Cloverdale Elem Black 281 294 289 304 291 304 312 White Other 165 122 98 84 71 75 74  3 2 4 4 7 Total 446 419 389 392 366 386 392 Dodd Elem % BIk Black White 63 70 74 78 80 79 80 270 144 253 194 166 183 189 193 138 134 134 121 97 97 Other 3 3 3 0 6 8 Total 414 394 331 303 304 292 298 % BIk 65 64 59 55 60 65 65 Geyer Springs Elem Black 157 136 145 180 177 White 82 69 56 74 105 208 78 223 66 Other 0 0 0 0 2 11 Mabelvale Elem Total % BIk Black 239 66 205 66 201 72 254 71 282 63 288 72 300 74 373 311 321 266 278 311 340 White 213 222 235 234 219 174 124 Other 2 3 3 5 3 10 Total 586 535 559 505 500 488 474 % BIk 64 58 57 53 56 64 72 Meadowcliff Elem Black 312 268 287 252 292 306 279 White 144 162 154 174 147 127 131 Other 2 3 1 1 1 1 Otter Creek Elem Total %Blk Black White 456 432 444 427 440 68 62 65 59 66 434 71 411 207 154 170 172 180 179 160 143 141 154 191 203 195 196 Other 0 0 5 9 7 5 Total 361 342 359 356 353 341 359 % BIk 57 50 50 45 41 41 43LRSD Southwest Area Schools Seven Year Enrollment Comparison Page 2 School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 Wakefield Elem Black 316 301 329 347 337 327 Watson Elem White Other Total Miis Black White Other 185 160 169 141 147 106 501 63 297 168 3 464 I III I Hi 111  lii  III 4 447 75 73 HI ill 79 294 347 338 332 353 340 160 168 126 117 89 81 2 3 3 2 0 6 Total 465 456 518 467 451 442 427 % BIk 64 64 67 72 74 80 80 Western Hills Elem Black White Other 213 119 196 140 204 131 190 130 1 4 3 209 124 III 215 114 III 215 IM 7 Total 332 337 339 323 335 332 317 Wilson Elem %8ik Black White Other 64 289 123 68 60 59 62 65 68 263 298 288 265 263 254 134 118 105 90 87 83 0 2 1 0 4 8 Total 412 397 418 394 355 354 345 % BIk 70 66 71 73 75 74 74 Total Black White 3,370 1,802 3,107 Illi Illi 3,072 1,654 Other Total %8lk 4,901  4,974 65 4,768 64: i|O 1,595 liil 3,246 1,365 43 4,656 70 3,226 1,248 Bill 4,565 71Chicot Attending and Area Students by Race Attending School Name Students from the Chicot Attendance Zone Students From Other Attendance Zones Attending Chicot Sending School Chicot Mablevale Elem Cloverdale Elem Watson Baseline Geyer Springs Wakefield Wilson Bale Meadowcliff Badgett Brady Dodd Western Hills Group Total To Incentive Schools Franklin Rightsell_____________ Rockefeller__________ Group Total To Majority White Schools Forest Park_______________ Fullbright__________________ Jefferson__________________ McDermott________________ Otter Creek Terry Group Total To Interdistrict Schools M.L. King Romine Washington Group Total To Magnet Schools Booker Carver Gibbs VMIIiams Group Total To High Sch. Kindergartens Fair McClellan Community High Sch Parkview Group Total Grand Total BLACK 181 31 24 23 9 6 4 5 3 4 2 2 0 1 295 66% WHITE 116 11 7 3 5 3 ________2 1 1 0 0 0 2 0 151 34% TOTAL 297 42 31 26 14 9 6 6 _______4 4 2 2 2 1 446 BLACK WHITE 2 9 13 72% 0 2 1 4 9 1 17 81% 1 0 4 5 38% 5 6 4 5 20 77% 1 2 2 5 100% 355 67% 0 2 4 19% 1 1 6 8 62% 3 2 1 0 6 23% 0 0 0 0 0% 174 33% 21 2 1 10 13 8 8 5 5 26 1 2 2 5 529 Mablevale Elem Cloverdale Elem Watson Baseline Geyer Springs Wbkefield Wilson Bale Meadowcliff Brady Dodd Western Hills Fair Park Woodruff Franklin M L. King Washington Nozone Legal Transfer Total of Other Zones to Chicot Chicot Chicot Enrollment Prepared by the Office of Desegregation Monitoring 12/13/94 Based upon information supplied by the LRSD 16 33 22 6 3 11 2 1 1 1 4 1 1 1 2 4 2 6 2 1 1 2  1 10 18 0 1 153 82% 181 61% 334 69% 8 1 6 2 5 0 0 2 1 1 1 1 0 0 0 0 T 0 0 0 1 2 0 0 0 1 0 33 18% 116 39% 149 31% TOTAL 0 24 34 28 8 8 11 2 3 2 0 2 5 2 1 1 2 4 3 6 2 1 2 4 0 1 0 10 0 18 1 1 186 297 483Chicot Attending and Area Students by Race Attending School Name Students from the Chicot Attendance Zone Students From Other Attendance Zones Attending Chicot Sending School Chicot Mablevale Elem Cloverdale Elem Watson Baseline Geyer Springs Wakefield Wilson Bale Meadowcliff Badgett Brady Dodd Western Hills Group Total To Incentive Schools Franklin Rightsell Rockefeller Group Total To Majority White Schools Forest Park Fullbright Jefferson McDermott Otter Creek Terry Group Total To Interdistrict Schools M L. King Romine Washington Group Total To Magnet Schools Booker Can/er Gibbs Williams Group Total To High Sch. Kindergartens Fair McClellan Community High Sch Parkview Group Total Grand Total BLACK 181 31 24 23 9 6 4 5 3 4 2 2 0 1 295 66% WHITE 116 11 7 3 5 3 2 1 1 0 0 0 2 0 151 34% TOTAL 297 42 31 26 14 9 6 6 4 4 2 2 2 1 446 Mablevale Elem Cloverdale Elem Watson Baseline Geyer Springs Wakefield Wilson Bale Meadowcliff Brady Dodd Western Hills Fair Park Woodruff BLACK WHITE 2 2 9 13 72% 0 2 1 4 9 1 17 81% 1 0 4 5 38% 5 6 4 5 20 77% ____1 2 2 5 100% 355 67% 0 0 5 5 28% 0 0 1 0 3 0 4 19% 1 1 6 8 62% 3 2 1 0 6 23% 0 0 0 0 0% 174 33% 2 2 14 18 0 2 2 4 12 1 21 2 1 10 13 8 8 5 5 26 1 2 2 5 529 Franklin Rightsell Rockefeller Mitchell Stephens Forest Park Fullbright Jefferson Otter Creek M.L. King Washington Nozone Legal Transfer Total of Other Zones to Chicot Chicot Chicot Enrollment Prepared by the Office of Desegregation Monitoring 12/13/94 Based upon information supplied by the LRSD 16 33 22 6 3 11 2 1 1 8 1 6 2 5 0 0 2 1 1 4 1 1 1 2 4 2 6 2 1 1 2 1 10 18 0 1 153 82% 181 61% 334 69% 1 1 1 0 0 0 0 1 0 0 0 1 2 0 0 0 0 33 18% 116 39% 149 31% TOTAL 0 24 34 28 8 8 11 2 3 2 0 2 5 2 1 1 2 4 3 6 2 1 2 4 0 1 0 10 0 18 1 1 186 297 483Watson Attending and Area Students by Race Attending School Name Watson_________ Mablevale Elem Chicot__________ Cloverdale Elem Wakefield Geyer Springs Dodd Woodruff Bale Baseline Fair Park Forest Park Meadowcliff Western Hills Wilson Badgett Brady Group Total To Incentive Schools Franklin Rightsell Rockefeller Group Total To Majority White Schools Fullbright Jefferson McDermott Terry Otter Creek Group Total to Interdistrict Schools M.L King Romine Washington Group Total To Magnet Schools Booker Carver Gibbs Williams Group Total To High Sch. Kindergartens Fair McClellan Community High Sch Parkview Group Total Grand Total Student: Atte BLACK 241 30 22 17 _______ 8 5 3 2 2 2 2 1 1 1 0 0 346 80% 0 0 0 1 1 0 0 0 0 0 0 0 0 84 20% 8 5 4 3 2 2 2 1 1 1 0 0 430 ol n im Geyer Springs Dodd Bale Baseline Meadowcliff Students from Other Attendance Zones Attending Watson BLACK WHITE 15 23 16 6 3 3 6 1 1 8 1 1 0 0 6 1 TOTAL 0 21 26 19 0 7 1 0 1 14 0 0 2 4 1 3 8 89% 0 0 2 0 3 5 71% 4 1 10 15 75% 8 9 1 8 26 90% 0 3 0 3 100% 403 81% 1 0 0 1 11% 0 2 0 0 0 2 29% 1 1 3 5 25% 2 0 1 0 3 10% 0 0 0 0 0% 95 19% 5 1 3 9 0 2 2 0 3 7 5 2 13 20 Garland Fullbright Jefferson Washington 10 9 2 8 29 0 3 0 3 498 1 1 1 4l 0 0 0 0 1 1 1 4 Nozone 3 0 3 Total of Other Zones to Watson Watson Watson Enrollment 81 80% 241 79% 322 79% [Watson Capacity 20 20% 66 21% 86 21% 83% 101 307 408 492 12/13/94 Prepared by ODM based upon information supplied by the LRSDWatson Attending and Area Students by Race Attending School Name Watson Mablevale Elem Chicot Cloverdale Elem Wakefield Geyer Springs Dodd Woodruff Bale Baseline Fair Park Forest Park Meadowcliff Western Hills Wilson Badgett Brady Group Total To Incentive Schools Franklin Rightsell Rockefeller Group Total To Majority White Schools Fullbright Jefferson McDermott Terry Otter Creek Group Total To Interdistrict Schools M.L. King Romine Washington Group Total To Magnet Schools Booker Carver Gibbs Williams Group Total To High Sch. Kindergartens Fair McClellan Community High Sch Parkview Group Total Grand Total Students from the Watson Attendance Zone Students from Other Attendance Zones Attending Watson Sending School BLACK 241 30 22 17 9 8 5 3 2 2 2 2 1 1 1 0 0 346 80% WHITE 66 1 6 4 5 0 0 1 1 0 0 0 0 0 0 0 0 84 20% TOTAL 307 31 28 21 14 8 5 4 3 2 2 2 1 1 1 0 0 430 BLACK WHITE Mablevale Elem Chicot Cloverdale Elem Geyer Springs Dodd Bale Baseline Meadowcliff 15 23 16 6 3 3 6 1 1 0 1 8 0 6 1 1 TOTAL 0 21 26 19 0 7 1 0 1 14 0 0 2 4 1 3 8 89% 0 0 2 0 3 5 71% 4 1 10 15 75% 8 9 1 8 26 90% 0 3 0 3 100% 403 81% 1 0 0 1 11% 0 2 0 0 0 2 29% 1 1 3 5 25% 2 0 1 0 3 10% 0 0 0 0 0% 95 19%' 5 1 3 9 0 2 2 0 3 7 Garland Fullbright Jefferson 5 13 20 Washington 10 9 2 8 29 0 3 0 3 498 1 1 1 4 0 0 0 0 1 1 1 4 Nozone 3 0 3 Total of Other Zones to Watson Watson Watson Enrollment 81 80% 241 79% 322 79% Watson Capacity 20 20% 66 21% 86 21% 83% 101 307 408 492 12/13/94 Prepared by ODM based upon information supplied by the LRSDSchool Black Baseline 245 Chicot 344 Cloverdale 312 Dodd 193 Geyer Springs 223 Mabelvale 340 Meadowcliff 279 Otter Creek 154 Wakefield 327 Watson 340 Western Hills 215 Wilson 254 Total 3,226 LRSD SOUTHWEST AREA SCHOOLS 1994-95 Enrollment and Capacity October 1,1994 Enrollment White Other Total % BIk 1994 Capacity Percent Filled Number of Vacant Seats 77 151 74 97 66 124 131 196 73 81 95 83 1,248 4 8 6 8 11 10 1 9 13 6 7 8 91 326 503 392 298 300 474 411 359 413 427 317 345 4,565 75% 68% 80% 65% 74% 72% 68% 43% 79% 80% 68% 74% 71% 390 558 492 328 328 515 465 351 492 492 328 394 5,133 Prepared by the Office of Desegregation Monitoring 12/13/94 Based on informatioo submitted by LRSD 84% 90% 80% 91% 91% 92% 89% 102% 84% 87% 97% 88% 89% 64 55 100 30 28 41 54 0 79 65 11 49 576OctQbt 1. m3 1 Little Rock Sctxx)! District Enrollment Comparison Qctob^l. 1994 Dlff^nnct 1994 I ~d~ Central HS\"_______ Fair HS HatlHS I UcCleltanHS\" | Parkview HS\" | Sub-Totall wto Magnets! Clpyeroale JH | Dunbar JH\" | A I I I _ I i -S ' \u0026gt; 5 ' a I I a a 128 6181 331 187Si 65,35%l| 1040 5961 314! 586 ! 362! 666I 213! 81 9181 64 92%l 28 7 4631 315! 101 976! 50.04%! 8861 75.17%[ 7881 58 76% I . ! 35391 18221 30761 15071 861 5447 ! 64.97%! 761 46591 66.0274I Forest Heights JH HenaersonJFT UatxNateJH Mann JH\" PulesH Heights JH | SouUniiest JH | Sub-Totali unto Migneai Baogeh { Bate Baseline BooKer' Brad! Car/ef Chicot Ooveroale Dodd Fair Pant Forest Pant FranKlirT FutOnght Ganantf Geyer Spnngs Gibbs Jelfersoh King- Mabelyate McOermotl Meaaoyiclilf Mitcheir' Otter Creeti Pulaste Heights Rightseir Rocitelelten' Romine- Stephens* Terry IVakelieW mashington- Watson iveslern Hilts Williams' Wilson Woodruff Soeaai Schools Sub-Tota! wto Magnets Grand total /o Uagrteis 5661 4391 5751 6781 4531 4941 130! 2511 5i 111 1951 181 210! 271 1971 3411 4341 3511 5241 1411 41 161 5! 141 701! 30.74%!' 7011 62.62%!' 7881 72.97%!' 9151 7410%!' 654 ! 69.27%!' 851! 58.05%!' 7901 54 94%! 6791 77 17%! 41631 18161 1001 S079 I 68.48%! 36691 14751 841 52281 70.18% 4_5XLS 132! 2251 2651 571 01 1891 69.84% 681 ioi 3031 74.26% 761 21 55? 3211 265! 91 5951 2631 122! 121 397! 3251 2631 3561 1471 304! 1891 2001 75! 971 601 7l 5951 61 7! 3861 77.26% 53.95%!' 66.25% ' 54.62% ' 69.94%!' 78.76% ' 61 292 64 73%! 2001 2531 3001 401 31 2631 76.05% 51 4581 43.67% 51 2331 272l 1^ w 208! 31 211 78I 2! 3451 36.96%! 5201 44.81% 2051 88.29% 288 ! 72Z2?h 1701 1211 213! 287! 3571 1891 3111 1741 8! 299 ! 56.86% 41 5041 42.26% 71 5531 64.56% 31 262! 2321 15j 3061 1271 215I 121 1411 1951 1901 197! 1841 2401 \"tT 93! 2471 nF 1411 31 JI 3! 4881 63.73% 5091 51 47% 434! 70.51% 2301 93.48% 51 341! 4135% 111 11 71 141 II 2431 2921 261 337I 1061 4511 2601 353! 89I 2151 1141 2571 2071 2631 1471 27\" 841 23! 41 398 ! 4774% 1891 97.35% 340 ' 70.59% 3341 7395% 1451 9724% 561, 43.32% 4471 75.39% 101 7211 52.55% 01 442 | 79.66% 31 3321 54 76% 8! 4! 4721 54 45% 3541 74 29% 51 2361 62 29% TT 51 52 94% 8972 : 4846 - 2511 14068 : 63.78% *\n I rl1,j a ! a 1^ 491 1637 ! 63 53%! -188I -701 16 1891! -254 Magnet 954! -37 \" Magnet Program 12911 -260 Incemive 548| 2791 7| 9171 6a81%l| 35i -35! -1 669 i 326 ! 36I 10311 64 39%j EZt LCl J 631 -2421 -1 82% -II 3.89% 83l -361 81 551 4.85% 6841 2031 101 8971 76,25% 435! 3281 8001 54 38% 34S9I 16841 1391 52821 65.49%l 30241 13S6I 102I 44821 67.4rAt' 5211 119 4681 227 5651 197 6611 229 417[ 1611 7! 181 547 ' 80 53% 7071 66 20% 7801 72 44% 271 9171 7208% 71 4561 3661 23! 4311 3341 4871 1051 61 181 5651 71.28%! 8451 53 96%r 7711 55 90%!' 610 : 79 84%l' 40061 1738! 1181 5882 ! 68.346t' 3550! 13721 95 ! 5017! 70.76%!' 1331 2141 2451 44! 871 771 01 8! 4! 305! 245! 23! 2541 1371 17! 309 I 267I 12! 177! 75.14% 3091 69 25% 3261 75.(5% 573 ! 53.23* 3441 1511 3121 1931 204! 74! 97! 73! 1981 2281 3931 411 8! 6! 8! 5! 6! 9! 235! 2891 181 2461 2231 9| 271 66! 11! 160! 1211 121 2181 2791 51 309! 227! 151 3401 1241 101 2411 233! 20I 279! 131! 260! 8! 154! 1961 1971 2071 2251 41 1! 181 -lOi 31 Tiy 1 08% -281 131 271 121 -4 38% -301-1381 S3i-165l -521-1511 261-1771 1.45% -451 -111 21 -541 -0 22% 291 -241 1 -10 n 2! 0| 19! 0 -361 -361 3 -36! 251 7 -3l -171 1 61 3.57% -81 -0.53% 21 -2.02% -69! 202% -61 -4.08% -19! 0.96% 1199! -302 10001 -200 S335!-1053 53351 -853 8681 -221 812! -105 858! -78 - Intefdistrict 49.11% 73.67% Area HS Range 9071 10 614I -29 8501 745! -5 26 78721 3966 ! 218i 12056 : 65.30*6! 16674 - 8483 437 25594 , 66 15% | 14617 6948 1 378'21943 66 61%! -37! -36! 4! -691 2.66% -1571 -78! 181-217! -0.14*A -1191-1031 111-211! 0.58% 1| -13I 0! -12! 5.30% -111 191 -21 61 -5.00% 4081 52.25%i' 588 ! 52.55%!' 503 I 58.39% I  392I 79.59% i' 2981 547%!' 262 : 72 34% I' 432 ' 45 83% ' 443 i 88.71% ' 5421 43.36% ' 282 ! 87.23% ' 300 ! 74 33% ' 2931 5461% ' 502  43 43%' 551: 56 08% ' 474 , 71 73!% 494 ! 48.79% 411! 6788% 4| 272 ! 95'^ 91 161 01 359 42.90% 4201 46 90% 2291 98 25% 2641 1241 151 403 i 65 51% 234! 73! 16! Closed 323 ! 7245% -201 11 21 -17! -211* -161 -20: 141 -221 -0.72% -91 15! 51 11! -3.99% -161 41 51 -71 -2.07% d2| 4i 2i -6i -155% 81 -II -11 61 0.84% 41 0! 21 41 131 2 61 0.04% 19! -3.71% 7371 -127 63911 -529 55411 -524 257! -80 4011 -92 3901 -64 5561 -83 4671 -59 6131 -26 5581 -55 4921 -100 328I -30 351! -69 51.25% 76.88% Area JH Range 2341 2951 301 3271 4431 211 3401 2151 81 95 13 33 6 7 559: 4(85% 413I 7918,i 687 ! 64 48% 427! 79 53% 3171 57 8214 2501 214! 254! 148' 15' 83 87 21 -21 -251 1| -261 217% 931 11 4 98l 1.76% 2| 171 31 22! -1,45% 61 6l 771 -1,06% 651 151 -121 91 121 211% -lOI Ol 4| -6I -2.25% 5| -8! 1| -481 38 ! 8 29! -50! 7 -21 27 45 13! 10| 474 i 52 74%! 8! 345i 73 62% st 243 i 60 91% oT 36! 41 37% 8915 - 4772 ' 4001 14087 II 5 41 0 -21 1.16% -21 -8.48% -141 8.00% -151 -269% -231 -2.62% -41 11 421 211% 11 41 181 7| 10! si 221 -0.83% 411 01 -1 24! 31' 8 401 0.90% 631 -5.08% -13| QI 2| -11! -1.51% Closed -9| 3l 4| ~ -21 -146% -101 -331 91 -34! 379% -8| -491 231 -341 193% -13| -8! 6 -151 -0 24% Oi -191 41 -151 3 06% -7! -9! -12! 7! 2| 2| -171% -41 41 -91 -0 67% 31 3l 6329%! -57' -73 149! 7| -138% -2: -li -15i -11 27% 19- -0.49% 7876! 39041 3431 12123 . 64.9774 16380 , 8194 , 657\n2i231 14450 1 6632 1 540 I 21622 - 4! -62 125i S7, 41.33% 64 92% I-2941-289-2201-3631 4121% 66d3%i-167!-31B 1621-321. OIBce ol Doeflregalion 0 22% 3991 4341 5401 33 9 2 298! -16 3281 -28 3531 -60 492! 10 728! -177 5151 -41 517! -23 465i -54 298! -26 351! 374! 8 46 2581 -29 4691 -66 487! -164 515! 492! 44 -79 8361 -149 4921 -65 328! -11 517? -43 394! -49 324! -81 ! 36 15717-1630 135781-1455 28443 - 3212 24454. -2832 40 00% 6000% Area Elem RangeODO Rs FEB 1 -1555 Otiice ot Oesegisss'^i'^n THE COMMITTEE TO REBUILD CHICOT WILL MEET ON FRIDAY, FEBRUARY 17, 1995 5:00 P.M. AT ISH ELEMENTARY SCHOOL (CHICOT PRIMARY) 3001 PULASKI IF YOU HAVE ANY QUESTIONS, PLEASE FEEL FREE TO CONTACT DOUG EATON, DIRECTOR OF PLANT SERVICES, 570-4020 OR BOARD MEMBER PAT GEE 562-0571R FEB 2 3 1995 Otfica ot Desogregaticn THE COMMITTEE TO REBUILD CHICOT . WILL MEET ON THURSDAY, MARCH 2, 1995 5:30 P.M. AT THE SOUTHWEST COMMUNITY CENTER ON BASELINE ROAD IF YOU HAVE ANY QUESTIONS, PLEASE FEEL FREE TO CONTACT DOUG EATON, DIRECTOR OF PLANT SERVICES, 570-4020 OR BOARD MEMBER PAT GEE 562-05711 MAi^ 1 0 1995 Olfico of Desegregation MCti ug THE COMMITTEE TO REBUILD CHICOT WILL MEET MONDAY, APRIL 10, 1995 6:00 P.M. SOUTHWEST LITTLE ROCK COMMUNITY CENTER ON BASELINE ROAD QUESTIONS: Pat Gee LRSD Board Member (562-0571) Doug Eaton, Director Plant Services 570-402008/04/95 14:01 301 324 2023 LRSD COMMCNICATI ODM @001/001 FFFBED' \u0026gt;1 Little Rock School District News Release Chicot Elementary Registration August 4, 1995 For more information: Dina Teague, 324-2020 LITTLE ROCK -Students who will attend Chicot Elementary School during the 1995-1996 school year should register at the Chicot Elementary at Ish School building located at 3001 Pulaski Street or at the Student Assignment Office during fall registration. The old Oakhurst School building, which also houses Chicot Elementary School students, will not be open during registration. All students who will attend school in the Little Rock School District this year must register at tlieir school or the Student Assignment office on August 7 or 8 betw'ecn the hours of 8 a.m. and 6 p.m. Patrons and students who are unsure of the location of their school may inquire about student assignments by calling 324-2272. I'he Student Assignment Office is located at 501 Sherman Street. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000(9 vi AiXZ: -Ziif 1,-531 OCT 1 0 1995 A-7 Offics ot DssesisgauCii Mvii.ioiiuii\" THE COMMITTEE TO REBUILD CHICOT WILL MEET ON MONDAY, OCTOBER 23, 1995 6:00 P.M. AT THE SOUTHWEST LITTLE ROCK RECREATION CENTER 6401 BASELINE ROADL^SD ADMIN. BULDING Fax:1-501-324-2032 Nov 6 95 17:45 P. 02/02 nr\" Av. Little Rock School District Media Advisory November 6, 1995 For more information: Suellen Vann, 324-2020 The Chicot Elementary School Rebuilding Committee will meet tonight at 6:00 p.m. at the Southwest Community Center. The meeting will provide for continuing discussion of the completion of the reconstruction of Chicot Elementary following last year's fire which destroyed the school. Parents and other interested community residents may wish to attend tonight's meeting. ### Media Note: A special meeting situation exists if more than one Little Rock School Board member attends the same meeting. 810 West Markham Street  Little Rock, Arkansas 72801  (501)824-8000GRAND OPENING AND CHICOT FUNDRAISING COMMITTEE MINUTES The Grand Opening for, The New Chicot, will include a major fund-raiser for Chicot PTA. The PTA will be raising funds for computer equipment and software. DATE THEME\nAND TIME\n10:00 AM TO 3:00 PM I) THE NEW CHICOT 2) LOOK AT ME NOW 3) CHECK ME OUT 4) 5) 6) PUBLICITY NEEDED: Invitation Cards Flyers for the community Radio Stations (At least one of them will be asked to broadcast from the school) Arkansas DemocraVGazette Channel 4,7,11, \u0026amp; 14 note\n(will need spokespersons) INVOLVEMENT TO INCLUDE: Mayor City Board of Directors Little Rock School Board Superintendentstaff Govemor/or Rep. Neighborhood Committees Community School Staff \u0026amp; Children PTA REASON FOR FUNDRAISING\nTo purchase computers and software for the school. Each classroom will be able to accommodate six computers. The school will have approx. 16 classrooms and an approx, total of 44 computers. We will began a fundraising campaign to raise $50,000 (total of 55 computers @ approx. 1000 each)  ia-12-1995 12:32PM FROM TO 3710100 P.02 FUNDRAISING IDEAS\n1) Seek educational grants 2) CHICOT-A-THON (SWLR Business Community donate funds) 3) SILENT AUCTION (Example\nsigned razorback football ) 4) Concession ( sell space to businesses for a fee or set up concession ) (items for sale could be, pizza, hot dogs, chili, nachos, drinks, popcorn, candy bars, hamburgers, etc.) 5) POLmCIANS-MAKE-A-MATCH ( current and runners) 6) Souvenirs (T-shirts, pens, pencils, balloons, etc.) 7) Power 92 Vs Southwest Men Basketball Teams (@ comrauniti Center) OTHER IDEAS: Set Up A Voters Booth Invite Southwest Hospital to set up a Booth Police Department Fire Department ( robot ) Mr. McGruff CLOWNS Face Painting Rec. Center Demo. ( swlr) RIBBON CUTTING CEREMONY\nMayor Dailey presents the scissors to DR, Williams and a CBI student Speakers\nsc. Board rep. city board rep. principal and/or staff state rep. and/or Sen. DECOR.\\TIONS\nEach teacher will decorate their classroom and other staff members and PTA decorate office and hallway. The outside entrance will need a banner and balloon. In addition a sign made to put out by the street. Special emphasizes will be placed on our unique computer set up, CBI programs, and the school now having walls EMPHASIZES WILL BE PLACED ON THE SOUTHWEST COMMUNITY AND THE SCHOOL SYSTEM WORKING TOGETHERFROM : CHICOT ELEMENTfiRY PHONE NO. : 501 324 2305 Dec. 12 1995 09:53flM P3 Dr. Henty' Williams S uperintendent of Schools Little Rock School District 810 West Markham Little Rock, Arkansas 72203 Dear Dr. Williams\nThe Chicot Rebuilding Committee wishes to thank you for your help the past 14 months. The many hardships our students have faced, because of the fire, have been softened due to you and your staffs dedication and cooperation. We understand the tentative date for Chicots completion is February 5,1996. We also understand the procurement department needs about two weeks after that date to set up the rooms.\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\n "},{"id":"bcas_bcmss0837_543","title":"Little Rock Schools: Cloverdale Middle","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Cloverdale Junior High School (Little Rock, Ark.)","Educational planning","School facilities"],"dcterms_title":["Little Rock Schools: Cloverdale Middle"],"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/543"],"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\nJOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. AUSTIN PORTER. JR. * Also admitted to Practice in Georgia \u0026amp; the District of Columbia. JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 DEC 2 2 1592 Office of Desegregation Monitoring December 10, 1992 Christopher Heller, Esq. Friday Eldredge \u0026amp; Clark 2000 First Commercial Bldg. Little Rock, AR 72201 Re: Cloverdale Junior High School Dear Chris: The report to you is inaccurate, but more importantly than that, I shall not be chastised by you. clients there. For the record, I had two principal spoke to them. I insisted on being present with them as the did not disrupt the class. did not intervene in a conference involving school officials and parents, I do represent the white parents in question, I did inquire of the in-school suspension teacher regarding obtaining a copy of the inschool suspension rules, did not make any demand to see a teacher's \"suspension data\". did not solicit names and phone numbers of students, but did indicate to them that if any of them felt that they had problems that were racial in nature that they should contact my office. I deny that I disrupted school operations, interrupted any classes, confronted any teachers or solicited any clients. invite immediately. you conclusion to legal action JWW:Ip P.S. Simcare]^, J ohn W. Walker There are always two sides to every story and if you wish to accept only one side before proceeding, then I see no reason to resolve any matters regarding the Little Rock School District in the future.p!*', rw  John w. Walker, p.a. Attor.ney .-iT Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 A w i: DEC 2 2 1S92 Cntl cf Dcscgrecaucn Monitcring JOHN w. walker RALPH WASHINGTON MARK BURNETTE WILEY A. BRAiNTON. JR. AUSTIN PORTER. JR. * Also admitted to Practice in Geoma i the Distnct of Columbia. December 10, 1992 Christopher Heller, Esq. Friday n /A edge \u0026amp; Clark 2000 First Commercial Bldg. Little Rock, AR 72201 Re: Cloverdale Junior High School Dear Chris: The report to you is inaccurate. but more importantly than For the record, I had two did not disrupt the class that, I shall not be chastised by you. clients there, I insisted on being present with them as the principal spoke to them, did not disrupt the class, did not intervene in a conference involving school officials and parents, I do represent the white parents in question, I did inquire of the in-school suspension teacher regarding obtaining a copy of the inschool suspension rules, did not make any demand to see a teacher's \"suspension data\", did not solicit names and phone numbers of students, but did indicate to them that if any of them felt that they had problems that were racial in nature that they should contact my office. i deny that I disrupted school operations, interrupted any classes, confronted any teachers or solicited any clients. invite immediately. you onclusion to action JWW:Ip P.S. Sirncare]^, ohn W. Walker There are always two sides to every story and if you wish to accept only one side before proceeding, then I see no reason to resolve any matters regarding the Little Rock School District in the future. JOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 9, 1993 Ms. Gayle Bradford Cloverdale Junior High School 6300 Hinkson Road Little Rock, AR 72209 Dear Gayle: It was so good to hear from you. I applaud your efforts to promote your school and I cant think of a better promoter than you! I hope some of the ideas we discussed will be helpful as you develop a plan for marketing Cloverdale. As promised, Ive gone through my files but was unable to find an example of the sort of school brochure that had impressed me several years ago. So 1 called Debbie Milam at VIPS to ask her to go through the VIPS \"archives\" (since I never threw much away when I was there) to see if she could find the example, since Im sure 1 stashed it somewhere. She will look and send you the sample if she can locate it. Meanwhile 1 came across the enclosed information that is mostly from NSPRA (the National School Public Relations Association). 1 belong to our local NSPRA chapter here in Arkansas and have picked up lots of their stuff through the years. Some of this will be old hat to you but there may also be some new ideas here too. You are free to call on my associate, Connie Hickman Tanner, for suggestions. She is very energetic and creative and will be happy to brainstorm with you, as Im sure Jeanette Wagner would too. Best of luck in your endeavors. Please keep me posted on your progress and let me know how I can help. Sincerely yours, Ann S. Brown Enc. CLOVERDALE JUNIOR HIGH SCHOOL Date: January 24, 1995 We were pleased to find: 1. 2. 3. 4, 5. 6. 7. 8. 9. For the most part, the grounds and areas in front of the school were litter-free. The front courtyard was neat\nall of the bushes were trimmed and the evenly spaced crepe myrtle trees promised that the area would be very attractive during blooming season. Several benches near the front building provided an area where visitors could relax and enjoy the view. The main entrance to the building was clean and welcoming. School staff greeted the monitors cordially in the office and throughout the building. A list of honor roll students for each grade level was prominently displayed on the front glass panel at the entry to the main office. Bright art work of students greeted visitors in the main reception area. Prominently displayed were two posters touting volunteerism and a large VIPS poster encouraging parent participation. Security personnel were visibly on-the-job throughout the building. When we spoke to students, they were cheerful, respectful, and very helpful. They changed classes in an orderly fashion. The hallways and courtyards were almost completely litter-free\ntrash receptacles were stationed at intervals along the exterior halls and in most of the interior halls. About a dozen trash cans were stacked upside-down against one wall in a courtyard. A custodian explained that these receptacles were used for leaf collection. 10. The lockers were all graffiti-free. The paint on the lockers in the new wing was in excellent shape, marred by only a few smudges and pencil marks. On the older lockers in the exterior halls, the paint was faded and dull from exposure to the elements, but the lockers were largely free of extraneous marks and dirt. 11. Except for one of the girls bathrooms, the walls had little or no graffiti. 12. The carpet in the media center was clean and free of litter. Areas Needing Attention: 1. 2. 3. 4. 5. 6. 7. 8. Shadowed exterior sidewalks had not been cleared of the ice and snow that remained from the weekend storm, nor had sand or similar material been applied to aid footing. One of these ice- encrusted areas was outside the exit at the north end of the new wing, and would have made for hazardous egress in case of an emergency. Another ice-covered area ran along the north parking lot, providing very shaky footing between cars and the building. No flags were hung on the flagpole. A small area of the grounds in front of the school, near the flagpole, was littered with cups and other paper. A janitor was picking this trash up as we left the campus just after 10:00 a.m. We were puzzled to see a banner, announcing the school as an \"Academy,\" hanging next to the permanent lettering that read \"Cloverdale Junior High School.\" One of the nine or ten large picnic tables in an interior courtyard was upended against a tree. Some boards and a large piece of cloth lay in a messy heap at the base of the table. Almost all doors, especially those in the older area of the schools, were scuffed and dirty and had tape residue and chipped paint both inside and out. Most of the office, security, and custodial personnel we encountered were of one race. Classrooms in the new wing were partially labeled with construction-paper lettering, much of which had fallen or been tom away, leaving the rooms unidentified. Page 39. 10. 11. 12. 13. One of the two bulletin boards in the new wing was decorated, but the other was mostly blank Although we peeked into relatively few classrooms, we saw many bare walls unadorned with any pictures, maps, or other materials that would promote student learning or interest or allow observers to determine what subject was taught in the room. In contrast, some of the classroom walls were hung with colorful and engaging posters, maps, student work, and the like. Although we did not enter them, in some of the classrooms we noted that most of the students wore thick, heavy coats, giving the impression that the rooms were cold. The library area of the media center was well-ordered, but the office and storage areas were far from being neat and tidy, and appeared disorganized and unprofessional. One of the overhead lights in the main area of the library was not illuminated. In one comer near the entrance, an assortment of wires hung haphazardly along the wall and one dangled from the ceiling to the floor. A few computers were set up in the media center, but one bore a sign reading \"out of order.\" Several ceiling tiles were slightly raised or askew. The windows and doors had a considerable amount of unsightly tape residue. The school sported a profusion of wiring that was exposed to view and, therefore, easy access. In the exterior hallways, large bundles of wiring have been run overhead. In several places, where cut wires dangled from a wall or overhead source, we could discern no obvious intended connection nor past use. 14. All of the fuse boxes for the air conditioning units on the east side have an open exterior lever 15. 16. 17. 18. for \"on\" and \"off.\" The large fuse boxes in the hallway next to the gym had no padlock and were easily opened. Such exposure of electrical controls invites pranks or outright vandalism. One of the pair of exterior doors at the north end of the new wing was open and could not be closed from inside. Only after hard, repeated shoving from the outside would the door close. Since district regulations require that unattended doors be closed to exterior access, this open door could lead to unauthorized entry into the wing. Throughout the building, we noted ceiling tiles that bore water stains, even a few in the new wing. A custodian explained that, although the roof had been patched with tar in some places, leaks were still a problem. Near an exterior exit on the north side of the building was stacked a motley collection that included a chair, a barbecue grill, two inverted trash cans, a hand truck, and a metal cabinet. Perhaps the school lacks adequate storage area. Most of the water fountains did not work. Only one of the two units in the new wing was operational and just one of the two fountains in an exterior northwest hallway worked. The twin fountain unit near an exterior northeast exit did not work at all and, judging by the collection of dirt in its bowl, it had not afforded anyone a drink for some time. 19. Only the classrooms in the new wing had windows in the doors to facilitate unobtrusive observation. From that vantage point, we noted a few file cabinets, but no built-in storage areas where teachers could organize and store materials. In some of the classrooms, newspapers, boxes, books, and the like were stashed or stacked haphazardly on the floor, giving the rooms a sloppy, unprofessional, and uncared-for look. 20. In a room in the new wing, the chalk tray under the main chalkboard was full of chalk dust which had spilled over on the carpeted floor in a broad yellow band, indicating that the floor had not been vacuumed nor the chalk tray cleaned in some time. 21. Some of the walls in the new wing hallways were scuffed and dirty\nseveral pieces of tape hung in places. The floors were badly scuffed and appeared to need a good scrubbing and waxing. 22. The foundation on the exterior east side of the building, and perhaps the north side as well, appears to be sinking, creating a serious, extended horizontal crack in the brick wall that is several inches wide in some places. At some points, the exterior wall is pulling away from the interior waUs. On the west end of the exterior north wall, we noted a pronounced vertical crack Page 423. 24. 25. between the bricks, which could also signal structural problems. The custodian and principal said they had been trying unsuccessfully for several months to get the district to address these problems. A ramp, designed to permit access to the stage area for persons with disabilities, was used for storage of mats and chairs, which precluded easy access to the stage area. The floor in the cafeteria needed a good scrubbing. Several ceiling tiles were loose. During a class change, several dozen students sauntered singly or in pairs to class well after the tardy bell, even though a security guard was urging them to hurry on to class. A couple of the security guards blatantly flirted with some of the female students. We did not observe any female security guards on the campus. Girls Restrooms 26. 27. 28. 29. The restrooms near the front of the campus were locked during the initial part of our visit. The principal gave instructions to open them. According to some students, with the exception of the new wing, most of the restrooms were locked during class time, but were reopened during class changes. Apparently, this arrangement is an effort to reduce graffiti and vandalism. For the most part, the restrooms in the original part of the building were free of excessive litter, but the sinks and countertops were dirty. None of the stalls had disposal receptacles for sanitary items. Apparent efforts to keep the wails graffiti-free had resulted in some very sloppy paint jobs. Quite a bit of paint had dribbled down the walls onto the ceramic tile. Also many of the tiles were chipped, cracked, and discolored. None of the bathrooms in the original part of the building had soap or paper towels. The ten classrooms in the new wing were served by one restroom, which had three stalls. The two stalls with dispensers for toilet paper had some paper, but the third stall had neither dispenser nor paper. One of the units for disposal of sanitary items was missing. Graffiti was abundant on the far stall wall. The two paper towel dispensers, which were both dirty, were empty and the room contained neither soap dispensers nor soap. The laminated area around the sinks was discolored. All three sinks had both hot and cold water and good water pressure. A dark substance covered much of the upper portion of the narrow wall next to the sinks\nit appeared as though black paint had been applied and attempts to remove it were unsuccessful. Boys Restrooms 30. 31. 32. One of the restrooms had a very foul order. The place was dirty and one of the commodes was broken. Gang signs were prevalent on the walls. The center restroom was cold and dirty. Only one of three sinks worked. One roll of toilet paper served several stalls. Two of the toilets were dirty. The one restroom serving ten classrooms in the new wing was fairly clean, but it contained only one roll of paper and no paper towels. Page 5LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLEROCK, AR 72201 Division of School Services Sadie Mitchell, Associate Superintendent received SEP i 3 2QQ0 TO: ice of Desegregation Monitoring OFFICE a? FROM: famine, Superintendent of Schools DE8EGRE6AltOH MCNnORINQ DATE: September 7, 2000 SUBJECT: Magnet Schools Assistance Program Grant The Little Rock School District is in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The schools, along with the District's Director of Planning and Development, will aggressively seek resources to support the themes. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. The Little Rock School District is preparing to submit an application which will include the schools listed above. If you have questions, please call Sadie Mitchell at 501/324-2007. c: Junious Babbs, Associate Superintendent - Student Registration Dr. Terrence Roberts, Desegregation Consultant Dr. Stephen Ross, Desegregation ConsultantRECESVED SEP 1 3 2000 OFFICE OF OESEBMOHWRHiS Cloverdale Academy of Applied Technologies \u0026lt;Economics \u0026lt;Multimedia \u0026lt;Engineering yl Comprehensive Design for the International Baccalaureate MiddleYears ProgrammeJanuary 7, 2000 DRAFT DRAFT DRAFT DRAFT DRAFT ............................................... ...................... ............................. ................................'  Cloverdale Academy of Applied Technologies ^Economics ' \u0026lt;MuItimed^ (Engineering i .4 Comprehensive Design for an International Baccalaureate MiddleYears Programme 5- ^Program strand: /Economics L  -'i!' - J* B _____  Experience Base A first step in successful program design is to broaden the background knowledge of students so that they have common areas of understanding upon which to build new levels of learning. An overall immersion in a series of field trips to business, industries and agencies will create an experience base for students. This mindset, or fi-amework for the study of economics, will enhance learning with relevant meaning. Trips including, but not limited to, the offices of the city planner, chief financial officer, and economic development officer for the city of Little Rock will facilitate comparative studies within the broad range of the economics strand. Also, a series of field trips to local banks, credit unions, stock brokerage firms, credit card companies, larger industries and small businesses will provide specific application level knowledge to further strengthen the economics experience base.  Curricular Activities Many well planned, related activities will add in-depth meaning to the students experience base and provide opportunities for higher level applications of learning. Each grade level manages inventory and practices bookkeeping in the school store, practices extensive banking procedures where students have checking and savings accounts, records payroll information and credit card bills, learns about paying taxes and filing returns (grade 6), uses spreadsheets to develop family budgets (grade?), participates in stock trading simulations (grade 8). These pertinent involvement-intensive practices, as well as a wealth of authentic classroom projects, offer students opportunities to experience how all the areas of economics are integrated and students are increasingly capable of constructing more sophisticated and relevant meaning within the overall framework of business and finance. Interactive Environments Specialized areas will be developed for students to engage in real world situations over time. Equipment is usually unique and too expensive or invasive to be used in regular classrooms. An Economic Enterprises Center will be located behind room 4 and wiU incorporate: Cloverdale Supplies Shop Cloverdale Finance Firm Cloverdale Bank Each of these will be equipped respectively as a small retail business, a financial services business, and a chartered and federally insured bank. Each area will be equipped with computer driven technologies with program and applications software in support of the specialized functions of the area. A school web site will facilitate classroom communication with all three areas within the Economic Enterprises Center.  Curricular Content The IBMYP subjects of geography, history, mathematics and technology will be integrated in this program strand. The IBMYP provides curriculum guides for its major subject areas. The IBMYP documents will be treated as the primary source, with strong supplementary materials, such as a consumer economics handbook for aU teachers, used in support of daily planning. Extension into reference materials from professional and trade sources will round out curricular content, with the use of traditional textbooks as a minimal level of information. Appropriate technology hardware and courseware, such as financial software and spreadsheets and on-line banking and stock trading software, are integrated throughout to create the appropriate sequence of skills attainment and conceptual understanding.damk. setz-vici6 STA-rtoi^^ C4-) t^l^PLATY COUrMT^P^ PETall- AizeA \"Supplies 5Uop\" 1 Mctzz4+audI^1^ rew^ei- si7wnc\u0026gt;H  ______VjUs^OOVaZ c3Fpi\u0026lt;ieizs c\u0026gt;e*l^ *\u0026lt;iLovePPAee DAJ^K I E Sgp VWtwtTOV^ CNBC MOM ITOR OV^RH^AO 'OVEPHEAP hAOVIlM^ -M'aCLlS Cloverdale Academy of Applied Technologies Economic Enterprises Center Thayer Design Inc. ,- 1495 High Peak Road Monroe, VA 24574 804/929-6359  Best Instructional Practices A few selected practices that match techniques to content and that are employed consistently, are more effective than trying many different approaches simultaneously. The International Baccalaureate Middle Years Programme suggests the use of five Areas of Interaction as the practices that best support their subjects. Approaches to Learning - nurturing intellectual discipline and habits of mind Community Service - responsible, caring participation in ones local setting and in the wider world Health and Social Education - respect for mind and body Environment - responsibility for maintaining a natural world fit for present and future generations Homo faber - appreciation of the human capacity and the quality of life These are interwoven throughout the program design as a conscience for ensuring academic excellence and intellectual integrity. In addition to the IBMYP program initiatives, Cloverdale will be on a block schedule that will allow adequate time for involvement in the Economic Enterprises Center. Teaching techniques/strategies in the EEC and in classroom instruction will employ the constructivist approach for economic projects and research. The program relevance to money matters that students see everyday in the world around them will be extremely motivational, and will fuel students construction of meaning in ensuing lessons and activities. Daily practice through meaningful repetitions of EEC activities will cause students to internalize concepts and processes. Economic simulations, visual displays and oral presentations planned by students will demonstrate effective use of knowledge gained.  Formative and Summative Assessment The IBMYP recommends local development of assessment procedures. Assessment fonnats that match each set of activities, such as electronic financial portfolios, serve as authentic measures for teachers to determine exactly what and how students learn. An electronic financial portfolio will be a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during economic studies. This tool will also help teachers to determine whether students are internalizing higher order thinking related to economic principles. The complete portfolio will serve as a global evaluation measure, a summative assessment, concluding units of economic studies. Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure.  Staff Training and Curriculum Writing Programs are only successful if their staff members successfully complete appropriate training and apply what has been learned. School personnel will receive intensive training on the principles of banking and small business management. A local college professor in the field of economics will come to the Economic Enterprises Center and conduct a series of high involvement activities featuring local businessmen so that teachers will have authentic training. Janice LaForte, field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in curriculum writing and business and finance unit development. She will collaborate  with the staff at Cloverdale in planning for the integration of the Economic Enterprise Center with thematic classroom activities. The result will be a teacher friendly series of curricular materials that has instructional integrity and student friendly activities that are intellectually stimulating and motivating. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will oversee the curriculum writing effort as well as conduct implementation strategies workshops that combine specific thematic apphcations, educational best practices and integration of Arkansas Benchmarks and Standards. She will be responsible for leading teachers to broaden their knowledge base so that they are at ease with the applied technologies in economics theme. Her goal will be to ensure optimal effectiveness and efficient coordination of the wide ranging tasks needed for successfully initiating this dynamic program design.January 7, 2000 Draft Cloverdale Academy ofAppUedTechnologies\n-continued- X V \u0026gt;* u\u0026lt; , Program. Strand\n.-Multimedia ana Graphics !-)-  Experience Base Multimedia and related graphics use will come alive with meaning as students are immersed in exciting examples from the Multimedia industry. Trips to advertising agencies, broadcast studios, and art schools wiU facilitate comparative studies within the broad experience base of the Multimedia and graphics strand. Technologies integral to the multimedia process will be seen in action including operating systems, visual imaging, computer-assisted drawing, computer composition, real-time movement segments, and text-image manipulation. Desk top publishing and graphic design software wiU be seen as the necessary skeletal structure of appUcation level knowledge that strengthens the Multimedia experience base.  Curricular Activity Many varied activities wUl motivate students and enable them to use a broad range of exploratory techniques. Through hands on experience, planning independent projects, and exploring appropriate software that pursues a variety of media, students wUl acquire a wide variety of technology-oriented graphic design skills. These pertinent involvement-intensive practices, as well as a wealth of authentic classroom projects, offer students opportunities to investigate, experiment, and construct relevant meaning within the overall framework ofthe area ofMultimedia and graphic design.  Interactive Environments A Multimedia and Graphics Enterprises Center will be located behind room 18 and will incorporate: Design Depot Writing Retreat Production Firm Presentation Shop These simulated environments and learning centers assist students and their teachers in maintaining a mindset that is beneficial to Multimedia thematic studies. Students from sixth, seventh and eighth grades wiU have access to the M \u0026amp; G Enterprises Center which wUl include a laboratory equipped with technological tools and computer appUcations for text and graphic manipulation, creation, and experimentation. Emphasis wUl be on basic processes and how the various media and graphics can be integrated, Umited only by the creativity and ingenuity of the students. Curricular Content The IBMYP subjects of humanities, language, science, mathematics, art and technology will be integrated within this program strand. The IBMYP provides curriculum guides for its major subject areas. The IBMYP documents will be treated as the primary source, with strong supplementary materials, such as a Multimedia design, writing, and publishers handbooks used in support of planning. Extension into reference materials from professional and trade sources will round out curricular content, with the use of traditional textbooks as a minimal level of information. Appropriate technology hardware and courseware that focus on the manipulation of video, graphics, and the elements of print design will assist teachers and support daily planning. Also, computer software that uses appropriate vocabulary related to Multimedia, as well as emphasizes writing and journalism skills, will help to integrate other subjects within the Multimedia theme.  Best Instructional Practices The International Baccalaureate Middle Years Programme five Areas of Interaction will permeate all activities in the Multimedia and graphics strand. The Personal Project, an independent piece of work, will be completed by each student. It will be the culmination of the students sustained involvement with and experience of the five areas. Constructivist Classroom and Problem Based Learning approaches will be the major techniques employed. Cooperative Learning will also teach the value of teamwork and respect for the creativity of others. By encouraging students to help with community service, through the use of computers for design and implementation of projects for teachers, staff, and the community, real world interactions will be brought into the school. Through a variety of social interactions that allow students to assist peers, faculty, and the community by using Multimedia and graphics skills (such as in group brainstorming, and the planning and design of projects), students become active partners in their education and develop pride and self esteem.  Formative and Summative Assessment Assessment formats that match each set of activities, such as computer portfolios, serve as authentic measures for teachers to determine exactly what and how students leam. A computer portfolio that includes charts for data, and imaging for graphics entry and manipulation, will be a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during multimedia studies. This tool will also help teachers to determine whether students are internalizing higher order thinking related to the Multimedia and graphics theme. The portfolio will serve as a global evaluation measure, a summative assessment, concluding units of Multimedia and graphics studies. Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure.  Staff Training and Curriculum Writing School personnel will receive intensive training on various computer programs that include data and graphic manipulation. A local college professor in the field of Multimedia and graphics studies win come to the school and conduct a series of high involvement activities featuring local computer specialists so that teachers will have authentic training. Sophisticated visual imaging and text programs will be basic to development of a curriculum document that appropriately reflects the best that a multi-media/graphics program should offer. Bin Mahoney, a field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in curriculum writing and multimedia and graphics unit development. He will collaborate with the staff at Cloverdale in planning for the integration of the Multimedia and Graphics Enterprises Center with thematic classroom activities. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will facilitate the curriculum writing effort as well as conduct implementation strategies workshops that combine specific thematic applications, educational best practices and integration of Arkansas Benchmarks and Standards. She will be responsible for leading teachers to broaden their knowledge base so that they are at ease with the applied technologies related to the Multimedia and graphics theme. Her goal wUl be to ensure optimal coordination of the wide-ranging tasks needed for successfully initiating this program design while maintaining the creativity and liveliness that are naturally associated with the theme.'^CloVCTdaleAcademy f6f AppEed-Technologies , cdnfinued- January 7, 2000 Draft Overarching Theme: Greatiye and Applied fechiiologies and IB, Middle Years Programme 0 '' , Programmatic Strand: Engineering  Experience Base A series of trips to major areas of the city for the purpose of viewing structures and analyzing engineering principles utilized in their development will create a mindset for a dynamic engineering program. Special attention will be given to the types of technological expertise and equipment that are integral to these structures. Technologies will be recognized as simple or low tech approaches, sophisticated or high tech approaches. Each grade level will conduct in-depth studies related to a specific resource site\n6* grade - Riverfront Park 7* grade - Downtown Metropohtan Area 8* grade - Mall areas and special area attractions These sites will provide a large number of structures in support of year long study. Starting in sixth grade, students will begin this journey of learning in much the same way we would begin a puzzle. To do a puzzle, you must first look at the box for the big picture. It is only after this initial picture is seen that the pieces may then be manipulated in a meaningful and effective way. An early visit to each site will raise the awareness of students to the interrelated nature of the engineered pieces. Subsequent field trips will enable students to understand the unique features of given structures, until all at a particular site have been studied. At the conclusion of the year, a final field trip will reinforce the interdependence of the parts and the unique engineering designs that they represent. Curricular Activity A special learner focus wiU occur at each grade level In sixth grade the focus will be Careers in Engineering\nin seventh grade, Engineers as Team Planners\nand in eighth grade, Individual Accomplishments by Student Engineers.  Careers in Engineering - visits by engineers or interviews with engineers on the site of construction or in planning offices/engineering firms.  Engineers as Team Planners - engineering projects by teams of students.  Individual Accomplishments by Student Engineers - students work alone to design and buUd unique models. As the major areas and each grades focus are explored, extensive research into six types of engineering will occur\ncivil, electrical, chemical, mechanical, aeronautical, and environmental. Intensive practices involving all forms and levels of design, testing, fabrication, modeling, construction, and presentation will ensure relevant, authentic learning in engineering studies.  Interactive Environments An Engineering Enterprises Center will be located in front of room 30. Students will have access to a laboratory equipped with technological tools, materials, and equipment for construction, discovery, and research in the six areas of engineering. Computer engineering will be integrated throughout the six types of engineering to be studied in order to underscore the importance of the technologies in this field. Cambridge Physics equipment will provide basic exploration of engineering principles and more advanced apparatuses will enable students to build models for testing. A variety of computer assisted design and plotting programs wiU be basic to aU engineering projects. Tech Labs of Texas will supply modules for computer driven interactive design and fabrication. Students will be involved with a variety of testing devices to verify tolerances. Curricular Content The IBMYP subjects of science, mathematics, and technology win be integrated within this program strand. The IBMYP provides curriculum guides for its major subject areas. The IBMYP documents will be treated as the primary source, with strong supplementary professional and trade sources materials, such as an engineering handbook, used in support of planning. Extension into reference materials from will round out curricular content, with the use of traditional textbooks as a minimal level of information. A strong mathematics sequence is imperative to the engineering strand. This is a match for the IBMYP prerequisites of algebra I and 11 being completed in the middle school in order to be able to continue on schedule for the higher math courses in the IB Diploma Program at McClellan. Appropriate technology hardware and courseware that focus on the types, principles and equipment of engineering activities will assist teachers and support daily planning. Also, computer software that uses appropriate vocabulary related to engineering will help to integrate other subjects with the mathematics, art and technology in support of the engineering theme. T opics that facilitate comparative studies within the broad experience base of the engineering strand will be planned as a 6 by 6\" approach in which each of the six types of engineering is studied for six weeks on a school-wide basis.  1 six weeks - civil  2'* six weeks - electrical  3\"* six weeks - chemical  4* six weeks - mechanical  S* six weeks - aeronautical  6* six weeks - environmental  Best Instructional Practices The International Baccalaureate Middle Years Programme five Areas of Interaction will permeate aU activities in the engineering strand. The Personal Project, an independent piece of work, will afford students an opportunity to engineer something from concept to design and construction It will be the culmination of the students sustained involvement with and experience of the five areas as they relate to engineering principles. Teachers will present material by way of expository lecture/forum and project-based instruction. Teaching techniques/strategies will employ the problem based learning and the constructivist classroom approach relative to engineering projects and research. Engineering simulations and oral presentations planned by students will ensure effective use of knowledge gained. Formative and Summative Assessment A variety of assessment formats wUl be employed throughout the various units of study and wUl serve as authentic measures for teachers to determine exactly what and how students learn about engineering. The assessments wUl include pre/post testing, matrix of skills, rubrics to evaluate projects, rubrics to evaluate communication and presentations, traditional tests (multiple choice, short answer, and essay), and student self-evaluations.  Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design wUl correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure.  Staff Training and Curriculum Writing Staff members wUl attend workshops offered through the International Baccalaureate Organisation of North America. This wUl provide teachers and administrators with the specialized knowledge needed to implement a quality IBMYP at Cloverdale. School personnel wUl receive intensive training on the six types of engineering to be studied. This training wUl include Overview of Engineering Fundamentals, Subject Area Integration of the Principles of Engineering, Philosophy and Implementation of Teaching through a Project/Product- Based Approach, Tormative and Summative Assessment approaches - How to effectively match curriculum to each one, Meeting the needs of all students through Multiple Intelligences, and Organizing and Managing a Classroom for Project-Oriented Learning. Diane Taylor and Jim Collins, field consultants with Phale D. Hale Education Consulting Inc, wUl provide leadership in curriculum writing and engineering unit development. Mr. Collins, an experienced engineer, and Mrs. Taylor, a math-science magnet school principal, wUl collaborate with the staff at Cloverdale in planning for the integration of the Engineering Enterprises Center with thematic classroom activities. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will facilitate the curriculum writing effort as well as conduct implementation strategies workshops that combine specific thematic applications, educational best practices and integration of Arkansas Benchmarks and Standards. She will be responsible for leading teachers to broaden their knowledge base so that they are at ease with the applied technologies related to the engineering theme. Her goal will be to ensure optimal coordination of the wide-ranging tasks needed for successfully initiating this program design.J John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED NOV - 9 ZOOS JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE SHAWN CHILDS OFHCEOF Via Facsimile November 8, 2000 Dr. Leslie Carnine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Re: Compliance Issues - Cloverdale Dear Dr. Carnine: This is to bring to your attention another issue relating to the Districts compliance with its revised desegregation obligations. You are aware that Mr. Walker and I have previously complained that black students are disparately disciplined. In addition, we have complained that white students, particularly white females, are given more favored treatment, i.e., they are seldom disciplined, not disciplined at all and are given more favored treatment regarding the issuance of discipline. I am, therefore, raising the issue of compliance with respect to Section 2, paragraphs 2.1: LRSD shall in good faith exercise its best efforts to ... to remedy the effects of past discrimination ... to ensure that no person is discriminated against on the basis of race ... and paragraph 2.5.1 LRSD shall ... all students are disciplined in a fair and equitable manner with respect to the discipline of students at Cloverdale Middle School Academy. You and the administration may take the position that this is another isolated incident, however, if proper investigations are conducted of all your schools including the review of disciplinary referral records, I am convinced that you will find that white students, particularly white females, receive favored treatment with respect to the issue of discipline as compared to black students who are disparately disciplined. We, therefore, request that Mr. James Washington, Ombudsman and/or your designee including Dr Linda Watson investigate the complaint that we have received that at least one white female student at Cloverdale Middle School Academy was not appropriately disciplined after admitting that she referred to a black classroom teacher as a stupid bitch. May I suggest that they review the referral records at Cloverdale for now to determine validity of this particular allegation and determine also whether there has been equity regarding the discipline of black and white students since the beginning of the school year for similar offenses. I would also suggest that they compare several other offenses of black and white students to determine whether they  received similar treatment. Mr. Washington and/or Dr. Watson may give me a call in order for me to provide additional information including the name of the white female student at Cloverdale who received the favored treatment. Thank you for your cooperation. Sincerely. r Joy C. Sprin\nSpringCT U '5' '' On Behalf of Joshua / JCS/ cc: Mr. James Washington Dr. Linda Watson Mr. Junious BabbsTUESDAY, NOVEMBER 17,1992  Junior high student found carrying pills Cloverdale Junior High School officials found six narcotic pills Monday in a 16-year- old student's pockets. Little Rock police said. The girls boyfriend tola school officiahs that she might be carrying the drug, police sc said. The boyfriend, about 21 years old, came to the school about 10 30 a m. demanding to see the girl. He told school officiahs she had something that could get her into trouble, police said. When school officials said he couldn't see her, he said the big man would come to the school and cause Problems The man left in a red 1988 Dodge pickup regisleret to Isaac Henderson Jr. of Little Rock, who is free on bond awaiting trial for capital murder, police said. After the boyfriend left, school officials brought the girl to the office, where they had her empty her pockets. She pulled froin her pocket a plastic bag holding six tablets of the painkiller Dilaudid, police said. . School officials sent the girl home with her mother before police arrived. The incident is under investigation, police said.2B  WEDNESDAY. NOVEMBER 18, 1992 r BUS CRASH  Rescue workers and firefighters remove a Cloverdale Junior High School student from a school bus Tuesday morning after a car struck the rear of the Arkansas Oemocrat-Gazette/Larry Trussell bus on Geyer Springs Road, near Nova Lane. Eight students were treated for minor injuries at Little Rock hospitals and released. 8 Cloverdale pupils hurt when car runs under bus BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter Eight junior high school students were treated for minor injuries at two Little Rock hospitals Tuesday after a car struck the back of a school bus en route to Cloverdale Junior High, officials said. Thirty-nine students were riding the bus in the 8:40 a.m. accident on Geyer Springs Road, just south of Nova Lane, police said. Little Rock School District spokesman Diane Woodruff said some students suffered bumps and complained of headaches, but none was seriously injured. Shawn Robinson. 16, Chad McMillan, 14, and Cassandra Wilkerson, 15, were taken to Southwest Hospital. Damien Ellis. 13, Monique Gaston. 13, Aun-dra Gannaway. 17. Jeremy Foots. 13, and Ron Everhart, 15, were taken to Arkansas Childrens Hospital. All are from Little Rock. Emergency workers placed at least three of the students in neck braces and carried them off the bus on back boards. All eight had been treated and released by about noon, hospital spokesmen said. The other students walked the remaining two blocks to school at about 9:30 a.m. Azalea Holmes, 17, of 20 Ivy Drive was cited for following too closely after her 1992 Honda Accord struck the rear bumper and became wedged under the bus, police said. The collision peeled the cars hood back about 4 feet. The accident occurred when a line of southbound vehicles in the outside lane of Geyer Springs Road suddenly stopped for reasons police couldnt determine. Bus driver Andrew Gibson, 34, braked and swerved to the right to avoid a van that had stopped in front of the bus, police said. The bus came to a stop with its right front wheel on the roads grassy shoulder. Gibson will not be disciplined as a result of the accident. Woodruff said. The bus sustained about $30 damage to the back bumper, she said. Holmes braked her car but was unable to stop in time to avoid hitting the bus, police said. The car left a 10-foot skid mark in the outside lane. Holmes, a student at McClellan High, was on her way to school at the time of the accident. John Foor, 21, of Little Rock was a passenger in the car. Arkansas Democrat vv (hSazcttc FRIDAY, JANUARY 29. 1993 Copyngni 0 1993. Little Rock Newscapers. Inc. Cloverdale pupil admits rape report false, Bernd says BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter A 14-year-old Cloverdale Junior High School student who ! I told her principal Tuesday that she was raped in a classroom has since recanted her story, Little Rock School District Superintendent Mac Bernd said Thursday. At the most, there was some fondling that took place, and were not even sure of that, Bernd said. There were some kids in the room. We dont even know that she was pulled into the room. Police wouldnt comment on Bernds statement. Were still investigating, Little Rock police spokesman Lt. Charles Holladay said Thursday. We havent even completed interviewing everybody involved. When we complete our interviews then we will assess the situation. No arrests have been made and no warrants issued, he said. The student told the principal Tuesday that she was raped by three students in an empty classroom at the school, a police report said. A fourth student looked on during the attack and at some point sprayed her with a fire e.xtinguisher, the report said. The alleged attackers  all age 15  are students at the school. Bernd said the girl and the alleged attackers have been interviewed by police and all have denied that the rape occurred. All parties have said there were no rapes in the room including the girl, Bernd said. We don't know what actually took place in the room. Possibly there was some fondling. District spokesman Dianne Woodruff said the schools principal, Gayle Bradford, spoke with police Thursday and was told that the rapes did not occur. The girl told Bradford on Tuesday that four boys pulled her into Classroom 28 after she unsuccessfully tried to find her caseworker and was walking through a hallway. The alleged attack took place in an empty classroom between 10:38 a.m. and 11:28 a.m.  the third class period. The classroom was empty at the time of the attack because about 80 eighthgrade students were away on a field trip. Woodruff said. The students involved in the attack were eighth-graders who didnt go on the field trip and were supposed to be in one of two classrooms supervised by substitute teachers, Woodruff said. All classrooms are locked whether in use or not. Woodruff said. The students apparently gained access to Classroom 28 through an unlocked window, she said. A building engineer discovered that the window was unlocked when he saw one student lifting another through the window sometime after the alleged attack Tuesday. The 14-year-olds substitute teacher had allowed her to leave class to visit her caseworker. Woodruff said. The girl could not find the caseworker and left a note at the office, she said. As the girl walked through a hallway, another female approached her and asked her if she knew Al or Carlos, the police report on the alleged incident said. The 14-year-old started looking for the two and was pulled into the classroom by four boys, it said.Arkansas Democrat MT gazette SATURDAY, JANUARY 30, 1993 Copyright '5 1993, Little Rock Newspapers. Inc. Police silent I on rape charge made by girl 1 Police remained tight- ! lipped Friday about their investigation into the alleged rape earlier this week of a 14- year-old Cloverdale Junior High School pupil. Detective Sgt. Mike Middleton declined to either con- ! firm or deny a statement Thursday by Little Rock School District Superintendent Mac Bernd that the girl recanted her story. We havent completed our investigation, Middleton said Friday. He declined to discuss ! particulars of the case. Middleton said detectives i plan to meet with a deputy prosecuting attorney early next week to discuss the case. Then well have some determination Monday, or at the latest, Tuesday, he said. The girl told the principal Tuesday that three pupils had raped her earlier that day in an empty classroom. The girl said the attack occurred during third period, which begins at 10:28 a.m. and ends at 11:38 a.m. The alleged attackers  all age 15  attend the school. The girl also alleged that a 16- year-old student looked on during the attack. Bernd said Thursday that police interviewed the girl and all of her alleged attackers. He said everyone denied the rape occurred. Bernd said the girl may . have been fondled in the . classroom.TUESDAY, MARCH 15,1994  BY WAYNE JORDAN Democrat-Qazette Staff Writer Girl in junior high faces weapon count A 14-year-old Cloverdale Junior High School student was arrested Monday for bringing a SA-inch hunting knife to school. Police charged her in juvenile court with carrying a weapon. School authorities said students began telling them the teen-ager had a knife. When they searched her locker, they found the knife and telephoned police. They said the girl had been having problems with another girl over a boyfriend. The girl was released to her parents.TUESDAY, MARCH 15.1994  BY WAYNE JORDAN ~ Oemocrat-GazeWe Staff Writer Girl in junior high faces weapon count A 14-year-old Cloverdale Junior High School student was arrested Monday for bringing a 5%-inch hunting knife to school. Police charged her in juvenile court with carrying a weapon. School authorities said students began telling them the teen-ager had a knife. When they searched her locker, they found the knife and telephoned police. They said the girl had been having problems with another girl over a boyfriend. The girl was released to her parents.Arkansas Democrat i^C^azcttc THURSDAY. APRIL 13, 1995 Workers find girl, 13, slain in LR woods AK.r\u0026gt;/ XORDSMEIER UYTTEBROUCK bemocrat-Gazene Staff Writere a junior h gh school students hnd,. ed s----- students body Wednesday afternoon in a wood- ftlck Southwest Little Wastewater Fat body about 1 p.ni. after they ate lunch in their truck r \"ar Base m Interstate 30 Her mother renorted hr _ of m. af- ahniit missing about 9.30 p.m. Tuesday ri detective ^Wde Steelman estimated that Lakesha, a student at Cloverdale Junior High, had been about 24 hours before the ers discovered her. She annar- hy a ^low Tk^ 5iinian said. 1 he killer apparently drassed th^p^ i '^nods after dealing toe fatal wound, Steelman said rchoo'/^ he Sgt. dead work- the fully clothed girl lying face-down, her head covered with a jacket on gund about 150 feet from the road. Wednesday after- thtn\" ?''^tigators were picking apparently an Illegal dump site. Lakeshas mother, Lena Chandler, told police she dropped her daughter off for school Tuesday morning. Some two hours llff to teflh giandmother IV '^as closing early because of a storm-related Lena ChTn^r' ^*^^'\"ate told Lena Chandler that a track meet the girl was supposed later was canceled. to attendArkansas Democrat ^djazettc WEDNESDAY, SEPTEMBER 21, 1994 Student takes swing at junior high teacher A 15-year-old junior high school student tried to hit a teacher Monday afternoon when the teacher attempted to discipline the student for rough play, police said. Cloverdale Junior High Principal Cassandra Mason told police the teen-ager swung at teacher Kelvin Bostic between classes about 2:45 p.m. Mason told police the teenager was engaging in ... inap- , propriate horseplay. When i. Bostic intervened, the teenager tried to hit him, then threatened to beat him. School security officers had to separate Bostic and the student but neither was injured, police said. School security removed the teen-ager from campus, and Mason recommended he be expelled, police said.Arkansas Democrat ??5tr(5azctte FRIDAY. SEPTEMBER 30. 1994  Police beat BY JIM KORDSMEIER Democrat-Gazette Potice Reporter Student, 16, faces weapons charge A 16-year-old junior high student was arrested Thursday afternoon for carrying a gun on campus, police said. A Cloverdale Junior High employee told police resource officer Willie Davis that the student, later identified as Deon James of Little Rock, walked off the school grounds about 12:50 p.m. The officer started walking toward his car to search for the teen-ager and noticed him walking back toward the campus, police said. As James approached students standing near the school, he pulled a chrome handgun from his pocket, police said. Davis said he immediately drew his weapon and ordered the teen to drop the gun. James did so, police said. The teen-ager was handcuffed, arrested on a single count of being a minor in possession of a firearm on school property.8B  FRIDAY, NOVEMBER 4, 1994 Area center quite a task, SWLR finds BY SUSAN ROTH Democrat-Gazette Education Writer Working with people in Southwest Little Rock to create an after-school community center at ' Cloverdale Junior High School Will take more work than officials originally thought. Officials from the city, the Lit- . tie Rock School District and the state Departments of Health and .Human Services, as well as other ' private agencies, first created a joint committee last winter to examine ways to develop such a program. . It would be modeled after New York Citys Beacons program, which opened several schools af- . ter regular class hours in 1991 as .part of a citywide effort to incorporate drug prevention, treatment .and education. The key component is the community, John Riggs, a school board member who is chairman of .the joint committees community Involvement subcommittee, said at a-meeting Monday. . Were empowering the community to get what they want, rather than doing something to the community, Riggs said. : The idea is to have residents in the area roughly bounded by Base Line, Chicot and Geyer Springs roads and the areas railroad tracks decide what kinds of Services and programs they want at the school-based center.  Key players include Cloverdale Principal Cassandra Mason, PTA members and the area neighborhood association. In New York, such programs include academics, recreation and arts courses for children and adults\nin addition to job training. Counseling and parenting programs. Complications have involved funding and coordinating with several different agencies. New York officials have said.Aikansas Democrat | FRIDAY, APRILJ4, 1995 7th-graders family wonders why sweetest girl was slain BY OLIVIER UYTTEBROUCK Oemociai-Gazene Pohce Aeooner Pearl Field sensed something peculiar in the brief telephone conversation she Girl School otiiciais said LaKe-sha rode a school bus to her Chandler and Jack and Afhaosaa OBmoerw-Gazene/STP/H KEESEE NO ANSWERS  Lena Chandler, whose 13-year-otd daughter. Lakesha. was lound beaten to death Wednesday in woods in Southwest Lit- Oe Rock, IS hugged by her youngest daughter. Usa. 7. outside their home. Chamber had reported Lakesha missing Tuesday night.  Conlinued from Pago 1A woofis. Police made no arrests and issued no warrants Thursday in . . Pearl Field all picked out a girl home at lOlOI Palo Allo Drtve they said strongly resembled \" Soulliwest Lillie nock. Lakesha. Chandler watched about a mile south of the in Cloverdale .school. Lakeshn's three brothers mid sisters were still al .school and day care when she arrived home. the video several times, and several times exclaimed that a girl standing beside an ambulance wa.s her daughter. the killing. ' Sometime after the brief. .A..n. ho.n..o..r..-.r..o..l.l. . s tudent and te. leph..o. ne co n.v..e..r..s.a..t.i on out of character, alhlcle. Lakesha spent most of grandmother, Lakesha Usually she COmes home her free lime with her family. Chandler said she j S t u/i had with her 13-ye:ir-old granddaughter Tuesday, one day before the girl's beaten She oHen spent the night at her grandparents' home and helped them clean house on the weekends. ..... ........i. oaiu sue , - ,,,, was baffled when she got and stavs home, trlien home at 4 p.m. and discovered * ' her daughter was gone. body turned up in some Little Rock woods. She kind of brushed me off short.\" Field said Thursday. Field said .she called her granddaughter. Lakesha Chandler, about II a.m. Tuesday, an hour after the seventh- I graders 1 school. \\ Cloverdale  .funior High j School. closed early | becau.se of a I power fail- I ure. Normally. Lakesha Chandler Lakesha would have chatted awhile, her grandmother said. She made Lakesha promise to page her mother, but the girl never did. About 1 p.m. Wednesday, two workers for the Little Rock Waste Water Utility found the girl's body face down about 150 feet from Distribution Road near Interstate .30 and Base Line Road. Her feet were tied. Her killer had beaten her head, then dragged her body into the See GIRL Page 13A grandfather. When James her Field, \"Its out of character,\" spcnl two weeks in a hospital last month. Lakesha and her mother visited him almo.st every night. \".She wa.s about the best, sweetest thing I ever had.'* the she went fo go, she'd ask me first. She ivauld not Chandler said. Usually she jitst walk away like that,* comes home aitd .slays home. When she went to go. she'd ask  Lena Chandler, me first. She would not just walk away like that.\" tearful Thursday. grandmother said \"I believe somebod)* got in Chandler hoped iter daugh- mother ter was al Ihe track meet, but_________ school officials liad canceled the meet that morning. The I MrrirvvT\ni ii vwv ly mil Hi mo, ther's ho,p e- s. f..e..l..l. ....w....h. .e n ,a. Ihal hou.se and got her. 1 don'l Hn,vc through the ............................... neighborhood without slopping. .She calleil Cloverdale believe .she'd just walk off like that\" Lake.sha's mother. Lena Chandler, last saw her daughter alive when she drove her and another gill Io .school al and Little Rock .School District transportation oRlcials Then she called the police. Little Hock police said n in am Tuesday. Chaiuller Lakesha. was dressed in her (Imu eontinued to an all-ilay Itack uniform sweat shirt and seminar. black jeans that she had pul on \"When I look her to school I wtirm-iip pants, In-she didn't act like anything was yestigalor.s found a house key wrong, Chandler said Thurs- clothing. But a gold day. \"Everything just seemed tiggel ring she had worn to normal. That's the last I .saw her.\" A member of the Cloverdale's track team. Lakesha expected to participate In a track meet that evening. .She went to jchnol wearing her track uni form  wann-np pants and a \u0026gt;weat shirt. \"She was nervous all week Mid because of that track neet,\" Chandler said. But a powerful storm early dial morning knocked out electricity to much of the city, and school otricials decided to close Cloverdale and 11 other Little Rock schools by 10 a.m. school was mis.sing. suggesting robbery as a possible motive for the killing. In an odd twist. Chandler thought she caught .sight of her daughter on a 10 p.m. news program on KARK-TV. Channel 4. the same night Lakesha disap-peared. On Thursday, Chandler watched raw video footage shot by a Channel 4 cameraman about 7 p.m. Tuesday at the scene of a drive-by shooting at 26th and Center streets in central Little Rock  more than a mile from the grandmothers home at 30th and Bishop streets. Two Little Rock men were slightly hurl in the shooting. Lakesba Chandler's \"If it's not her. it'.s some girl that really favors her, \" Chan dier said Thursday after she reviewed the video at her home. Later, Chandler expresse\u0026lt;l some doubt that the girl wa.s Lakesha. While some image.s looked like her daughter, oth ers did nnl. she said (handler also sai\u0026lt;l she \u0026lt;lidn'l recognize the clothing worn by Ihe girl in the video  light colored blue jeans and a loose white shirt. Little Rock police detective Joe Oberle also reviewed the tape Thursday and said he didn't think (he girl in the video was Lakesha. Family members said Lakesha didn't date. She loved music and had composed several original rap songs. .She occasionally attended Greater Par adise Baptist Church on West 12th .Street, most recently on last Sunday. Cloverdale Principal Cassandra Mason recalled Lake-sha as a bright, outgoing girl who liked people. \"She was a very happy-go-lucky kind of girl,\" Mason said Thursday. \"She smiled a lot. She just really got along very well with her teachers and the students. Chandler said her daughter wanted everyone to like her and wanted to make her mark in the world. \"She always wanted to be someone's friend. Chandler said. \"She always wanted to do well.\"___________________________ , WEnMPSnAY. FEBRUARY 18, 1998 Pepper spray used to quell school fight Two boys fighting Tuesday afternoon had to be pepper-sprayed, Little Rock police said. Police at Cloverdale Junior High School, 6300 Hinkson Road, said they watched as one boy swore at another and flashed gang signs. The boys then started fighting and couldnt be restrained by school administrators and police. An officer then used a half-second burst of pepper spray on the two, abruptly ending the fight One boy, 16, was ticketed for disorderly conduct and third-degree battery. The other, 15, was ticketed for third-degree battery.T Aikansas Democrat (gazette |  THURSDAY, JUNE 18,'1998 I U.S. grant to help LR district expand after-school programs BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE - The Little Rock School District is slated to get about $1 million in federal grant money over the next three years for afterschool and summer learning programs for students and adults. The money will be used to ex- to worry ... or seeing these after Cool 4 School Summer Day Camp school hours as a time to fear, we for children 6 to 12 years old, free should see them instead as a win- clinics for economically disad- dow of opportunity, she said. . . .. vantaged students and their fami- Recipients were selected by lies, mental health services for at the U.S. Department of Educa- least 200 children and teen-agers, tion from nearly 2,000 applica- community service and work tions. Little Rock is the only force readiness projects for 75 Arkansas district receiving a teen-agers, and training of litera- pand programs _ at_ McClellan grant cy tutors who will work with Lit- Community School and Cloverdale Junior High. In all, 315 inner-city and rural schools in 36 states will share $40 million for after-school programs. President Clinton announced the awards Wednesday. The grants were made available The centers will provide tutor- tie Rock students. ing, performing arts programs, _ _ _ _ _ At Cloverdale, the grant will summer camp for elementary provide a 2$-station computer pupils, employment preparation laboratory and expansion of the training, medical assistance, and after-school program from '55 parenting skills training. teens to 100 per year. Tutoring Partners joining with the and training in the performing school district to provide the ser- arts  including choir, drama through the federal 21st Century vices include University of dance and gymnastics  will be Community Learning Centers Arkansas at Little Rock, Pulaski offered. Twelve additional teach- Program. The president said he Enterprise Community, Literacy ers will be used for the expanded hoped Congress would expand Action of Central Arkansas, Fam- activities. funding to as much as $200 mil- ily Service Agency, Philander lion in each of the ne-xt five years. These grants will give thou- Still other offerings Smith College, Arkansas Baptist Cloverdale will include at an College, the Martin Luther King evening tutorial program for 75 sands more children a safe place Jr. Commission and the Arkansas children in kindergarten through to go before and after school and Department of Health. sixth grades. College and high good things to do, Clinton said. At McClellan, the grant will al- school students will provide Statistics show that unsuper- low the addition of up to 20 training Additionally, vised children are more likely to teachers to offer courses for stu- ational activities and snacks will recrecommit a crime or become a vic- dents and adults, nine high be provided to elementary stu- tim of a crime during those after- school teachers and six student dents during after-school hours, school hours, first lady Hillary tutors. An adult literacy program wiU be Rodham Clinton said. Other benefits of the grant will offered, as will mental health ser- Instead of permitting parents include the expansion of the 2 vices. FRIDAY. DECEMBER 14, 2001 \nLR teacher made meth, police claim School test tubes found in his garage BY AMY UPSHAW ARKANSAS DEMOCRAT-GAZETTE A Cloverdale Middle School science teacher was in jail Thursday night after being arrested on charges that he made methamphetamine in his garage using some equipment from his classroom. Police searched Robert Dorers home at 301 Rosetta St. on Wednesday about 7:30 p.m. and arrested the teacher on charges of manufacturing Teacher  Continued from Page 1B pleted before he was hired. sion and to acknowledge the serious situation. I think that is a very humane approach, she said. Cloverdale Principal Angela Apparently there was noth- Munns declined to comment for ing in his background check that this story, would have prohibited him from Little Rock police Sgt. J.B. working on a school campus, Stephens said the equipment she said. used to manufacture metham- : The district does not test phetamine was in a one-car teachers for drugs, Vann said. garage that was not attached to A Cloverdale employee read the house. Inside police found a a statement about the matter set oftriple-beam scales and test over the schools public address tubes belonging to the school system Thursday morning. district, Stephens said.  They also found various j charged with a serious crime. I chemicals in just about every A teacher at Cloverdale is methamphetamine, possession of drug paraphernalia, posses- sion of chug paraphernalia with intent to manufacture and maintaining a drug premises. Little Rock police said. We suspect he was making it to sell, said Sgt. Terry Hastings, spokesman for the department. Dorer, 29, remained in the Pulaski County jail Thursday night in lieu of $49,000 bond. He is to appear in court Dec. 20. Dorer has been a teacher with the Little Rock School District since August 2000 and teaches eighth grade, said Suellen Vann, a district spokesman. He is on administrative leave with pay pending the outcome of this case. When asked whether Dorer had any disciplinary problems at work, Vann said, We couldnt say because personnel evaluations under [the states Freedom of Information Act] are not releasable. Vann said she didnt know much about Dorer because he hasnt been with the district long, but a state-mandated background check \\flas com- would ask that you keep this stage needed to make metham- teacher in your thoughts as he phetamine, Stephens said. faces a difficult time in his life, Police arent sure how long the employee said. I would al- the equipment might have been so remind our students and staff there, but received a tip about it members that under our Con- this week. When police went stitution, individuals are iimo- to the door, Dorer gave them cent until proven guilty. consent to search his house and The announcement ended garage. He also admitted that he with the employee asking stu- had about quarter-gram of the dents to focus on their educa- drug in his pocket, which police tion. Vann said school officials found and confiscated, Stephens decided to make the announce- said. ment  and send a similar let- Dorers wife was not at home, ter to the parent: of all students ai?.i Stephens said he does not home. on campus  to show compas- believe she was involved. See TEACHER, Page 9BCM O o CM LR mayor revives Qty Hall foS Bay City Hall CM 3 C Q BY EUSA CROUCH ARKANSAS DEMOCRAT-GAZETTE City Hall took to the streets of southwest Little Rock on Wednesday, when leaders convened outside Mabelvale Middle School where traffic and children pose a haTarrinns miv One parent told Mayor Jim Dailey hed seen two children nearly struck by. vehicles in the past year and pleaded for a blinking light, signs, or anything that would warn drivers on the two-lane road to slow down. Wearing a suit and tie, Dailey folded his htods behind his back and listened, City Manager Cy Catm^ sorted through possible solutions with Bob Turner, the public works director, and told school administrators that hed consider installing flashing lights outside the citys eight middle schools. The 15-minute meeting was one of several Wednesday scat-tered throughout Ward 7, where Dailey spent a large part of his childhood and chose to revive his City Hall for a Day events he began in 1995. They ended after a few months. Ive missed them, Dailey said, as a Little Rock van drove him past businesses on Base Line Road. Its an opportunity for me to force myself to go out in certain neighborhoods. The City Hall journey into southwest Little Rock took leaders through upscale neighborhoods and dilapidated mobile home parks. At Cloverdale Middle Magnet School, they dropped in on a couple of classes and heard eighth-grad- Little Rock Mayor Jim Dailey signs autographs Wednesday for Cloverdale Middle School sixthgraders Cameron Williams (left) and Shayla Arkansas OenwoBt-Gaame/STEVE KEESEE Days during a tour of the school's computer lab. The visit was part of a City Hall for a Day tour of southwest Little Rock. er Henry Dom play a solo on his trombone. At a public forum inside the Mann Street Neighborhood Alert Center, Dailey asked about 15 nei^borhood association leaders how to move forward with Vision Little Rock recommendations that a cross section of more than 550 residents developed for the city. The Little Rock Board of Directors received the report Tuesday. The 33 goals would cost hundreds of millions of dollars to implement, and finding a funding mechanism needs the publics support, Dailey said. \"Hopefully the community See CITY HAU, Page 3B  Continued from Page 1B working with us will tell us how to do it, he said. But the public mistrusts its city leaders, said Oley Rooker, president of the Crystal Valley Neighborhood Association. Peoples perception throughout Little Ro^ is the people who handle the money havent han- j died it wisely,\" he said. 1People who give money to projects dont trust the people who spend it. With Carney looking on, Dailey said the trust issue needs attention. Little Rock leaders are recovering from a string of prob- ' lems that most recently involved overspending the 2001 budget and at one point nearly depleting the citys reserves. On the issues of mistrust, Tell tis what to do to get beyond those, Dailey asked. Serving as the tour guide. City I Director B.J. Wyrick was re- I sponsible for most of the stops I : and the tour through her ward, k, With neighborhood leader Troy Laha navigating from the front seat, Wyrick explained the problems some residents face, including a mobile home park that lacks sewer service. \"See that water?\" Laha said, pointing to a stream running down the gutters in Carol Circle. Thats not rain. Its sewer water. Sitting in the back of the van, Sheila Reynolds, a code enforcement officer, said she routinely orders residents to clean up their yards, only to find trash and inoperable cars littering their lawns weeks later. In southwest Little Rock, many residents regard code enforcement as vit^ to keeping their neighborhoods clean. We wanted them to see some progress weve made in this part I of the city and some things that we continuously are asking for, Wyrick said. At-large City Directors Joan Adcock and Barbara Graves also attended part of the tour. Toward the end of the day, the city vans pulled into the undeveloped portion of the 250-acre Otter Creek Park, off of Stagecoach Road. There, dump trucks roll down a dirt road to a Saline County landfilL stirring up dust as thick as smoke. Wind blows the dust into a nearby subdivision. Gary Barleywine, a high school science teacher, lives in that subdivision. As trucks rumbled past, he told Dailey and Wyrick that hes sick of the dust clouds. So are city officials, Carney said later. The park cant be developed until the dust issues are taken care of he said. City Hall for a Day will continue each month until officials visit all seven wards. In February, the caravan will spend the day in Ward 6, which encompasses the John Barrow neighborhood in the west central section of the city. Getting out and seeing whats happening in the city is good for staff,\" Carney said. Sometimes we get trapped in City Hall, sometimes doing things that are important But we sho^d do this. I. N ri'couc T roN D u r i n q ,3 n e m e r q p n c y 0 f .3 n y 1\ny p \u0026lt;? , the b (3 t\nr H -i o 1. u t: i o n o t t\nh emaraencv 1 i 1-3 s in the preparedness of the faculty and staff. W h e n each m e m b o r !: nows what t\no do and where to c,o the e 1 ernen t of h V 3 t e r i a in the students is reduced greatly. W e 11 - t r a i n e d respond to the s. t a f f and faculty members will e rn e r q e n c V and .thus. for not o n I. V the students a n a immed ia te\n1 v main tain a n a u i- a o f calm th emseIvas. good defense\" situation of In th e c o a c h i n 0 parents p aria n ce but also,for \"the best offense X z a a and this school s ax n q cert3 inly applies in emergency. At Cloverdale Junior High S c h o o 1 e ch me m b e r of the staff h certain a 3 s i q n e d duties to perform during a n emergency and each member will report d i r e c 11 V t.o his/her a s s i 0 n e d station whether i t b e d e fl 1 ,. with the ' students. c r X 3 X s 1 r i m a r V directly o r main tai nine consideration i s th e students in the building , and each be under the direct supervision of  a n emerpcncy. never f a c u 11 y the welfare of given to the a the s a f G t V of student will always faculty member d u r i n g Although Cloverdale Junior High School hopes Co have to implement ths a n d staff are prepared school's emergency plan, to do so at any time. the I n Is c H n 01. -.\"rRcrricY plan OrOTONATPI) oction I sr TP PMf-pr,r!liY C O 0 P D T N A TO P\nG A Y L P Pf?AOFOPn 0 F S I G M A T E 0 ALTFRriATE SCHOOL SriE EMERGENCY COORDINATOR: DAVID PATTERSON M F M G E R S\nG A Y I DFSTONATCn SCHOOL CRISTS MAN A C C M F N T DRAD FORD, OAVIO PATTERSON. DONNA DUERR, FRAN A8LES F M F R G F N C 'f DRILL CONDLICTCO: ( M A Y B E D U II IN G ON IN-S It D A Y S. f'ACUI TY NF FT INGS) FALL: WI N T E R\nSPRING: D A T F 0 R DESIGNATED PERSON TO ESTABLISH EMERGENCY KIT ANO PREPARE CONTENTS: FRAN AB L E 3 DESIGNATED PERSON TO KEEP CENTRAL ' MARTINE K OFFICE INFORNEO\nDARLENE DESIGNATED STAFF PERSON TO NOTIFY PARENTS AND SPOUSES OF INJURED: SAMUEL HUNT or IGNATED STAFF PERSON TO IDENTIFY INJURED ANO FATALITIES: JUDY WARREN AND CAROLYN LAMB DESIGNATED PERSON TO REPORT TO THE HOSPITAL TO COORDINATE information FROM THE HOSPITAL TO SCHOOL ANO CENTRAL OFFICE\nn L! m b Q I's LAVERNE GOLDSBY will be necessary at Che hospital) (name of parents and phone DESIGNATED STAFF MEMBERS TO HANDLE TELEPHONES: DARLENE R MARTINE K, LYDIA ENOCH, ESTHER WASHINGTON, PATTI p A R r: DESIG N A T E 0 P- A T I STAFF S 0 N MEMBER TO UPDATE PARENTS AND DAVID P!  G I r pl A r F. P I\" E D I A. (1 0 N f. 0 U i' p\n'TO N A ! pr P  f'N spur! ' T P ! FDIR 11' I AT f }.! (\nPl r- ?r K-':ON '? p. f.\n- I Ni PN-'N'. r .'1 N ! Illi : 1.(1 .)C IIS r C: f\\ N - fl:- MF M '' I I I Olli.: ma: pi- ! - A n H I Y N I AMD AV [ ! 0 ' A \" r 0 N 0 F C\nI 0 D I  S C H n P ! \nritfi: r-'  \u0026gt; I \u0026gt; I N E W S ri f W S r H :* n J . i r I :\n1! r M I  1 p A ' N ' P M F D I A A R E f R 0 0 M ' 0 f-: iG I N 0 !- 0 F - S ( P S 0 N - n N n T I I r Tfr? r  \n ' 0 o m r4 7 . ,1,\nh t\\  P' . I ' i GGS TGr-lftTI'l) PF-RS ON PFSPPMSTBI.C F'f) F! E3TAB1 r\"HI MG F- T F\u0026lt; S 1 nr A r F ) / M FI ID T C A I. STATION: STEVIE CHEREPESKI, SCOTT A r4 n R EI TGNATI'D IERSON RESPONSIBLE FOR OF POST-CRISIS INTERVENTION: LETTER Tf) NOTIFY PARENTS SACK JONES DESICNAIED PERSON TO COORDINATE WITH CENTRAL Of'EICE COMMUNITY EORUM ON THE EMERGENCY AND IDENTIFY A FO I. LOW- UP ACTIVITY: KAY COLEMAN designated staff person RESPONSIBLE FOR ARRANGING A PLAN OF TRANSPORTATION FOFI STUDENTS, FACULTY ANO STAFF. AND PARENTS TO HOME, DAVID PATTERSON HOSPITAL, EMERGENCY SHELTER, NAME OF MAINTENANCE DIRECTOR / HEA0 CUSTODIAN WHO WILL MEET THE CRISIS AGENCIES' STAFF TO IDENTIFY AMD ASSIST TN SECURING ANY POTENTIALLY DANGEROUS UTILITY SYSTEMTS): KENNETH FISHER DESIGNATED FOOD SERVICE STAFF MEMBER RESPONSIBLE FOR ACQUIRING AND DISTRIBUTING FOOD TO EMERGENCY PERSONNEL: JOYCE WEEMS LIST alternate ' COURIERS AVAILABLE MEAN OF COMMUNICATION: E U LI- HORN. OE'sIGNATEO STAFF MEMBERS TO DIRECT TRAFFIC: MARCUS DAVIS, Johnny Johnson, ELDON MASON, AND SCOTT ANDRESS A ETC . : NAME OF SCHOOL INSURANCE CLERK WHO CHECKS STUDENT'S I INSURANCE NEEDS: DARLENE M A R TIN E K DE IGNATED NAME(S) ANO TELEPHONETS) OF PROFESSIONAL COUNSELOR S ANO PUBLIC ASSISTANCE AGENCIES\nS E APPENDIX A N 0 8 AI G E N F P A L G u T  F L r M f:\nF M F P G E N C r F S FOP Al. 1. TEACHERS SHOULD FOLLOW THE SPECIFIED PPO(\nFDIJRF POR THE EMERGENCY. WHEN EXITING THE BUILD I NG / REP0RTING TO ANOTHER AREA TEACHERS SHOULD TAKE THE FOLLOWING ITEMS WITH THEM: GRADEBOOK/CLASS ROSTER PAPER/BLACK PERMANENT MARKER DUPLICATE CLASS ROSTER (IF NECESSARY) AFTFR AN EMERGENCY HAS REEN OECLARPO EACH TEACHER WILL: CHECK TH PREPARE A ROLL LIST OF STUDENTS WHO ARE NOT WITH THE IF A CLASS PREPAR IN HEALTH ROOM.. WITH-COUNSELORS. IN (THIS LIST WILL BE PICKED UP BY A COURIER) A LIST OF STUDENTS WHO ARE ABSENT FROM THE CLASS DESIGNATED EMERGENCY \"NEEDED\" TEACHER. PREPARE A DUPLICATE LIST (as listed in 43) AS WELL AS A DUPLICATE CLASS ROLL FOR A TEACHER WHO WILL RELIEVE YOU IF NECESSARY 5.TEACHERS WITH ASSIGNED DUTIES DURING AN EMERGENCY WILL SUMMONED ON TURN THEIR AS NEEDED\" BASIS. THESE TEACHERS WILL TUOENTS OVER TO THE RELIEF TEACHER 6. WHEN THE ALL-CLEAR IS GIVEN. TEACHERS WILL RETURN TO - . THE CLASSROOM (OR OTHER DESIGNATED AREA). TEACHERS WILL CHECK THE ROLL AGAIN AND PREPARE A LIST OF STUDENTS MISSING FROM THEIR CLASS TEACHERS ASSIGNED AS RELIEF WILL CONTINUE TO THE THAT TEACHER'S CLASS UNTIL THE TEACHER STUDENTS WHO ARE NEEDED IN ANOTHER AREA WILL MONITOR RETURNS BE SUMMONED FROM THE MAIN 0FFICE. . . STUDENTS WILL NOT BE ALLOWED TO LEAVE THE SUPERVISED AREA FOR ANY REASON UNLESS AUTHORIZED BY ADMINISTRATIVE PERSONNEL IN CASE OF INJURY TO A STUDENT WHEN ADMINISTRATION AUTHORIZED SEND THE STUDENT TO THE ASSIGNED MEDICAL AREA WRITE THE NAME OF THE STUDENT ON THE FOREHEAD 0 F THE S TH or-nt IN TN l\nMAINTAIN A LIST OF STUDENTS WHO ARE SENT TO 1 . 2 . 3 . 4 . 7 . B . 9 . A . 5 . C . A . B . C . A . c 1 . e . LMC.ETC. I . I N 0 F L I B I. F THE MEDICAL A R F A I I) . TF A CHF WHO PREP A P fl A11 I '/ A P E T N M F n T AI ( I Y TO IIP I) M THP A LIS I OF I NLI R F IT 0 W S T U 0 F .N T S Til P F P 0 P I r HI  I R 0 W N I  .'1 C oh\n.' ! p /\u0026gt; T I 0 N Fil ON I OFF III\" WHO 1 0 THIS I* c r 0 0 Pl'R ft n T Ft ' I.I r\nI E TOO M p n ! p ft I. P 1- P I P K P ( W I I F 11 I.I ! V T G N HF NI ! I . Dll RI NO THP I.IT L I. A SPECIAL 0 r p I c r. OR 1 ' F Al FRI . no NO r CAI I s r N n .A h F 'T I -T : P M r N -A r p It CO DPI) I MOTOR AS IO ! HI\n i. THP r 0 I \n1' F TH H .'T OFF' F F . C 0 .M F 0 p p\nF f  I O 1' H I I 0 r N PDF M A LIO N N \" n i.i R I N r, I OCK P 0 0 M A S P P C I A I A L P P r . c: 01 All I F-   F I  II- A C 11 F R Hi ' I H Fl ' ' TP A1 I AN  H THP no Of.' f \n) TO WITH THE Tt'l ROOM ANO SHi'H I 0 M A. 1 r i ' P 1. 0 S !*' r OP STU OP NTS . P.i-i:- zlf:OMMiJMi:CATTON INTERNAI. COMMUM TC A T C 0 N WA l.!\u0026lt; r E-TA LK IE RA 0 10 ARE AVAILA8LF FOR USE WITHIN THE B U11. D IN 0 . 0 rj E UNIT STATIONED IN THE MAIN OFFICE AT THE MAIN CONTROL PANEL OF THE INTERCOM SYSTEM. WALKTE- TALKIES ARE ASSIGNED TO THE FOLLOWINO PERSONNEL PRINCIPAL ASSISTANT PRINCIPALS (2) I CAMPUS iiPERVISORS (2) HEAD CUSTODIAN/ BUILDING ENGINEER IN-SCHOOL SUSPENSION COORDINATOR MAIN OFFICE SECRETARY DURING AN EMERGENCY, THESE PERSONNEL HAVE PRE-ASSIGNED DUTIES AS OUTLINED UNDER ASSIGNED DUTIES THE INTERCOM CONTROL PANEL IN THE MAIN OFFICE WILL BE THE CENTER OF THE INTERNAL AND EXTERNAL COMMUNICATION DURING AN EMERGE NC Y. A SYSTEM IS INSTALLED WHEREBY ALL CLASSROOM TEACHERS WITHIN THE BUILDING CAN INITIATE A CALL TO THIS PANEL AT ALL TIMES. ALL-CALL COMMUNICATION CAPABILITY THROUGHOUT THE BUILDING WILL BE MAINTAINED AT THIS POINT, AS WELL AS THE CAPABILITY TO SPEAK INSTANTLY WITH ANY SPECIFIC AREA IN THE BUILDING 3 . A WORKING BULLHORN IS AVAILABLE IN THE MAIN OFFICE FOR USE IN THE EVENT OF AN EMERGENCY FOR CROWD CONTROL AS WELL AS FOR COMMUNICATION 4 . AN EMERGENCY COMMUNICATION KIT CONTAINING THIS PLAN ALONG WITH EXTERNAL COMMUNICATION INFORMATION (see EXTERNAL COMMUNICATION) WILL BE MAINTAINED IN THE MAIN OFFICE P .1.1  (\u0026gt;r N L 1. r Mi' n rm: 't ri TIIa r i nrr\n- I . KCrp THe TTUnr NTS no NOT I'fELfASE l\\ C A 1. M S rUDE NT FROM YOUR nsSIGNEO AREA WITHOUT nti FROM A 0 M I N 13 T R A T T VE P E R 3 0 N h! E L DO NOT ALLOW ANYONE TO LEAVE YOUR ASSIGNED AREA 4 . REMEMBER NOT FOR TH A r fi. QUIET, ONLY AS A YOU . 5 . ORDERLY ENVIRONMENT WILL SERVE PROTECTION FOR THE STUDENTS BUT ALSO DO NOT RELEASE ANY THAT YOU KNOW MAIN OFFICE OR INFORMATION WHICH YOU KNOW OR THINK r 0 A N Y 0 N F . ..REFER ALL DESIGNATED MEDIA AREA INQUIRES TO THE / t * l\u0026gt;.  c nuMiiuTCfti roN HUI rs nr Tiinnn - fti i f on flU H ft T I n M T3 Tn [IE 0 n f l E n y o s i n n a t e n personnel only 1 . p n- 0 V T n e r-ftorufti. T N P 0 I? 11 ft T I 0 N\nN I' V I- P f. P r 0 U I. A T E SPEftL CALMLY ANO DELIBERATELY TO CONVEY THE IMPRESSION THAI ft P R 0 E S 3 J 0 N ft L S T ft E F IS IN CONTROL 0 H THE 3 . ftVO ID SITUATION PEAKING IN JARGON\nSTR ft IGHT FORUARD UNDE PRESENT INFORMATION IN A TANOABIE FASHION A . AVOID LURID DESCRIPTIONS DECLINE TO OFFER POSSIBLE C A USES 0 F ACCIDENTS OR TO ASSIGN BLAME. STRESS INSTEAD THAT CURRENT EFFORTS AR CONCENTRATED ON AI 0 I N THE VI C T I M S . PROVIDE G . 1 . 8 . 9 . ASSURANCES THAT THE SITUATION WILL THOROUGHLY KEEP DETAILED NOTES REVIEW PREVIOUS BE INVESTIGATED OF INFORMATION THAT IS DISCLOSED. STATEMENTS WITH ALTERNATE ENSURE THAT EVERYONE SPEAKS 3P0K E PE RS0N3 TO WITH ONE VOICE INITIATE INFORMATION UPDATES REGULARLY ANO CONTACT REPORTERS WHO RECEIVED EARLIER STATEMENTS r. A 1.1. UPON TECHNICAL EXPERTS TO PROVIDE EXPLANATION OF COMPLEX SYSTEMS 10.NEVER ANSWER A QUESTION WITH \"MO C 0 M M E N T. . .A L GIVE ' THE REASON WHY YOU CAN'T ANSWER THE Q U E S TI 0 N S , s . q ..L E G A L INVESTIGATION PENDING, ETC . IF YOU DC NOT KNOW THE ANSWER SIMPLY ADMIT IT AND OFFER TO TRY TO FINO OUT THE INFORMATION. 11.MONITOR PRES COVERAGE ANO ADVISE REPORTERS IMMEDIATELY WHEN IMPORTANT INFORMATION IS REPORTED INACCURATELY 12.00 NOT DISCLOSE NAMES OF VICTIMS. REFER THESE QUESTIONS TO THE PROPER AUTH0RITIES.e.q.P0LICE,FIRE DEPARTMENT. HOSPITAL.ETC. 13 KEEP A LIST OF ALL REPORTERS WHO VISIT THE SCENE I .1 . F MP HA ST IE THE S CHOO L DISTRICT'S commitment to PROTECTING THE ft N C SAFETY ANO SECURITY OF ITS STUDENTS AND F M P I, 0 Y E E S 0 '.CUSS ITS 1 . D F C L I M F TO S P E ft K SAFE WITH ft TURF. REPORTERS I  1 . 1 J N \"OFF DET THE A 0 F E E M E L! T S LEAD TO DT f n H r 0 P 1 N EVER PLITES c A r-j t\nMADE  I 0 1 N ' r. ! P F F . . . SUCH EMILY rn i. I. OU-lip PiJGJ. rcT*r Y rn C' . c 0 r-* r T I p: ( P ?' 1\" p /\\ p P n TO ri rurii'-:'-. Tur iTi u- i I IUO . I.. IH r'- \"f' A 5 UI 1-1 OF ' D ft r , u f p: T. I L rt! f . V\nr r u A f! 1'' 1  M - r ()'/ ft R M D ')  I .?-l  : n : N .ft T F' ft TTDiF '/ nup 0 i- : 11! Y r ' 1 N i 1 N ft M F N (11 Vft ! I ft ft I u T T r I F ' 1 I .'DI : c I'! I (I P.. 1 1 . T n f A I /I I i. prpORT ri' I r 0 IJ ZA I.I Y : 0 T S C I. 0 3 I.' T H l- S A M E [ N r0RMA r r on to ai. l. ? . A D V T e R r P 0 R T e R 3 OF WHEN UPDATFO INFORMATION WILL BF AVA I I AU I.E 2.3.NEVER ATTEMPT TO ESTIMATE THE MONETARY EXTENT OF DAMAGES I N T H F M I 011T OF A CPI I S . TNOICATE when THE MONETARY FIGURES WILL BE ESTIMATED FOLLOWING AN INVESTIGATION 24.KEEP FILES Oz\" EVERY NEWSPAPER STORY AND SECURE TAPES OF TELEVISION COVERAGE WHENEVER POSSIBLE. THESE CAN BE USED TO DOCUMENT THE CRISIS FOR LEGAL AND INSURANCE PURPOSES UTILIZE SCHEDULED NEWS CONFERENCES AS SOON AS POSSIBLE A N 0 A S EREOUENTLY AS 26 . DISTRIBUTE PRINTED NEWS NECESSARY RELEASESI r r I? r OR T I. o 0 ri r, TH RI-AT ALERT SYSTEM: A . B . FTRE DR T L 1.\nC ON T I MUOUS WAIL OVER THE INTERCOM SYSTEM B 0 M R THREAT i.CONTINUOUS WAIL OVER THE INTERCOM SYSTEM 2.VOICE ANNOUNCEMENT:\"THIS IS A FIREDRILL\" MOVEMENT OF CLASSES\nA , ALL CLASSES WILL EVACUATE THE BUILDING ACCORDING TO D . THE ESTARLTSHFD ROUTES FOR EVACUATION DURING A BOME! THREAT: teachers will EIRIEFLY SURVEY THEIR CLASSROOM REFORE LEAVING AND WILL REPORT ANY SUSPICIOUS ARTICLES TO THE MAIN OFFICE.' DO NOT TOUCH ANYTHING OEFUSE/NEUTRALIZE SUSPICIOUS OR ATTEMPT TO AFETY PRECAUTIONS: A . MOVEMENT OF STUDENTS l.ALL STUDENTS SHOULD BE LOCATED AT LEAST 100 FEET FROM THE BUILDING TN THE AREA DESIGNATED FOR THE CLASS 2.TEACHERS AND STUDENTS WILL REMAIN AT THE DESIGNATED AREA UNTIL THE ALL-CLEAR IS GIVEN 3.00 NOT ALLOW ANY STUDENTS TO LEAVE THE DESIGNATED AREA B.ACCOUNTING OF STUDENTS 1.CHECK THE ROLL UPON ARRIVING AT THE DESIGNATED AREA 2.PREPARE THE LISTS REQUIRED IN AN EMERGENCY (SEE GENERAL INSTRUCTIONS) 3.CHECK ROLL AGAIN AFTER RETURNING TO THE BUILDING ) P... I   !ft C T T 0 r J n I ft tJ\nr T r? r IN THE EVENT 0 E ft FT f\nE WITH IN THE SCHOOL 0 tj I L 0 I N G : 1.SOU NO THE FIRE A I A R M T M II E 0 I A r F L Y . NOTIFY THE CENTRAL OFFICE AS OON AS POSSIBLE WITH INFORMATION REGAROING THE NATURE AND THE LOCATION OF THE FIRE AND IF THERE ARE ANY INJURIES TO EITHER PERSONNEL OR STUDENTS. 2 . IF A NORMAL EVACUATION ROUTE I OBSTRUCTED, ft N EMERGENCY ANNO U N C E M E N T UI L I, BE M A 0 E VIA THE INTERCOM OF THE ALTERNATE ROUTE TO BE TA KC N AND A MEMBER OF THE CRISTS MANAGEMENT TEAM WILL THE ROUTE BE STATIONED TO ASSIST IN USING 3.T H E SCHOOL ECRETARY WILL NOTIFY THE LITTLE ROCK FIRE DEPARTMENT, I. ITT I E ROCK POLICE DEPARTMENT, AND THE EMERGENCY MEDICAL SERVICES BY CALLING 911. 4.EVACUATE THE BUILDING PROCEDURES: A.TEACHER WILL DOORS ARE PROCEDURE THE CLASS CLASSROOM U N L 0 C K E D . ACCORDING TO M A K E N pI re Y THE FOLLOWING SURE THAT ALL WINDOWS AND  SHUT DURING THE EVACUATION AND THAT HE/ SHE HAS POSSESSION OF ROSTER AND GRADE BOOK. LEAVE AND OFFICE DOORS CLOSED BUT (EXCEPT FOR CRITICAL AREAS THAT MUST BE KEPT LOCKED) B.STUDENTS WILL WALK OUT OF THE DESIGNATED EXIT IN A OUIET, ORDERLY MANNER. AVOID CROWDING AND UNDUE HASTE. STAY IN FORMATION UNTIL THE GROUP emerges at THE DESIGNATED EXIT ANO IS DIRECTED C.THE STUDENT HOLD THE BY THE TEACHER TO THE SAFE AREA REACHING THE OUTSIDE DOOR FIRST WILL DOOR OPEN FOR OTHERS 0.STUDENTS MUST GO AT LEAST 100 FEET FROM THE BUILDING AND MUST NOT STAND IN ANY DRIVEWAY OR OTHER HARD SURFACED AREA E . TEACHER S THETR ARE R F S P 0 N S T R L F SUPERVISION ATTENDANCE STUDENT. M U S T B F ft C THE C 0 M M I  I.AS OR FOR T S T11 0 E N T S UNDER A N0 M 1.1 ST TAKE 0 U N T I N 0 S T U 0 E N IS RE PORTED T I UUE PTATELY I- M U I l-l ( 1.1 ri!. I  Y iiyu ft i F I c c T H i A IT pill 0 0 ft 1 . r.err'- so ADO T I I H I ORT L I. WHO E ft C l-i ARE UNACCOUNTED FOR I H F PROPRIATE AUTHORITV EVAC L A I I ON PdSTC 0 ! AR COM!- NY I I . I r M C (Ui 1 W!! r I EOF ?. S R 0. : y r r: 0 .. .1 S - -1 1 \"I PRE'-\nHF D U I 1. D i N G THR'OllCHi'li.l I 0 ' NT u f 1 I ! H,ft fti'i' W r! I Cl 1 us. ! 00 r A I . T ANT C I i  I Up U\n.U)\nr : F E 0 0 I E I  : -.T N 0\nP R [ M C T P .ft I DC CUR S T i A M Will OF 1 N E A li : M r (.1: I HL. I 111 ? U ' . t IHE 0 I- c !\nI s r ftiT 1 ON M \u0026lt;\\ N iT 0 E M E r.' T 1 0ST IJIJ TMTS A fJ 0 STAT T' M M C C l\\ S W [ E I. UE ALLOWKO TO UPTURN TO TUT r\nU T T D 11'-' T, AT TUT 0 T P T OTTO N 0 f- T H E (' H T N IT I P n I or.ii V U P ON TH e PITCnnMENOATTON OF THE ETRE DEPARTMENT 9 . D E CISI 0N RE o ARDING SC HO 01. 0 T S M .T 0 S A I. OR OTHER FURTHER ACTIONS ARE THE PREROGATIVE OF THE UPERINTENOENT FIRE PROTECTION RULE THE OUR FOLLOWING ARE THE GROUND RULES FOR FIRE PREVENTION IN B U I L. D 1 N 6\nMAINTAIN GOOD HOU E K E E PIN G TN A L L AREAS OF THE THIS D U I L 0 I M G . IS THE MOST EFFECTIVE MEANS OF B . PREVENTING FIRE BRING TO THE ATTENTION OF THE PRINCIPAL ANY APPARENT E T R E 0 R SAFETY HAZAROS EXISTING IN THE BUILDING C . D . \" N 0 OBE'.' 3 M OKING SIGNS, WHERE POSTED DO NOT THROW MATCHES, CIGARS, CIGARETTES, OR PIPE ASHES INTO WASTE BASKETS, OR INTO AN'/ TYPE OF E . RECEPTACLE CONTAINING COMBUSTIBLE' MATERIAL IF YOU ARE A SMOKER, PROVIDE YOURSELF WITH NONCOMBUSTIBLE ASHTRAYS AND SEE THAT ALL MATCHES, CIGARS, CIGARETTES, AND PIPE ASHES HAVE BEEN F . COMPLETELY EXTINGUISHED OIL'/ RAGS OR SIMILAR MATERIALS IN THE BUILDING MUST BE PLACED IN APPROVED METAL CONTAINERS PROVIDED FOR THIS PURPOSE G . HOT PLATES, COFFEEMAKERS, OR SIMILAR ELECTRIC EQUIPMENT WITH HEATING ELEMENTS MAY BE USED IN THE BUILDING ONLY WHEN THE INSTALLATION, H . I . INCLUDING THE STAND, IS APPROVED BY THE DEPOSIT ALL WASTE AND TRASH FOR THE PURPOSE A CLEAR ADEQUATE PASSAGEWAY AND TO FIRE EXTINGUISHERS BUILDING PRINCIPAL IN RECEPTACLES PROVIDED IN CORRIDORS, TO STAIRS. MUST BE MAINTAINED AT ALL TIME S. STORAGE OF EQUIPMENT AND SUPPLIES MUST XI'j .AC C fl I? 0 A NC' l-J r T H '1 A F P R A f' T T C F S FIRE M BOXES I or 'IT 1 ON iiPFf AFTON: NO NF A L A FI I. F\nXT I Nf.H I I o r  !. .F  r n H   C 11 Fi\nr rxTi riQU T s'l I'M A . C ' f R 0 0 M AT I N\n: A t-i f\n: 0 P I\ni A i r 0 H I F I  I r F X T r N f.:' I S H L R : 0 I HF IC L NE 0 F I H E A ! H T 'H   v I i .'..i FF '.!l . II I  . F\nI. A E N n n T r T 0 I F. I ANC F I r R F A M TIJF THE Vflll ' 1 ! B A S F 0 T FIRE P.. I 1r\n11 0 0 1 F r R r 0 K11.1- 0 I A (i R M ( F T R F n R r I. L 0 T A r, R z-i fl l o c a t rf n 0 N N F X T P A e A N n f\\ f p!' fl n .T X i\n) I P4^ 4' i  I I t . I I ) \u0026gt; 1 36 25 KE c L z\u0026gt;}- 37 \"3^ 26 41 39 27 28 29 I 42 i COURTYARD 30. 31 32 1 33 CQURTYARD   J yi 35 l MEDIA CENTER P =  21 20 t Aast. Principal 1^ LOUNGE t JL. A 9 iz ] cn ^OFFICE F .1 J 19 'COURTYARD 2 3 Hl laai 18 17 16 15 T 14 13 y COURTYARD 12 _ M kjl -4 I 4 4 r 5 t: GYMNASIUM iAS}^r IMJl. non Clov Junil dale 4 High Sclp,( .6 7 I I .8  10 J \u0026gt;- Hinkson Rd.r 1 ur m\nTI I. r N' r p u c T10 M s. ruDEtl IS FILE, l-U I. L l-Jftl.. E T 11 ft 0 IJ T T HE 0 i\n3 I C N ft T L' n EXIT. 0 U I ( T !H\u0026lt; n F li L Y M ft N N E P THE STUnENT REftCHIHS THE OUTSIOE THE IT OP E N F 0 R TH f CLASSROOM DOOR 0 I' H E R S W ILL B E TO LEAVE the STUDENTS MUST GO RCO A T- AND MUST NOT SURFACED AREA TEACHERS WILL 3 T N !1 L C ODOR FIRST WILL H 0 I. n CLOSES BY THE LAST PERSON LEAST 100 FEET FROM THE BUILDING STAND IN ANY DRIVEWAY OR OTHER HARD TAKE THEIR CLASS ROLLS WITH THEM AND ACCOUNT FOR EACH STUDENT UNDER HIS/HER SUPERVISION AFTER THE BUILDING HAS BEEN EVACUATED I ) 1I nr.VC i!3f ( 1 l\u0026lt; 'c OU T I L A REVERSE FIRE DRILL. IS HELD IN THE f\nVL- NT OF A DRIVE-BY S. W 0 0 T I N G PERIODS OR OTHER CRISTS WHICH DC CH RS FTTHFR AT THE LUNCH OR DURING THE RFFORE/ AFTER SCHOOL PERIOD. Al FRT SYSTEM (LUNCH) I . THE INTERCOM FIRE SOUND ALARM (A CONTINUOU WAIL) WILL 2 . DUTY TEACHERS. SECURITY, AND ADMINISTRATORS WILL A . S E N D T U D F N T S into the HUILDING in an ORDERLY FASHION AND WILI- FEASIBLE SECURE THE area of danger if A , B . FIRST LUNCH STUDENT WILL REPORT IMMEDIATELY TO THEIR 4T H PERIOD CLASS SECOND LUNCH STUDENTS WILL REPORT immediately TO TEACHERS THEIR STH PERIOD CLASS WHO ARE AT LUNCH WILL IMMEDIATELY REPORT TO THEIR CLA CHECK ROLL,. SECURE THEIR DOORS. AND AWAIT FURTHER INSTRUCTIONS A . B . FIRST LUNCH TEACHERS WILL GO TO THEIR 4 T H o PERIOD CLASS ECONO LUNCH TEACHERS WILL GO TO THEIR STH PERIOD CLASS C. TEACHER WHO HAVE A PREPARATION PERIOD LUNCH PERIOD WILL IMMFOIATELY FOLLOWING THEIR MAIN OFFICE FOR FURTHER REPORT TO THE INSTRUCTIONS AND/OR ASSIGNMENT D . ANY A FTER TEACHER/STAFF PERSON NOT INVOLVED IN AND/OR. DUTY WILL REPORT CLASSROOM IN S T F U C TID N TO THE OFFICE TUOENTS ARE IN THEIR CLASSROOMS. THE P E C I A L ALERT PROCEDURES WILL BE FOLLOWED I -IF: r r 0 R r 1 . sc uno I. THE BELL WHICH SOUNDS FOR THE BEGINNING OF THE S C H n 0 L GAY WILE BE ACTIVATED AND WILL BE FOLLOWED BY THE FIRE DRILL BELL (CONTINUOUS WAIL) DUTY TEACHERS AND SECURITY WILL GENO STUDENTS INTO THE BUILDING IN AN ORDERLY MANNER ALL TEACHERS WHO ARE IN THE BUILDING WILL IMMEDIATELY REPORT TO THEIR FIRST PERIOD C L A S S R 0 0 M . (: H E C l\u0026lt; ROLL SECURE DOORS. AND AWAIT FURTHER INSTRUCTION 4 . B U S DUTY PERSONNEL WILL CENTRAL ASSEMBLY AREA. BUSES SEND UNLOADED BUSES TO A STUDENTS' WILL REMAIN ON THE 5 . ALL TEACHER WHO DO NOT WI1. L HAVE A FIRST PERIOD CLASS REPORT TO THE OFFICE FOR ASSIGNMENT ' AFTER SCHOOL ALERT 1. . 2 . THE INTERCOM ALL STUDENTS FIRE ALARM (CONTINUOUS WAIL) WILL SOUND REMAINING IN THE BUILDING WILL REPORT TO THE GYM AND BE SEATED IN THE BLEACHERS 3. TEACHERS REMAINING IN THE BUILDING WILL REPORT TO THE MAIN OFFICE FOR ASSIGNMENT 4. BUSES 1 A . 8 . IF SAFETY PERMITS. STUDENTS WAITING IN THE BUS LOADING ZONE WILL\" BE BOARDED ON BUSES THEIR BUS ANO DISPATCHED AS QUICKLY AS POSSIBLE IF STUDENTS CANNOT BE SAFELY LOADED ON BUSES THEY WILL BE SENT TO THE GYM 5 , SPECIAL ALERT PROCEDURES WILL BE PLACED IN EFFECT I ., n I'Al I- l\u0026lt; T SYSTF M 1 . fi C 1  \" !-! I., fl r.| : T 0 R N zA n G zA L F R T 1 LR CITY I 3 . A . T (1 !: rJ fl D 0 PULSATING WAIL FOLLOW SAFETY PRECAUTIONS AS f tACHER I OVER THE INTERCOM LISTED BELOW IN PORTABLE BUILDINGS WILL MOVE TO A S S I T. N F D L A S 31RN S OOMS IN THE MAIN BUILDING -LOCATED AT CLOVERDALE ELEMENTARY SCHOOL 3 I R E N I S ACTIVATED TAKE COVER IMMEDIATE I. Y FOLLOW SAFi-TY PRECAUriONS TEACHERS ESCORT STUDENTS LISTED BELOW FROM P0RTA8L. E [3 U I L 0 IN G S MOVEMENT OF STUDENTS IN CLASSROOMS A . REGULAR CLASSROOM 1 . 2 . REMAIN INSIDEDO NOT ALLOW STUDENTS TO LEAVE FOLLOW SAFETY PRECAUTIONS AS LISTED BELOW B . PORTABLE CLASSROOMS 1 . 2 . ROOM If 3G  GO C . n. FFTY z-1 . A . c 6 , 7 . 8 . 9 . 10 . 11 . G YM : ROOM fl33  GO ROOM 113 8  GO ROOM #39GO ROOM #A0GO ROOM # 8GO ROOM #1.0  GO ROOM #41GO ROOM #42GO ROOM # .9  GO ROOM #11GO TO TO TO TO TO TO TO TO TO TO TO ROOM #25 ROOM #26 ROOM #27 ROOM #28 ROOM #29 ROOM #35 ROOM #14 ROOM #23 ROOM #21 ROOM # 2 ROOM # 3 LEAVE THE MAIN GYM AREA AND ENTER THE DRESSING R 0 0 M S A N f3 L lEiRAR Y M EIFID HOUSE D I zf CENTER: 1. EAVE ANO GO TO ROOM # P R E C A ij T T 0 N S movement of I MOVE A GET ON STUDENTS W A Y FRO M WIN 0 D W S TO THE FARTHEST WALL J . THE F LOOR P 0 ' r T I 0 f J F ,'i t' f! r. O' ! P I IT f Of. L TADz F HANOS, DOO IN A IMF nr. S fl fl S 0 U .A T T IN G t.'.A ' I, DR CNF I TNn F f 0 LOTH I NG ( : 'I 0 I'l OS'F K P R OTC I' ' ' Z! N H-IAO FO.R REM A T N S I f. N ,-1. I r N THE ' r, I POSIT TO r.i r M ! I N T r i Till' A ! ' -Cl F .A ,R I'l 0 N n T .A ! I 01,-1 AMYONF ro I FA T r I r :-oll(.l I in:\n'll:. A'F zipuI D I r c no M0T R r i'l A 1 ,N  I' 1111 '' 1'' V ro IF I) I N (' TIIF ! I 01.1 .A M Y I N THS THE I' : Ni .1 i ST IIP F NT R D O M ' I r I T I I RO I I ' N 0 I N '\nI I,' 11 c R I P 0 R T (11.I S A I  r (I Till I I AVF r D r N i p .'T i D 0 0 .M AND I' .: 0 f 1 sPA I'I-TV r OOliDTMATDR rru) f)r\n':T:?urTTi)N Hrtvr CHCCKI-O ro I P .1 (1 c I  XNJresn C T T (1 N l\u0026gt; I. : nnnfi TH  i\\r TN THE EVENT OF A HDMI' T l-l (? I- A T : 1 , I H E AS r R 0 M P r C [.-1 VI M c, riiF Tii:)f- 0 try to dhtait! 4 . MUCH IN FOR MATT ON AO P 0 S S I H I. e ABOUT T H r-: BOM B rt N 0 ITS LOCATION. TRY TO ASCCRTAIH THE EXACT OF THE BOMB. LOOKS LIKE. PLACED, M 0 N IT 0 R S L 0 C A T T n N THE TIME FOR DETONATION, WHAT IT THE TYPE OF EXPLOSIVE, WHY IT W A 3 AND ANY OTHER INFORMATIOTJ POSSIELE. IMMEDIATELY TURN PHONS IF THE THREAT IS MADE OVER TO AN ADULT BY T E L E P H 0 N e . THE F Y ACT TIME SHOUl.D BE NOTED AND THE '-HONE S H 0 U I.. D BE NOTIFIED IMMEDIATELY IMMEDIATELY INFORM SUPERINTENDENT IMMEDIATELY CALL C 0 M P A r IY \u0026lt; ' 3 - C 0 E C ) SCHOOL P R I N C I P A 1. \u0026lt;370-1610) THE POLICE D E P A R T M C N T AND \u0026lt; 9 I 1 ) rt M 0 INFORM THEM OF THE BOMB THREAT AND A L L THAT WERE OBTAINED WHEN THE THREAT W THE DETAILS RECEIVED . THE POLICE WILL ,NOTIFY THE FIRE DEPARTMENT BOMB S 0 U A D. ALL THREATS H 0 U L D E\nE R E P C R T E D AND EVEN IF BUILDING IS NOT EVACUATED THREAT EVALUATION: THE PRINCIPAL WI L L. DECIDE I F EVACUATION OF THE BUILDING IS NECESSARY AND, I F SO . TO WHAT EXTENT THE BUILDING SHOULD BE EVACUATED. THE EVACUATION WILL BE ACCOMPLISHED BY A STANDARD FIRE DRILL ANO INCLUDE THE FOLLOWIN (ANNOUNCE THIS IS A FIRE DRILL\") Pl A . 8 . C . D .  I'llLS EVERYONE SHOULD BE AT LEAST 100 FEET FROM THE BUILDING STAFF MEMBERS SHOULD MAKE VISUAL CHECKS THEIR CLASSROOMS UNUSUAL. 0 F A N 0 ANYTHING DO NOT TOUCH ANYTHING SUSPICIOUS TEACHERS UNDER ARE RESPONSIBLE FOR THE STUDENTS THFTR ATTENDANCE SITE TO GTUDf N OF R'^P UPFRVT S1 ON AT THE AC CD 11 fl T TE '-ilUI 0 R TED T M M F 0 T .A T E rt C 111- R G MT 5 I A DO I'! PRi)C P PH'- D F . 111J N C ! A (! \\ F S r N : f, 11M r!!'! r (1 A. A r\u0026lt; c T S H ' 1 T I I'l'' H P- T .1 . 1 I AND SHOU I 0 TAKE EVACUATION HOLDING T 5 ! ~ I \u0026lt; ir- H GTIIOENT. Hf.'TED \\ F r!\u0026lt;T|lC TP TO T I / f' !aI  I u  T PH\". I , 1 f I I . f ' ' I F OiV?nT MFF f\nI r.  I '4 5  I' PHI 1 ' p '1 \n'.I I I*( after a thorough S FIRE AUTHORITIL'' FOUND , ARCH n Il A s T H F P i\nT H C T P A L , Tin\nLAW r N F 0 f'' C e M H M T AND HFEN CONDUCTED ANO NOTH ING UPON THE RECOMMENDATION OF THE POLICE AND/OR SUPERINTFNDENT, ENTRY INTO THE BUILDING 0 E C I 3 I 0 N 3 I ^ E G (\\ R 0 I N G S C l-l 0 (D I. WI I I. 0 I 3 M I S F. A L PFRMIT RE- 0 R 0 T H C R FURTHER ACTIONS ARE THE PREROGATIVE OF THE SUPERINTENDENT g. CAUTION\nNEVER TUNE TO AN EM RAOTO FREOUENCY DURING BOMB THREAT CONDITIONS AS SOME. BOMBS ARE PROGRAMMED TO DETONATE BY AN EM RADIO SIGNAL (' i.i.- Ic R rI s MANA n i- M e rj T t e a m I n T R T R T c r C I? T R. r s i\nI- 5 I' 0 N S I- TF AM run LITTLE ROCK C H C 0 L DISTRICT WILL R E P 0 N '.'i F. TEAM COM P 0 S f 0 () F THREF HAVE A PERMANENT CRISIS SECONDARY COUNSELORS, THREE ELEMENTARY COUNSELORS, THREE CHOOL NURSES. THE VOOKUINArOK OF SCHOOL HEALTH SERVICE AND ONE CENTRAL OFFICE ADMINISTRATOR WHO WILL BE RESPONSIBLE FOR THE PERIODIC REVIEW O.F THIS PLAN, MAKE APPROPRIATE CHANGES AND OFFER RECOMMENDATIONS TO THE ADMINISTRATION CONCERNING POLICIES AND PRACTICES IN THE LITTLE ROCK SCHOOL DISTRICT. THE TEAMS PRIMARY PURPOSE I TO HELP STAFF ANO TUDENTS AT THE LOCAL BUILDINGS TO DEAL WITH THE GRIEF AND EMOTIONAL REACTIONS PRECIPITATED BY A DEATH OR 0 T H ER TRAUMATIC EVENT AT THE BUILDING. THE DIRECTOR OF PUPIL SERVICES WILL BE RESPONSIBLE FOR D  SIG N A T1N 6 THIS TEAM .. THE COORDINATOR OF HEALTH SERVICES WILL BE THE CHAIRPERSON OF THIS TEAM ANO WILL BE DISPATCHED TO A CRISIS WHEN IT IS DETERMINEO THAT A DISTRICT RESPONSE IS NEEDED. IMPLEMENT SCHOOL DISTRICT TN THIS TEAM WILL PLAN AND RVICE PROGRAMS ON THE CRISIS MANAGEMENT PLAN AND WILL A 1ST IN TRAINING THE LOCAL SCHOOL CRISIS TEAMS. ANNUAL SESSIONS WILL BE PROVIDED FOR LOCAL SCHOOL TEAMS TO INSURE PROFICIENCY IN IMPLEMENTING SCHOOL RESPONSE PLANS DISTRICT CRISIS RESPONSE TEAM 1 . 2 . COORDINATOR OF HEALTH SERVICES CHAIRPERSON NEW FUTURES MENTAL HEALTH CONSULTANT DESIGNATED DESIGNATED DESIGNATED DESIGNATED SCHOOL NURSES EL EMEN TAR'/ GUIDANCE COUNSELORS SECO NO AR'/ GUIDANCE COUNSELORS PSYCHOLOGICAL EXAMINERS COMMUNTTY sT T U A Tin M WHO MAY ALSO OF CALLED IF THE CRIST A . 5 . 6 . A G E L' C I r 0 T F T A T F C H I I. D C E N T E F 0 R c F NTF\n YOUTH A N D P R n F F S C 1 0 N A I COUNSF!THO ASSOCIATES '1 , I. oca\n51 : N T A ! r I I- r. Y D\n  TTTI E R 0 C K ' 0I Lcr Al. A r. H 0 n I. c R T s T:: M A rj A r, R M e N T t r a m PA CH I.'IRAI ACilPA I TEAM C 0 M P 0 ' C OUNCE L . I.I 1 I I. 0 OF 11 A VI\nA p r I! 11A p f- N r C I? ] 3 I S M A M A G I.- |-| I'.' W T DFSiriNATCn ACM XNI3TRA TORS, A T E A C H I: P , THF THF C R E T A R Y THE ANO , H IJ R S I- X HC 1. T D R A R I A N . T!ir SCHOOL I F P 0 S S r 0 1. E , A RCPRCSFNTATTVE FOR Till PTA . E A C H TE/\\M VS TO HEFT EARLY IN THE SCHOOL OEVELOP THEIR OUN SITUATIONS. CONCISE SCHOOL YEAR A N 0 PLAN OF RESPONSE TO CRISIS CRISIS RESPONSE PLANS WILL BE REVIEWED BY THE APPROPRIATE ASSISTANT SUPERINTENDENT. P L A N S THE WI L L 10 IJ L D El DEVELOPED FOR THE DAY OF THE CRISIS AND DAYS A ND WE F KS FOLIOWING THE CRISIS. BE RFSPOriSiOLE TO SEE THAT A BRIEF. THIS TEAM EFFECTIVE IN 3 E R VICE IT WILL FOR BE EFFECTIVENE IT IS STAFF IS HELD EARLY IN' EACH SCHOOL YE AR . IMPORTANT FOR THIS TEAM TO EVALUATE THE 3 S OF THEIR PLAN FOLLOWING ANY CRISIS EVENT. ESSENTIAL THE LOCAL SCHOOL L THAT ON BOTH THE SCHOOL DISTRICT AND LEVEL, CONSIDERATION BE GIVEN TO MEASURES THAT COULD PREVENT OR MINIMIZE CRISIS SITUATION ( A L 1 . THIS WILL INCLUDE: RECOGNIZING THAT, UNFORTUNATELY, THESE CRISIS SITUATION BECOME REALITY\nTAKING SERIOUSLY ANY STATEMENT, CONVERSATION OR OTHER INDICATION THAT EVENTS HAVE BEEN T H 0 F A T F N F D . SUGGESTED OR CONSIDERED: 3. TRACKING DOWN SOURCES OF INFORMATION ANO PROVIDING ANONYMITY FOR THE PROVIDERS OF THIS INFORMATION\n4 . SURVEYING EACH LOCAL SCHOOL FOR POTENTIALLY D A N G F R 0 IJ S environmental FACTORS ASSIGNED ROLE S C H Q 0 I. r- c c p f) c T\nx! c fV. I* ('1 M .M I i\n! : T\nMT P P I Fl C T p A  O\n' 0 STAFF o  : I    1 PT I. c rci I c Y OF I 0 I L '. T 0 COO i M A NA FEME N T TEAM I CHARGED WITH THF EVALUATING THE EMERGENCY SITUATION ' A OF C F H\nT F I \" I F OF\n'1'' 1 I fl LI I I I HIP ro Giiinc C ONC. 1. LIS I ON A N 0 0 V F R L f.i C r \" Alin 1 S I THAT  o ri !) ' \nIL T rMM !'.   -A  MAY n P G I G N .A T F Ilir Il I' I 01 TH-' 0 F I : r H 0 0 1 rir- 11 fl: I CRIS! ACiTvriTr !\n: ,'!., i I D r r!. N1 r ' i'-i I  I\nN !.ll I ' I 0 c ML r.L'l I'-. A N t'i\n \n 0 T I: s r |':1 I N I N'' 1 ! I Illi  IAN A I. \nI AN I C ANRI)''. !1 r R !' C T I'lilNCIPAL WILL C 0 M M U M T C A T I 0 N S A N n OUPFRVTSF IFAD EFFORT?'. INJURED, Aj\nF :'UprRV [''i\nI- 0 R TUI' A I. I. ON C A M P U S n N 0 TNVOI.VCD GROUP'?., IDIiNTTFTCATTON OF TIK\nTO NOTIFY PARENTS A!SSIST TEACHERS 0 F F W I I L INJURED, I ANO/OR SP0U3F0. or THF IN SUPERVISING STUDENTS WHO ON THE Cl OVE RD ALE CAMPUS. AND DIRECT THE VISITOR ANO TRAFFIC MONITORING EFFORT THE GUIDANCE COUNSELORS WILL DIRECT AND SUPERVISE FIRST AID EFFORTS INVOLVING STUDENTS WHO MAY OR HYSTERICAL, ASSIST IN LOCATING STUDENTS. SUPPORT 0 F BE INJURED COMMUNICATE WITH PARENTS OF STUDENTS AS THEY ARRIVE ON THE CAMPUS. a M 0 A 3 S I S I' THEY WILL T E A C H F R I? BE PEOPLE IN MANAGING THE R I-? S P 0 N S I G L E F 0 R TUOENTS AS N E F 0 E 0 . KEEPING LISTS OF INJURED WHO ARE REMOVED FROM THE EMERGENCY SITE. THE NAMES OF INJURED PERSONS SHOULD BE ON THEIR BODIES, EITHER ON A STICK-ON LABEL FROM THE SCHOOL EMERGENCY KIT OR WRITTEN ON THE E!ACK OF THEIR. HAND. I F , AFTER A S C H 0.0 I. E M E R G F N C Y , C 0 U N S E L I. N G PARENTS, OR FACULTY MEMBERS. IS NECESSAR'/ THE GUIDANCE FOR STUDENTS. DEPARTMENT IN COOPERATION WITH THE CHOOL AND DISTRICT ADMINISTRATION HI L 1. PLAN ANO MAKE THE NECESSARY ARRANGEMENTS ASSIGNED ROLES STAFF 1 EVERY TEACHER WILL BECOME FAMILIAR WITH THE VARIOUS ALARM SIGNALS APPROPRIATELY IF EVACUATION PROCESS IS AS AND REACT IMMEDIATELY, CALMLY, ANO WITH HIS/HER CLASSES (SEE PAGE A-5). IS NECESSARY, MAKE SURE THAT THE ORDERLY AND PROMPT AS POSSIBLE. A L S 0 M A K e SURE AL L WINDOWS ANO DOORS ARE CLOSED AND THAT THE STUDENTS ARE RELOCATED TO THE nrSTGNATFO ARFA APPROPRIATE TO THE NATURE F M F R G F N C Y OF THE EVER'/ TFAFHFR i.l T  I T U f M T WI 1. I A I I HAVE T T M P G R A 0 E rS 0 0 L 0 11 R T N C ' r\u0026gt; NO Cl A S S r ? G c N c y .. ROSTERS TH? ROPTE RS w r 1. 1. i'-.  '.TUO'.- NTS I M C 1. U D F FNROI I f I? A N alphabetic .a L I I S T [ N G 0 I- C LI !\u0026gt;' i\nF N L S C H 0 0 I ? r- N !1 Y FAP. I N H I S POO i'l THF rc 1J A M F S F0:( H I.) M F '\"U !' I' 111-.l ' N 11 M P fI I- A I S HA Z A R n ( G1 TO T H 6 T n F N T T F T F 0 , OP T F saffty of STUDF NTS STUOL'NTS AND AOULrS 0 R A n IJ L r G ARH T M 4 . 5 . DAflGFP TN ANY UAY.THF FIRST PPIOPTTY OF TFAFHFPG WIL I N E C E OF TO TAKE WHATEVER AFT TON PRUDENT OR GARY FOR THE SAFETY OF THE STUDENTS. THE SECOND PRIORITY HILL BE TO NOTIFY THE MAIN OFFICE AS SOON AS POSSIBLE. COMMUNICATION POSSIBILITIES INCLUDE THE TWO-WAY INTERCOM SYSTEM\nRADIO (TN THE POSSESSION OF THE HEAD- CUSTODIAN/BUILOING ENGINEER, PRINCIPALS SUPERVISOR C A M P U WALKIE-TALKIE PRINCIPAL, ASSISTANT SUPERVISORS, CAFETERIA A ND M A IN OFFICE)\nA TELEPHONE STATION IN THE BUILDING (LOCATED IN THE CAFETERIA. LIBRARY/MED!A CENTER, G U ID A N C OFFICES)\nOR STUDENT RUNNER TO THE TEACHERS WILL NOT LEAVE THE THE TEACHER WORKROOM AND THE IF ALL ELSE FAIL OFFICE STUDENT SEND A IF SAFE TO DO SO S UNATTENDED BY AN ADULT UNDER ANY CIRCUMSTANCES THE PE TEACHER (TRAINED IN CPR AND FIRST AID) WILL GO TO ANY PART OF THE CAMPUS WHERE STUDENTS ARE REPORTED TO BE INJUREDIF, AND ONLY IF, HE/SHE IS NOT ATTENDING TO STUDENTS. HIS/HER MAJOR RESPONSIBILITY WILL BE TO APPLY FIRST AID TO THE INOURF.D . A WELL-STOCKED PORTABLE FIRST-AID KIT WILL BE KEPT BY THE ANOTHER KIT WILL BE BY THE SCHOOL NURSE PRINCIPAL PE TEACHER AT ALL TIMES. MAINTAINED IN THE HEALTH ROOM AS PECIFIED BY THE ASSISTANT NURSES THE SCHOOL NURSE WILL GO TO THE TEACHER'S LOUNGE AT THE OUTSET OF AN EMERGENCY. HIS/HER PRIORITY WILL BE TO APPLY FIRST AID AND TO ATTEND TO INSURED STUDENTS AT THAT L 0 C A T I 0 N . Foil OWING: ADDITIONAL RESPONSIBILITIES WILL INCLUDE THE M 0 I N T A I N A I NJ URFO LOG INC HD I NG TH? STUDENTS. AND TH B . MARK ON TH F INSURED I EXPO 0 I r M B I A K PTA T nab I F  fl\" T H F THE WITH  F T I F CHILO Fl anf f N D .1 0 |- ANY N A M F F N A T11R S K I N NATH P F 0 M A FJ E f'l T CHID IRA N -I : 0 R T F M I N F A I N I r S I 0 F H M :  D  A  ! A I. I. f I :  A 1'1 rn 1 D I- M'lV: 1 N I HRl U Gr UDE NTS S r I! D I N r F HF A I IH R'DOM OF IDENTIFIED 0 F THE IF T NS HOIFS (FOREHEAD OR INK 0 G AND N'l A N F HO'' UFO A I I ID' I F ,'! M F  i I NS URY IF M A R ITAI 0 11 I W I I! il. A I. ' H \", S r I I C I'. I /Mi SIA F L N n- I INi-, IVOHAIFA11 MT HT$TRATIVK T A r F 1 . THE PRTNCTPAL WILL SUPERVISE ALL EMERGENCY PROCEDURES T H E DURING THE INITIAL STAGES OF THE EMERGENCY. AS SOON AS NATURE OF THE EMERGENCY IS IDENTIFIED. SURE: HE/SHE WILL MAKE A.THAT THE APPROPRIATE ALARM IS SOUNDED B.THAT PROCEDURES TO ENSURE THE SAFETY OF THE STUDENTS ARE BEING EXERCISED C.THAT PROPER AUTHORITIES AND AGENCIE ARE NOTIFIED .THAT INTERNAL COMMUNICATION CHANNELS ARE ESTABLISHED E . F . WITHIN THE BUILDING THAT PLANNED ROLE ASSIGNMENT THAT EXTERNAL COMMUNICATIONS ARE REINFORCED, ARE ESTABLISHED AND THE PRINCIPAL WILL ALSO ASSUME THE RESPONSIBILITY FOR INSURING THAT ALL PERSONNEL BE FULLY TRAINED IN THE CONTENTS OF THIS EMERGENCY PLAN. HE/SHE WILL ALSO UPDATE THE PLAN PERIODICALLY 2 . THE DESIGNATED ASSISTANT PRINCIPAL WILL INITIALLY RESPOND TO THE AREA OF THE BUILDING WHERE THE EMERGENCY IS OCCURRING TO ENSURE THAT ALL PROCEDURES ARE BEING FOLLOWED TO PROTECT THE SAFETY OF THE STUDENTS. HE/SHE WILL ESTABLISH INTERNAL COMMUNICATION WITH ALL PARTIES VIA WALKIE-TALKIE RADIO AND REPORT THE STATUS OF TH EMERGENCY. OTHER RESPONSIBILITIES WILL INCLUDE THE FOLLOWING: A . MAKING SURE THAT THE WALKIE-TALKIE RADIOS ARE IN WORKING ORDER, FULLY CHARGED, AND IN THE HANDS OF THOSE ASSIGNED TO USE THEM\nB. MAINTAINING THE FIRST AID KITS LOCATED IN THE HEALTH ROOM AND IN THE POSSESSION OF THE PE TEACHER\nC . MAINTAINING AMD UPDATING THE CONTENTS OF THE 0 . emergency communication kit (SEE ASSISTING T HE I M P L E M E N T T N G P U R POS F S PRINCIPAL R I OOIC TN PLANNING ORT 1. I. S APPENDIX C) AND TRAINING r 0 RTl IC sc II DO I 3CCPE r,'*RY wri.L M rt [ rj T A [ r-i r? c s p 0 N s T n T L r T Y for OP FRAT ING THF CENTRAL , CONTPOI. piaiF L INTERNAL AND E X T E R N A 1. ' C 0 M M IJ N I C A T I 0 N r 0 M A N AGE A I. L IN THE EVENT OF AN E M F R Cl E N C Y . UrS/IIFR FIRST RFGPONG IG I L TTY AT THE OUTSET OF AN emergency WOULD DE TO ASCERTAIN THE NATURE OF THE EMERGENCY AND SOUND THE APPROPRIATE ALARM. THE SECOND RESPONSIBILITY WOULD BE COMMUNITY AGENCY (FIRE, PREPAREDNESS BY CALLING TO REPORT TO THE APPROPRIATE POLICE, EM ANO EMERGENCY 911) ANO TO REPORT THE EMERGENCY TO THE DISTRICT OFFICE. RESPONSIBILITIES INCLUDE\nADDITIONAL A . SET UP THE EMERGENCY DURING THE INITIAL KIT FOR IMMEDIATE USE TAGES OF THE EMERGENCY\nMAINTAIN AN UPDATED ALPHABETICAL LIST OF ALL STUDENTS ANO PERIODICALLY DISTRIBUTE IT TO C . THE EMERGENCY KIT AND TO ALL TEACHERS\nASSIST THE ASSISTANT PRINCIPAL IN ORDERING ANO D . MAINTAINING THE CONTENTS OF THE EMERGENCY COMMUNICATIONS WORK WITH THE PRINCIPAL IN PLAN TO ALL PERSONNEL IN DISTRIBUTING THIS THE SCHOOL AND TO APPROPRIATE EXTERNAL AGENCIES (DISTRICT KIT\nOFFICE. FIRE DEPARTMENT, POLICE DEPARTMENT. EM ANO THF CITY, COUNTY, OR STATE OFFICE OF EMERGENCY SERVICES) 4. THE PRINCIPAL\"OR HIS/HER DESIGNEE WILL MAINTAIN RESPONSIBILITY FOR ESTABLISHING COMMUNICATION WITH THE DISTRICT OFFICE AT THE OUTSET OF AN EMERGENCY. HE/SHE WILL COMMUNICATE THE NATURE OF THE EMERGENCY I IMMEDIATELY BY TELEPHONE. WILL INCLUDE: ADDITIONAL RESPONSIBILITIES A . ASSIST THE SCHOOL SECRETARY IN MANAGING INTERNAL AND EX TER NA I. COMMUNICATIONS, i\nANO TH F THE BE I L 0 G GIM G A L L N A M F S 0 F IN J URY. N G N E C SSARY INFORMATION (E.G. STUDENTS INJURED . Tl- NATURF OF AND T HF T R A N S P 0 R IF D SI ST THE UPDATING SCHOOL r 0 F H 0 S I IA I ) SECRETARY IN M A IN T A ININ G A 1. P 11 A 0 F T T C A 1. L I S T S 0 F A I. ! 0 A I I. Y UPDATE ' T U D F N T r N F D P M A T I D M A N 0 STU OF NTS . FW'DTr r\\ D R F s I\n: I'!- ) ' 1' S I IN THE |.'' I M D F R I! 0 !!I r 11\nr -J I jiAif  f I i\nr\ni I li I 11 r r ! I A T APE p. r T r-i c. LIU MARY NATURE T A K F N I\nj r TI rt I 0 r THC f.' r orj\n'T r\nT I. r r Y u.ti. i. r M r r\nr. r N c Y , M n ri r T111? 111. T!) 11T r p TO OEAI. WTTH THE EMERGENCY IN THE n T ET E E AREA, MONITOR T R A E E 1 0 AT THE ENTRANCE OE THE BMllOING AND TO INFORM ANO ASSIST CMERGENCY / DISTRICT PE R SONNE I. AS THEY ARRIVE. ADO X T I 0 N A 1. R E S P 0 N S I e I L I T I E s WILL INCLUDE: A . LOG THE ARRIVAL OF EMERGENCY/0 ISTRICT PERSONNEL WHO ARE ASSISTING WITH THE EMERGENCY D.KEEP VISITORS OR OUTSIDERS FROM ENTERING THE BUILDING C . A S SIS T PARENTS AS THEY ARRIVE AFTER THE INITIAL E M F R 0 E N C Y S I A G OF THE IN LOCATING THEIR STUDENTS C U S T 0 0 I A L STAFF T.AT THE OUTSET OF THE EMERGENCY,WHEN THE A.I. ARM , CUSTODIANS WILL REPORT TO THEIR RESPECTIVE PERMANENT ASSIGNMENTS WITHIN THE BUILDINGS.RESPONSIBILITIES WILL INCLUDE THE FOL LOWING : A.SURVEY THE INTERIOR TO MAKE SURE THAT ALL STUDENTS AND TEACHERS ARE EVACUATEDIF APPROPRIATE TO THE EMERGENCY B.MAKE SURE THAT ALL DOORS ANO WINDOWS ARE SHUT C.REPORT TO THE MAIN OFFICE ANY DAMAGE TO THE BUILDING.ANY BROKEN WATER OR GAS LINES,ANO/OR THE LOCATION AND NATURE OF ANY FIRE TN PROGRESS D.IF A FIRE IS lOENTIFIED,ATTEMPT TO EXTINGU.ISH WITH EXTINGUISHER E.BEGIN SEARCH FOR A BOMB OR EXPLOSIVE DEVICE T F S 0 0 Y INSTRUCTED TO 00 THE M A .1 M OFFICE R F P 0 R T I 0  0  I i? r! f {.1 ' TH IMMFOIATEIY IF F I R F HAS SUCH REF N Sl-l LTC i-l WITHIN THE ACTIVATEO ANO THE lUTl. D I'N LOCATION OF Fill ! Y E No CHARSFO 'ROIU'T !' T E ' Nr' F r 1 0 :' ' !.i T I ' fT LI I I 0 r NC THF ! f.' NO A. I I I'UPTHfR P !!!' T ' 0 ?!  M A I N 0 F F I C E  C H i\\ \\ r\u0026gt;.: M S I N W I  M A I N T A I N 1 T HI '  . i  !! 11H r N 0 p 0 N 1 I\n1 !' - T r 'S T A f- E EMERGENCY RELATED TO THE KIT CHE N OPERATION OF THE C A F E T F R I A I . A N y C /\\ I' E T E !? r rt Oil OH I n RE REPORTC0 TMMHO I ATE I. Y TO THE MAIN OFFICE 2.when am alarm SOUNDS , All. CAFETERIA Pef!SONMEL MUST EVACUATE THE KITCHEN AREA IMMEDIATELY. ALL WINDOWS ANO DOORS SHOULD BE SHUT AND ALL STOVES ANO OVENS SHOULD BE SHUT OFF.' PERSONNEL SHOULD EVACUATE TO THE AREA IMMEDIATELY BEHIND THE CAFETERIA. 3.IF STUDENTS ARE PRESENT IN THE CAFETERIA, CAFETERIA PERSONNEL SHOULD ASSIST THE TEACHERS IN GETTING THE STUDENTS EVACUATED THROUGH THE REAR EXIT DOOR. a . IF THE EMERGENCY INVOLVES THE EVACUATION OF TEACHERS AND STU DENTS FROM THE SCHOOL, CAFETERIA PERSONNEL 5 . SHOULD ASSIST TEACHERS IN THE CONTROL OF STUDENTS. IF WARRANTED THE CAFETERIA MANAGER WILL REPORT DIRECTLY TO THE PRINCIPAL FOR INSTRUCTIONS AND TASK ASSIGNMENTS AND , IN THE EVENT THAT FOOD AND/OR SHELTER ARE f NEEDED, WILL BE RESPONSIBLE FOR MAKING THE NECESSARY PREPARATIONS AND ARRANGEMENTS ASSIGNED ROLES FOR ATTENDANCE SECRETARY THE ATTENDANCE SECRETARY WILL ASSUME RESPONSIBILITY FOR THE OPERATION OF THE COMPUTER SYSTEM, THE MANAGEMENT OF STUDENT DATA, AND THE -OPERATION AND MANAGEMENT OF THE SCHOOL'S TELEPHONE SYSTEM THE TEACHERS WILL HAVE THE DIRECT RESPONSIBILITY FOR THE SUPERVISION AND MANAGEMENT OF THE STUDENTS. teachers WHO DO NOT HAVE CLASSES OR STUDENTS ASSIGNED DIRECTLY TO THEM AT THE TIME OF THE WT I 1. IMMEDIATE 1. Y REPORT TO THE PRINCIPAL FOR FURTHER INSTRUCTIONS E M E F G E N C Y . III I S P E C I A 1. A I. C P r I . ALERT BELL 'HORT , tntfrmtttfnt rings of the S y 3 T F Il : 11 . Ill . THE TEACHER SHOULD FOLLOW THE PROCEDURE FOR A TORNAOODRILL INSTRUCTIONS AS TO THE TYPE OF ALERT AND/OR Tr4STRUCTIONS UII.L ARRIVE OY COURIER OR BE GIVEN OVER THE INTERCOM SAMPLE *OF A \"PLEASE SPECIAL ALERT KEEP YOUR STUDENTS IN YOUR CLASS UNTIL FURTHER A N N 0 U N C E M E N T : NOTICE. AT THIS TIME: DO NOT EXCUSE ANYONE FROM YOUR ROOM FOR ANY REASON, DO NOT CALL THE OFFICE. INFORM YOUR STUDENTS THAT YOU HAVE BEEN TOLD THAT THE SCHOOL WILL HAVE AN EXTENDED PERIOD AND THAT THE OFFICE WILL NOTIFY WHEN THE PERIOD IS TO END. iA I'. T 1 0 N Il, r.n\nft\n-' 1 iHji.1 rue r\\ L A I ! M F 0 K n SPECIAL ALEr?T WILL c, 0 u N n . AFTER QUAKE l.THE MAIN OFFICE SHOULD RE NnTIFIED AS SOON A POSSIBLE OF INFORMATION RELATING TO THE NATURE AND LOCATION OF BUILDING DAMAGE AND OF ANY INJURIES WHICH HAVE BEEN INCURRED 2 . THE SCHOOL ECRETARY WILL NOTIFY THE LITTLE ROCK FIRE DEPARTMENT .. THE POLICE D 1: P A R TM E N T . A N D EMS, IF APPROPRIATE,DY CALLING 911.THE DISTRICT OFFICE LJI L I THEN RE NOTIFIED. 3 . I E YOU ARE INDOORS,STAY THERE.GET UNDER A DESK OR A TABLE.STAY CLEAR OF WIN0OWS.B00KCASE .MIRRORS,A ND OTHER HEAVY FURNISHINGS UNTIL THE SHAKING STOPS. 1 . 1 F YOU ARE IN THE KITCHEN,TURN OFF THE TOVE AMD OVEN AT THE FIRST SIGN OF SHAKING AND QUICKLY TAKE COVE UNDER A TABLE OR COUNTER OR STAND IN A DOORWAY. YOU ARE OUTSIDE,GO INTO AN OPEN SPACE AWAY FROM BUILDINGS .TREES ,WAL I. S , ANO POWER LINES. IN A CROWDED AREA.DO NOT RUSH FOR. THE DOORWAY SINCE OTHER ARE GOING TO HAVE THE SAME IDEA.MOVE AWAY FROM DISPLAY WHICH MAY FALL. SHELVES WHICH CONTAIN OBJECTS /.STUDENTS WILL BE EVACUATED TO PREARRANGED LOCATIONS AS SOON AS POSSIBLE AND AWAY FROM THE BUILDINGS AS ' FAR AS POSSIBLE.THEY WILL BE DIRECTED TO STAY CALM ANO AWAIT FURTHER INSTRUCTIONS. 8.TEACHERS WILL MAKE SURE THAT THEY HAVE POSSESSION OF THE CLASS ROSTER AND GRADEBOOK DURIN.G THE EVACUATION. 9 . A I. L PERSONNEL WILL A :uMe their respective assigned r I.' ROLES AS I L'l 'I L.i R IF S RE SUSE 0 1 I? E C T ! l-.i' I P E 0 Fl! UE\n. SPECIFIED IN THIS PLAN. AFTER THE stopped ESSUPE TO fII N U N I I I 'I ! THE ' CiL.'E ! r, poll N 0 TOPS ERF ATHT NG .. Civ/R S 11 /\\ K I N G MOUTH-TO- UT'I R 1. F F 0 r N G I'KIUND on  rUFY 1 U ill,.\nTN.TURY RY APPLYING SERIO U S 1. t' L? 5 . I F 6 . I F F 0 R T n N Y 0 N F I A T I 0 N , S T 0 P f\\ N Y N 0 T I N I . Ui N' N 0 V E r M M F 0 I A IE DA N r. 0 F ' Pr I I r c i\u0026lt; I. r 3 r p r o c ir n u r? c 0 (! E A R T H 0 IJ A K P ADM T N T U Ti\nATORS [.APPOINT GUARDS TO SEE THAT NO UNAUTHORIZED PERSON INTO THE DU IL DING UNTIL THE B U I L D I N G H A 3 DEEN DECLARED SAFE. 2.POST TRAFFIC CONTROL AT SCHOOL ENTRANCES TO KEEP THE PARKING LOT FREE FOR EMERGENCY VEHICLES. 3.ASSESS TOTAL SCHOOL SITUATION AND REPORT TO THE SUPERINTENDENT 4.ANNOUNCE LOCATION OF THE DISASTER AND FIRST AID CENTERS: OPERATE A CALL ON PRINCIPAL' FIRST AID CENTER DESIGNEES(3) TO 5. DIRECT THE, RECOVERY OF ALL DISASTO'R-RELATED AND 0 0 E 0 P. A C K t I MEDICAL SUPPL IES,EQUIPMENT, ANO INFORMATION L T S T T N G 3 STATIONS FROM THE TWO/THREE FIRST AID SUPPLY 6.OVERSEE CONSERVATION AND DISTRIBUTION OF WATER /.SEE THAT PARENTS AND GUARDIANS ARE NOTIFIED AS OOM AS POSSIBLE OF ANY SERIOUS INJURY TO STUDENTS\nI F NECESSARY, SEND INJURED STUDENTS TO EMERGENCY CENTERS DESIGNATED BY THE COUNTY SHERIFF OR THE C IT Y P 0 L IC E 3.RE LEASE STUDENTS ACCORDING TO THE SUPERINTENDENTS DIRECTIVE ANO THE PROCEDURES OUTLINED IN THE EMERGENCYPLAN 9.RELEASE TEACHERS AT THE PRINCIPALS DISCRETION Ir L rt c 1 . RE MA IM WITH rj 0 I HAVE THF Cl, A\" r, R 0 U P , I\\ CROUP. CR TF TIIF TFACHFR DOFS 2. TEACH ERR REPORT TO THF MATH OFFTCF 3 T U D E N T S first aid ARE IN CHARGE OF ALL FIRST AID FOR THE IN THEIR CLAS GROUP UNTIL AN EMERGENCY STATION IS ESTABLISH EO. MAJOR IN.IURIES STUDENTS WITH ARE TO REMAIN IN THE CLASSROOM SUPERVISED CY A TEACHER FROM' THE RELIEF GROUP\nSTUDENTS WITH MINOR INJURIES ARE TO BE CAPED FOR BY THE CLASSROOM TEACHER AFTER THE FVACUATION 3.WHEN EVACUATING THE CLASSROOM. TAKE THE EMERGENCY \u0026gt;ST AID r IT A.CHECK WITH NEARBY CLASSES WHEN EVACUATING. A R E SERIOUSLY INJURED PERSONS WHO C A N NOT B F IF THERE ONE TEACHER MOVED. IS TO REMAIN WHILE THE OTHER TEACHERS 5 . TAK U A T E THE BUILDING WITH THE REMAINING STUDENTS THE ROLL. SEND NOTICE TO THE MAIN OFFICE/DISASTER CENTER (AS PER INSTRUCTIONS IN THE EMERGENCY PLAN) IMMEDIATELY OF ANY STUDENTS WHO ARE NOT WTTH THE CLASS GROUP, NOT PO IB I.E WHEREABOUTS, I.e. AT THE LIBRARY, ETC . IN THE RESTROOM, TAKE ROLL PERIODICALLY THROUGHOUT THE DISASTER PERIOD 6.NOTE ON CLASS ROSTER IN THE EMERGENCY KIT THE NAME OF ANYONE WHO FOR ANY REASON LEAVES THE CLASS GROUP, DISASTER i.e. TO GO TO THE FIRST AID CENTER, CENTER, HOME. HOME OF AUTH 0RIZED PERS0N. A.TEACHERS ARE ASKED TO BE SPECIFIC IN NOTING NAMES AND ADDRESSES OF THOSE TO WHOM STUDENTS ARE RELEASED IF OTHER THAN PARENTS B.NOTE ON RECORD THE TIME THE STUDENT WAS RELEASED C.RECORD ANY UNUSUAL BEHAVIOR OR ANY FIRST AID GIVEN. IF T STUDENT I o RELEASED TO ANYONE OTHER THAN A AUTHORIZED PERSON. TO vt T D WRITE THE STUDENT'S NAME ON THE STUDENT 1 fJ 0 P M A - ENT INK. ( THF STUDENT MAY GO INTO SHOD K F E C 0 M E UNCONSCIOUS LAIFR AND NOT BE ABLF TO WITH  '! F R NA Fl F - ' F I I. I I HATIOf.) TF. AT IH F F F  WHO AFC H P C H AND ' I .A 1 i\nI I I PI ISO, THE STLIOF N r IS F R 0 M TH MOR.' SCHOO !, WMT I Al M N '/ M F M B F R I C ' S C M TO A 0 r TO as\"|-\nt '.CUT VOLUiiT\nI A N n FOUTl'MFNT I THr r R S 0 N s THOSE WH 0 H A'-ZF A N n 'ZOI 11 NTF I- I TO H SI P T F .A C I' F r. S .'I 1 ' H Ia Gtir. nuPAr.r s r IJ 0 r M T :'i T n FAI K A n 0 u T T H r [ P r X p n R r G ri c g A M 0 I- F I.- I I N I'l H . T'A I i\nT N li r ? THF F 1 I.I AY FOR A F F A l\u0026gt; I - UI. i: 0 N OCR M STUDENI TO GLVF MAINTAIN TNG FXPRFSSTOM TO H I 0/H fi R VC RR AL CON\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_592","title":"Little Rock Schools: Henderson Junior High","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2004"],"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","Henderson Junior High School (Little Rock, Ark.)","Educational planning","Magnet schools","School management and organization"],"dcterms_title":["Little Rock Schools: Henderson Junior High"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/592"],"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\nLittle Rock School District Henderson Health Science Magnet Program Is Conveniently Located In West Little Rock On 1-630 Medical Corridor The Little Rock School District has allocated seats to a new Health Science Magnet Program at Henderson Junior High School. The location in west Little Rock on the 1-630 medical corridor provides close proximity to health care institutions such as LIAMS, Children's Hospital, Baptist Medical Center, and St. Vincent's Infirmary. Collaboration with one or more of these institutions will be ongoing. Health Science Education Park Evolves Henderson's close proximity to Romine Computer Science \u0026amp; Basic Skills Interdistrict Elementary and Parkview Arts \u0026amp; Science Magnet produces an \"educational park\" setting that promotes a strong health science curriculum from elementary through high school with each level in close proximity to health care institutions. This setting allows students with an interest in health sciences to eminently prepare for entry into college or training for one of the more than 400 health care careers now available. Henderson Health Science Magnet Program A Great Magnet Opportunity In West Little Rock Now there's a junior high magnet school in west Little Rock with an exceptional health science curriculum. Within the Health Science Program at Henderson, seats will be reserved to provide a 60 percent black and 40 percent white student mix. Henderson joins the ranks of other successful magnet programs available within the Little Rock School District. New in '92 First Class Schools For World Class KidsHenderson Health Science Magnet Program Is A \"School Within A School\" The Health Science Magnet Program at Henderson is a \"school within a school\" that includes those students who submit the necessary application and are assigned to the specialty program. The magnet program includes a full year's required course in health science for each grade level. Courses by grade level are: Health Sciences in Today's World - An Introduction (7th Grade), Health Sciences in the Universe (Sth Grade), and Health Sciences in the Physical World (9th Grade). The seventh grade program surveys a wide variety of disciplines that are included in the health sciences. The eighth grade course develops the content and skills from selected health science disciplines. The ninth grade study continues to focus on the content and skills from the health science disciplines with a heavy emphasis on careers in health sciences. Science rooms will be modified and equipped as functional science laboratories which allows a greater emphasis on hands-on science in the regular science program. A curriculum specialist will coordinate the health science program. This staff person's primary responsibility will be to develop curricula, secure supplies, provide continuous staff training, assist teachers in implementing courses, serve as a liaison with health science institutions, arrange field trips, and coordinate special events such as the Health Science Fair. Learning can be accelerated through the one-on-one contacts students will have with health care professionals working at major medical institutions along the (-630 Medical Corridor. SPECIAL ATTRACTIONS  Health Science Laboratory With An Emphasis On Lab Work  An Academic Day Which Includes The Additional Required Science Elective  Convenient West Little Rock Location Along The 1-630 Medical Corridor  Field Trips And Science Fair  Mentoring And Shadowing By Health Care Professionals  Hands-on Learning Opportunities That Have Been Tested And Proven  Integral Part of Program Will Be Constructed In Consultation With Medical Professionals In Our Community  Modeled After Some of The Most Successful Health Science Programs In The Country Which Have Produced Top Students In The Field  Full-Time Curriculum Specialist  Strong Basic Skills Curriculum Students Get A Solid Academic Background In The Basics At Henderson Health Science Magnet School, junior high students receive a solid academic background in the basics: English, history, math and science. They also receive additional science courses and labs that cannot be accommodated in a regular program. Health Science magnet students combine classroom theory and clinical instruction in cooperative programs with hospitals, medical/science labs, dental clinics and veterinary clinics. All of this is effectively balanced with school activities such as Student Council, athletics, and other extracurricular interests. The health care field is one of the nation's largest and fastest growing industries due to advances in science and technology and an expanding American population. Health science students can choose from careers in medicine, dentistry, pharmacy, speech pathology, physical therapy, research, veterinary medicine, medical specialties, and many others ~ more than 400 in all! Henderson Health Science Magnet junior High School 401 Barrow Road Little Rock, AR 72205 228-3050 For Additional Information, Call or Visit The Little Rock School District Student Assignment Office 501 Sherman, Little Rock Call 324-2286H- FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EiSEMAN, JR., P.A. JOE 0. BELL. P.A. MICHAEL G. THOMPSON. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET, JR.. P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P. A . WILLIAM THOMAS BAXTER. P.A WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE BOI-376-201 1 FAX NO. BOl-376-2147 January 15, 1992 y d Scjs lLoI i 'a Sy?' JAN 1 5 1992 0ffic9 of Desegregation Monitoring DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A.CRASS WILLIAM A. WADDELL. JR.. P.A CLYDE TAB* TURNER CALVIN J. HALL. P.A. SCOTT J. LANCASTER JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH, JR., P.A. S.RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES GSCHWENO. JR. HARRY A. LIGHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID D. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T . TURNER SARAH J. HEFFLEY JOHN RAY WHITE COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR , P A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A  NITER'* DIRECT MO. (BOI) 370-1606 M. Samuel Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2000 Worthen Bank Bldg. Little Rock, AR 72201 Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Bldg. Little Rock, AR 72201 John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Dear Counsel: Please find enclosed a Little Rock School District proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School. The proposal explains the need to establish magnet programs at the two schools and outlines programs which LRSD believes will be effective in reversing trends which threaten to resegregate those schools. LRSD desires to establish these programs for the 1992-93 school year and to begin recruitment for the programs as soon as the programs are approved. Please let me know as soon as possible if you have any concerns or objections with regard to this proposal. Yours very tr CJH/k Enc cc: Ann Brown Christopner iellerPROPOSED MAGNET PROGRAMS FOR HENDERSON JUNIOR HIGH SCHOOL AND MCCLELLAN COMMUNITY HIGH SCHOOL Prepared by LITTLE ROCK SCHOOL DISTRICT Office of Desegregation January 1992 The Little Rock School District Office of Desegregation is responsible for monitoring all aspects of the district's desegregation plan. The monitoring process allows the district to identify problem areas as well as activities that are experiencing success. In September 1991, the LRSD Office of Desegregation identified eight area schools in need of special recruitment strategies. All of these schools have high black percentages. schools are: The eight McClellan, Henderson, Bale, Baseline, Cloverdale, Geyer Springs, Watson, and Wilson. The reasons for the high black percentages are not always the same for each school. The attendance zones for Henderson and Wilson have a sufficient number of white students to make significant improvements in the racial balance. Baseline, McClellan, and Watson are experiencing rapid The areas around demographic changes. fringes of this transition area. Cloverdale and Geyer Springs are on the As a result, they have not been affected to the same degree as the other schools in the transition area of southwest Little Rock. The area around Bale has experienced both a change in racial composition and a decline in the number of families with school-aged children. The following process was used to develop a recruitment plan for each school: 1. The associate superintendent for desegregation, the desegregation facilitator, and the appropriate assistant superintendent met with the building principal to discuss possible changes, needs, and strategies. 2 . The building principal appointed a committee of parents and staff members to develop a recruitment plan. Staff members from the LRSD Office of Desegregation provided technical assistance. 3. Each school submitted a recruitment plan to the Office of Desegregation. The purpose of this report is to review the proposed recruitment strategies for Henderson and McClellan. The Little Rock School District proposes to add a magnet program at these schools for the sake of improving the racial balance. It should be noted that long-term initiatives are needed, at times, to improve a school's racial balance. For example, although Parkview opened as an arts magnet in the 1987-88 school year, it did not meet the racial balance requirements for a magnet school until the 1989-90 school year - the year the science magnet program was added, seriousness of the racial balance problems at Henderson and The McClellan warrant initiatives that provide immediate relief and yield long-lasting outcomes. Thus far, the magnet school2 openings in the Little Rock School District have accomplished both of these aims. This report begins with a review of the enrollment demographics at Henderson and McClellan. Similar information is provided for Dunbar and Central, recent magnet school openings on corresponding organizational levels, to demonstrate the impact of magnet programs on schools with serious racial balance problems. Next, a general description is given of the proposed magnet program at each school, discussed. Finally, recruitment pools are Enrollment Demographics This section examines the enrollment history of Henderson and McClellan since the 1987-88 school year. The 1987-88 school year marked the beginning of a new court-ordered desegregation plan that included, among other things, the annexation of territory from the Pulaski County Special School District. During the five-year period from 1987-88 through 1991-92, the distictwide white enrollment declined each year until 1991-92. Significant growth occurred in the districtwide white enrollment from the 1990-91 school year to the 1991-92 school year. The following accounts of the white enrollment history at Henderson and McClellan will demonstrate that these schools have experienced a different set of circumstances. Henderson The white enrollment at Henderson Junior High School has dropped from 398 students in 1987-88 to 135 white students in the 1991-92 school year. Overall, this loss of 263 white students from 1987- 88 to 1991-92 represents a 66% decrease in Henderson's white enrollment. Figure One clearly shows that Henderson's white enrollment has experienced a steady decline since the 1987-88 school year, pattern does not follow the districtwide trend alluded to earlier. This3 FIGURE ONE HENDERSON JUNIOR HIGH 398 400 322 300 256 211 200 135 100 0 + + + + 87-88 88-89 89-90 90-91 91-92 OCTOBER 1 WHITE ENROLLMENT Henderson's white enrollment experienced a significant decrease during each year of the five-year period. The greatest decrease occurred from the 1990-91 school year to the 1991-92 school year. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 19% decrease 20 18 36 Q, 'O decrease decrease decrease These data clearly show the necessity for some type of intervention to reverse the steady decline in Henderson's white enrollment. The intervention must occur immediately in order to avoid the anomaly of having an all-black junior high school in a predominately white neighborhood. If the white enrollment trend is not reversed, a likely scenario will involve busing black students across town to a predominately white neighborhood to attend an all-black school. The situation at Henderson is quite similar to the District's experience with Dunbar Junior High School. The white enrollment at Dunbar declined from 215 students in 1987-88 to 141 students in 1988-89. in the white enrollment. This loss of 74 students represents a 34% decrease Dunbar experienced a significant upswing, however, in its white enrollment during the first year of the magnet program. An additional 116 white students (97% increase) enrolled in Dunbar4 in the 1990-91 school year. An additional 27 white students (11% increase) enrolled in Dunbar in 1991-92 school year. Figure Two shows the white enrollment trend at Dunbar during the five-year period. FIGURE TWO DUNBAR JUNIOR HIGH 300 250 200 215 I 236 263 150 141 120 100 50 87-88 88-89 89-90 90-91 91-92 w 0 + + + OCTOBER 1 WHITE ENROLLMENT The District proposes to have a health sciences magnet program at Henderson. Hopefully, this program will succeed in reversing the rapid decline in white enrollment. sciences program will be provided later. A description of the health Next, the enrollment history at McClellan Community High School is examined. McClellan Although McClellan and Henderson are located in different demographic settings, their experiences are quite similar. The white enrollment at McClellan has dropped from 754 students in 1987-88 to 330 students in the 1991-92 school year. Overall, this loss of 424 white students from 1987-88 to 1991-92 represents a 56% decrease in McClellan's white enrollment. Figure Three shows that McClellan's white enrollment has also experienced a steady decline since the 1987-88 school year. Again, this pattern does not follow the districtwide trend alluded to earlier.5 FIGURE THREE McClellan community high school 800 754 700 600 564 500 442 400 382 330 300 200 100 87-88 88-89 89-90 90-91 91-92 0 + + + + OCTOBER 1 WHITE ENROLLMENT McClellan's white enrollment experienced a significant decrease during each year of the five-year period. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 25% decrease 22% decrease 14 14 o, Q. *0 decrease decrease In examining the black enrollment history at McClellan since 1987-88, it is evident that an intervention strategy is needed that will attract more white students. The enrollment trend for black students has not reached a level that would necessitate a modification of McClellan's attendance zone. 5. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 23 5 3 4% increase increase decrease increase McClellan's current racial balance is approximately 66% black. If McClellan's black enrollment remains at the current level and the remaining seats are reserved for and filled by white students, the new racial balance percentage will become 55 black. 'O McClellan's situation can be compared to a recent racial balance problem at Central High School. Unlike Dunbar, Central has yet6 to surpass the number of white students enrolled in the 1987-88 school year. Like Dunbar, however, Central experienced its first increase in white enrollment during its second year as an international studies magnet. Central's white enrollment increased from 617 students in 1990-91 to 640 students in 1991-92 - an increase of approximately 4% (see Figure Four). increase in the white enrollment was accompanied by a 11% increase in the black enrollment at Central. The 900 883 852 800 700 600 500 400 300 200 100 87-88 FIGURE FOUR CENTRAL HIGH SCHOOL 720 617 640 88-89 89-90 90-91 91-92 0 + + + + OCTOBER 1 WHITE ENROLLMENT The District proposes to have a business/communications magnet program at McClellan. The next section provides a brief description of the proposed magnet programs for both schools. Proposed Magnet Programs It should be noted that these programs were proposed to the LRSD Office of Desegregation by the staff members and parents of the respective schools. Each school included parent representatives on its recruitment committee. In addition to including existing parents, Henderson also discussed the proposed program with prospective parents - the parents of sixth grade students who currently live in Henderson's attendance zone. McClellan used a similar strategy by sharing ideas with one of its feeder schools. In addition, some of the business leaders in7 the McClellan community have served on the recruitment committee and/or expressed support for the business/communications program. The following program descriptions are not intended to be comprehensive and/or conclusive. They provide firm representations, however, of the course each school wishes to pursue as a means of enhancing and promoting quality desegregated education. It would be unfair to ask or expect these schools to go beyond this point without an agreement by the parties and approval by the court. It should be noted that the seriousness and urgency of these situations tend to limit the number of options that are available for further consideration. The Little Rock School District proposes to implement these magnet programs in the 1992-93 school year. The 1992-93 pre- registration period will be extended to April for these new programs. Henderson Health Science Magnet Program Pulaski County is served by two elementary science magnet schools (Carver and Washington), one junior high science magnet school (Mann), one senior high science magnet school (Parkview), and an additional elementary interdistrict school (Romine) with science as a major thrust of its' program. Students from the three elementary schools with a science emphasis who desire to enroll in Mann Magnet are not all successful due to the limited number of seats available at Mann. An additional junior high school with a science related specialty program will help serve students matriculating to the junior high level from these three elementary schools. The science program at Parkview has a health science emphasis. The program helps prepare students for an undergraduate preprofessional or technical major in the areas of medicine and health. Parkview is a \"Partner in Education\" with the University of Arkansas for Medical Sciences. are carried out between Parkview and UAMS. Many collaborative activities A junior high program that focuses on the health sciences will not only create student interest in education in general but will also inform and prepare students to pursue health sciences as a program of study leading to a health sciences career. Locating the Health Sciences Program at Henderson Junior High is advantageous for several reasons. First, the health sciences program will strengthen and provide a focus for the instructional program at Henderson, helping the school retain and recruit students. Second, the location of Henderson on the 1-630 corridor provides close proximity of the health sciences program to health care institutions such as UAMS, Childrens Hospital, Baptist Medical Center, and St. Vincents Infirmary. Collaboration with one or more of these institutions will be sought. Finally, Henderson's close proximity to Romine and8 Parkview produces an \"educational park\" setting that facilitates collaboration with the nearby health care institutions. Program design, following goals: The health science program at Henderson has the 1. 2 . 3 . 4. 5. To strengthen and enrich the instructional program. To increase student awareness and understanding of content and careers in the health sciences. To provide a focus for the school which will help retain and recruit students. To emphasize laboratory work in the area of science. To help students achieve personal and academic goals through a high interest specialty program. The Health Sciences Specialty Program at Henderson will be a \"school within a school\" program that includes those students who submit the necessary application and are assigned to the Specialty Program. The program of studies at Henderson will include a full year required course in health science for each grade level. 'Health Sciences in Today's World - An Introduction' will be offered at the seventh grade, 'Health Sciences in the Universe' at the eighth grade, and 'Health Sciences in the Physical World' at the ninth grade. The seventh grade course will be a survey of the wide variety of disciplines that are included in the health sciences. The eighth grade course will develop the content and skills from selected health science disciplines. The ninth grade course will continue to focus on the content and skills from the health science disciplines with a heavy emphasis on careers in health sciences. Elective courses such as physical fitness and first aid will be considered for eighth or ninth grade. A Health Sciences Fair will be held each year. Speakers on health science careers, students projects in the health sciences, demonstrations of health science equipment/procedures (blood pressure check, etc.) are possible activities to be conducted at the Fair. Organizational Structure. The school day will be organized in 1992-93 to provide space for the health science courses for grades 7-9. A curriculum specialist will be employed, if needed, to coordinate the health sciences program. The curriculum specialist may teach a health science specialty course but will have most of each day to develop curricula, secure supplies, provide inservice, assist teachers in implementing the courses, serve as a liaison with health science institutions, arrange field trips, and coordinate special events such as the Health Science Fair. Facilities/Eguipment/Resources. The science rooms will be modified and/or equipped to be more functional as science laboratories. This will allow greater emphasis on hands-on science in the regular science program. Equipment necessary to9 implement a science laboratory program and health sciences program will be acquired. Curriculum Development/Staff Development. A curriculum committee will be appointed to develop further details for the health sciences program. after program approval, ongoing. The committee will begin work immediately Inservice for staff members will be McClellan Business/Communications Community High School The proposed business/communications magnet program at McClellan will be the first of its kind in Arkansas. The recent attention that has been given to expanding the emphasis on economic education makes such a proposal a timely venture. The business/communications program will seek to establish an educational partnership which involves the business community. the higher education community, and the school district. The structure of this partnership reflects the overall aim of the business/communications program - to provide a sequential program which prepares students for employment opportunities and/or higher education objectives. The skill levels attained by students will be sufficient to ensure their success in either endeavor. The dual focus of the business/communications program will be emphasized. In fact, the college preparatory focus of the program will receive additional emphasis since opportunities for vocational training are already available at McClellan. Collaboration with UALR and other nearby institutions of higher education will be sought. Collaborative efforts may include activities such as guest lecturers, shadowing experiences, campus projects, etc. on- One of the strengths of the proposed program will be the outstanding features of McClellan's business department that are currently in operation. Both students and faculty members have been recipients of local, state, and national awards. McClellan's award-winning business department has some of the following activities/programs: - Future Business Leaders of America/Distributive Education Clubs of America - A school store operated by marketing education students - Cooperative work programs - Junior Executive Training Program - National field trips - Awards program and scholarships Another strength involves the business-related activities that are currently provided by the Community Education Program at McClellan. One of the business teachers at McClellan also teaches business courses in the Community Education Program. The10 Community Education Program offers several courses such as computerized accounting, business law, business management skills, etc. The Community Education Program will play an important role in exposing the community to the various options of the proposed magnet program. Program Design. interdisciplinary approach. The business/communications program will use an In addition to the core program offered by the business department, business-related courses will be interwoven throughout the various subject areas. To some extent, this will necessitate offering new courses in other. subject areas. An example includes the possibility of adding a computer graphics lab course to give students experience with commercial art forms. Other courses such as Writing Lab, Microbiology, Genetics, and AP Chemistry will be considered as additions to support the overall academic program. The program will offer six areas of study. Each program participant will select one area of study and follow the sequence of study for that area during his/her junior year and senior year. The six areas of study are: 1. 2. 3 . 4 . 5. 6. Business Principles and Management Computer Technology Computerized Accounting Executive Services Marketing/Advertising Economics and Finance Students who opt to declare an area of study will be required to take four prerequisite courses: Business Leadership, Business Etiquette, Introduction to Computer Technology, and Keyboarding. The curriculum framework for the business/communications program can be found in the appendix of this report. Additional plans for the future include the possibility of: 1. 2. 3. 4 . 5. A restaurant management program\nA branch bank within the school\nA Junior Achievement program\nMarketing on the mall (A small business would be developed and operated in Southwest City Mall)\nand Leadership development seminars. Organizational Structure. The school day will be organized in 1992-93 to provide space for the business/communications electives. Facilities/Eguipment/Resources. Additional computer software will be obtained to accommodate program-related course offerings. Additional facility and equipment needs will be determined at a later date.11 Curriculum Development/Staff Development. A curriculm committee will be appointed to develop further details for the business/ communications program. immediately after program approval, will be ongoing. The committee will begin work Inservice for staff members Recruitment Pools A brief analysis of the racial makeup of current elementary students indicates that the District can expect to have more white students available for matriculation from elementary to junior high school in future years. '' The overall elementary white enrollment has increased from 4552 students to 4953 students (an 8% increase) since the 1989-90 school year. ....... 8 The availability of these students, however, depends on our ability to retain them in the Little Rock School District as they progress to the next organizational level. Therefore, in regard to recruitment pools, we will have to concentrate on keeping students who are already enrolled in the Little Rock School District. Private school students represent another recruitment pool. The senior high white enrollment dropped from 2488 students in 1989- 90 to 2170 students in 1991-92. This represents a 13% decline in the senior high white enrollment during a two-year period. The junior high white enrollment dropped from 1951 students in 1989- 90 to 1882 students in 1991-92. This drop represents a 4% decline in the junior high white enrollment during a two-year period. f Obviously, there are 318 white senior high students and 69 white junior high students who are enrolled in school somewhere other than in the Little Rock School District. Another recruitment pool involves students who are eligible for M-M transfers. In particular, the District should target interdistrict students who live in the attendance zone for Robinson Junior and Senior High Schools. Finally, rigid sending and receiving school restrictions will have to be observed for intradistrict transfers. If this does not occur, we could desegregate one school at the expense of segregating another school.12 APPENDIXBusiness Principles and Management Junior Executive Training Computerized Accounting I I OPTIONS: ' Business English/Cotnm. Business Law CT: Business Appl.  Desktop Publishing ' Entrepreneurship ' inlemallonal Business Marketing Rapid Writing I ' Economics  Business Finance  Business Statistics  Intro. Io Business 'NEW COURSES Computer Technology CT: Business Applications Computerized Accounting I OPTIONS: CT: Database CT: Programming CT: Spreadsheets Desktop Publishing Entrepreneurship Keyboarding Appl. I Business Statistics Intro, to Business Economics Business/Communications Proposed Magnet Curriculum Framework Suggested Sequences of Study Prerequisite Courses\n:  Business Leadership  Business Etiquetttte CT: Introduction CT: Keyboarding Computerized Accounting I Computerized Accounting I CT: Business Applications I OPTIONS: Business English/Comm. Business Law ' Business MalhiMachlnes Computerized Acct. II CT: Database CT: Spreadsheets Enlreprenership * International Business  Business Finance  Business Statistics  Intro. Io Business Executive Services Keytxtarding Applications I \u0026amp; Word Processing Ollice Technology Laboratory I OPTIONS: Business English/Comm. Cooperative Ollice Edu. CT: Business Appt. Desktop Publishing International Business Keyboarding Appl. I, II ' Rapid Writing II Word Processing II Economics Intro. Io Business Marketing/ Advertising I Marketing Marketing Management 1 OPTIONS: ' Advertising Cashier-Checking Entrepreneurship  Fashion Mdse. Intro, to Marketing  Retailing ' Salesmanship Economics Business Statistics Economics and Finance Principals of Economics Business Finance 1 OPTIONS: Intro, to Business Business Statistics Business English Comp. Business Law CT: Business Appt. Desktop Publishing Entrepreneurship International Business Marketing Computerized AccountingFILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FEB 11 1992 CARL R/BREWTSJCI 3v: K ' DcP, CLER^ LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Before the Court is the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School. The Court heard testimony on the motion during a hearing on February 6, 1992, and the North Little Rock School District, the Pulaski County Special School District, and the Joshua Intervenors do not oppose the motion. The Little Rock School District [LRSD] proposes to implement a health/science magnet program at Henderson and a business/communication magnet program at McClellan in the 1992-93 school year. Both schools are having difficulty maintaining white student enrollment and the LRSD asserts the magnet programs are the most effective means of improving the racial balance at the two schools. After careful consideration of the proposal, the Court finds the motion should be granted. The LRSD reports that both Henderson and McClellan have experienced steady declines in white enrollment during the past I 5 0 five years. Henderson, which is located in a predominantly white neighborhood, has experienced a drop in its white enrollment from 398 white students in 1987-88 to 135 white students in the 1991- 92 school year. This represents a 66% decrease in Henderson's white enrollment over the five-year period. Henderson is now 83% black. McClellan is located in a changing demographic setting and its white enrollment shows a steady decline over the past five years as well. In 1987-88, there were 754 white students enrolled at McClellan\nin 1991-92, the white enrollment was 330. This represents 56% decrease in McClellan's white enrollment. McClellan is now 65% black. The LRSD says the figures for a Henderson and McClellan are in contrast with a district-wide trend which shows an increase in white enrollment from the 1990-91 school year to the 1991-92 school year. In support of its proposal, the LRSD points to the impact that implementation of magnet programs at Dunbar Junior High and Central High School have had in their white enrollment figures. It states that during the first year of the magnet program at Dunbar (1990- 91) , the school enrolled ar. additiona?. 116 white students (97% increase) and an additional 27 white students enrolled in the 1991- 92 school year. Central experienced its first increase in white enrollment during its second year as an international studies magnet school\nwhite enrollment increased from 617 students in 1990-91 to 640 students in 1991-92. The particular educational themes chosen, health sciences at Henderson and business/communications at McClellan, were proposed -2-by staff members and parents of the two schools. In addition, at Henderson, parents of sixth grade students who live in the Henderson attendance zone were consulted, and at McClellan, members of the business community were involved. The Court finds that the LRSD's proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School should be approved. However, in order to ensure that the \"magnet\" designation continues to stand for distinctive, guality programs that are thoroughly and thoughtfully planned, implemented, and maintained. the LRSD must develop a written plan for the new magnet programs that includes the following: 1. Clearly stated program goals including how the program supports the and objectives. individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and interdistrict transfers. A 2. comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. 3. Selection criteria for participating students. teachers, and other staff. 4 . The number of students targeted for participation by grade level, and the name and/or title and role of teachers and other staff who will be involved in (a) (b) delivering, and (c) supervising the planning. program. 5. Program implementation and completion timelines, including intermediary \"critical events.\" 6. Identification of all necessary resources, including equipment, materials, and personnel, and anticipated costs, including a complete budget projection by year, with start-up and maintenance costs, and identification of those costs to be debited to a both costs. be -3-\"desegregation budget.\" Itemization 7. any necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainer(s) . of 8. Formative and summative evaluation criteria and timelines. 9. The program's anticipated impact on school capacity and facilities (space designation and use), the projected impact on school enrollment,  and a description of any changes to or grounds which may be anticipated in support of the program. the building may 10. Specific identification of how community individuals and organizations will be involved in all aspects of program development, marketing, student/staff recruitment, and ongoing support. IT IS THEREFORE ORDERED that the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School be and hereby is granted. The LRSD must develop within thirty (30) days a written plan for the new magnet programs that includes the above-enumerated elements. The LRSD must scrupulously adhere to an implementation schedule which will ensure that the new magnet programs are fully operational when students report to school in the fall of 1992. DATED this / /day of February, 1992. UNITED STATES DISTRICT C ITED JUDGE MIS COCUyFM O p CM DOCKET SMFETIN \"by -4-FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL M. FRIDAY. PA. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W . MOORE BYRON M. EISEMAN. JR.. P. JOE 0. SELL. P.A. JOHN C. ECHOLS. P A. JAMES A l-HkUkHlCK S HUTTRV. P A URSEHY. P A H I lahzllERE. p a. OSCAR E DAVIS. JR. JAMES C. CLARK. JR.. P A. THOMAS P. LEGGETT. P.A. JOHN OEWEY WATSON. P A. PAUL. It ULNHAM III. P.A LARRY W . BURKS. P.A. A. WYCKLIFF NISBET. JR., P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M . SAXTON. P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N . ROSE. P.A. MICHAEL S. MOORE Mr. Sam Jones A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201*3493 TELEPHONE 501*376*2011 FAX NO. 501*378*2147 March 12/ 1992 T-s -Tse ' C\nca v! r. Mr. Steve Jones OIANE S. MACKEY, P.A. WALTER M. EBEL IN. P.A KEVIN A. CRASS. P.A. WILLIAM A. WAOOELL. JR.. P A CLYDE 'TAB* TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWENO. JR.. P A HARRY A. LIGHT. P A. SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR., P.A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. V RITiR*, QIRtCT NO. (SOI) 370-,506 370-1506 .25=3 1 I I ra D ir.'3 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell #15 Hickory Place Little Rock, AR 72212 Ms. Ann Brown Office of Desegregation Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ann and Counsel: Enclosed for each of you is a copy of the McClellan High School Business/communications Magnet Plan and the Henderson Junior High Health Sciences Magnet Plan. The plans were filed today. Yours very truly CJH/k Enc Christo' erLHellerIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL filed I aS.DlSTRICT COURT eastern district ARKANSAS HPR2 31992 CARL R. BRENTS. CLERK By: DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS MOTION FOR PHASED IMPLEMENTATION OF MCCLELLAN HIGH SCHOOL BUSINESS/COMMUNICATIONS MAGNET PLAN For its motion, the Little Rock School District (LRSD) states: 1. Following a hearing on February 6, 1992, the district court approved LRSD's unopposed motion to establish magnet programs at McClellan Community High School and Henderson Junior High School. The district court's order, which was filed February 11, 1992, required LRSD to develop a written plan for the new magnet programs and to include certain specific information in that plan. On March 12, 1992 LRSD filed \"Henderson Junior High Health/Sciences Magnet Plan\" and \"McClellan High School a a Business/Communications Magnet Plan\". 2 . The \"McClellan High School Business/Communications Magnet Plan\" (hereafter \"McClellan Magnet Plan\") describes required and elective courses for the 10th, 11th and 12th grades. In several of the areas of study described in the McClellan Magnet Plan, courses prescribed for the 10th grade level are prerequisites for courses prescribed for the 11th and 12th grade levels. LRSD has therefore determined that the most practical and cost efficient way to implement the McClellan Magnet Plan is to phase in the plan over a three year period. LRSD proposes to offer the program described in the McClellan Magnet Plan for the 10th grade level beginning with the 1992-93 school year, to implement the 11th grade program the following year, and to implement the entire plan beginning with the 1994-95 school year. LRSD may provide certain upper-level courses in advance of the proposed schedule, however, if it is feasible to do so. 3. PCSSD, NLRSD and the Joshua Intervenors have authorized LRSD to say that they do not oppose this motion. WHEREFORE, for the reasons set out above, LRSD prays for an order authorizing it to implement the McClellan Magnet Plan in phases, beginning with the 10th grade program in the 1992-93 school year. the 11th grade program the following year. and full implementation beginning with the 1994-95 school year. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By a Christopher Helle^^ Bar No. 81083 2CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion For Phased Implementation of McClellan High School Business/Communications Magnet Plan was served on the following by depositing copy of same in the United States mail on this 23rd day of April, 1992. ifTstopher He 11^ Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Little Rock, AR 72211 Ms. Ann Brown Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 3TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MJiRKHAM STREET LITTLE ROCK, ARKANSAS June 18, 1992 Board of Directors RC r*am 'I JUN 1 9 1592 Office of Dssegrsgaiicn N5onitoring FROM: SUBJECT: Ruth S. Steele, Superintendent of Schools APPROVAL OF LAND SALE AT HENDERSON JUNIOR HIGH SCHOOL I am attaching a memorandum from Jim Ivey in which he recommends that approximately eight (8) acres of land at Henderson Junior High School be sold to the City of Little Rock for $45,000. I recommend that the Board approve the sale of approximately 8.05 acres at Henderson Junior High School for $45,000 and that the proceeds from the sale be invested in the land and grounds at Henderson Junior High School in cooperation with the City Parks and Recreation Department to improve the soccer fields, court, and parking area of the school. basketballu LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 TO\nDr. Ruth Steele, Superintendent THROUGH\nFROM\nJim Ivey, Manager, Support Services^ ___ Doug C. Eaton, Director, Plant Service^^/JiC SUB J\nLand Sale - Henderson Junior High School DATE\nJune 16, 1992 The City of Little Rock, by letter dated 15 June, has offered the Little Rock School District $45,000 for approximately eight (8) acres Manderson School oronertv. which presently has been of Henderson property, condemned for the widening of Fourche Creek. A purchase price of $74,000 readjusted to $28,000 was offered the Little Rock School District for this property last year. made of $45,000, but never received Board approval. Little Rock offer was Instead, School Mr. Tom Ferstl, acting on behalf of the District, and Mr. Tom Meeks, rejected the offer, thereby throwing the case A third from Friday Law Firm, whereby the City condemned the property for its project. into litigation. I have been working with Mr. Bill Bunton, Director of the City Parks and Recreation Department, on a project to invest both City and School District money into the Henderson soccer and football fields. Bv Mr. Bunton's letter of May 7th, he indicates that By into the to this approximately $90,000 is available investment Henderson soccer fields, and he asks that we contribute project. I have contacted Mr. Tom Ferstl, and by his letter of 16 June have ascertained that the $45,000 offered the for I June ascertained that the $45,000 for property may not be the very best price we could receive, but it is well within the range of land values and can ---- reasonable. be considered As a result of these actions to date, I recommend that the Little Rock School District Board of Education accept the offer from the City of Little Rock of $45,000 for the 8.05 acres Henderson Junior High School. of property at I further recommend that $45,000 and re-invest it Plant Services be allowed to take that Junior High Department to parking in cooperation improve the into the land and grounds at Henderson with the City Parks and soccer fields, basketball area at the junior high school. I feel that Recreation court, and this expenditure on the part of the City Parks Department and the Little Rock School District at a Henderson Junior time when school ' we are making attracting students and a of the city. gh a magnet school would go far in stronger youth program in that section It is requested that this Education at your earliest convenience. It is action be placed before the Board ofODM Visits to LRSD Schools, Opening Days 1994 Henderson Junior High We were pleased to note that:  As visitors entered the building, a security guard met them and directed them to the office.  All the lockers were freshly painted.  Eighty percent of the school rules posted in the office were stated in positive terms.  Students were in their classrooms working and we saw no traffic in the halls during school hours. We also noted some areas needing attention:  The cafeteria showed evidence of both ceiling leaks and leaky windows.  The cafeteria also featured a rusted and corroded water fountain.  Wall paint throughout the main hallways was dingy, dirty, and unattractive.  In some areas of the building, floor tiles were dirty.  Seventy-five percent the hail rules (which were posted in the office, rather than the hall) were expressed in negative terms.  The two students who were waiting in the outer office when we arrived were still sitting in the same spots nearly an hour later, when we left.t/ Recruitment for the Henderson Health Sciences Magnet Program Recruitment Committee The recruitment committee for the Henderson Health Sciences Magnet Program consists of the principal, program specialist, ans all magnet program teachers. In addition, there are representatives from Physicians Clinic, and Childrens Hospital. Assistance from LRSD Student Assignment The Student Assignment Office has been responsible for arranging PSAs, distribution of brochures, and making contacts with the parents of students presently attending private schools. Use of Parents to Recruit to Henderson According to the program specialist, several Henderson parents are already involved in recruitment efforts on their own. However, as of December no official recruitment plan for parents had been formulated.09/22/94 13:15 301 324 2032 L R School Dlst ODM @002/002 CKtBBBsl Little Rock School District MEDIA STATEMENT September 22,1994 For more information: Jeanette Wagner, 324-2020 I Information regarding personnel matters of any Little Rock School District employee, including Karen Buchanan and James Washington, is considered confidential under the policies of the Arkansas Freedom of Information Act. Ilie district will not discuss I these issues on camera or in interviews other than the issuance of this media statement. ### 810 West Markham street  Little Rock, Arkansas 72201  (501)824-2000HENDERSON JUNIOR HIGH SCHOOL Date: January 24, 1995 We were pleased to note: 1. 2. 3. 4. 5. 6. 7. 8. 9. The large Henderson sign stood in a neatly landscaped planting area that included seasonal annuals. U.S. and Arkansas flags were properly displayed. On the icy day when we visited, salt material had been spread in front of the building for ice control and safety in shaded areas. The main area of the media center was quite attractive. The neutral-colored carpet was clean and in good repair. Workers had repaired some ceilings leaks that we had noted during an earlier visit. A bulletin board in the office area contained displays both thanking current volunteers and appealing for additional workers. Lockers throughout the building were in good repair, neatly painted, and free of graffiti. Security guards and resource officers were visible throughout the building. Several halls were brightened by displays of student class work and projects. The LRSD mission statement and goals were posted in the entry area of the school. Areas needing attention: 1. 2. 3. 4. 5. 6. 7. 8. 9. A drainage problem was apparent. All of the downspouts drain next to the building. On the south side of the facility, the water has eroded ruts down beside each of the steps. On the north side, rocks control some of the erosion, but the wash is still present. On both sides of the building, the water runs over sidewalks into the parking and drive area. In rainy weather, a pedestrian would have to walk through some deep water and in freezing weather, the area will stay iced. The areas north, east, and south of the building were marred by paper and cans. The loading dock area was surrounded by discarded equipment, chairs, paper, cans, and other miscellaneous refuse. In the west courtyard, paper, trash, cans, cartons, and a broken pot in the walkway were unsightly. Major rust marred the window sills along the west side of the west courtyard. The paint over the south door and east upper wall in the west courtyard was chipped and cracked. Corridors and other areas of building showed evidence of overhead leaks and other moisture problems. We frequently spotted trash during walks down the hallways. While the floor tiles throughout the building were generally in good repair and free of debris, they did not appear to have been washed or waxed in some time. Staff members expressed anxiety about the schools wiring and ventilation. Ventilation was a concern to staff because a number of them had been experiencing respiratory problems. They have questioned the wiring because the bulbs in the AV equipment often blow out prematurely. 10. While the general appearance of the library was very neat and attractive, several adjoining areas needed attention. Library conference room #19 had damaged paint from a ceiling leak and room #12, which is the AV storage area, showed evidence that moisture had damaged the ceiling and one wall. 11. All the wall and trim paint in the cafeteria or surrounding area was either grimy-looking or chipped. The downstairs hall area near the cafeteria included a battered table with a ratty, damaged formica top. 12. The areas around the cafeteria windows showed evidence of leakage problems. 13. Trash was present throughout the gym area. Page 1014. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Paper, cans, discarded books, equipment, power cords, and broken chairs were strewn about the stage area of the gymnasium. The ceiling above both sets of bleachers showed evidence of major water damage, and some ceiling material was hanging down. The hallway to the boys locker was piled with trash and dust mops. A loose hand rail on the south side of the east end of the gymnasium needed tightening The girls locker room area was very grim. Only the front half of the space was lighted, but the existing illumination revealed a very unkempt and unsanitary locker room. The bathroom area was filthy, and one of the commodes was stopped up, filled with waste and a sanitary pad, and smelled very bad. Apparently the shower area has not been used for a number of years. The showers were dark, and the floor was littered with old clothes, boxes, and assorted trash. On the cabinet which contained the water pressure gauge, door latch was broken and the door stood open. The boys locker room was filled with graffiti, some gang-related. The floors were dirty and the toilet seats filthy. The showers, which didnt appear to have been used in recent years, were filled with various discarded items and equipment, such as coat hangers, a broken basketball goal, etc. The floor drain in the changing area was blocked with an unidentifiable substance. The temperature in the entire locker room area was cold. The students were extremely loud during class change. The halls echoed with the students shouts as they slowly made their way to class. We observed several adults in the hall, but they appeared to be changing classes also, and made no effort to ensure order. One female staff member did shout to the group to hurry on to class, but no one seemed to pay any attention. After the bell rang, quite a few unhurried students remained in the halls. Girls Restrooms The restroom near the office contained all supplies, but it was messy. Paper towels littered the sinks and overflowed the waste basket. The walls were covered with obscene graffiti that had been scratched into rather new-looking paint. Some paint which was splashed on the sinks attested to prior efforts to paint to over the graffiti. Although it was not clean, the blue tile floor was in good condition. Both doors to the restroom located near the cafeteria were locked, denying students access. None of the restrooms had hot water. According to staff members, only the cafeteria and the nurses office had hot water for hand washing. Boys Restrooms The restroom at the west end of the south hallway was filled with graffiti. The veneer was broken off the door edge and bottom. Water, standing on the floor in front of all three urinals, extended approximately two to three feet from the wall. The vanity around the sinks was filthy and the restroom lacked toilet paper and paper towels. The stalls had doors, but they were badly bent. All three toilet seats were filthy and the area was permeated by a foul stench. There was no hot water, and lights above the toilet area werent functioning. The restroom at the east end of the south hallway was also replete with graffiti. The exit door was locked. Only two of the three toilets functioned properly. The front panel of the vanity had been removed and, with its nails exposed, was sitting near the toilet stalls. Although all three stalls had toilet paper, no paper towels were in the restroom. Page 11Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: January 25,1995 To: James Washington, Principal, Henderson Junior High School From: Horace Smith, Associate Monitor, Office of Desegregation Monitoring Subject: Magnet Program Information As part of ODMs ongoing monitoring of secondary schools with magnet programs, I would like to receive the following information regarding the Henderson Junior High School Health Science Magnet Program by Friday, February 10, 1995. If you have any questions or concerns, please dont hesitate to call me at 376-6200. Thank you for your assistance. Documentation Requested  For each year since the programs inception, magnet program enrollment by race, sex, and grade level.  1994-95 magnet program course enrollments by course title, race, sex, and classification.  For each year since the programs inception, the number of students new to the school attracted as a direct result of the magnet program by race, sex, and grade level.  1994-95 magnet program staff by race, sex, and the title of the magnet courses they teach.  Furnish an existing comprehensive magnet program description (e.g. philosophy, goals, objectives, structure, curriculum) and any literature describing individual course offerings.  Documentation of yearly recruitment activities by the school (e.g. recruitment committee meetings, presentations, site visits to the school by potential parents and students, recruitment visits by staff to other schools) since the programs inception.SEP-22-94 THU 12:47 SUSAN W WRIGHT FAX NO. 5013246576 P. 02  i .6 ir -I September 15, 1995 11 c: TO\nHenderoon Faculty FROM\nBuilding Coordinating Committee The BCC will meet with Ms, Buchanan on Monday to discuss faculty concerns. We would like to have faculty reconunendations/solutions on how the atmosphere and working conditions might be improved. Please list below any suggestions you have. Nellie Gerard or Andy Vanecko immediately. Return today to Thank you CONCERNS: Students and staff are not safe. Administration can not control students. Students openly disobey rules and suffer no consequences. D'KalL is ineffective. Tardy policy is a -joke. Students roam the halls and refuse to go to class. Security officers are limited in doing theirjobs. Resource officer needs to be able to fulfill job description. Principal does not support teachers. Principal strives for dictatorship with staff instead of partnership. Principal does not communicate with staff. Three women in administration can not control students\nmale leadership is needed. Staff morale is at an all-time low. This is not an atmosphere conducive to learning. SOLUTION\nPrincipal is ineffective leader. She has lost control of the students and respect of staff. She needs to be replaced inrtiediately and maybe we can salvage the rest of the year for our students. AJ 'j'}] '/'71 IT 7 -e e T/ / \"/p iy , Pl \u0026lt;1 /I OS'?SEP-22--94 THU 12:48 SUSAN W WRIGHT FAX NO, 5013246576 P. 03 \u0026lt; e't I ] 5 C p The faculty at Henderson Junior High School is concerned that the existing atmosphere created by the negative attitude of the principal is not conducive to teaching or learning. U/ I T K Our major concern is the students at Henderson Junior High School. We feel that if the faculty members are continually harassed, intimidated and threatened with insubordination, the stress level will keep us from performing at our maximum level, and as a result everyone loses. L 4-1 ''t Our goal is to have the best Junior High School in the district, with everyone working together to advance Henderson Junior High School and its' students. i)f wt-'i S /A'\u0026gt;4Ll'r '^''' We have asked to meet with you to share some of our concerns that we feel, if not addressed, will become obstacles that will make it harder for us to work toward goal. our k I T C I cti Listed below are some of the concerns reported by the ,7 staff at Henderson: /) i-j pl 1 1. The staff is treated unprofessionally. came in with a negative attitude about the school and Ms. Buchanan the staff. 'i \u0026lt; h I j (,\u0026lt; To 2. 3, Ms. Buchanan disregards the contract and encourages the staff to file grievances. Ms, Buchanan didn't show teachers the courtesy of calling them or letting them know their rooms were being moved. She told custodians to move their things before teachers knew where they were moved. a J 4. The principal does not bother to consult with teachers to get their cooperation before changing or doing anything. A 1 J f o I all cbs: 1A\u0026gt; A- N V 4A. r 5. The principal encourages absenteeism, by insisting that teachers take a day or half day off to take care of business that could be taken care of during our prep, and we could return to school without any interruption of the instructional day. the district, substitutes. This is a practice all over It also saves the district the cost of 6. Staff at Henderson are discriminated against. Since other schools faculties are permitted to leave the campus during their prep ppeerriioodd.. (teachers preparation will go undone, because we come early, stay late, work evening, nights and week ends to prepare for our iA i-v 111 f K'A C e i f 0 SEP-22-94 THU 12:48 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 because we come early, stay late, work vfill qo undone, because we come evening, nights and week ends to prepare for our students) Teachers do not abuse this prxvxlege. we ask to leave it is usually to do things relative to our class or school such as\npick up items for school clubs, assemblies, or pick us materials for class use. However, occasionally we need to go to When the doctor, bank, vote, or go or other emergencies. for parent conferences. Since our school is a late hard to get appointments after This is school it is sometimes ---- - banks close at 4:00 p.m. XXVII of the PM Agreement. 4:00 p.m. and many addressed in Article 7 . Principal makes unprofessional statement on intercom and walkie-talkie. EXAMPLES i Reauests to qo to doctor appointments denied, teachers to tZkeSalf-day rather tha. use a prop teacher had to go to the emergency room to why she hadn't called from the period. One and was questioned as emergency room. Principal stated that grievances welcome them. Conflicting rules for students. don't matter to her. for homework even though required to or work done when a No credit given give homework 4 days a week, substitute is there. Added recognition given to gang members, stage throwing gang signs. They were onSEP-22-94 THU 12:49 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 LR schools security head resigns I 7 / 'J Central High guard says hes fed up with lack of discipline 1 n f security at Little been threatened more than and his assistants send them Rock Central High resigned once already this year by teen- ' Friday morning, citing a lack of agers who received a slap on support from administration the wrist and were sent back to a,nd disrespect from students. Bennie Johnson, a security ______............... guard for eight years, said ho and that tiieyre cop killers. I handed his radio and identifi- back out. Theyre just slapping them on the hand. I clas.s, he said. \"They say Im like the police cation card to Central High said. Principal Rudolph Howard about 9:30 a.ni. 'I ( ir \"Mr. Howard has been real supportive, but he can't do it by himself. , , , -. , -, , - Theres just a lack of disci- take them seriously, Johnson pline\nI see Ilie same kids over and over again, cursing us out. . -, Im just fed up: after eight years many school-s throughout the I just got to go. The stoi7 is the same at . 'Y Psking our lives and Little Rock district, he said. Howard, the schools princi-  '\u0026gt;\u0026lt;iculous, Johnson \"The administration down pal, said he would not talk said. It s pretty bad for me to there needs to get a hold on this about Johnsons action until re- . resign a post at that school the quick or were going to lose our ceiving .1 written resignation \"'^y 1]'' se But I just schools, Johnson said. If some- Its not official yet\ncertain- can t deal with it anymore. thing doesn't happen, some kid ly people change their minds. I Student brawls are com- is going to get seriously hurt or have asked him to put it in writ- monplaee and students curse killed. ins. he said. Bobbv Jones, art- and intimidate school person- nei with virtual impunity,, are a few kids, 30 or 40.who are Us not official yet\ncertain-  , , ing, he said. Bobby Jones, act- At Central, he said, \"There ing director of district security, ) -r \n'*'-------''' -\n= =-C\"-kid\n, 3C cr 10,-..he ire said he had received no official 7,? u disruptive to the school. We word from Central High about the halls at school, and he has send them to Rudolphs office Johnsons resignation '   2 A x lo \u0026gt; Jv X 's ? I I. i \u0026gt; tJ J J 1 aj aJ , 5 !\u0026amp; t- ' VI i 'h ff' J Fl? S g J 71 liPi  ill ili Wp- ils -Ill'll hn O S, sss'.ssss? Si \u0026lt;n OJ)  01'^32 3 \u0026gt; 4\u0026gt; q g*^ flq O W) i. m o 38-Bl is o o CZ3 13 I\" I=3h7|!2j- :r t6 o 0) .si  - S.S tZJ Im S 4) J, !Z!  3 CZ3 II  \u0026lt; liitn ig|| Ilia 3 S 9 \" S .9 Ci 4! -. 1= s .D \" '    - 4\u0026gt;w5'--'5 'tiijlaS las's 2S.- \"low ill|l?h hili e^1^5|.S.S \"=23.^0^. ft -3-2 \"= Stfl  e   if 11 5 3 a'2 f/) 1) ill (Q V} o 'jiiBii tj4.jO C\u0026lt;'5ci \u0026lt; Q e _ ^e? s?  S  - 'o-SSS^S !'3 S -.n^ ='SS'SS!ft'i'3:2.S S \"c I** X-tx o  7^ J I v*^SEP-22-94 THU 12:47 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE: September 22, 1994 TO: Ms. Ann Brown O.D.M. FROM\nMs. Mildred Kraft NUMBER OF PAGES INCLUDING COVER SHEET 5Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 November 20, 1995 Mr. James Washington, Principal Henderson Junior High School 401 Barrow Road Little Rock, Arkansas 72205 Dear Mr. Washington: The Office of Desegregation Monitoring is preparing a monitoring report on the secondary schools in the Little Rock School District which have magnet programs: Central High School, Dunbar Junior High School, Henderson Junior High School, and McClellan High School. I am writing this letter to ask your assistance in gathering data and in establishing a schedule for monitoring visits. The report will be written in eleven sections: (1) enrollment and recruitment, (2) staffing, (3) themes, (4)curriculum and instruction, (5) discipline, suspensions, expulsions, (6) guidance and counseling, (7) student achievement, (8) parent and community involvement, (9) facilities, (10) transportation, and (11) finance and budget. To the extent it is practicable, the report will focus on the magnet program and its effects. We will gather much of the data from district files but will need your assistance in collecting information available at school. I will visit with you in person before the monitoring visit to discuss procedures and to establish a monitoring date. Please have these items available to us during the monitoring visit: 1. A copy of the master schedule 2. Class enrollments for courses identified as magnet offerings 3. Program and course descriptions for magnet offerings as available 4. Curriculum guides for magnet curriculum as available 5. Textbooks and manuals used in magnet courses 6. Descriptions of enhancements of the magnet program as available 6. Brochures and other printed material related to student recruitment and parent involvement 7. A building floor plan.We will also need your help arranging interviews with appropriate staff in these areas\n1. Guidance and counseling 2. Magnet curriculum 3. Recruitment 4. Parent and community involvement 5. Desegregative effects of the magnet program. The district staff have offered to assist with data collection regarding enrollment, discipline, achievement, transportation, and budget. I will call you soon for an appointment that will allow us to clarify issues related to this report and to establish a schedule of monitoring visits. Sincerely, Gene Associate MonitorOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 -(501)376.6200 Fax (501) 371-0100 MEMORANDUM Date: November 28, 1995 From: Gene Jones To: James Washington Subject: ODM Monitoring Visit This memorandum is to confirm Tuesday, December 12, 1995, as the date for the ODM monitoring visit to Henderson Junior High School. The ODM staff will arrive at 9 a.m. and remain until the relevant data for the magnet program has been compiled. We will come to your office for a brief conference with you or those you designate. Please be prepared at that time to direct us to those staff members with access to information necessary for monitoring the items on the monitoring guide as we discussed during our recent visit. Thank you for the hospitality and candor you have shown us during this process.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 December 12, 1995 Mr. James Washington, Principal Henderson Junior High School 401 Barrow Road Little Rock, Arkansas 72205 Dear Mr. Washington: The ODM monitoring team observed school processes at Henderson on Tuesday with the feeling that a good educational program is in the making. Beginning with your obvious concern for the school and continuing through our conversations with staff and parents, we received the message that Henderson Junior High can offer quality to its students. Thank you for sharing that message with us. We share your opinion that the program envisioned in the plan developed in 1992 has not yet been fully realized, but we also see that much work has been done in recent months toward establishing a school climate conducive to fulfilling that vision. ODM wishes you continued success in that work. The monitoring activities we are conducting now will culminate in a report to be completed in the spring of 1996.1 will contact you prior to the report's completion to offer you a chance to react to its content. Thank you for the hospitality extended to us on Tuesday. Sincerely, Gene Jones, Associate Monitor Little Rock School District Olfice of ocr 2d Becky Rather \u0026amp; Essie Middleton, Parent Recruiters h' - \u0026lt; Student Assignment Office J Dear Community Leader, The Little Rock School District realizes that the transition from Elementary to Junior High is a very confusing time for many of our parents. In an attempt to make this process easier for our parents, we are preparing for our first annual 6th to 7th grade transition meeting. The meeting is scheduled for Sunday, November 17, 1996, from 2:30 until 4:00 p.m. at Henderson Junior High School, 401 Barrow Road, Little Rock, .AR. Members of the Student Assignment Staff will present information as to how to take advantage of the choices available to parents when making the transition from Elementary to Junior High School This will mclude how to register for attendance zone and magnet schools, applying for desegregation and M to M transfers, and an overview of our safety and security polices and procedures. After the general meeting parents will have an opportunity to visit with personnel from each of our Junior High Schools to determine how they will create a learning environment thats tailored to their childs personality and talents. Open Houses wUl follow the transition meeting hegrrming Monday', November 18, 1996 at 10:00 am. and 1:30 p.m. We would like to request that you make your members or patrons aware of this special event and encourage them to call our oflBce for further information- We are enclosing a flyer that we hope you will post in a conspicuous location. Likewise, if you print a bulletin or newsletter, this information may be shared in written form. Thank you for your assistance and cooperation in this matter. It is extremely important that families are made aware of these and other services available to them through the Little Rock School District. Remember, our schools are what we make them. Sincerely, Becky Rather Parent Recruiter Essie NEddleton Parent Recruiter RECEP OCT 2 3 1996 ENCLOSURE Office of D9sesfeai.o Monitoring 501 Sherman Little Rock, ar 72202 (5ni)324.::7: F,\\x (5ni)32-i-::xi SPECIAL NOTICE TO PARENTS OF ALL 6TH GRADERS For information on the transition from Elementary to Junior High School... LRSD 6th to 7th Grade Transition Meeting Sunday, November 17, 1996, 2:30 - 4:00p.m. HENDERSON JUNIOR HIGH SCHOOL 401 Barrow Road, Little Rock, AR s. Learn the choices and opportunities available to your child in the LRSD Junior High Schools for the 1997-98 school year. FOR INFORMATION, CALL 501-324-2272 C : 03/23 9 11:35 301 324 2023 I.RST.' COMMCXICATT OBH 002/002 Little Rock School District Photo Opportunity May 2.3,1997 For information\nZeomec Herts, 324-2020 HendersoK Donating Ftiod to Dorcas House Henderson Health Science Magnet Junior High will donate barbecue ribs and chicken lunch meals to Dorcas Hoose, 823 S. .Park, today at noon. The donation, which will feed approximately 50 people, will help students recognhze the value in community involvement. Principal James Washington and several staff and students will make the presentation. 1, It 4 810 West Markham Street  Little Rock. Arkansas 72201  (501)324-2000 L. Henderson Junior High Health Sciences Magnet Plan New in 1992HENDERSON HEALTH SCIENCES MAGNET SCHOOL Pulaski County is served by two elementary science magnet schools (Carver and Washington), one junior high science magnet school (Mann), one senior high science magnet school (Parkview), and an additional elementary interdistrict school (Romine) with science as a major thrust of its' program. Students from the three elementary schools with a science emphasis who desire to enroll in Mann Magnet are not all successful due to the limited number of seats available at Mann. An additional junior high school with a science related specialty program will help serve students matriculating to the junior high level from these three elementary schools. The science program at Parkview has a health science emphasis. program helps professional prepare or technical health. Parview is a students major for in the an undergraduate areas Arkansas for Medical Sciences. The pre- of medicine and \"Partner in Education\" with the University of carried out between Parkview and UAMS. Many collaborative activities are focuses on the health sciences A junior high program that will not only create student interest in education in general but will also inform and prepare students to pursue health sciences as a program of study leading to a health sciences career. Locating the Health Sciences Program at Henderson Junior High is advantageous for several reasons. First, the health sciences program will strengthen and provide a focus for the instructional program at Henderson, students. helping the school retain and recruit Second, the location of Henderson on the 1-630 corridor provides close proximity of the health sciences program to health care institutions such as UAMS, Childrens Hospital, Baptist Medical Center, and St. Vincent's Infirmary. more of these institutions will be sought. Collaboration with one or close proximity to Romine and Parkview produces an Finally, Henderson's tt educational park\" setting that facilitates collaboration with the nearby health care institutions. The following description of the magnet program is in response to the ten items listed in the February 11 court order. Each item is underlined and followed with strategies requirements in the court order will be met. detailing how the The first requirement of the February 11 court order is to provide clearly stated program goals and objectives. including how the program supports the individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and interdistrict transfers. 1. The goals of the Henderson Junior High School Health Sciences Magnet are: 1Goal #1: The health sciences magnet program will strengthen and enrich the instructional program at Henderson. Objective 1.1 Increase the number of course offerings by offering a minimum of three health science courses. Objective 1.2 Enrich the science program by providing an intensive health science program that includes laboratory activities, field trips, guest speakers and a health sciences fair. Objective 1.3 Integrate activities related to health sciences into other subject areas such as language arts, social studies, and physical education. Goal #2: The health sciences magnet program will increase student understanding of concepts and skills from the health sciences. Objective 2.1 Develop an understanding of content from a wide range of health sciences. Objective 2.2 Provide It hands-on tt skills related to the health sciences. activities that will develop Objective 2.3 Implement enrichment activities that provide information about the various health sciences. Goal #3: The health science magnet program will increase student awareness of careers in the health sciences. Objective 3.1 Conduct a health sciences fair that includes exhibits on a wide range of health sciences careers. Objective 3.2 Focus on health sciences careers through field trips and guest speakers. Goal #4: The health sciences magnet program will provide a focus for the school which will help retain and recruit white students. Objective 4.1 Increase the percentage of white students at Henderson by adding a theme that provides an identity and rallying point for the school. Objective 4.2 Develop a more positive school climate at Henderson by providing an instructional focus that will be relevant and interesting to parents, teachers, and students. Goal #5: The science program will be strengthened at Henderson Health Sciences Magnet School. Objective 5.1 Equip science rooms at Henderson with lab 2tables and laboratory equipment. Objective 5.2 science program. Include more laboratory work in the regular In regard to Goal #4, Henderson's white enrollment experienced a significant decrease during each year of the five-year period from 1987-88 to 1991-92. The greatest decrease occurred from the 1990-91 school year to the 1991-92 school year. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 19% 20% 18% 36% These data clearly show the necessity for some type of intervention to reverse the steady decline in Henderson's white enrollment. The health sciences magnet program will be used as a strategy to help the District meet the goal of having all junior high schools in compliance with court-approved desegregation requirements. At present, Henderson is the only junior high school in the Little Rock School District which is not in compliance with court-approved desegregation requirements. Approximately 131 seats are currently vacant at Henderson. On the districtwide level, currently available. approximately 270 junior high seats are on the junior high level are at Henderson. As a result, almost half of the vacant seats The attendance zone projections for Henderson from the current school year to students. 1995-96 indicate decline in the number of a 1991-92 1992-93 1993-94 1994-95 1995-96 918 900 934 899 883 Based on these tentative projections. it seems likely that Henderson may have even more vacant seats in the years to come. If this trend occurs, desegregate Henderson. it will enhance the District's ability to Efforts will be made to retain and/or recruit the white students who currently reside in Henderson's attendance zone, recruit private school students throughout the district, and recruit M-M students from the western sector of the Pulaski County Special School District. The availability of 131 seats at Henderson will provide ample space for the recruitment of these target groups.  3The second requirement of the February 11 court order is to provide a comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. Program Components 1.) Health Science Courses Note: a) b) c) d) e) f) II tl It It It It Health Sciences in Today's World - An Introduction Health Sciences in the Universe It Health Sciences in the Physical World Health Sciences Seminar Technical Writing\" Medical Illustration II It The objectives listed in the course content guide for each of the courses listed are subject to change when curriculum work is done this summer. A seven period day will be established to accommodate the health sciences courses. The following pages provide the scope and sequence of topics in the health sciences courses and the objectives for each health sciences course. 4Scope and Sequence of Topics in Health Sciences Courses Grade Seven Grade Eight Grade Nine Careers-Overview Nervous System Microbiology Nutrition and Dental Health Muscles/Bones Communicable Diseases Digestive System Circulatory System Endocrine System/ Biochemistry Consumer Health Respiratoiry System Immune System Personal Health (includes decision making, stress management, safety) Physical Fitness/ Sports Medicine/ First Aid/Accident Prevention/CPR) Forensic Medicine Reproduction/ Reproductive Health/ Growth and Development Introduction to the Microscopic World Environmental Health Ecosystems Endangered Species Forms of Pollution Acid Rain Greenhouse effect Genetics Technology in Medicine (Genetic Eng.) Drug Education History of Medicine (herbs, home remedies, health of ancient humans, advances through the years) Technology in Medicine (Transplants,etc.) Health Occupations (related to Sth grade content) Environmental Health (Toxic Chemicals, Waste Chemicals) Health Occupations (realted to 9th grade content) 5HEALTH SCIENCES IN TODAY'S WORLD Seventh Grade BASIC INFORMATION/SKILLS Basic Skills 1.1 Identify basic medical instruments. 1.2 Define basic medical terms. 1.3 Identify common laboratory glassware. 1.4 Use scientific instruments to record data in the form of graphs, etc. 1.5 Measure and record oral temperature, pulse rate, breathing rate, and blood pressure. CAREERS-OVE RVIEW Basic Skills 2.1 Name specialty fields in which we find physicians. 2.2 List places that nurses work other than the hospital. 2.3 Name health professionals that work in places other than in hospitals and explain their jobs. 2.4 Explore the training requirements for health sciences occupations. 2.5 Name major health career fields pertaining to systems being studied. 2.6 Give an example of an occupation related with major health career field. 2.7 Name two kinds of mental health professionals and explain their occupation. 2.8 List two health professions that are perceived to be male or female and why. 2.9 Participate in the Health Sciences Fair. Developmental Skills 2.25 Visit and report on local health care delivery system. 6NUTRITION AND DENTAL HEALTH Basic Skills 3.1 Describe how plaque accumulates on teeth. 3.2 Check effectiveness of brushing and flossing techniques. 3.3 List diseases of the teeth and gums. 3.4 Describes causes of tooth decay and tooth loss. 3.5 Evaluate the nutrients in fast foods. 3.6 Name the six major groups of nutrients and identify food sources. 3.7 Name and discuss five important factors in food handling. 3.8 Understand the physical and psychological effects of bulemia and anorexia nervosa. Developmental Skills 3.25 Describe the functions of each nutrient. 3.26 Evaluate a food label in terms of nutrient information based on serving size and additives. 3.27 Identify common food additives and their uses. DIGESTIVE SYSTEM Basic Skills 4.1 Identify the parts and functions of the human digestive system. 4.2 Demonstrate peristalsis. 4.3 Describe common ailments of the digestive system. 4.4 Tell what happens to different food materials in the digestive system. 4.5 Test the effects of salivary amylase on starch. Developmental Skills 4.25 Describe how hormones regulate the flow of digestive juices. 7CONSUMER HEALTH 5.1 Tell how what you see can influence your opinion of a particular product. 5.2 Explain how words and music can create moods and images about a particular product. 5.3 Tell where to get factual informatin about products. 5.4 Use product labels to compare different brands of food. 5.5 Calculate unit prices of consumer products. 5.6 Describe what mistakes are made in poor experiments reported in advertising. Developmental Skills 5.25 Plan an experiment to test consumer preferences for edible products. 5.26 Design an ad that influences others to buy your product. PERSONAL HEALTH DECISIONS 6.1 Explain the benefits of a positive self-concept. 6.2 Explain how to make responsible decisions. 6.3 Identify the advantages of handling personal problems one step at a time. 6.4 Identify three basic emotional needs of every human being. 6.5 Identify what stress is and name ways of managing stress. 6.6 Explain the differences between negative and positive peer pressure. 6.7 List strategies for dealing with negative peer pressure. 6.8 Understand why attitudes towards safety are important. 6.9 List three factors which are important for personal safety. REPRODUCTION 7.1 Describe the location and function of the organs of female reproductive system. 7.2 Describe the location and function of the organs of the male 87.3 7.4 7.5 7.6 7.7 7.8 reproductive system. Trace the path of a sperm from its origin to the fertilization of an egg. Trace the path of an egg from its origin to the organ where it is fertilized. Describe the main events in the development of a human embryo and fetus. Describe the location and function of the organs where the embryo develops and grows. Describe the changes in the ovaries and uterus during the menstrual cycle. Describe the steps in pregnancy and the birth of a baby. Developmental Skills 7.25 Describe the steps in the development of the egg and the sperm. 7.26 Describe the production of estrogen and testosterone and related changes. INTRODUCTION TO MICROSCOPE WORLD Basic Skills 8.1 Identify parts of a microscope. 8.2 Prepare a It wet mount tl slide. 8.3 Use a microscope to observe a variety of living and prepared specimen. 8.4 Identify and describe cell structures. 8.5 Discuss the habitat and environmental conditions required by common microscopic organisms. Developmental Skills 8.25 Culture a microscopic organism. 8.26 Research and report on a microbe. 8.27 Construct a 3-dimensional model of a microbe. 8.28 Investigate factors that influence the growth of a 9microscopic organism. DRUG EDUCATION Basic Skills 9.1 Describe the effects that drugs and alcohol have on the brain. 9.2 Describe some of the uses and misuses of over-the-counter drugs and prescibed medicines. 9.3 Describe the ways in which drugs can harm the body. 9.4 Describe the health risks related to the use of drugs. HISTORY OF MEDICINE Basic Skills 10.1 Research developments in medical science from ancient times to present. 10.2 List herbs, potions, and home remedies that have been used over the years. Developmental Skills 10.25 Compare and contrast the health of ancient man to modern man. 10HEALTH SCIENCES IN THE UNIVERSE Eighth Grade BASIC INFORMATION AND SKILLS Basic Skills 1.1 Identify basic medical instruments. 1.2 Define basic medical terms. 1.3 Recognize basic medical abbreviations. 1.4 Define prefixes, suffixes, and word roots pertinent to medical terminology. 1.5 Describe, and demonstrate selected aseptic techniques in medicine. Developmental Skills 1.25 Spell and pronounce medical terms correctly. NERVOUS SYSTEM Basic Skills 2.1 Identify the major parts of the human nervous system. 2.2 Identify three types of nerves, and describe what they do. 2.3 Describe where sensory nerve endings are found and what they do. 2.4 Outline the path of nerve message from the skin to the brain. 2.5 Trace the paths of motor nerve messages from the brain to voluntary muscles. 2.6 Identify parts of the eye and tell what each part does. 2.7 Describe the iris reflex in terms of feedback. 2.8 Describe common diseases of the nervous system and their treatment. 2.9 Identify common examples of external and muscle-stretch reflex acts. 2.10 Describe the role that the brain plays in the autonomic 11nervous system. 2.11 Identify the main parts of the ear and describe the role of each part. 2.12 Describe how the senses of taste and smell work. Development Skills 2.25 Describe the roles of the cerebrum and cerebellum in sending motor nerve messages. 2.26 Explain how the brain controls the movement of the body parts. 2.27 Trace the nerve message pathway for muscle-stretch reflexes. 2.28 Trace the pathway of a nerve message through the autonomic nervous system. 2.29 Identify four main features of a neuron, and tell what each feature does. 2.30 Describe and compare the nervous systems of insects and other organisms. MUSCLES/BONES Basic Skills 3.1 Describe the primary functions of the skeletal system. 3.2 Give everyday analogies to the different types of joints. 3.3 Identify the major bones of the skeletal system. 3.4 Observe bone structure with the microscope. 3.5 Discuss the function of ligaments. 3.6 List and discuss the function of the three major kinds of muscles. 3.7 Differentiate between voluntary and involuntary muscles. 3.8 Discuss the function of tendons. 3.9 List common diseases and problems associated with the skeletal system. 3.10 List common diseases and problems associated with the muscular system. 12Developmental Skills 3.25 Describe the process of bone formation. 3.26 Dissect a chicken wing to relate bone-muscle function. 3.27 Describe the process of muscle contraction. CIRCULATORY SYSTEM Basic Skills 4.1 Name factors that may increase one's risk of having a heart attack. 4.2 Describe the functions of the red blood cells, white blood cells, plasma, and platelets. 4.3 Describe what happens in the body during a heart attack and stroke. 4.4 Name the symptoms of a heart attack or stroke. 4.5 Measure pulse rate. 4.6 Identify the normal pulse rates for children, teenagers, and adults. 4.6 Measure blood pressure. 4.7 Compare the blood pressure for persons of different ages. 4.8 Describe diseases of the circulatory system. 4.9 Identify the usual medical treatment of diseases of the circulatory system. 4.10 Label the parts of the heart and describe their functions. 4.11 Identify the parts and functions of the organs of the respiratory system. 4.12 Dissect sheep's heart to observe organization of a 4-chambered heart. Developmental Skills 4.25 Describe the functions of arteries, veins, and capillaries. 4.26 Observe and describe the structure of arteries, veins, and capillaries using the microscope and a prepared slide. 134.27 Describe first aid for a heart attack or stroke. 4.28 Define diastolic and systolic pressure and describe their causes. 4.29 Describe the process importance. of blood clotting and explain its RESPIRATORY SYSTEM Basic Skills 5.1 Trace the path of air from the nostrils to the alveoli. 5.2 Describe how air is cleaned and warmed in the breathing system. 5.3 Explain what causes air to enter and leave the lungs. 5.4 Measure lung capacity. 5.5 Compare lung capacity to body weight and active or sedentary life styles. 5.6 Describe common ailments of the respiratory system and their treatment. 5.7 Describe bodily signs which indicate a need for oxygen. 5.8 Dissect pig's lungs to observe the basic parts of the respiratory system. Developmental Skills 5.25 Define cellular respiration. 5.26 Explain how the breathing rate and feedback system is involuntary. 5.27 Describe how oxygen moves into the cells and carbon dioxide moves out. PHYSICAL FITNESS Basic Skills 6.1 Describe the field of Sports Medicine. 6.2 List activities and procedures Sports Medicine professionals would conduct. 6.3 Explain the effect that rest and exercise have on pulse rate 146.4 6.5 6.6 6.7 6.8 6.9 and blood pressure. List ways to improve cardiorespiratory fitness. Determine personal heart rate and identify ways to improve fitness. Experience and differentiate between aerobic and anaerobic activities. Design a short-term personal fitness plan. Describe appropriate first aid procedures for selected emergencies. List 10 ways to prevent accidents at home, school, and in recreational situations. 6.10 State 5 signs of a choking victim. 6.11 Explain and demonstrate the Heimlich manuever. 6.12 Measure and record oral temperature, pulse and breathing rate, and blood pressure. Developmental Skills 6.25 Perform cardiopulmonary resuscitation. (CPR) 6.26 Develop a long-term personal fitness plan. ENVIRONMENTAL HEALTH Basic Skills 7.1 Know the terms: environment, ecosystem, and pollution. 7.2 Understand man's influence on pollution by overcrowding. 7.3 Describe the causes and effects of air pollution. 7.4 List the four main causes of polluted water. 7.5 Describe the effects of water pollution on the ecosystem. 7.6 List five ways to be safe with household and garden chemicals. 7.7 Know how noise is measured. 7.8 Know the safe decibel range for human hearing. 7.9 Describe four methods of solid waste disposal. 157.10 Recognize that all chemical substances cause a change in one's body. 7.11 Describe the causes and possible consequences of the greenhouse effect. Developmental Skills 7.25 List the causes and effects of acid rain. 7.26 Describe the destruction of the ozone layer by chlorofluorocarbons. TECHNOLOGY IN MEDICINE Basic Skills 8.1 Discuss technological advances in medicine that affect the longivity and quality of life. HEALTH OCCUPATIONS Basic Skills 9.1 Name speciality fields in which we find physicians. 9.2 List places that nurses work other than the hospital. 9.3 Name health professionals found in a hospital setting and explain their function. 9.4 Explore health careers through specific laboratory activities. 9.5 Name major health career fields pertaining to systems being studies. 9.6 Participate in a Health Sciences Fair. Developmental Skills 9.25 State three things an EMT/paramedic might do on an emergency call. 9.26 Explore the training requirements for health sciences occupations. 9.27 Visit and report on local health care delivery systems. 16HEALTH SCIENCES IN THE PHYSICAL WORLD Ninth Grade BASIC INFORMATION/SKILLS Basic Skills 1.1 Identify basic medical instruments. 1.2 Define basic medical terms. 1.3 Identify anatomical positions, planes, (anterior, posterior, dorsal, ventral, transverse, frontal, proximal, distal. and directions lateral, medial superior, inferior). MICROBIOLOGY Basic Skills 2.1 Classify microorganisms. 2.2 Use aspetic techniques to culture microorganisms. 2.3 Stain microbes and observe with microscope. 2.4 Identify normal flora of humans. 2.5 Describe methods of controlling microbial growth. 2.6 List the methods of entry of bacteria in the human body. COMMUNICABLE DISEASES Basic Skills 3.1 Describe epidemiology and transmission of diseases. 3.2 Discuss methods of preventing the spread of communicable diseases. 3.3 Describe the body's defenses against disease. ENDOCRINE SYSTEM AND BIOCHEMISTRY Basic Skills 4.1 Describe the function of the endocrine system. 4.2 Describe natural phenomena that demonstrate periodicity (rhythms). 174.3 Collect personal physiological data to illustrate circadian rhythms. 4.4 Identify and discuss the 4 major groups of biological chemicals. 4.5 Describe what a catalyst is and what it does in a chemical reaction. 4.6 Test the effects of temperature, pH, and concentration on invertase. 4.8 Test common food materials for protein, glucose, lipid, and starch. Developmental Skills 4.25 Describe the process by which proteins are assembled in cells. IMMUNE SYSTEM Basic Skills 5.1 Describe the actions of the human immune system. 5.2 List the defense systems the body has to prevent microbes from entering. 5.3 Differentiate between acquired immunity and natural immunity. 5.4 Describe Acquired Immune Deficiency Syndrome. (AIDS) 5.5 Describe the problems the immune system causes with organ transplants and how these problems are overcome. FORENSIC MEDICINE Basic Skills 6.1 Describe tools and procedures used in forensic medicine. 6.2 Use chromotography to analyze a specimen. 6.3 Test common white powders to determine their identify. GENETICS Basic Skills 7.1 Identify Mendel's contributions to the field of genetics. 187.2 Describe the difference between a pure strain plant and a hybrid plant. 7.3 Identify dominant and recessive traits. 7.4 Explain how parents pass genes on to their offspring. 7.5 Identify two kinds of body cells in which mutations can be passed. 7.6 Name and describe the structure of the chemical molecule that makes up genes. Developmental Skills 7.25 Describe how selective breeding, inbreeding, and cross breeding are done. 7.26 Describe how DNA produces differences between species and individuals. 7.27 Describe how DNA duplicates itself. 7.28 Draw a family tree for a particular genetic trait found in your family. TECHNOLOGY IN MEDICINE Basic Skills 8.1 Discuss the technological advances in medicine and the effects on longivity and quality of life. Developmental Skills 8.25 Discuss the advances in genetic engineering and future implication these new techniques could have on society. PHYSICAL FITNESS Basic Skills 9.1 Identify and experience activities that enhance muscular endurance and strength. 9.2 Explain importance of flexibility and practice appropriate activities. 9.3 Describe the relationship of body fat to lean body mass. 9.4 Identify how body fat is measured. 199.5 9.6 Practice the skill of using skin-fold calipers. Recognize that decreasing calories and increasing exercise is the way to lose weight. Developmental Skills 9.25 Perform fitness maintain satisfactory scores. test and implement ways to improve and 9.26 Describe how to increase muscular size without the effects of steroids. 9.27 Adopt behaviors that promote total physical fitness. ENVIRONMENTAL HEALTH Basic Skills 10.1 Discuss the causes of chemical pollution. 10.2 Discuss three ways to lessen the problem of solid waste disposal. 10.3 State two reasons why solid waste disposal is such a major concern. 10.4 Discuss problems associated with the storage and disposal of toxic and chemical waste. Developmental Skills 10.25 List toxic chemicals and describe their effects on life forms. HEALTH OCCUPATIONS Basic Skills 11.1 Name major health career fields pertaining to systems being studied. 11.2 Give an example of an occupation related with major health career field. 11.3 Name specialty fields in which we find physicians. 11.4 List places that nurses work other than at hospitals. 11.5 Name health professionals outside a hospital setting and explain their job responsibilities. 2011.6 Explore the health careers through specific laboratory activities. 11.7 Explore training requirements for health sciences occupations. 11.8 Participate in a Health Sciences Fair. Developmental Skills 11.25 Visit and report on local health care delivery system. 11.26 Research and report on one health sciences speciality field. 21HEALTH SCIENCES SEMINAR Seventh, Eighth, Ninth Grade GT/Enriched Full Year Basic Skills 1.1 Compile and report on news releases related to the health sciences from news reports, newspapers, and news magazines. 1.2 Research a health sciences topic, develop a report, and present the report to the class orally. 1.3 Investigate a problem related the health sciences and present this information at the Health Fair. 1.4 Debate, in groups, a science and society issue related to health. 1.5 Contact a volunteer health agency, find out about their materials and programs and present these findings to the class. 1.6 Volunteer in the community in the area of health sciences. 1.7 Shadow a health sciences professional and report to the class. Developmental Skills 1.25 Contact and arrange to have a health sciences professional speak to the class. 1.26 Present a skit depicting a major advance in the history of medicine. 1.27 Contribute, proper nutrition. to a class cookbook, recipes which illustrate 1.28 Plan, with the help of teacher, a substance abuse awareness week. 1.29 Investigate a career in health sciences, identify cost, advantages and disadvantages of this career. 1.30 Plan, with the help of the teachers, an environmental project for the school. 22TECHNICAL WRITING Ninth Grade Semester Basic Skills 1.1 Define technical writing and its various elements and forms. 1.2 Understand the need for and the importance of good, effective writing skills in technological fields. 1.3 Discover that effective writing is a skill that can be learned. 1.4 Recognize that all writing, including technical writing, is a process. 1.5 Master each of the stages of the writing process. 1.6 Discover the need for accurate, precise information in problem solving. 1.7 Become actively involved in the steps of problem solving. 1.8 Develop an organizational plan which most effectively presents statistical data. 1.9 Complete an initial draft of a technical report. 1.10 Understand that content revision and editing are two separate stages in the writing process. 1.11 Recognize and revise a technical report. 1.12 Edit a technical report. 1.13 Conduct an investigation that involves collection of data. 1.14 Write concise, effective technical reports. Developmental Skills 1.25 Critique the technical reports of other students. 1.26 Present a technical report orally to the class. 1.27 Evaluate technical reports written in magazines or journals. 23MEDICAL ILLUSTRATION Ninth Grade Semester Basic SkiJ.ls 1.1 Understand concepts of radial symmetry, bilateral symmetry, and asymmetry in relation to anatomy and cytology. 1.2 Identify the fundamental planes of reference and terms of direction related to anatomy. 1.3 Draw cytologic and anatomical cross section. 1.4 Identify and describe the levels of structural organization in living things. 1.5 Enlarge or II blow-up II slides or photographs. details of cytological and anatomical 1.6 Understand prodecures of microscopy. 1.7 Apply microscopical skills to estimate the size of objects under the microscope. 1.8 Give perspective to 2-dimensional photographs, slides or drawing. 1.9 Apply principles of alignment to drawings of the human body and its structures. 2.0 Use 35mm photography, microscopy, and videography in medical illustrations. 2.1 Locate and name the structures in the body systems and plant and animal cells. 2.2 Investigate and model the relationship of function in body structures. structure to Developmental Skills 1.25 Research a particular body structure and complete a series of illustrations of different parts of the structure shown in different magnifications. 242.) Science Laboratories Existing science rooms at Henderson will be equipped as laboratories. The laboratory equipment and furniture will enable students to better conduct hands-on\" science 3.) 4.) science include nucleus tl curriculum guide investigations. The revised hands-on of It the for grades 7-9 will activities that will form the laboratory science program. Teachers will select additional investigations to strengthen the science program. Major furniture and equipment which will be purchased for Henderson are lab tables for all seven (7) science rooms, microscopes, computers, video microscopy system, mobile grow carts, human skeleton. and incubator. Additional materials and supplies will support the approach. Field Trips/Guest Speakers The health sciences specialist will science hands-on\" coordinate field trips and guest speakers to correlate with the content at each grade level. Field trips to health care providers (hospitals, doctors' offices, health sciences educational institutions) and guest speakers from the same can add career perspective to the curriculum. a personal and Health Fair The health sciences specialist will coordinate the planning and implementation of a Health care providers, fitness health clubs, fair. and educational institutions will be invited to set up and man booths that contain information and n hands-on II Students will present activities related to health sciences. II science-fair\" type research projects on some topic from the health sciences. The third requirement of the February 11 court order is to describe the selection criteria for participating students, teachers, and other staff. In regard to student selection, all attendance zone students interested in participating in the health sciences program must submit a magnet application. The magnet application will be used as means of identifying attendance zone students who also wish to participate in the magnet program. Students who live outside of Henderson's attendance zone must complete Optional Enrollment Request Form. an selection applicants. process will be used If necessary. a random for non-attendance zone Interdistrict students will be required to complete an M-M application and an Optional Enrollment Request 25The Form. All applications will be considered on the basis of desegregation requirements, select students. No other criteria will be used to A special meeting will be held during the second semester of each year to familiarize new students, graders, and existing students with the health incoming seventh sciences program. each year. Applications will be processed during the spring of The spring application period will give the building staff adequate time to identify needs and prepare class schedules for the upcoming year. The Little Rock School District Student Assignment Office will be responsible for assigning students to the health sciences program. It is extremely important that all staff members are fully aware of and committed to the goals. requirements of the magnet program. objectives, and To ensure that the expectations are clearly understood, each staff member will meet individually with the building principal to discuss his/her commitment to the magnet program. Each staff member will be allowed to transfer to another school if he/she is not committed to the goals, objectives, and requirements of the magnet program. All transfers will be in accordance with the Professional Negotiations Agreement, place prior to April 23, 1992. These meetings will take As vacancies occur in the future, the interview process will be used to ascertain each candidate's commitment to the goals. objectives, and requirements of the magnet program. process will apply to all certified positions. racial balance requirements. The health non-certified as well as This all Efforts will be made to ensure that the of the staff sciences complies program will have with desegregation a health sciences specialist who will coordinate the program and have part-time teaching responsibilities (one or two periods per day) . addition. In science teachers will be utilized to teach the health sciences curriculum for grades 7,8, and 9. To ensure program success, a job description has been developed for the positions of health sciences specialist and health sciences teacher (Appendix A) . Applicants will be interviewed by a committee composed of the principal, supervisor of science, other central office administrators, teachers at Henderson, parents, community. and representatives from the health sciences The health sciences personnel will be hired in - time for staff development and curriculum development during June-July, 1992. fourth requirement of the February 11 court order is to identify the number of students targeted for participation by grade level and the name and/or title and role of teachers and other 26staff who will be involved in (a) planning, (b) delivering, and (c) supervising the program.  One health sciences course per grade level will be required at grades 7-9. Today's World At the seventh grade level, \"Health Sciences in II will be offered. \"Health Sciences in the Universe II At the eight grade level, will be offered. Ninth grade students will be able to take tl Health Sciences in the Physical World. It The elective courses are It Health Sciences Seminar (GT/Enriched), Illustration\". II II Technical Writing, It and II Medical During the 1992-93 school year, at least two sections of the Health Sciences series (Today's World, Universe, and Physical World) will be offered at each grade level. This will allow at least 50 students at each grade level to participate in the Health Sciences program. Course demand will be carefully monitored for the sake of adjusting the number of sections offered in the future. The name and/or title of teachers and other staff who will be involved in program activities are as follows: 1. Planning the program Supervisor of Science - overall coordination of program planning. a. b. Planning/Advisory Committee -(principal, five teachers. Coordinator of Health, parents, and representatives from the health sciences community) The committee planned courses and programs to be offered\nidentified equipment and supplies needed to implement the program\nand will explain program to parents and interested students. c. Health Sciences Specialist and Health Sciences Teachers - will develop strategies and activities to support the curriculum. 2. Delivering the program a. Health Science Specialist - will coordinate the delivery of the overall program and will be specificially responsible for special activities such as guest speakers, field trips, and the health fair\nwill teach one or two classes per day. b. Health Science Teachers -will teach a health sciences magnet course in addition to his/her science assignment. c. regular All teachers - will correlate, when feasible. curriculum activities to the health 273. sciences program. d. Health Science Community will be asked to support the program through field trips, guest speakers, and health fair exhibits. Supervising the Program a. Principal and Health Science Specialist - daily supervision of program\nwill monitor program on daily basis to make sure that program goals and objective are being met. b. Supervisor of Science - overall supervision of program\nwill monitor program on a regular basis to make sure program goals are being met. The fifth requirement of the February 11 court order is to address program implementation and intermediary \"critical events. tl completion timelines, including Program Timelines Program Activity Completion Date Identify personnel with planning responsibilities November 20, 1991 Form a planning committee November 25, 1991 Identify courses and program components December 4, 1991 Develop Course Content Guides for curriculum March 2, 1992 Develop Job Descriptions for Health Sciences Staff March 2, 1992 Announce Health Sciences Job positions March 20, 1992 Develop and Distribute Informational Brochure May 1, 1992 Develop and advertise bids for equipment and furniture March 20, 1992 Interview candidates for health sciences coordinator and April 10, 1992 28teacher positions Hire individuals for the health sciences positions April 23, 1992 Hold pre-summer curriculum planning meeting May 15, 1992 Award bids to vendors for equipment and furniture May 15, 1992 First student registration period May 15, 1992 Second student registration period June 1, 1992- August 31, 1992 Revise budget July 1, 1992 Issue purchase orders for equipment and furniture July 1, 1992 Identify and order needed materials, supplies, textbooks, and resource books. July 1, 1992 Develop activities and strateties to support curriculum objectives (during summer) July 17, 1992 Collaborate with health care institutions July 17, 1992 Training for health sciences specialist and health sciences teachers August 1, 1992 Issue contract and add electrical outlets to science rooms August 1, 1992 Plan/hold student and parent orientation August 7, 1992 Open School August 31, 1992 The sixth requirement of the February 11 court is the identification of all necessary resources, including equipment. materials, and personnel. and anticipated complete budget projection by year. with cost, both including start-up I L_a and maintenance costs, and identification of those costs to be debited to a \"desegregation budget. tl 29Science Laboratories Existing science rooms at Henderson will be equipped as laboratories. enable students The laboratory equipment and furniture will to better conduct II hands-on II science investigations. grades 7-9 will include The revised science curriculum guide for \"hands-on It activities that will form the nucleus of the laboratory science program. Teachers will select additional investigations to strengthen the science program. Major furniture and equipment which will be purchased for Henderson are lab tables for all seven (7) science rooms, microscopes, computers, video microscopy system, mobile grow carts, human skeleton, and incubator. materials and supplies will support the II Additional science hands-on\" approach. PROJECTED BUDGET FOR HENDERSON HEALTH SCIENCES MAGNET SCHOOL Startup Furniture Equip all 7 science rooms with lab tables and chairs 98 tables @ $275= 200 chairs @ $10.62 = $26,950.00 2,124.00 Folding Tables (For projects, aquaria, etc.) 21 e $62.00 1,302.00 File Cabinets (1 per room + coordinator) 8 @ $132.00 = 1,056.00 Mobile Microscope Cabinet 665.00 $32,097.00 Facilities Add electrical outlets to 3 rooms @ $400 per room = $1,200.00 Supplies ETR and Assoicates or other Modules 12 Health Activities Project Supply Kits 3 Aquaria (30 gallon) @ $200.00 ea 3 Large animal cages @ $114.00 ea 3 Vivariums @ $97.20 3 Small Hamster Cages @ $ 108.10 Dissection Specimen Prepared Microscope Slides Glassware Chemicals Miscellaneous Supplies $2,700.00 3,560.00 600.00 342.00 291.00 324.30 295.00 750.00 500.00 500.00 2,000.00 $11,863.00 30A/V and Computer Equipment and Materials IBM Computer System 7 0 $1,200.00 $8,400.00 Camcorder Laser Disc Player TV Monitor A/V Carts 1 @ $1,000.00 1 e $ 2 0$ 2 0$ 800.00 400.00 150.00 Video Microscopy System 1 @ $1,895.00 Health Science Video Discs $6,500.00 1,000.00 800.00 800.00 300.00 1,895.00 6,500.00 $11,295.00 Science Equipment Microscope 20 @ $175.00 Binocular Medical Grade Microscopes 2 0 $1,000.00 $3,500.00 Microprojector Mobile Grow Carts Incubator/Oven Human Skeleton 1 0 4 0 1 0 1 0 500.00 535.00 419.00 750.00 Set of 4 Functional Joints 1 6 $299.95 Heart Model 1 e (2 times normal size) $272.00 $ 2,000.00 500.00 2,140.00 419.00 750.00 299.95 272.00 Cram Thin Man Body Systems Chart 1 e 1 e $315.00 $300.00 Automatic Egg Incubator 1 0 $231.00 Miscellaneous Equipment 315.00 300.00 231.00 2,000.00 $12,726.95 Textbook and Supplementary Books Encyclopedia of Psychoactive Drugs Medical Dictionaries Van Nostrand's Scientific Encyclopedia Class-sets of Health-type textbooks 3 X 30 0 25.00 Supplementary Library Books $ 448.75 100.00 214.50 Staff Training Curriculum training 6 weeks this summer for curriculum development 5 X 30 days X $97.50 Computer Simulation Mini-course 2,250.00 2,000.00 $5,013.25 $14,602.50 5 @ $15.00 $75.00 75.00 Pay tuition and expenses to attend UCA THTM teacher training 5 X $300.00 All teachers return to school 1 day early 70 teachers X $97.35 1,500.00 6,814.50 $22,992.00 31Transportation for Field Trips Bus trips 12 X 100.00 $1,200.00 Publicity $6,000.00 Personnel $318,000.00* $419,987.20 Note: Approximately $20,000 of Staff Training will be paid from a grant. All other costs will be debited to the desegregation budget. *(This amount may change depending on scheduling needs.) Maintenance Cost During subsequent years, the following funds will be needed to maintain the program (exclusive of personnel): Supplies Equipment Transportation Textbook and supplemental books $6,000.00 2,000.00 1,200.00 1,000.00 $10,200.00 The seventh requirement of the February 11 court order is the itemization of any necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainer. Teacher Training 1. Subject: Date: Health Activities Project (HAP) Course 8 hours training 2 days to be determined, June, 1992 Participant Group: Health Science Specialist Health Sciences Teachers 2. Provider: UALR, Dr. Mel Fuller Subject: Date: Technical Writing 1 Day in July Participant Group: Technical Writing Teacher Health Sciences Specialist Health Sciences Teachers Provider: Beth Greenway, Parkview High School 323. Subject: Date: Overview of Health Sciences Program Participant: 1 Day in August prior to pre-school week Henderson Certified Staff 4 . 5 . 6. Provider: Subject: Date: Health Sciences Specialist, Health Sciences Teachers, Principal, Supervisor of Science. Teenage Health Teaching Modules (THTM) Summer of 1992 Participant Group: Providers: Subject: Date: Health Sciences Specialist Health Sciences Teachers UCA, Dr. Arvil Burk Partners in Science Various Short Courses are Offered: (July 7,8,9,14,15,16/1992) Heart AIDS Adolescent Sexuality and Reproduction Eye Placenta and Early Embryology Cell Division and Cancer Chemotherapy (July 21-23, 1992) Stimulating Science Interest Through Computer Simulations (Three day Short Course) Summer, 1992 Participant Group: Health Sciences Specialist Health Sciences Teachers Provider: UAMS, Dr. Robert Burns (Note - Staff will pick and choose various short courses.) Subject: Date: Varied Topics Related to Health Sciences (Short Seminars) Ongoing Partcipant Group: Selected Faculty and Staff based on observed need Provider: Health Sciences Professional from Collaborating Institution (Note - short, special interest topics will be presented at Advisory Committee meetings after school) The eighth requirement of the February 11 court order is to provide formative and summative evaluation criteria and timelines. Evaluation Criteria Formative 1. I Objectives will be entered into the Abacus system. Teacher made test items will be developed and correlated with objectives during 1992-93. A record of student mastery of objectives will be maintained by Abacus. (Note - this process will be used on a 332. 3. preliminary basis during 1992-93, but will be developed and fully implemented during 1993-94.) Feedback from tests will be used to modify/adjust the appropriate program component. Formative evaluation of the program will be accomplished through monitoring by the principal. supervisor coordinator. of science, and the health sciences Program monitoring by the LRSD Planning, Research, and Evaluation Department will include health sciences components and will be expanded from twice a year to quarterly visits during the first year of implementation. After.that, the monitoring by the Planning, Research, and Evaluation Department will revert back to the regular monitoring schedule. Use of Formative Evaluation Formative evaluation will be used to make program adjustments to improve the day to day effectiveness of the health sciences program. Summative 1. A survey of parents, students, and teachers will be 2. 3. given by the Planning, Research, and Evaluation Department to evaluate the level of satisfaction with program components. Criterion-referenced tests for health sciences objectives will be developed during 1992-93, field- tested during 1993-94, and used for summative evaluation during 1994-95. The principal's annual report will include summative evaluation data such as standardized test results. Arkansas racial Minimum Performance composition of the test student results, the discipline reports, and attendance reports. population. Such data, when compared to previous years, will be a component of summative program evaluation. Use of Summative Evaluation Summative evaluation will be used to make program adjustments from one year to the These adjustments will improve success of the health sciences program. the long major next. range 34The ninth requirement of the February 11 court order is the the program's anticipated impact on school capacity and facilities (space designation and use) , the projected impact on school enrollment, and a description of any changes to the building or grounds which may be anticipated in support of the program. The only permanent changes in the building related specifically to the health sciences electrical outlets to the science rooms. program is to add There will be no changes to the building that will impact school capacity or negatively impact enrollment. The tenth requirement of the February 11 court order is the specific identification of how organizations will be involved in community individuals and all development, marketing, support. student/staff aspects recruitment. of program and ongoing In reference to student recruitment, a recruitment committee, members, ] consisting of the established. parents, building principal, staff and community representatives, will be The recruitment committee will be responsible for developing, implementing, and overseeing all recruitment activities. This includes providing training to other individuals involved in recruitment activities. The Little Rock School District Student Assignment Office will provide technical assistance to the recruitment committee. The student Assignment Office will assist the recruitment committee in disseminating school brochures and public service announcements, conducting mass mailouts, and making contact with private school and interdistrict parents. Special emphasis will be placed on using parents to recruit other parents to the school. In particular, existing parents will be used to recruit private school and interdistrict parents. Professionals from the health sciences community will serve on the planning/advisory committee. The planning/advisory committee will: (a) review the technical curriculum to ensure its currency science\nand relevance to the field of health (b) develop and participate in mentorship opportunities which provide career-related role models and personal contacts in the field of training\nand (c) offer insights to volunteer opportunities for students on the junior high level. The Health Sciences Specialist will solicit collaboration between the school and health care institutions. 35Collaboration will be sought in such areas as field trips, guest speakers, health fairs, staff development and shadowing experiences for students. Contact has been made with health professionals at Arkansas Children's Hospital, Baptist Medical Center, CARTI, Arkansas Cancer Research Center, and St. Vincent's Infirmary. Parent representation on the interview team for Health Sciences Specialist and Health Sciences Teachers will be provided. 36APPENDIX A JOB DESCRIPTIONS Health School) Sciences Specialist (Henderson Health Sciences Magnet Qualifications: Secondary Health or Secondary General Science or Biology Certification Responsibilities: Participate in training this summer to implement the curriculum next fall. Coordinate curriculum development this summer. Be the liaison between health care institutions, health care professionals, and the school. Monitor program implementation. Teach one or two classes related to the Health Sciences curriculum. Arrange guest speakers. Coordinate field trips with curriculum. Evaluate the program on an on-going basis. Liaison between the other core programs and the new health sciences program. Coordinate and arrange the Health Sciences Fair. Arrange shadowing opportunities for the students in the Health Sciences Seminar class. Advise students doing Health Sciences Fair projects. Health Sciences Teacher (Henderson Health Sciences Magnet School) Qualifications: Secondary Health or Secondary General Science or Biology Certification 37Responsibilities: Be willing to recieve training on an on-going basis to keep abreast of education. current trends in health sciences Participate in training this summer to implement the curriculum next fall. Be willing to teach one or more classes of the newly implemented health sciences courses in addition to t\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_642","title":"Little Rock Schools: Jefferson Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Jefferson Elementary School (Little Rock, Ark.)","School management and organization","Educational law and legislation"],"dcterms_title":["Little Rock Schools: Jefferson Elementary"],"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/642"],"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\nREGEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 1 1993 Office of Desegregation Mcniu ing LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR APPROVAL OF SCHOOL CONSTRUCTION For its motion, plaintiff Little Rock School District (LRSD) states: 1. LRSD seeks approval of construction projects at four schools: Chicot Elementary School\nJefferson Elementary School\nWilliams Magnet School\nand Fair High School. Each proposed construction project and its impact upon LRSD's desegregation plan is described below. 2. The proposed projects which are the subject of this motion follow construction and renovation projects which have been completed or which are presently underway at schools in central and east Little Rock. The largest such project completed to date was at Washington school. Washington was demolished and rebuilt on the same site at a cost of $4,932,377.00. The capacity of the new school is more than double the capacity of the building it has replaced. ]allQr\\CaDBUuclxxi.23. A new wing of ten classrooms was added to Franklin Incentive School and Franklin's cafeteria was remodeled in 1989. The cost of the Franklin project was $1,330,000.00. 4. Rockefeller, Rightsell and Ish Incentive Schools were renovated, including reroofing. beginning in 1988. Mitchell Incentive School was renovated at the same time. Stephens Incentive School received air conditioning, painting and carpeting. but was not renovated to the extent of the other buildings because of the plan to build a new Stephens school. The combined costs of the Rockefeller, Rightsell, Ish, Mitchell and Stephens projects was approximately $667,000.00. Capital improvements have also been made at Garland Incentive School at a cost, since 1988, in excess of $400,000.00. 5. LRSD is in the process of constructing a new Martin Luther King, Jr. Interdistrict School in central Little Rock. Construction is scheduled to be completed by August 1, 1993. The new King school will have a capacity of 696 students. 6. Plans are underway for the construction in central Little Rock of a new Stephens Interdistrict School which is scheduled to begin operations for the 1994-95 school year. The new Stephens school will also have a capacity of 696 students. 7. The LRSD Board of Directors voted on March 15, 1990 to seek to increase the LRSD millage rate by eight mils, five and one- half mils for maintenance and operation and two and one-half mils for debt service. The debt service mils were designated for capital improvement projects. LRSD committed to its patrons that 2 kaXliy\\CanMn)c(kxL2certain improvement projects would be undertaken at Chicot, Jefferson, Williams and Fair. The millage was approved by the voters on April 19, 1990. 8. The Interdistrict Desegregation Plan, which was approved by the Court of Appeals on December 12, 1990, requires that [a]ll construction shall be subject to the court's prior approval and shall promote desegregation. Interdistrict Plan, p. 5. The recruitment of students to magnet and area schools is a part of LRSD's desegregation plan. LRSD Desegregation Plan, pp. 95-96\nInterdistrict Plan, p.4. The proposed projects at Chicot, Jefferson, Williams and Fair will contribute to LRSD's ability to accomplish that goal. 9. The proposed project at Chicot consists only of the construction of a cafetorium for the school. The construction of the cafetorium will increase the size of Chicot Elementary School by approximately 3,000 square feet and the cafetorium will have sufficient capacity to seat at one time more than one-half of the children enrolled at Chicot. The Little Rock School District plans to have the cafetorium constructed in time for the beginning of the 1993-94 school year. 10. The proposed project at Jefferson Elementary School consists of construction of a media center and computer room for a net increase of approximately 1,300 square feet of space. The proposed project will allow three classrooms which have been converted to a media center and a computer room to be returned to service as regular classrooms. These three classrooms will be latlQ'VCooMnictkn.2 3occupied by classes at Jefferson which are presently taught in portable buildings behind the school. The portable buildings which are no longer needed will then be removed. The proposed construction project at Jefferson will not require any adjustment to the Jefferson attendance zone. The proposed project is planned to be completed in time for the beginning of the 1993-94 school year. 11. The proposed project at Williams Magnet School consists of expanding the cafeteria to meet the needs of the present student body and to accommodate P.T.A. meetings. Williams presently holds its P.T.A. meetings off campus at Hall High School. The administration area at Williams is adjacent to the cafeteria. LRSD proposes to construct a new administration area and to convert the present administration area into a multi-purpose area for indoor recreation and for expanded cafeteria space. 12. LRSD also proposes to convert the present multi-purpose area at Williams into two classrooms. Seven classes are now taught in five portable buildings at Williams. The conversion of the multi-purpose area to classrooms will allow two of those classes to be moved to permanent space. The proposed construction project will not result in a change in the number of magnet seats available at Williams Magnet School or a change in the process for filling those seats. The proposed project is planned to be completed in time for the beginning of the 1993-94 school year. kulqr\\CBMnietxB.2 413. The proposed project at J.A. Fair High School consists of converting space vacated by programs no longer taught at Fair into usable classroom space. This conversion will allow LRSD to remove two portable buildings which are presently used as classrooms. Auto mechanics and carpentry courses have been moved to Metropolitan Vocational-Technical School and are no longer taught at Fair. The space which was devoted to these specialty courses consists of 3,450 square feet. The proposed project will convert the auto mechanics and carpentry classrooms into 2,180 square feet of usable classroom space which will accommodate ninety students and allow two portable buildings to be removed from the campus. 14. The new classrooms will be used to permanently locate some of the eight floating teachers at Fair who presently have no permanent classrooms. The proposed project does not change the capacity of Fair High School but merely converts existing space to a different use and allows the removal of two portable buildings. It will not be necessary to change the J.A. Fair attendance zone as a result of this project. The proposed project is planned for completion in time for the beginning of the 1993-94 school year. WHEREFORE, for the reasons set out above, the Little Rock School District prays for an order authorizing the construction projects described above at Chicot Elementary School, Jefferson Elementary School, Williams Magnet School, and J.A. Fair High School. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT ]c\u0026gt;d^\\C\u0026lt;tnjctxn.2 5FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By-:^ Christopher Helle: CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion for Approval of School Construction has been served on the following people by depositing copy of same in the United States mail on this 31st day of March, 1993: Mr. John Walker JOHN WALKER, P.A. 172 3 Broadway- Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 ^Christopher Helleu?-^ / lntby\\Canalructi\u0026lt;xi.2 6REGEP/EO filed HAY j lyw Gifke ci IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS APR 5 01993 WESTERN DIVISION carl R. BRENTS, CLERK ^-.uryontNfS, CLERK Sy-' OHP. CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL DISTRICT NO. 1, ET AL. SCHOOL DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Before the Court is the motion of the Little Rock School District for the Court' to which there has been s approval of various construction projects no response. The motion is granted in part. In reviewing the motion, the Court is particularly concerned about the effect of the construction projects on the racial ratios at the schools. The Court approves the construction of a cafetorium at Chicot Elementary School as long as the new construction does not increase the school's capacity. The construction project at Jefferson Elementary School is not approved at this time. Because attendance zones for the new King Interdistrict Elementary School may impact the Jefferson satellite zones that are presently near King, the District may repetition the Court for approval of the Jefferson construction after the attendance zones for King are firm and Court -approved. In itsrenewed petition, the District must include the information: following school the current capacity of Jefferson\nany changes in capacity that will result from and the precise number the proposed construction\nof portable buildings that will and the number that will be removed remain at the school as a result of the proposed construction. Prior to granting approval for construction project, the District must the Williams Elementary School following information: the school' provide the Court with the s current capacity\nthe number of square feet that will be added any change in the to the school by the construction\nproportional allotment of the seats among the Little Rock school's magnet School District, the North Little Rock School District, and the Pulaski County Special the precise number of School District\nportable buildings that will the number that be removed and will remain at the school as a result of the proposed construction\nand clarify how the present administration area will be rearranged, i.e. a single multi-purpose area or two separate areas, one for expanded cafeteria recreation. space and one for indoor Before the Court will consider project at J.A. approving the construction Fair High School, the District must account for the 1,270 square feet difference between the 3,450 square feet of old space and the 2,180 of new space and specify the exact number of new classrooms that will result from the construction. THEREFORE, the motion is granted only to the extent that the Court approves construction of the cafetorium at Chicot Elementary -2-School. The Court will rule on the remaining construction projects after the requested information is filed with the Court. DATED this ay of April, 1993. UNITED S' JUDGE COMPLIANCE VVITl ON docket SHEET W -3-1 Zf': ^14 THU 15:58 SUSAN W WRIGHT FAX NO, 5013246576 Pei-^fo P. 02 e 1 I L, FE s. 71 i ! JI s: \u0026gt;C: .J.. C i 1 i_. 1 ) TEB-1-94 TITU 15:58 SUSAN W WRIGHT _ FAX NO, 5013246576 P.Ol IN THE UNITED STATES DISTRICT COURT U.S. EASTERN DISTRICT OF ARKANSAS DISTRICT JUDGE SUSAN WEBBER WRIGHT FAX LINE (501) 324-6576 DATE: 2/17/94 TO\nAnn z FROM: Barry NUMBER OF PAGES INCLUDING COVER SHEET  3 Message\nThe Judge said to please respond appropriately. ThanksJ ILED OISTPICT COUPT eastern district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN I J 1993 CARL H. BRENTS, CLERK Sy-LL . A. W OHP. CLEflK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER The Court held a hearing on June 8 and 9, 1993, on plaintiff's motion for approval of the attendance zones for the King Interdistrict School and the site selection for the Stephens Interdistrict School. Most of the testimony addressed the King attendance zones\nadditional testimony on the matter of the Stephens site will be taken at a later date. The Court issues the following Order concerning the attendance zones for King. The Little Rock School District hired Dr. Leonard Thalmueller, a former LRSD employee, to draw up several proposed attendance zones plans for the new King Interdistrict School. The plan approved by the LRSD Board of Directors assumed that the Ish Incentive School would be closed unless 100 or more students in the Ish attendance zone wished to attend that school for the 1993-94 academic year. The Court finds that the zoning changes approved by the LRSD are acceptable. They were drawn in such a way as to minimize changes in the attendance zones for other schools. The Court approves the plan, however, only on the condition that Ish remain open unless the LRSD establishes, according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993-94 academic year. The incentive schools are an integral part of the desegregation plan and the LRSD failed to present sufficient evidence to justify the closing of Ish at this time. The Court further finds that it would not be appropriate to close Ish according to the criteria set forth by the LRSD at the hearing. The Court orders that Ish will remain open during the 1993-94 school year if 100 or more students want to attend Ish. The 100 students who will decide the immediate future of Ish will come from the following groups\n1. Students now attending Ish who reside within the Ish attendance zones\n2. Students not attending Ish but who live within the Ish attendance zones\nand 3. Students now attending Ish but who live outside the Ish attendance zones. The Court is adding this third group of students, which is significant in number, because it believes it is only fair to recognize that these students have a stake in the closing of Ish. Student assignments are confusing and are in a state of disarray for a number of reasons, including grandfathering leftover from the earlier controlled choice student assignment plan. The LRSD has the burden of recruiting students to populate the King Interdistrict School from the above three groups of students. The LRSD also has the burden of proving that fewer than 100 -2-students in the above-mentioned groups wish to attend Ish. Within 10 days from June 9, 1993, the LRSD must submit to the Court its proposed survey of these students along with its plan for executing the survey and implementing the sxirvey results. This plan must include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close. Because the district's student assignment plan for King includes closing Ish and reassigning those students to King, the LRSD must develop an amended student assignment plan for assigning students to King in the event Ish remains open. The district must submit this amended plan to the Court by July 16, 1993. The Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan. The Court notes that at the hearing the LRSD committed to a total of four four-year-old classes at King if Ish is closed. The Court believes this is a wise decision that will aid the LRSD's King recruitment efforts. The Court is not approving any expansion of the capacity of Jefferson Elementary School by approving attendance zone changes in this Order. DATED this //~ day of June, 1993. f UNITED STA^S 'DISTRK DISTRICT/ JUDGE -3- THIS DOCUMENT ENTERED ON DOCKET 3HS7 M COMPLIANCE WITH RULE 53 ANO/QR 79(alFRCP ON BY VOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 February 18, 1994 Justin Wooley 524 No. Bryan Little Rock, AR 72205 Dear Justin: Thank you for your letter to Judge Susan Webber Wright about your school, Jefferson Elementary. The Judge has asked me to write to you for her. Although she understands that people have lots of concerns and questions about schools and desegregation. Judge Wright is a very fair judge who has made it a policy to not correspond directly with members of the community about any case that is underway. Instead, she relies upon us in her Office of Desegregation Monitoring to talk with individuals and organizations about school matters and to answer the letters she receives. Im glad you like Jefferson and that you care so much about what happens there. I agree with you that it is a terrific school. 1 have friends who work at Jefferson or whose children are students there, and they all think its a super place too. Judge Wright also cares about Jefferson, even though she does not make the decisions about were the money goes like you thought she did. The superintendent and the people who serve on the school board are the ones who do that. But the Judge does tell the school district when it is alright to build a new school or to add on to an old one. She does that because it is her job to protect citizens constitutional rights and to enforce the school districts desegregation plans which have lots of promises about what the schools will do for children. Judge Wright is under orders from her bosses (who are the judges on the Eighth Circuit Court of Appeals) to make sure that any new school construction is fair and lives up to the promises made by all of the people who wrote and signed the desegregation plans, a contract called the Settlement Agreement. One of those promises is that e school districts wont make it harder for black children to get to school by just building new schools or adding on to old ones that are in the part of town where mostly white children live. Last March 31, 1993, the Little Rock School District asked the Court to approve some construction at certain schools, including Jefferson. The district asked for this approval by doing what is called \"filing a motion, and Ive included a copy of the motion so you can read what the district said to the Court. The Court responded to that motion on April 29, 1993 in what is called an Order. Orders are the way in which a judge answers the person or group (called the \"party\") that makes a motion. Ive also included a copy of this Order so you can read what Judge Wright said about Jefferson, but 111 also summarize her answer here.Februaiy 18, 1994 Page Two The Judge toid the district that she needed more information before she could rule (that means to tell them \"yes\" or \"no\") on the new construction at Jefferson. She wanted to know how many students Jefferson could hold then and whether or not the new construction would change that number\nshe wanted to know exactly how many portable buildings would be removed and how many portables would stay at the school as a result of any new construction. Judge Wright also said that before she could rule, she would have to know how the district planned to draw attendance zones for King, a new school that was being built in a part of town that had an attendance zone for Jefferson. (By telling them that, she was protecting children and their parents so they wouldnt be confused about where they might be going to school after King opened.) Judge Wright told the district that they could come back to her again to ask for approval of the Jefferson construction after the attendance zones for King were final and approved by the Court, and after the district had answered her questions. Well, the district decided on the attendance zones in June and the Court approved them right away on June 11, 1993. But the district has never given the Judge the other information she asked for so long ago. The district answered the Courts question about the other three schools it wanted to build on to, but not Jefferson. What this means, Justin, is that it isnt Judge Wright who is holding things up at Jefferson. 1 am at a loss to explain why the district has given the Court information on every school but Jefferson. 1 suggest that you write to your superintendent. Dr. Henry Williams, to ask him the question that you put to Judge Wright because it is the school district who is responsible for this issue, not the Court. Ive given you a long answer to your short question, but 1 wanted to try to be clear about a matter that can be complicated and confusing to anyone, child or adult. 1 hope 1 succeeded, but you are welcome to call me at 376-6200 if youd like some more information. 1 used to be a school teacher and 1 really enjoy talking to students. 1 also have four children of my own. Theyve been scouts too, so 1 know that it takes a lot of hard work to get a merit badge. I commend you for your study of our community and our problems. Understanding how problems come about, how they get solved, and who is responsible for making changes is a very important part of being a good citizen. You have my very best wishes for successfully completing your merit badge, as well as my thanks and respect for speaking out about community problems. Sincerely yours, Ann S. Brown \u0026gt; Enc. APR- 5-94 TUE 15:43 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE KOCK SCHOOL DISTRICT PLAINTIFF No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER Before the Court are a number of motions which the Court now addresses\n(1) motion by the Joshua intervenors (\"Joshua\") for ruling on their request that incentive school benefits, including scholarship benefits, follow the incentive school children vs. a [doc.#1929]\n(2) motion by Joshua requesting the Court to address certain issues regarding the budget process of the Little Rock School District (\"LRSD\") [doc.#1949]\n(3) motion by Joshua to require the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules [doc.#2051]\nand (4) motion by the LRSD for approval of school construction at Jefferson Elementary [doc.#2090]. I. Joshua moves for a ruling on their request that incentive school benefits, including scholarship benefits, follow the incentive school children [doc.#1929]. Joshua also requests the Court to address the following issues regarding the budget processAPR- 5-94 TUE 15:48 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 of the LRSD [doc.#1949]\n(1) whether the LRSD is required to double fund the incentive schools\n(2) whether, pursuant to the double funding, the LRSD is required to provide scholarship incentives and awards to students who attend or have attended those schools since the settlement plan\n(3) whether the LRSD is required to provide training and educational opportunities related to potential placement in teaching positions in the LRSD to black parents and others who are placed as aides\n(4) whether incentive school personnel who are required to work extended day and extended year programs are entitled to extra compensation for that extra work\nand (5) whether the Ish children are entitled to receive all of their promised incentive school benefits when they attend King Elementary School. The Court denies without prejudice Joshua's motion for a ruling on their request that incentive school benefits, including scholarship benefits, follow the incentive school children. Joshua's motion was filed on August 2, 1993. Ten days after filing the motion, at the August 12, 1993 hearing on the LRSD budget, counsel for Joshua requested that instead of a hearing on this matter, the parties should first be \"directed to sit and try to work this out.\" Transcript, at 10. Joshua went on to state that it is important for Joshua to sit with the school district and in good faith try to resolve these issues without judicial intervention. Id. at 11. The Court agrees and will defer addressing the matters raised in Joshua's motion until such time as -2-APR- 5^94 TUE 15:48 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 the record reflects that the parties have unsuccessfully attempted to resolve the matter without court intervention. The Court likewise denies without prejudice Joshua's motion that the Court address certain issues regarding the budget process of the LRSD. The Court is currently addressing the budget process of the LRSD in an ongoing manner and will continue to do so on its own terms or that of the Eighth Circuit. Moreover, Joshua's motion consists of mere one and a quarter pages (four complete a sentences) and simply does not set forth sufficient grounds for granting the requested relief. II. Joshua moves for an order requiring the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules [doc.#2051]. Joshua states that the LRSD \"did not give the parents of the students recommended for expulsion either notice by certified U.S. mail or by hand delivery of the recommendation for expulsion and the reasons for it. Nor did the district give these parents the date, hour and place that the school board would consider and act upon the recommendation. Nor did the school district conduct a hearing within ten days of the suspension of the students\nnor was a list of witnesses who would furnish information supporting the principal's recommendation made available to the students at least forty-eight days before the ten day hearing period.\" Joshua contends that the LRSD has failed to follow its own rules regarding due process and that because of that -3-APR- 5-94 TUE 15:49 SUSAN W WRIGHT FAX NO. 5013246576 P, 04 fact, the students are entitled to readmission immediately. As authority for this motion, Joshua cites this Court's previous orders and the desegregation plan. The LRSD has responded to this motion by asserting that the matter is now moot. Specifically, the LRSD States that on December IS, 1993, representatives of the LRSD and counsel for Joshua reached a negotiated settlement and all issues were resolved in accordance with the agreement among and between the parties. In this regard, the LRSD states that \"the students were not expelled from the LRSD\nany alleged rule violations were either waived or cured\nit was agreed that the students would remain suspended through the end of the first semester, but would be allowed to take semester examinations and return to school at the beginning of the second semester.\" The LRSD states that the motion now before the Court apparently was filed prior to the settlement agreement. In light of the settlement agreement apparently reached between the parties, the Court finds that Joshua's motion for an order requiring the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules should be and hereby is denied as moot. Joshua may refile the motion if the matter is not moot, or if new and relevant circumstances have arisen that would give rise to any relief. III. The LRSD has filed motion for approval of school a construction at Jefferson Elementary [doc.#2090]. By order dated -4-APR- 5.-94 TUE 15:49 SUSAN W WRIGHT FAX NO. 5013246576 P, 05 April 29, 1993, the Court denied the request for approval of construction at Jefferson, stating that the LRSD may repetition the Court for approval of the Jefferson construction after the attendance zones for the King Interdistrict school are firm and court-approved. In addition, the Court requested the following information\nthe current capacity of Jefferson\nany changes in school capacity that will result from the proposed construction\nand the precise number of portable buildings that will remain at the school as a result of the proposed construction. The LRSD has provided the requested information in the motion now before the Court. Having carefully reviewed the information, the Court finds that LRSD's motion for approval of school construction at Jefferson Elementary should be and hereby is granted. However, any new space generated by the construction must be dedicated to the use described in LRSD's motion. Any alternative use would have to be approved by the Court. IV. In sum, the Court denies without prejudice Joshua's motion for a ruling on their request that incentive school benefits, including scholarship benefits, follow the incentive school children, denies without prejudice Joshua's motion that the Court address certain issues regarding the budget process of the LRSD, denies without prejudice Joshua's motion for an order requiring the readmission of class members who have been expelled from the LRSD, and grants the -5-ePR- 5-94 TUE 15:50 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 LRSD's motion for approval of school construction at Jefferson Elementary. IT IS SO ORDERED this \u0026lt;.3\" day of April 1994. UNITED STATES DISTBaCT JUDGE -6-I r i i I I Ii I t little rock 3 SCHOOL DISTRICT RS\nL3 '.1 '-qp ' JUL 2 9 1994 Olticss of DesegresatiOu Jefferson Elementary School 2600 N. McKinley street - Phone 667711--68228811 . Little Rock. Arkaneae 72207 July 21, 1994 Dear Parents\nI'm pleased to welcome you to Jefferson for - - ____ ______ T C.i the 1994-95 TOb reassignment this year, ano i rruxy mns-i- fortunate and support during that period of twe. wh-* le resoecting to have patrons who want me to remain witn them while respecting ray personal goals and career opportunities. Because of some personal ='2iiliains^ ^k?nnA?int^nd this community and its patrons. Dr. and I and I have discussed this career opport^xty in detail and the superintendent, conversation and let you know want to share the results of and was how things stand at this time. concerned about the  close to the opening of school impact of changing the school s leadership ' scnooi, and we agreed that any transipon careful consideration for al* involved. needed to be done with ----- With the other administrative changes in we were nor sure that we would be able to * ------------- - , J the district at this time, identify an acceptable candidate fo. rthirprincipalshipprior to the opening-off school. Dr. Williams will he recommending me to the Board of Directors nSrD\nc\n:ro?.:aSnr\nositionJor_the X3^-9e^school^^ar Twill make a ^^oS^^^o^Itl^JrJ-^ition given^is additional You have flattered me by your e^Pr^^pons of t^ity confidence. However, as always I remind you ^^t it w tte com Y and will name an acting director ^is year. i * that we will make a time. involvement, the dedicated staf academic and behavior programs f and the parental support of the that make this an outstanding school. I I look that both Dr. Williams forward to a wonderful Y^^r and^please^feel^segre^^^^ and I want only the best for your Sincerely, Frances Cawthon Principal John w. Walker, P.A. Attorney At Law 1723 Broadway Ltitle Rock. Arkansas 72206 Telephone (501) 374-3758 F.AX (501) 3744187 RSCSfu DK ( d 1995 JOHN W. walker RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. Offics of Dessgrega\u0026amp;a u Via Facsimile - 324-2146 December 13, 1995 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I was somewhat surprised to learn that while a northwest Little Rock school has been slated for closing it is slated to be rebuilt. Please provide to me, pursuant to the Arkansas FOIA, all documents and written communication which have exchanged hands, between you, school district officials, consultants and patrons of northwest Little Rock regarding the closing tnd rebuilding of Jefferson Elementary school. Monday, December 18, 1995. May I have this information by Thank you for your cooperation. V, truly yours . J J wux a f W. Walker JWW:js cc: Ms. Ann Brown Ms. Linda Pondexter Ms. Pankye Fells Mr. Jim LynchArkansas Democrat (i^azcttc SATURDAY, DECEMBER 12, 1992 Copyright  1992, Little Rock Newspapers Inc. Ex-teachers suit alleges bias in firing A former Little Rock School District teacher alleged Friday in federal court she was unfairly fired because she is black. The suit was filed by Christine Gatewood, a former teacher at Jefferson Elementary School who alleged she lost her job after she was off work during an extended sick leave. Gatewood, a black woman, had been employed as a teacher since 1987. The Little Rock School Board, named as a defendant, voted Sept. 28,1992, against renewing Gatewoods employment for the 1991-1992 school year. She said she was notified Oct. 1, 1992, that she had been fired. Gatewood asked for a court order reinstating her to her job and awarding her $200,000 in damages and lost benefits.Arkansas Democrat ^(Sazetle SATURDAY, MARCH 13, 1993 Copjffjghl O 1993. Little Rock Newspapers, Inc. Jefferson Elementary raises most money for insurance Jefferson Elementary School was the overall winner in raising money for the citys Fight Back  Insure the Children Program, city officials announced this week. A fund-raising campaign called Pennies for Pasta\nYour Change for Change, netted $15,375. The money helps pay for insurance that children in the Little Rock School District can use to combat an alcohol or drug problem. Jefferson Elementry School raised $2,590.13. Jefferson also had the winning class  the sixth-graders taught by Becky Ramsey. The class raised $382.26 and will receive an award and a free lunch party at the Olive Garden Italian Restaurant. We are elated at the amount of enthusiasm and contributions given by the students who pitched in to help one another, said Wendy Salaam, Fighting Back director. The pennies are continuing to roll in. The school raising the second-highest amount was Carver Magnet Elementary with $1,868.59. Central High was third with $1,533.18. The Fight Back insurance program paid the quarterly premium of $45,205 one week early as a result of the campaign. Another installment for the same amount is due by May 31.6a* X -f r ' **''**\n ut if Arkansas Democrai ^^C^azctU WEDNESDAY. APRIL 28, 1993 Copyright 0 1993. Little Aock Newspapers. Inc. 1 \"'X  1  51 '^1 X' \u0026gt; '?V .  Arkansas Democrat\u0026gt;Gazene/Scon Carpenter LESSON IN CRIME FIGHTING  Larry Jegley. chief deputy prosecuting attorney for Pulaski County, speaks with about 150 fifth- and sixth-graders Tuesday morning at Jefferson Elementary School. Jegley answered students questions about crime in their neighborhoods and schools. Deputy prosecutor trades views on crime with grade-schoolers BY LINDA SATTER Democrat-Gazette Staff Writer Fifth- and si.xth-grade students at Jefferson Elementary School in Cammack Village were treated Tuesday morning to lessons about crime and punishment by Pulaski Countys chief deputy prosecuting attorney. Larry Jegley, filling in for Prosecuting Attorney Mark Stodola, who was busy with grand jury duties, had no trou-ble warming up the large group assembled in the school gymnasium. Are yall really as smart as Ive been told? Jegley asked. His response: a loud, enthusiastic chorus of yes! and a sea of smiling faces, indicating Jegley had won the crowd over. After a brief explanation of what prosecutors do  represent the people and make sure that laws contained in a thick book, which he waved before them, are enforced against criminals  Jegley let the children tell their own tales of close encounters with crime. The policeman was chasing a man down the street. It was about drugs, one boy said. Jegley said the boy probably didnt enjoy witnessing that, but the youth insisted that it was entertaining. A girl said her mothers purse had been stolen at Harvest Foods. Another girl said she was in the Park Plaza mall parking lot when a man hit a little old lady on the head and took her purse. How can we stop crime? Jegley asked. Call 911, offered one boy. How can we fix it so we dont have to call 911 in the first place? Jegley asked. Execute people, a girl answered. Jegley, undeterred, pressed for a different answer after the laughter subsided. Teach people not to commit crimes in the first place, a boy offered. Jegley advised his young listeners that the key is to respect each other. He told them to give everybody the respect you would want to be given back. Jegley answered questions in simplified detail about how a person becomes a prosecuting attorney, and the difference between prosecuting lawyers, as one student put it, and other types of lawyers. He said his worst kinds of cases involve youths hurting youths, and that he wanted to be a prosecutor to help the community and because he likes courtrooms. Jegley said he has been a prosecutor for about two years. Before that, he worked for the state Court of Appeals for about six years. As for preparing for a career in law, Jegley said the first step is going to college and taking a variety of courses  often English, writing, journalism and government courses. He noted that you can be an engineering major and then go to law school. His talk was coordinated by the Victims Assistance program at the prosecutors office, in association with National Crime Victims Rights Week. Arkansas Democrat ^(Oazettc WEDNESDAY, MARCH 24, 1993 Copynght  1993. Little Rock Newspapers, Inc. ARKANSAS TIMES  APRIL 21,1994 : The Aihatifas REPORTER WHITES NEED NOT APPLY At one LR school, desegregation proves too successful. BY JUDITH M. GALLMAN D *anny Johnson wanted his son to attend Pulaski Heights Junior High .School next year, but theres no room for his son al the .school liccau.sc hes while. Thats what the school told Johnson on Mai ch 2! when he went to pre-register his 11 - year-old son Jeremy for next year. Il seems the Pulaski Heights parents and school ofTi- cials have lx\nen so successful al recniiting whites that dieir enrolinxjnl now tuns afoul of court-ordered racial guidelines. The result is a supreme irony In a majority black school district that has struggled for years to hold white parents. Denied admission to Pulaski Heights, Johnson says he is planning to buy a house in ConWay and enroll his children theie next year, continuing a trend that has seen Conway explode widi whites fleeing Little Rock. Ralph Hoffman, the principal of Pulaski I leighl.s Junior I ligh School, says the school has swung from a junior high that was roughly 65 to 67 |\u0026gt;eicent black in 1988 to a school that's 54 to 5.5 pcrcenl black now. Based on prc-tegislrallon figures for next year, however, the district projects Ihe junior high will be 51.8 |x\nrcent black, which, the disulcl says, means loo few black students will l)C enrolled. I he projection prompted Dr. Rus,s Mayo, associate su|Krintendcnt for desegregation, todrafl a memo saying thatsludents who pre- regislcred on or after May 14 will lx\nassigned by the Student Assignment Office. Basically, we will reserve vacant seals for black studenl.s while nonblack students will receive alternate assignments, Mayo wrote in the memo. Studenl.s who cannol be assigned will be placed on waiting lists. 1 he nxMiio also went to four elenxmlary schools, Teiry, Fulbright, Forest Paik and Oller Creek. Mayo said. iKcausc all will likely slipl)elowlhccouil-appiovcd minimumblack enrollment |)eicentage. Jefferson doesnt meet die minimum bul a memo wasnt sent there. The school dish id decision is al variance, however, with the federal courts Office of Desegregation Monitoring. Ann Brown, federal monitor, sayslhemlni- mum black enrollment should not fall below 40 |x:rccnl for elementary schools and 51 pcrcenl for junior high schools. Mayo agrees on 40 |)ercent for elementary schools, but he Insists the minimum for junior highs is 52.5 percent Moicim(X)ilantly,Brown believes tliccourt intended lo set racial guidelines, not quotas. Mayo see.s them as a quota from which tire disti id may not stray. Mayo said die freeze Is a temporary measure that may be lifted once die district has a dear understanding of next years enioll- inent. Though the policy ap|iears Io stale otherwise, Mayo said the district does not intend to exclude white students who are rightful residents of a school's attendance zones, only those who live outside the attendance zone. But at Ihcsainc lime, he saysonly that those in lite zone will be put on the waiting list. He also says the district wants Io Ixt sure all stiidenls in a school rightfully deserve tlie as.signmcnts. Ci ITn told that it has not been watched as :arefuUy by the Student Assignment Office in the past, Mayo said. Wecannot continue ignoring the plan or the court. Brown said ihedisU ict should look at other options beforeexektding white parents, whose loss could harm the racial composition of the whole district. One option is adding portable buildings, although thalsiinpossiblcfor some of the schools and Mayo counters such additions perpetuate dual education. Some school patrons, parents and teachers worry that die policy will drive whiles to private schools or other cities. Theres no such thing as a school too white in Little Rock, one parent said. But the School District has now ruled ollterwise. And the result may be al least two mote transfers to Conway.  PERCENTAGE OF BLACK STUDEMta ANTICIPATED Pulaski Heights Junior High School 51.8 percent Terry Elementary School 39.9 percent Fulbright Elementary School 43.1 percent Forest Park Elementary School 39.2 percent Jefferson Elementary School 40.4 percent Oller Creek Elementary School 44.7 percent If pre-registration enrollment figures for the 194-95 school year for the above Little Rock schools hold true, these schools could end up with too few black students, which is why additional white students aren't being enrolled temporarily. The percentages indicate what percentage of the student body is expected to be black. Elementary schools cant have fewer than 40 i)crceiit, but the bottom limit for junior highs is in dispute. The district sets the limit al 52.5 percent\nthe Office of Desegregation monitoring uses 51 percent.Aricansas Democrat (gazette FRIDAY, SEPTEMBER 22, 1995 LRSD to award new contract to finish library at Jefferson BY JAKE SANDLIN Oemocrat\u0026lt;3azelte StaM Writer The Little Rock School District plans to award a new construction contract next month to finish Jefferson Elementary Schools library. Problems also need to be corrected in the buildings outside walls and flooring, the only parts completed, Doug Eaton, the districts facility services director, said Wednesday. The district fired the first contractor in August because the job wasnt progressing, Eaton said. The completion date on the $480,000 project was supposed to be Aug. 7. The center is about one-third complete. The contractor, R B Builders of Bryant, couldn't finish because of financial difficulties, Eaton said. The district dismissed the company before the contract was up. A phone number for R B Builders has been disconnected, and no new number is listed with directory service. The company had completed other local work when awarded the contract through competitive bidding, he said. Sometimes a guy bites off more than he can chew, Eaton said. The job was too big for him. The contractor was bonded, and a new contract wont cost the district more money, he said. The district is negotiating with other contractors to award the contract a second time, possibly by the first week of October, Eaton said. Finishing the job is estimated  to take 90 days. Well take the best combination of money and time we can, Eaton said. We just need to finish it, basically, Eaton said. Some of the workmanship could be better. We think we can get it better. He said several bricks will have to be pulled from the walls or sanded to improve their appearance. Jefferson Elementary, 2600 N. McKinley, is temporarily providing library services from a portable classroom and in room- to-room visits by its librarian. A former storage area is also being used for a health room because the health room renovation included in the project wasnt completed.Arkansas Democrat (gazette WEDNESDAY, MAY 24. 1995  Certificate of resistance SS V s AiKansas Democra-GazetlwSTEVE KEESEE ~ Jefferson Elementary sixth-grader Jordan received for completing the Little Tbo iL0 -A.R.Eu.  iD\u0026gt;niujgy AMbuuussee nReessiissitaannccee tEdduuccaattwionn  program. The certrfkrates handed out to 75 sixth-gradere at a specif iwatd ccearnemmnomnyi tthhaa*t also featu_r_e^d.4 a__ m_ _in_i_-m__u_s.i ca.l about ovovtoi anoiu peer pressure. I i Arkansas Democrai '^(Bazcttc FRIDAY. SEPTEMBER 22, 1995 LRSD to award new contract to finish library at Jefferson ! BY JAKE SANDLIN Oemocrat-GazeBe Staff Witter The Little Rock School District plans to award a new construction contract next month to finish Jefferson Elementary Schools li- brary. Problems also need to be corrected in the buildings outside walls and flooring, the only parts completed, Doug Eaton, the districts facility services director, said Wednesday. The district fired the first contractor in August because the job wasnt progressing, Eaton said. The completion date on the $480,000 project was supposed to be Aug. 7. The center is about one-third complete. The contractor, R B Builders of Bryant, couldn't finish because of financial difilculties, Eaton said. The district dismissed the company before the contract was up. A phone number for R B Builders has been disconnected, and no new number is listed with directory service. The company had completed other local work when awarded the contract through competitive bidding, he said. Sometimes a guy bites off more than he can chew, Eaton said. The job was too big for him. The contractor was bonded, and a new contract wont cost the district more money, he said. The district is negotiating with other contractors to award the contract a second time, possibly by the first week of October, Eaton said. Finishing the job is estimated ' to take 90 days. Well take the best combination of money and time we can, Eaton said. We just need to finish it, basically, Eaton said. Some of the workmanship could be better. We think we can get it better. He said several bricks will have to be pulled from the walls or sanded to improve their appearance. Jefferson Elementaiy, 2600 N. McKinley, is temporarily providing library services from a portable classroom and in room- to-room visits by its librarian. A former storage area is also being used for a health room because the health room renovation included in the project wasn't completed.May 2 2, 2 0 0 2 139 elementaries share $400,000 in performance awards BY CYNTHIA HOWEU ARKANSAS DEMOCRAT-GAZETTE CONWAY  Teachers and principals from Arkansas highest-performing elementary schools said Tuesday that cash prizes totaling $400,000 from the state are an unexpected but welcome windfall that will be spent on employee bonuses, library books, musical instrument*\nand electronic accessories. On Tuesday, state education leaders hosted a luncheon at the Agora Conference Center to honor two representatives from each of the 139 elementary schools that will be getting the awards, which are made possible by a grant from the Walton Family Foundation in Bentonville. The distribution of the money is based largely on each schools percentage of fourthgraders who scored at proficient or advanced levels on the states Primary Benchmark Exam. The new Measuring Performance Honors program specifically recognizes schools either for their high percentages of students scoring at proficient and advanced levels on the math and literacy test, or for improvements in their number of high- scoring students. Its wonderful, a great treat, Beverly Kelso, principal at North Little Rocks Lakewood Elementary, said about the approximately $2,000 her school will get. She said her staff discussed several ways to spend the money and decided to purchase computer software and printers to be used by pupils. David Babb, principal at Springhill Elementary and Dean Burbank, principal at Collegeville Elementary, both in Bryant, also said they and their staffs are eyeing technology purchases for their awards, which range from $2,300 to $3,300. Faculty members from other schools had other plans. Shelly Woods, on the staff at Fairview Elementary School in Texarkana, said her schools $2,500 award will be used to get a long-dreamed-of fine arts program off the ground. String and rhythm instruments, as well as art books, are on the schools wish list. Little Rocks Jefferson Elementary and Batesvilles Eagle Mountain Elementary will use portions of their awards to expand the Accelerated Reader program, a supplemental program that rewards pupils for reading books and answering computerized questions about the stories. We want to build on our strengths, Jefferson Elementary Principal Roberta Mannon said, noting that her pupils read 20,000 books as a result of the reading program this school year. At Batesvilles West Elementary School, the $2,200 will be shared among the certified and noncertified staff in the form of employee stipends. And at Magazine Elementary SchooL the money will be used to buy and customize notebook binders for students. The notebooks, decorated with the schools logo and filled with math facts and class schedules, should build school spirit while helping students organize their school work, said Sandra Beck, the districts curriculum coordinator. Teachers and other employees at each school vote on how to spend the awards, and that process has not been completed at all schools. At Russellvilles Sequoyah Elementary, the staff is considering hiring a reading and math aide, purchasing Accelerated Reader materials, and repairing windows and other features of their building. Each of those options is being evaluated for cost before a decision is made. Gina Eason, a fourth-grade teacher at Sequoyah, said the money was a pleasant surprise but it was not a motivating factor in trying to raise student test scores. We wanted our children to succeed. We werent in it for the money, Eason said. She also said she regretted that not all elementary schools in Russellville were similarly rewarded. They worked just as hard as we did, she said. We all shared ideas. Ray Simon, director of the Arkansas Department of Education, on Tuesday called the awardwinning schools 139 of the finest schools this state could ever hope to recognize. Thank you for allowing us to honor you. John Antonetti, a former Sheridan School District educator and now an associate in a national education consulting company, was the keynote speaker at the luncheon. He told the crowd that Arkansas Benchmark Exam is a better measure of student reasoning and thinking skills than tests used in states such as Texas, California and Florida. You saw the challenges, Antonetti told the crowd. You met the challenges. For the entire state of Arkansas, let me thank you and encourage you to do it again. Its so wonderful to go out into the rest of the world and say, You have no idea what we have in Arkansas.  The awards, which will be distributed within the next few weeks, range this year from $582 in the Poughkeepsie Elementary in the River Valley School District to $9,729 in the North Main Elementary School in the Greenwood School District. Graduation Gifts 20% Off  ^^Through May 31 8121 ConftM Rood 614-9030 Mon\nt*At9u6\u0026gt; SatlO-5\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":119,"next_page":120,"prev_page":118,"total_pages":155,"limit_value":12,"offset_value":1416,"total_count":1850,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":1843},{"value":"Sound","hits":4},{"value":"MovingImage","hits":3}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Arkansas. 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